##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[ X \]
Elementary \[ \] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal [Mrs. Nancy Becker]{.underline}

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

Official School Name [Neenah Creek Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address[\_\_P.O. Box 68 W8516 Highway
X\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Briggsville\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_WI\_
53920-0068]{.underline}

City State Zip Code+4 (9 digits total)

County
\_\_\_\_[Marquette]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_\_\_\_\_[6678-0050]{.underline}\_\_\_\_\_\_\_\_

Telephone [( 608 ) 981-2341]{.underline} Fax [( 608 )
981-2104]{.underline}

Web site/URL [http://www.sdwd.k12.wi.us/neenahcreek.html]{.underline}
E-mail <nbecker@sdwd.k12.wi.us>

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. Charles
Whitsell\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [School District of Wisconsin Dells]{.underline} Tel. [(
608 ) 254-7769]{.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. David
Schulz]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature 1

**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 for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools on the same campus with one principal, even K-12 schools,
    must apply as an entire school.)

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1.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 school year.

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

3.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

5.  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
    OCR has accepted a corrective action plan from the district to
    remedy the violation.

6.  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.

7.  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**

1\. Number of schools in the district: 3 Elementary schools

1 Middle schools

0 Junior high schools

1 High schools

1 Other

6 TOTAL

2\. District Per Pupil Expenditure: \$9,602.69

Average State Per Pupil Expenditure: \$10,604

**SCHOOL**

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

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

4\. 3 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**       6         8                      **14**       **8**                             

  **1**       8         6                      **14**       **9**                             

  **2**       2         11                     **13**       **10**                            

  **3**       6         7                      **13**       **11**                            

  **4**       7         10                     **17**       **12**                            

  **5**       2         7                      **9**        **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **81**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 91 % White

the school: 0 % Black or African American

5 % Hispanic or Latino

0 % Asian/Pacific Islander

4 % 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: 19 %

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

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

  **(2)**                   Number of students who      10
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    14
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 74
                            the school as of October 1  

  **(5)**                   Total transferred students  .19
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           19
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: 0 %

0 Total Number Limited English Proficient

Number of languages represented: 1

Specify languages: English

9\. Students eligible for free/reduced-priced meals: 39%

Total number students who qualify: 31

10\. Students receiving special education services: 9%

7 Total Number of Students Served

Indicate below the number of students with disabilities according to
conditions designated in the Individuals with Disabilities Education
Act. Do not add additional categories.

0 Autism 0 Orthopedic Impairment

0 Deafness 1 Other Health Impaired

0 Deaf-Blindness 0 Specific Learning Disability

0 Emotional Disturbance 6 Speech or Language Impairment

0 Hearing Impairment 0 Traumatic Brain Injury

> 0 Mental Retardation 0 Visual Impairment Including Blindness
>
> 0 Multiple Disabilities

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) 0 1

Classroom teachers 6 0

Special resource teachers/specialists 0 6

Paraprofessionals 0 2

> Support staff 1 0
>
> Total number 7 9

11. Average school student-classroom teacher ratio, that is, the number
    of

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 13:1

13\. We are a small school with six full-time teachers in classrooms and
three teachers of "Specials", which include Art, Music and Physical
Education. When one of the teachers is transferred to another building
in the district, as happened several times in this five year time
period, our teacher turnover rate is 11%.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

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

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

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

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

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

# Part III School Summary

The School District of Wisconsin Dells (SDWD) is a public school
district that encompasses a rural area of 186 square miles in
south-central Wisconsin and serves a population of more than 1600
students at its five schools. Neenah Creek Elementary enrolls 81students
in grades K-5 and employs six full-time teachers. The mission of the
SDWD is to "graduate learners who attain the knowledge and skills
necessary to make a positive contribution to a changing world." The
Neenah Creek staff also believe that it is important to empower each
child with the attitudes, knowledge, and skills for becoming a life-long
learner by providing an environment that values curiosity, respect,
cooperation and creative and critical thinking.

The location of Neenah Creek School provides students with unique
learning opportunities. For example, since 1995 students have been able
to join scientists from the International Crane Foundation (ICF) in
studying a practical wildlife-resource issue affecting farmers in our
community. Surrounded by agricultural fields and an adjacent wetland
complex, the school has a unique view into two sometimes conflicting
worlds---wildlife and their habitats and the needs of farmers. This area
also comprises part of a research site used by ICF for their long-term
research on Greater Sandhill cranes. In their research, ICF has also
worked closely with Neenah Creek to foster a partnership dedicated to
learning and conservation by co-writing several grants: Toyota Tapestry,
Wisconsin Environmental Education Board Grant, Wisconsin
Sesquicentennial Grant. Our partnership has enabled our students to
interact with scientists from around the world, restore a prairie
habitat, join an international art show, and share research data with
students nationally and internationally.

Staff at Neenah Creek believes in order for students to truly learn they
need to be excited about learning and as educators we need to build on
students' interests, strengths, and experiences. Hands-on activities
centered on real-world issues allow students to make relevant
connections that extend beyond the classroom. For example, in 2000 our
school initiated a "Senior Connection" whereby our students write
letters, create crafts, and decorate cookies for the widows of our
community. Students recently collected food items for one of our
families whose father has been diagnosed with cancer and unable to work.
The world conflicts are made clearer by the letters and visits with two
brothers of one of our students who are presently serving in Iraq and
Afghanistan. Care packages with letters are prepared by the students for
shipping overseas by our local American Legion Auxiliary.

Parents are encouraged to become partners in their children's education.
Their support serves to enhance the students' experiences, to encourage
the students themselves, and to develop a stronger relationship. Support
of the community allows students to see that they are an integral part
of a whole and it allows them to further understand how issues affect
individuals collectively. The Neenah Creek Parent-Teacher Organization
(PTO) is a very active group planning monthly Family Fun Nights which
have included a variety of activities such as Author Night, woodworking
projects, swimming events and fine arts events. The PTO along with the
community was very supportive of the recent construction of our
greenhouse. Through a vigorous fund-raising campaign and donations of
time and talent by parents, the project was completed January 2006. By
April the school had a greenhouse overflowing with plants which were
sold as part of our week-long Earth Week event.

At Neenah Creek, we believe that all students can excel! The many
special projects at Neenah Creek reflect our belief that learning should
be experiential. Through the projects students learn not only about
social issues that affect their community, but they also learn how
decisions can have far-reaching consequences and how issues they face
locally are issues faced by individuals and communities throughout the
world. By learning about these issues and the responsibilities inherent
in any decision-process, these students can grow to become environmental
and social leaders of the future.

6

**Part IV -- 1 Indicators of Academic Success**

**1. Assessment Results:** Neenah Creek Elementary has assessed their
fourth graders using the Wisconsin Knowledge and Concepts Exam (WKCE)
since the 1996-97 school year. This standardized, criterion referenced
test measures student's academic achievement in five core subjects:
math, reading, language arts, science and social studies. Beginning in
fall, 2005, third and fifth grade students were also assessed in reading
and math using the standardized instrument. Student performance on these
assessments is reported in proficiency categories: Advanced, Proficient,
Basic and Minimal. General descriptions of the proficiency categories
are as follows:

> [Advanced]{.underline}: Demonstrates in-depth understanding of
> academic knowledge and skills tested on the WKCEcrt.
>
> [Proficient:]{.underline} Demonstrates competency in the academic
> knowledge and skills tested on the WKCEcrt.
>
> [Basic]{.underline}: Demonstrates some academic knowledge and skills
> tested on WKCEcrt.
>
> [Minimal]{.underline} Performance: Demonstrates very limited academic
> knowledge and skills tested on WKCEcrt.
>
> Students who achieve Proficient on the WKCEcrt demonstrate meeting
> state standards. Those who achieve Advanced have exceeded the state
> standards.
>
> More information regarding the Wisconsin Assessment System may be
> found at <http://data.dpi.state.wi.u.s/data/selschool.asp>.
>
> In 2005-2006, 100% of the fourth graders at Neenah Creek were Advanced
> or Proficient in all five content areas measured. Our disaggregated
> data would be for groups of fewer than 10 students and is not
> published. Additionally, 100% of all third and fifth graders at Neenah
> Creek were Advanced or Proficient in the two content areas assessed:
> Reading and Math.
>
> In 2005-2006 on the WKCE, 100% of Neenah Creek third grade students
> were Proficient (P) or Advanced (A) in Reading. This compares to 90%
> of all Wisconsin Dells (WD) third graders being P or A in Reading, and
> 79% of all third graders in the state of Wisconsin being P or A in
> Reading. In Math, 100% of Neenah Creek third graders were Proficient
> or Advanced in Math. This compares to 86% of all WD third graders
> being P or A in Math, and 71% of all third graders in the state being
> P or A in Math.

In 2005-2006 on the WKCE, 100% of Neenah Creek fifth grade students were
P or A in Reading. This compares to 82% of all WD fifth graders being P
or A in Reading, and 82% of all fifth graders in the state of Wisconsin
being P or A in Reading. In Math, 100% of Neenah Creek fifth graders
were P or A in Math. 75% of all Wisconsin Dells fifth graders were P or
A in Math, and 71% of all fifth graders in the state were P or A in
Math.

In 2005-06 on the WKCE, 100% of Neenah Creek fourth grade students, were
P or A in Reading; 86% of Wisconsin Dells students and 82% of state
students were also P or A. In Language Arts, 100% of Neenah Creek fourth
graders were P or A; 84% of WD students and 80% of state students. In
Math, 100% of Neenah Creek students were P or A; 72% WD students and 73%
state students. In Science, 100% of Neenah Creek students were P or A,
79% WD students, and 78% state students. In Social Studies, 100% Neenah
Creek students were P or A, 91% WD students and 92% state students.

**2 Using Assessment Results:** Historically, the School District of
Wisconsin Dells has held an annual data retreat in August for teachers
and administrators. The results of the most recent WKCE have been
reviewed, as well as other factors contributing to student
achievement---attendance, behavior records, etc. Most recently, in
August 2005, a group of individuals composed of teachers and
administrators from all schools, met to review the data, conduct an item
analysis of the WKCE, draw conclusions, and prepare presentations which
were then given to all faculty members at their respective schools.
Instructional strategies were implemented to increase student
achievement based on the information that was gained.

In the current school year, the leadership team and the principal are
meeting regularly with the Curriculum Coordinator to review the WKCE
data and conduct an item analysis to identify student strengths so we
may continue specific strategies which supported that achievement at all
grade levels. Also, the team identifies areas needing improvement and
makes instructional recommendations to staff in order to increase
student learning. Data from the annual district-wide writing assessment
is shared at grade level meetings, which include teachers from all
Wisconsin Dells elementary schools. Teachers at Neenah Creek conduct
STAR reading assessments during the school year and make instructional
decisions based on those results. We believe assessment guides
instruction and rely on pre- and post- testing to determine areas
mastered and content requiring more instructional time. Our teachers
communicate across grade levels to share best practices and teaching
strategies. We are truly a Professional Learning Community! We have a
good understanding of our students and their needs and make
instructional decisions that benefit the whole child.

In addition, each teacher has as one goal in their Professional Growth
Plan "determining how students who are successful at grade level are the
same or different from those students who do not meet grade level
expectations." WKCE assessment results, attendance and behavior are some
of the data which are utilized to identify differences and therefore
make effective, research-based interventions to increase student
achievement.

**3 Communicating Assessment Results:** Communication is one of the
strengths of Neenah Creek Elementary School. We have an Open Door Policy
and welcome our students and families at the beginning of each year at
our annual Open House, which communicates expectations for the year and
sets a positive tone for the whole year. We believe parents are partners
in their child's education and regularly communicate expectations
through assignment notebooks, classroom and school-wide newsletters and
our homework hotline. We send mid-quarter progress reports and quarterly
report cards to students' homes to share student progress.
Parent/Teacher conferences are scheduled twice a year and give teachers
the opportunity to share information with parents about their child's
school performance. In addition, our teachers contact parents by phone
or email whenever they have a concern about a student's performance in
the classroom. Our Title I teacher, who provides specific instruction to
students struggling in reading, has two parent nights in which families
come to the school, participate in an activity with their child, and
learn about their child's reading achievement. We have a high level of
knowledge about each of our students and an excellent, collaborative
relationship with our families. These factors increase and enhance our
effectiveness as educators and lead to increased student achievement.

Neenah Creek sends a letter to parents prior to the administration of
the WKCE test so parents may understand and support the testing process.
Parents receive an individualized, detailed report on their child's
performance on the WKCE. The *Wisconsin Dells Events*, our local
newspaper, publishes test results of the WKCE for the entire district.
The School District of Wisconsin Dells publishes an annual School
Performance Report, which is posted on our website, which includes
testing results for all schools. The Wisconsin Department of Public
Instruction publishes all test data on its WINNS web site.

**4 Sharing Success:** Neenah Creek staff are always interested in
sharing our successes with others. Our school is listed on the National
Science Teachers' Association website as a Toyota Tapestry grant-winning
school. One of our teachers is a Toyota Tapestry ambassador for the
state of Wisconsin and is available for consultation. We share our
successes with other elementary schools within our district at grade
level meetings held during inservices and also twice annually at
half-day long meetings. Our staff members serve on the district-wide
curriculum committee. Within our school, student artwork is frequently
displayed in our hallways and featured at our Spring Fine Arts Fair. In
spring 2006, our school's greenhouse had a grand opening in conjunction
with this event. Families from within our community as well as
surrounding communities came to view and purchase the plants our
students had grown. We have effectively integrated science, math,
reading and writing into our greenhouse projects.

Our fourth grade students prepare presentations and displays about a
city in Wisconsin, while our fifth graders research a state. Their
findings are integrated into a visual display, complete with artifacts
and foods from the areas they represent. Families interact with our
student presenters and ask them questions at our spring event, held in
conjunction with our family picnic.

Our students have been featured on a Wisconsin Public Television show
entitled "Into the Outdoors." Representatives from the International
Crane Foundation visited our school and our students were taped
explaining how we track the flight of the sandhill crane. This show was
televised statewide, and perhaps beyond, several times. Our students are
high achievers who represent our school in geography bees, spelling bees
and DARE essay contests. In public speaking, our fifth graders have won
both county and regional environmental conservation speaking contests.

Our principal attends monthly meetings of the Wisconsin River
Association of Principals and shares our successes and strategies with
other principals from our conference. Neenah Creek is always seeking
opportunities to share our successes with others.

**PART V -- CURRICULUM AND INSTRUCTION**

**1 Curriculum:** The School District of Wisconsin Dells' curriculum,
which we implement,, is based on the State of Wisconsin Standards. The
curriculum is rigorous and clearly articulated with learning targets and
benchmarks that drive high expectations for achievement by all students.

#  Reading/Language Arts: Reading/Language Arts instruction is based on the concept that literacy instruction has both a strategic base and a developmental component. Because of this belief, we use a balanced approach to literacy instruction. This includes systematic phonics instruction, specific instruction in reading and language skills, and the structured approach afforded by the use of a commercial basal series, as well as great quantities of activities that are more student-driven, such as time for self-selected reading and writing.

#  Writing: Writing instruction is based on creating authentic opportunities for student writing. Because of this goal, writing instruction occurs throughout the curricular areas. An analysis of both standardized and district driven assessments indicated needs in constructed response tasks. To improve this, and all writing across the curriculum, we have been teaching the *Six-Trait Writing Rubrics* and the *Step-Up to Writing* strategies, and using a district-wide writing assessment.

**Math:** Our Math program, *Everyday Mathematics*, promotes a
cooperative learning environment, with exploration activities to provide
hands-on learning, and covers concepts that relate to real life problem
solving. Students are motivated and learn many concepts and various
methods to achieve the end result. Therefore they have options to choose
a method that fits their learning style.

**Social Studies:** As a school we think globally and act locally.
Examples of activities include our Memorial and Veterans' Day Programs,
Senior Connection, letters and packages to soldiers, aid to Katrina
victims, Kinder Feast (Thanksgiving), Ethnic Luncheon, and states and
countries projects. We instill the acceptance and celebration of
diversity in cultures, peoples, skills and abilities.

**Science:** The Neenah Creek science curriculum is built on three
levels of inquiry: teacher directed, teacher guided, and full inquiry
where students take the lead in conducting experiments. All of these
approaches help students understand our world the same way scientists
do. Students are taught "how to read science" and are involved in
cross-curricular links. Differentiated instruction is achieved with the
use of content-leveled readers. The program also involves technology
with a variety of interactive tools for students and teachers which help
support, extend, and enrich classroom instruction.

#  Technology: Technology is an integral part of instruction, both as a stand-alone content area and also embedded in the curriculum. Through software programs, students learn keyboarding and how to create documents, graphs and *Power Point* presentations. These skills are then applied to the successful completion of classroom projects and student presentations.

**Music:** Our curriculum instills a love for and appreciation of music
through a variety of experiences. Students learn about the elements of
music, including rhythm, pitch, tone and melody. Through singing and
playing basic musical instruments they learn to express themselves
musically. Additionally, through listening to the music composed by
others, they develop a sense of musical history and appreciation. Our
students are also fortunate to receive instruction on electronic
keyboards.

**Art:** Art is an integral part of elementary education. The Neenah
Creek School's art program encourages appreciation of aesthetics, group
and individual creativity and communication. The art program develops
knowledge and understanding of cultures, aesthetic literacy, and
analytical thinking such as experiences in art criticism and
appreciation. These qualities in our fine arts program will develop the
most important needs of our balanced society.

#  Physical Education: Physical education offers a diverse range on noncompetitive and competitive activities that lead to life-long physical fitness and good health. Our transverse climbing wall is an excellent example of the opportunities our students have to build life-long wellness by developing characteristics such as problem solving, goal setting, positive risk taking and confidence.

**2a-** **Reading:** Neenah Creek School uses a balanced literacy
approach to reading instruction. The goal is to develop strategic
readers. We use both a basal series and trade books to accomplish this
goal. Children typically begin with oral language experiences. Then
phonemic awareness becomes the focus. At this point, students are
involved with systematic phonics instruction as well as reading pattern
books and early emergent kinds of literacy materials. Neenah Creek
School uses Cunningham's four-block model for literacy instruction. This
encompasses guided reading, individual self-selected reading, working
with words, and writing.

As students progress through emergent and fluent reading levels,
specific instruction in decoding and comprehension strategies begins in
earnest. Students are instructed in the use of "Storylords" strategies.
At the same time, students continue to have opportunities to read
authentic text materials, with time set aside each day for self-selected
reading. Writing instruction also continues on a daily basis. Students
at this level have frequent opportunities to build critical thinking
skills, develop fluency and read for varied purposes.

Struggling readers receive Title One services to support the same goals
listed above. Title One students are involved in an offshoot of Taylor's
*Early Intervention Reading*. As we are a small school, we are able to
use older students to help mentor beginning readers, which is of value
for all, but especially those struggling readers.

Neenah Creek School uses technology to help in literacy instruction. We
have *Accelerated Reader* and the *STAR* program from Renaissance
Learning as well as a program called *Fast ForWord*, which is primarily
for struggling readers. Much of our approach comes from research in best
practices for literacy instruction. The National Research Council
publication entitled *Preventing Reading Difficulties in Young
Children*, commonly referred to as the Snow Report, has provided much
guidance in the development of our literacy instruction.

**3 -Math:** Our *Everyday Mathematics* curriculum allows students the
opportunity to use their math strategies to become life-long learners
through the use of creative and critical thinking and application to
life skills, which fits the goals we promote in our district. Our Neenah
Creek mission statement "empowers each child with attitudes, knowledge,
and skills for becoming a life-long learner by providing them with
skills in cooperation, and creative, critical thinking." *Everyday
Mathematics* emphasizes higher order thinking strategies, real life
situations and problems students face in their every day life, for
example: shopping, counting, measuring and managing finances.

*Everyday Mathematics* curriculum, a National Council of Teachers of
Math standards based curriculum, focuses on an instructional approach to
learning math strategies through ongoing lessons, mathematical games,
and activities that incorporate content instruction for students to
apply their skills. This curriculum allows for concepts to be developed
over time with targets identified as beginning, developing, or secure at
the grade level where it is taught. The students are highly motivated
and enjoy the hands-on approach to learning using a variety of methods.
They are engaged in learning through mental math activities, math
messages, whole class activities, independent learning, and partner
activities. The program provides a home-link to the lesson taught that
day so parents can become involved and support their child in their
learning process.

Assessments are an important part of this program, with many options
provided to assess students. These include teacher observation, oral,
slate, and written forms of assessment. A progress form is sent home
quarterly indicating the student's achievement of each learning goal.
This curriculum is an hour of active learning daily with concepts
cycling at different grade levels to make sure students are grasping
each concept. Along with this program, we also use *Master of Math
Facts* to insure students are secure in their math facts. All of these
tools have enabled us to be successful with WKCE state testing.

**4 -Instructional Methods:** Daily instruction is based on the academic
standards and grade level learning targets which help prepare and
motivate students to meet or exceed proficiencies. One advantage of
teaching students in a small rural school is the teacher's opportunity
to assess what students understand over a period of time. Therefore a
teacher is better able to provide the appropriate opportunities to
stimulate further learning.

Our fifth graders are reading buddies with the kindergartners once a
week, advanced students are able to cross grade lines to better meet
their needs, and struggling learners are encouraged through best
practices.

Our district is committed to "setting high expectations for students,
staff, administration, board, parents and community; expecting
consistent, high quality achievement by all students; demonstrating
accountability through document and analyzing all that we do; providing
an environment of honesty, trust, challenges, support and respect;
making a commitment to our mission from students, staff, administration,
board, parents and community."

We recognize the different learning styles---kinesthetic, auditory,
visual---of our students and therefore differentiate instruction to
match their styles and needs. We incorporate various teaching strategies
including whole and small group instruction, cooperative learning, peer
teaching, and student tutors. Our instructional decisions are based on
research, our student's achievement and their strengths and needs. We
also utilize specialized programs such as Title I, *ROFAH*, (Reading on
First and Home, from Barbara Taylor's Early Intervention Reading), *Fast
ForWord* and *Read Naturally* to develop skills.

Hands-on activities play a major role in our goal to develop life-long
learners. We are one of the few elementary schools in the state of
Wisconsin to have our own greenhouse. This was a project that came to
fruition through students, staff, and community members working together
to bring the outside environment inside throughout the year. Our theme,
printed proudly on our school logo wear, is "Come Grow with Us."

**5 Professional Development:** In the fall of 2004, the School District
of Wisconsin Dells began a partnership with Cooperative Education
Services Agency (CESA 6) to develop a clearly articulated curriculum,
aligned with the State of Wisconsin Standards that would increase
student achievement. This three-year process included developing
learning targets and benchmarks for each content area in all grades,
Kindergarten through 12. The next phase was identifying the components
of a quality assessment through the use of the Quality Assessment
Rubric, created by the district. The final phase is creating common
assessments for each content area and unit. This process will insure
that all students receive the same quality education that is focused on
mastery of benchmarks and assessed with a common tool, used by all
teachers of a specific grade level or content area. The bulk of this
work was initiated at the district-wide inservices that are held prior
to school in August, and in November, January and April.

Additionally, each teacher develops a Professional Growth Plan in the
fall and identifies two goals that support the district's goals. One of
the goals in 2005-2006 was to create or modify existing assessments
using the Quality Assessment Rubric*.* This task was completed in small
groups at a faculty meeting and also by individuals reviewing their own
classroom assessments.

Recent inservices featured presenters offering instruction to all K-12
staff in *Step-Up to Writing* and *4Block for Literacy*. Some K-5
teachers also visited West Salem, a district that has used *4Block for*
*Literacy* for several years, to view first hand its implementation and
meet with the teachers to discuss questions and learn from their years
of experience.

The principal and members of the leadership team attended a three day
workshop entitled "Overcoming the Poverty Achievement Gap" in order to
understand the specific educational needs of those in poverty.
Professional Thursdays, organized by our Curriculum Coordinator,
provided after-school learning opportunities for teachers that focused
on reading. These included Strategies for Content Area Reading I and II,
Reading and the ADD/ADHS Student, Graphic Organizes, and Using
Brain-Based Research to Maximize Learning for Struggling Readers, and
Reader's Theater. Additionally, Technology Tuesdays provided staff with
instruction in various software applications including Microsoft Word,
Excel, Outlook, Power Point and Webpage Design and How to Conduct
Internet Searches. We believe our Professional Development Program has a
positive impact on student achievement.

**PART VII - ASSESSMENT RESULTS**

**[Wisconsin 2006-07 Blue Ribbon School Nominee Proficiency
Information]{.underline}**

School and District Name: Neenah Creek Elementary, Wisconsin Dells
School District

Subject: Reading

Tested Grades: 3-5

Test: Wisconsin Knowledge and Concepts Examination --
Criterion-Referenced Test (WKCE-CRT)

Edition: 2005-06

Publisher: Wisconsin Department of Public Instruction and
CTB/McGraw-Hill

+----------------------------+------+------+------+-------+---------+
|                            | **2  |      |      | *     | **20    |
|                            | 005- |      |      | *2004 | 03-04** |
|                            | 06** |      |      | -05** |         |
|                            |      |      |      |       |         |
|                            | Nove |      |      |       |         |
|                            | mber |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
| Testing month              |      |      |      | Nov   | N       |
|                            |      |      |      | ember | ovember |
+----------------------------+------+------+------+-------+---------+
| **SCHOOL SCORES**          |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
|                            | G    | G    | G    | Grade | Grade 4 |
|                            | rade | rade | rade | 4     |         |
|                            | 3    | 4    | 5    |       |         |
+----------------------------+------+------+------+-------+---------+
| \% Proficient + Advanced   | 100% | 100% | 100% | 100%  | 93%     |
+----------------------------+------+------+------+-------+---------+
| \% Advanced                | 73%  | 70%  | 57%  | 79%   | 53%     |
+----------------------------+------+------+------+-------+---------+
| \# Full academic year      | 15   | 10   | 14   | 14    | 15      |
| students tested            |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
| \% of total students       | 100% | 100% | 100% | 100%  | 100%    |
| tested                     |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
| \# of students             | 0    | 0    | 0    | 0     | 0       |
| alternatively assessed     |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
| \% of students             | 0%   | 0%   | 0%   | 0%    | 0%      |
| alternatively assessed     |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
|                            |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
| SUBGROUP SCORES            |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
| 1\. White, non-Hispanic    |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
| \% Proficient + Advanced   | 100% | 100% | 100% | 100%  | 93%     |
+----------------------------+------+------+------+-------+---------+
| \% Advanced                | 71%  | 70%  | 57%  | 79%   | 53%     |
+----------------------------+------+------+------+-------+---------+
| \# Full academic year      | 14   | 10   | 14   | 14    | 15      |
| students tested            |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+

**[Wisconsin 2006-07 Blue Ribbon School Nominee Proficiency
Information]{.underline}**

School and District Name: Neenah Creek Elementary, Wisconsin Dells
School District

Subject: Mathematics

Tested Grades: 3-5

Test: Wisconsin Knowledge and Concepts Examination --
Criterion-Referenced Test (WKCE-CRT)

Edition: 2005-06

Publisher: Wisconsin Department of Public Instruction and
CTB/McGraw-Hill

+----------------------------+------+------+------+-------+---------+
|                            | **2  |      |      | *     | **20    |
|                            | 005- |      |      | *2004 | 03-04** |
|                            | 06** |      |      | -05** |         |
|                            |      |      |      |       |         |
|                            | Nove |      |      |       |         |
|                            | mber |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
| Testing month              |      |      |      | Nov   | N       |
|                            |      |      |      | ember | ovember |
+----------------------------+------+------+------+-------+---------+
| **SCHOOL SCORES**          |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
|                            | G    | G    | G    | Grade | Grade 4 |
|                            | rade | rade | rade | 4     |         |
|                            | 3    | 4    | 5    |       |         |
+----------------------------+------+------+------+-------+---------+
| \% Proficient + Advanced   | 100% | 100% | 100% | 100%  | 86%     |
+----------------------------+------+------+------+-------+---------+
| \% Advanced                | 60%  | 70%  | 29%  | 64%   | 13%     |
+----------------------------+------+------+------+-------+---------+
| \# Full academic year      | 15   | 10   | 14   | 14    | 15      |
| students tested            |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
| \% of total students       | 100% | 100% | 100% | 100%  | 100%    |
| tested                     |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
| \# of students             | 0    | 0    | 0    | 0     | 0       |
| alternatively assessed     |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
| \% of students             | 0%   | 0%   | 0%   | 0%    | 0%      |
| alternatively assessed     |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
|                            |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
| SUBGROUP SCORES            |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
| 1\. White, non-Hispanic    |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
| \% Proficient + Advanced   | 100% | 100% | 100% | 100%  | 86%     |
+----------------------------+------+------+------+-------+---------+
| \% Advanced                | 64%  | 70%  | 29%  | 64%   | 13%     |
+----------------------------+------+------+------+-------+---------+
| \# Full academic year      | 14   | 10   | 14   | 14    | 15      |
| students tested            |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+

**[Wisconsin 2006-07 Blue Ribbon School Nominee Proficiency
Information]{.underline}**

School and District Name: Neenah Creek Elementary, Wisconsin Dells
School District

Subject: Reading

Tested Grades: 3-5

Test: Wisconsin Knowledge and Concepts Examination --
Criterion-Referenced Test (WKCE-CRT)

Edition: 2005-06

Publisher: Wisconsin Department of Public Instruction and
CTB/McGraw-Hill

+----------------------------+------+------+------+-------+---------+
|                            | **2  |      |      | *     | **20    |
|                            | 005- |      |      | *2004 | 03-04** |
|                            | 06** |      |      | -05** |         |
|                            |      |      |      |       |         |
|                            | Nove |      |      |       |         |
|                            | mber |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
| Testing month              |      |      |      | Nov   | N       |
|                            |      |      |      | ember | ovember |
+----------------------------+------+------+------+-------+---------+
| **SCHOOL SCORES**          |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
|                            | G    | G    | G    | Grade | Grade 4 |
|                            | rade | rade | rade | 4     |         |
|                            | 3    | 4    | 5    |       |         |
+----------------------------+------+------+------+-------+---------+
| \% Proficient + Advanced   | 100% | 100% | 100% | 100%  | 93%     |
+----------------------------+------+------+------+-------+---------+
| \% Advanced                | 73%  | 70%  | 57%  | 79%   | 53%     |
+----------------------------+------+------+------+-------+---------+
| \# Full academic year      | 15   | 10   | 14   | 14    | 15      |
| students tested            |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
| \% of total students       | 100% | 100% | 100% | 100%  | 100%    |
| tested                     |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
| \# of students             | 0    | 0    | 0    | 0     | 0       |
| alternatively assessed     |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
| \% of students             | 0%   | 0%   | 0%   | 0%    | 0%      |
| alternatively assessed     |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
|                            |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
| SUBGROUP SCORES            |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
| 1\. White, non-Hispanic    |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+
| \% Proficient + Advanced   | 100% | 100% | 100% | 100%  | 93%     |
+----------------------------+------+------+------+-------+---------+
| \% Advanced                | 71%  | 70%  | 57%  | 79%   | 53%     |
+----------------------------+------+------+------+-------+---------+
| \# Full academic year      | 14   | 10   | 14   | 14    | 15      |
| students tested            |      |      |      |       |         |
+----------------------------+------+------+------+-------+---------+