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

*U.S. Department of Education*

**Cover Sheet** Type of School: \[**X** \] Elementary \[ \] Middle \[ \]
High \[ \] K-12 \[ \] Charter

Name of Principal [Mr. Keith B. Obert]{.underline}

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

Official School Name [Robert H. Radley Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_\_\_\_[226 E. Clinton, PO Box
1280]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[East Helena MT 59635-1280]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County \_\_\_[Lewis and Clark]{.underline}\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_\_\_\_\_[1465]{.underline}\_\_\_\_\_\_\_\_\_\_

Telephone [( 406 ) 227-7710]{.underline} Fax ([406)
227-7713]{.underline}

Web site/URL [www.ehps.k12.mt.us]{.underline} E-mail
[kobert@ehps.k12.mt.us]{.underline}

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

Date\_\_\_\_\_[January 25, 2007]{.underline}\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mr. Ron Whitmoyer]{.underline}

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

District Name [East Helena Elementary, Dist. #9]{.underline} Tel. [( 406
) 227-7700]{.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 Mr. Joe Cohenour

President/Chairperson

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

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)

**PART I ‑ ELIGIBILITY CERTIFICATION**

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.)

2.  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.

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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

5.  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.

6.  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.

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**

1\. Number of schools in the district: \_\_\_[2]{.underline}\_
Elementary schools

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

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

\_\_\_\_\_ High schools

\_\_\_\_\_ Other

\_\_\_[3]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_[\$6986]{.underline}\_\_\_

Average State Per Pupil Expenditure: \_\_\_[\$8532]{.underline}\_\_\_

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

4\. [13]{.underline} Number of years the principal has been in her/his
position at this school.

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

5\. Number of students 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**                                                     **8**                             

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**       63        65                     **128**      **11**                            

  **4**       57        60                     **117**      **12**                            

  **5**       57        58                     **115**      **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   360
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [89]{.underline} % White

the school: [1]{.underline} % Black or African American

[2]{.underline} % Hispanic or Latino

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

[7]{.underline} % 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:
\_\_\_\_\_[11]{.underline}\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      20
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      20
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    40
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 360
                            the school as of October 1  

  **(5)**                   Total transferred students  .11
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           11
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_\_[0]{.underline}\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_[39]{.underline}\_\_%

Total number students who qualify: \_\_\_[140]{.underline}\_

> \* This percentage fluctuates due to the transient students and
> economic changes in the community. We have varied from 36 to 42%
> throughout the year.

10\. Students receiving special education services:
\_\_\_\_[9]{.underline}\_\_%

\_\_\_[33]{.underline}\_\_\_Total Number of Students Served

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

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

\_\_\_\_Deafness \_\_[1]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[9]{.underline}\_Specific Learning Disability

\_\_[3]{.underline}\_Emotional Disturbance \_[19]{.underline}\_Speech or
Language Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_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) \_\_\_[1]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[16]{.underline}\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_[5]{.underline}\_
\_\_\_\_[2]{.underline}\_\_\_

Paraprofessionals \_\_\_\_[6]{.underline}\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_[3]{.underline}\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[31]{.underline}\_\_ \_\_\_\_[2]{.underline}\_\_\_

12. 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 \_\_[23:1]{.underline}\_

13\. Show the attendance patterns of teachers and students as a
percentage.

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

  Daily student attendance  94%         95%         94%         93%         94%

  Daily teacher attendance  92%         96%         94%         97%         94%

  Teacher turnover rate     9%          5%          9%          \*28%       \*23%

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

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

\* Due to extreme budget shortfalls caused by the closure of the Asarco
Smelter and its subsequent bankruptcy a reduction in force was
necessary. The District laid off four teachers in 2001-02 and then an
additional six and a half teachers in 2002-03. Class size increased and
teachers needed to be shifted throughout the District. Student
population didn't change.

**[PART III ‑ SUMMARY]{.underline}**

Robert H. Radley Elementary School, located in East Helena, Montana is
one of three grade level schools serving students in the East Helena
School District. The school district provides public education to
students from kindergarten through eighth grade with high school
students feeding to a nearby school district. Radley School is home to
360 third, fourth and fifth grade students. East Helena is located four
miles east of the state's capital, Helena. After suffering the closure
of its main community employer, Asarco Lead Smelter in 2002, East Helena
struggles to maintain its independence. Recent growth and development of
residential subdivisions coupled with the loss of additional community
businesses leaves East Helena fighting against becoming a mere "bedroom
community" to Helena. The schools offer community outreach in many
forms, such as: adult education, technology training and musical
performances. Additionally, the school district invites community use of
school facilities for meetings, community events, and recreational
sports. The schools of East Helena are a source of great pride for the
community and serve as one of the few remaining identifying features of
the East Helena community.

The mission of Radley School is as follows: *R.H. Radley Elementary, in
partnership with the parents and community of East Helena, will strive
to ensure a safe, caring, learning environment that encourages each
student's academic, social, emotional and physical success.* This
mission drives the decision making and academic practices of the school.
Radley's focus goal is that "each student will read and communicate
effectively." Having been the recipient of both Reading First and
Reading Excellence federal grants, a commitment to professional
development, collaboration and successful implementation of
researched-based curricula has led to commendable gains in student
reading achievement. Seeing the success this has brought in reading has
led the school to use similar strategies in other academic areas,
specifically math. The result of these efforts has been not only
continued improvement in reading scores, but most recently, significant
improvements in math scores.

The achievements of Radley School are a result of factors even beyond
curricular instruction. The school's principal has been at Radley for
thirteen years with seven additional years of administrative experience.
With a low turnover rate, fifteen of the twenty-two faculty members have
ten or more years of teaching experience and fifty-five percent of the
faculty have Master's degrees and beyond. All of the teachers and
para-professionals meet the federal requirements for being highly
qualified. Support from an active Involved Parents Organization and the
East Helena Quality Education Foundation in the forms of volunteers,
programs, and monetary contributions provide assistance where school
budgets run short. Outside the confines of the school, partnerships with
businesses such as American Chemet, Exxon, state government offices and
other agencies provide grants and volunteers which serve to encourage
academic achievement and to stress the importance of citizenship and
community service. Radley School provides classrooms for the East Helena
Headstart classes.

The District experiences an approximate eleven percent mobility rate
with its students and forty percent of the students qualify for free or
reduced lunch. At Radley School specific needs of struggling students
are addressed by Title I and Special Education as well as numerous
intervention programs. It is the district's goal to identify struggling
students as early as possible and help close achievement gaps in any way
available. The district is one of the first in the state to offer
full-day kindergarten. Radley School has before and after school
tutoring, summer school and additional in-school tutoring and
intervention programs for students with the highest needs. The
"Dreamcatchers" program provides district-wide tutoring and enrichment
activities for our Native American students.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

**1. Assessment Results:**

The No Child Left Behind Act of 2001 propelled the state of Montana to
develop

MontCAS, the Montana Comprehensive Assessment System, to assess
students' performance in

reading and mathematics. The purpose of this system is to provide
schools with solid information to evaluate and improve curriculum and
instruction. The ultimate goal is for all students to meet or exceed
standards in reading and mathematics by 2014. MontCAS is comprised of
two phases, a norm-referenced test (NRT) and a criterion-referenced test
(CRT).

**Phase 1, the Iowa Test of Basic Skills (ITBS)**, is a norm-referenced
test which compares students nationally to a norming group. The
identified national average of this NRT is 50%. The ITBS includes only
multiple choice questions which are aligned to national standards.
Reading tests focus on vocabulary and comprehension. Math tests include
questions on mathematical concepts and estimation, problem solving and
data interpretation, and computation. ITBS is administered annually to
Radley School's fourth graders in early spring, and the results have
consistently shown marked improvement as the following table exhibits.

  ------------- ---------- ---------- --------- ---------- ---------- ----------
  **Year**      2001       2002       2003      2004       2005       2006

  **Reading**   63%        71%        70%       76%        82%        83%

  **Math**      61%        64%        72%       75%        81%        88%
  ------------- ---------- ---------- --------- ---------- ---------- ----------

From this data, one can see the continual increase in both areas in the
last six years. The national percentile has increased steadily in both
reading and math, with an impressive increase of 20% and 27%
respectively. (Proficient to Advanced)

**Phase 2 of MontCAS** is the Criterion-Referenced Test (CRT), which was
implemented in 2004. CRT measures student performance against the
learning goals described in the Montana Content Standards in both
reading and math. This test includes multiple choice and
performance-based questions. Phase 2 test results are reported according
to performance levels that describe a child's performance in relation to
the state standards and reflect a comparison of Montana's students to
each other. (Administration of Phase 2 testing was limited to Radley
School's fourth graders beginning in 2004 and expanded to third and
fifth graders in 2006.) The four levels of proficiency that are
attainable are: Advanced, Proficient, Nearing Proficiency, and Novice.

For 2005-06 the state student performance level was set at 74% in
Reading and 51% in Math indicating the percentage of students reaching
the proficient or advanced level of performance. Our free/reduced
students have shown excellent increases in both areas. Our ethnic
sub-groups lack sufficient numbers(N) to be statistically significant.
Radley School's fourth grade results of students who have met the
performance goals of proficient or advanced are as follows:

  ----------------- ----------------- ----------------- -----------------
  **Year**          2004              2005              2006

  **Reading**       64%               77%               82%

  **Math**          33%               41%               79%
  ----------------- ----------------- ----------------- -----------------

This data also demonstrates the consistent increase in achievement in
both reading and math, with significant increases of 18% and 46%
respectively, in just three years.

Phase 1 and 2 scores and related data can be accessed at :
[www.opi.mt.gov](http://www.opi.mt.gov/)

These indicators clearly demonstrate Radley School's commitment to
excellence and meeting Adequate Yearly Progress (AYP).

**2. Using Assessment Results**

Radley School continually utilizes formal and informal assessments to
inform instruction and identify individual needs and strengths of
students. Teachers analyze the results of these assessments at weekly
grade level team meetings to plan, adjust, and differentiate
instruction. Individual results are posted on highly visible color-coded
magnetic boards. This unique school wide process enables staff to
screen, diagnose, monitor, and evaluate student progress. This ensures
that each and every child is attended to, and teachers are able to
problem solve the best course of action for individual students.
Analyzing formal test results at staff meetings and grade level meetings
also benefits staff in identifying and planning a course of action for
professional development needs of all personnel. The collective
knowledge of teacher expertise coupled with assessment data gives each
student the opportunity for success.

Dynamic Indicators of Basic Literacy (DIBELS) is a simple, brief, and
powerful assessment used as an indicator of how children will do in
reading comprehension. DIBELS is used three times a year with students
in grades 3-5 as an indicator of reading proficiency and is proven to be
valid and reliable. Scores are used to help teachers group children for
instruction and target specific interventions. Progress monitoring is
administered once or twice a month to estimate how much growth is needed
for students to reach grade level benchmarks.

Harcourt Trophies reading selection tests are administered weekly and
theme tests quarterly to track student progress. Harcourt math unit
tests are administered every 3 to 4 weeks. After analyzing results and
determining specific skills students need, teachers make changes to
materials, curriculum, amount of instructional time, and teaching
practices in order to be as effective as possible.

**3. Communicating Assessment Results**

Communication of student performance is vital, and our parents,
students, and the community are kept informed in several different ways.
MontCas and ITBS reports are sent to parents every year. Results are
also published in our local newspaper and shared with our school board.
DIBELS reports are generated for students and parents three times a year
with additional reports generated for students receiving interventions.
These reports are shared at the state level as part of Reading First
accountability.

Parent/Teacher conferences are held twice a year, and approximately 99%
of our parents participate, and those not in attendance are contacted by
phone or email. Assessment results in all areas are shared at these
conferences. Teachers also send home mid-term reports every four weeks.
Bi-monthly newsletters are sent home not only with information about
what is happening at school, but with current assessment results, along
with suggestions about how to help at home.

Once a month we invite parents to an assembly where we honor all
students who achieve their independent reading goals. Parents are also
invited to our Open House in the fall, and luncheons throughout the
year, where we inform and celebrate student progress and achievement.

**4. Sharing Success**

Welcoming visitors from other schools throughout the state has been and
will continue to be one of the important contributions we have made to
the success of students and schools in Montana. Guests we have welcomed
include teachers, reading coaches, principals, para-professionals, and
parents. These visitors meet with Radley personnel and observe in
classrooms to understand what factors contribute to student achievement.
The District also sponsors and invites other schools outside our
district to join us in professional development opportunities.

In addition, our own teachers, reading coach, and principal have been
sought out to consult with other schools, to offer professional
development, and to share our expertise about what works well for
student success. Members of our staff have given presentations on:
fluency, comprehension, vocabulary, coaching and factors of school
success at national conventions and statewide reading conferences and
institutes. Our superintendent has shared iAnalyze data with other
districts at a state-wide math and science conference. Radley School's
successful reading and math strategies, techniques, and programs have
been shared and implemented by our middle school teachers during
scheduled monthly teacher inservices. Our administration has testified
at our state legislature sessions about effective schools.

Radley School is committed to sharing what it has learned about
successful instruction with others.

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

**1. Curriculum:**

Radley School curriculum includes a daily focus on the content areas of
Mathematics, Reading/Literature, Science, Social Studies, and Writing
with alternating days of Music, Band, Library and P.E. / Health
Enhancement. Computer/Technology and Art are integrated with all subject
areas. District curriculum committees correlate the various subject
curricula to the National and Montana State Standards and Benchmarks,
choose textbooks that best align to the Standards and to current
scientific based research, and develop pacing charts to ensure that all
material is taught in a comprehensive manner. Radley staff purposely
provides systematic instruction in all curricular areas that is
consistent among grade levels, and also consistent school wide.

Mathematics: Math teaches vocabulary, logic, and strategies which will
enable students to solve the problems they will encounter in their
future careers and personal lives. Our students are challenged with a
rigorous, sequential approach to math between 60 to 90 minutes per day.
Struggling students receive additional intervention in small group
settings on a daily basis. Teaching strategies include sequential
lessons, continual spiral review, explicit instruction, visual
representation and modeling, and a strong emphasis on problem solving.

Reading/Literature: One of the biggest indicators of future academic
success is a student's ability to read. Our students receive daily
systematic reading instruction based on scientific research for a
minimum of 90 minutes per day. The main components of our reading
program are: phonemic awareness, phonics, fluency, vocabulary, and
comprehension instruction. Students who are below benchmark receive
additional reading instruction.

Science: Scientific literacy is an essential goal of our science
program. Our science curriculum emphasizes inquiry. Each teacher has a
set of materials and equipment to enable students to explore science
through textbooks, scientific methods, and inquiry activities.

Social Studies: Students are provided with integrated instruction and
experiences to help them be knowledgeable and appreciative of the world
and its diversity. They become aware of the physical, natural, and
cultural aspects, as well as past history and how it has affected the
present and will affect the future. Reading skills and instructional
strategies are used in content areas to provide seamless application
throughout the curriculum.

Writing: Good writing skills are critical to students' academic
achievement, and to future success. Our school recently adopted the
systematic Step-Up-To-Writing program. This format serves as a template
for all types of writing, interfaces well with purposeful writing
activities in content areas,- including math, and can be adapted to all
grade levels. With a few basic changes, the same model can produce
expository, descriptive, and persuasive writing.

Computer/Technology Instruction**:** The workplace demands
technologically literate workers. At Radley, students have access to
modern technology and every class in the school attends the lab a
minimum of two times a week. Two modern computer labs with projectors
are available to accommodate classroom technology instruction in
Microsoft Office programs, keyboarding, and Internet use. Our Reading,
Math and Social Studies curriculums have computer based enrichment
programs for all ability levels which are used daily. Up-to-date Digital
editing equipment and movie making software are available for special
projects, and are often used for before or after school enrichment
activities. Interactive Smart Boards are in place and technology is used
to support and enhance lessons.

Specialty Areas: Our district maintains the commitment to provide
motivating specialty classes taught by highly qualified teachers. All
students receive general music instruction twice a week. In addition,
5th graders can also opt to take band. All students present musical
performances to parents and community throughout the year. Students
participate 90 minutes a week in scheduled physical and health
enhancement activities to develop and to maintain healthy physical
lifestyles. Students are instructed in meaningful use of library
resources including electronic resources for both academic growth and
personal enjoyment. The principles and elements of art are incorporated
within all subject areas.

**2a. Reading:**

Our involvement in the Reading Excellence and Reading First Grants for
grades 1-3 determined the initial parameters of Radley's reading
curriculum. The program was voluntarily expanded to include 4^th^ and
5^th^ graders, and we continue to constantly refine the program. Our
reading program consists of a daily, uninterrupted 90 minute reading
block. For reading, each grade level is divided into groups of students
with like reading needs, as determined by our assessments. This ability
grouping structure makes it possible for most students to receive
similar content, but allows teachers to vary their pace and level of
instruction to respond to students' needs. Teachers are able to focus on
specific skill development, or to enrich the curriculum depending on the
need of the group. Research supports this grouping structure because
students are with homeroom classes for other subjects. The groups are
fluid because we continually assess and move students as needed Students
have opportunities for engagement, and participation in class
discussions is high. The majority of our reading lessons come from the
Harcourt Trophies reading program. This program provides explicit,
sequential instruction in the main components of reading: phonemic
awareness, phonics, fluency, vocabulary, and comprehension. In order to
provide intensive instructional support, we have augmented the Harcourt
series with *Corrective Reading*, *Phonics for Reading* and *Rewards*
targeting phonics and multi-syllabic words, and *Read Naturally*
targeting fluency. We have a reading coach who models effective teaching
strategies, meets weekly with grade level teacher teams for 30 minutes,
determines grouping of students, monitors assessment, helps develop
motivational assemblies, and schedules additional reading practice for
students who are below benchmark. At team meetings we share ideas,
synchronize lessons, and discuss the results of our assessments. We
encourage students to read independently outside of school at
independent reading levels, and we use the Accelerated Reading program
to help students set goals and monitor their achievement. Student
success is celebrated through monthly assemblies, book awards and an end
of the year reading festival. Engaging book clubs are held after school
at various times throughout the year for both boys and girls. We
continue to enhance our program to better meet the needs of our
students.

**3. Additional Curriculum Area (Math):**

Radley School's math curriculum is based on best practices, and is
aligned with the NCTM and Montana Standards and Benchmarks. Harcourt
math, and its accompanying computer software, is used for review,
learning, diagnosis, data analysis and testing. Teachers spend between
60 to 90 minutes per day on our math curriculum. Title 1 and Special
Education time is provided for the students who need help beyond their
math class in homeroom. The students receive 2.5 extra hours of math
instruction per week in both of these classrooms. Teachers work
diligently to provide excellent instruction in problem solving,
mathematical ideas, mathematical vocabulary, logical reasoning,
estimation, so that students are able to understand and communicate math
concepts. Step Up To Writing is tied in with math, encouraging the
students to express their math ideas and processes in written form.
Continuity is ensured as teachers concentrate on using the same
vocabulary and methods to provide uniform instruction. The math coach
provides ideas and activities that supplement teaching, including a
problem solving template that maintains consistency throughout grade
levels and the entire school. In just one year, Radley's fourth grade
MontCas math scores increased from 41% of students scoring in the
proficient to advanced range to 79%. This was achieved through fidelity
to the program, revised pacing charts, grade level meetings, the
guidance of the math coach, ongoing assessment, and the professionalism
of the entire staff. Recently a Math Leadership Team (MLT) has been
formed with representation from our specialist staff, administration,
and all grade levels in our building. This MLT researches current math
practices and shares them with the rest of the staff, allowing continued
improvement in math instruction.

**4. Instructional Methods:**

Radley School staff instructional methods vary, and are as unique and
different as the needs of our students. Teachers utilize direct,
explicit, and systematic instruction of core programs in each subject.
The process includes evaluation and analysis of assessment data,
followed by appropriate interventions. Examples of effective practice
include ability grouping for reading that allows for smaller
instructional groups for struggling readers, collaborative grouping,
working with small focus groups targeting specific skills, and student
mentoring partnerships. Other effective practices are whole group
response and partner sharing. All of these strategies optimize student
engagement and are utilized across all curricular areas. Students can
also be observed reading chorally, using the cloze technique, or reading
with a partner.

In all subject areas teacher implement differentiated instruction to
promote student success. Curriculum compacting, learning centers, use of
manipulatives, and tiered activities are some of the ways teachers
differentiate. Our struggling students receive additional time for small
group intervention provided by teachers, tutors, para-professionals, and
parent volunteers.

**5.** **Professional Development:**

Ongoing professional staff development is a proven key to student
success. Through professional development Radley teachers are able to
implement best practice research to improve instruction and learning.
Radley staff members have received numerous professional development
opportunities through the District, and through numerous grants.

The Reading Excellence Act and Reading First grants allowed all staff to
attend summer reading institutes and national reading conferences
providing all teachers and para-professionals at Radley with first-hand
knowledge from outstanding presentations by nationally prominent reading
experts. These same grants allowed us to offer district workshops on
differentiated instruction, writing, and understanding the culture of
poverty. Subsequent study groups were formed to read and discuss
relevant articles and books that have a significant impact on
instruction.

The Technology and Learning in Every School Grant (TALES) and the
current INTEL Grant have allowed teachers to work with groups of peers
to improve technology skills using computers, peripherals and programs
available within our district. Continued commitment to providing
professional development opportunities has allowed teachers to attend
the Northwest Council for Computers Conference. This conference
highlights cutting edge technology activities for children and teachers.

Our district provides professional development workshops every summer as
well as periodic early release days focusing on the vision and mission
of the district. Recently, we have focused on asset building, social
studies, science, and math curricula. New teachers are provided with the
opportunity to receive the same level of professional development as
tenured staff by attending statewide training to aid them in their
ability to be effective teachers.

Radley teachers are dedicated professionals who recognize the value of
continued professional development and the part it plays in increasing
student achievement. We are committed to doing what it takes to grow
with our students.

**[Part VII- Assessment Results]{.underline}**

**STATE CRITERION-REFERENCED TESTS**

Subject\_\_\_\_[Reading]{.underline}\_\_\_\_
Grade\_\_\_[4]{.underline}\_\_\_

Test\_\_\_\_\_[MontCas]{.underline}

Edition/Publication Year\_\_\_[MontCas 2004]{.underline}
Publisher\_\_\_\_\_[Measured Progress Inc.]{.underline}
\_\_\_\_\_\_\_\_\_

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

  Testing month                                    March       March       March                   

  **SCHOOL SCORES\***                                                                              

  \% "Meeting" plus "Exceeding" State Standards    82          77          64                      

  \% "Exceeding" State Standards                   34          33          29                      

  Number of students tested                        114         123         97                      

  Percent of total students tested                 100         100         100                     

  Number of students alternatively assessed                                3                       

  Percent of students alternatively assessed                               3                       

                                                                                                   

  SUBGROUP SCORES                                                                                  

  1.\_\_\_\_\_[Free and Reduced                                                                    
  Lunch]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                   

  \% "Meeting" plus "Exceeding" State Standards    82          69          39                      

  \% "Exceeding" State Standards                   18          27          6                       

  Number of students tested                        40          26          36                      

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

  \% "Meeting" plus "Exceeding" State Standards    78          74          58                      

  \% "Exceeding" State Standards                   35          30          22                      

  Number of students tested                        49          53          45                      

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

Subject\_\_\_\_[Math]{.underline}\_\_\_\_\_\_\_\_\_\_\_
Grade\_\_\_[4]{.underline}\_\_

Test\_\_\_\_\_MontCas Phase 2

Edition/Publication Year\_\_\_[MontCas 2004]{.underline}\_\_\_\_\_

Publisher\_\_\_[\_Measured Progress Inc.]{.underline}

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

  Testing month                                                      March       March       March                   

  **SCHOOL SCORES\***                                                                                                

  \% "Meeting" plus "Exceeding" State Standards                      79          41          33                      

  \% "Exceeding" State Standards                                     34          4           6                       

  Number of students tested                                          114         123         97                      

  Percent of total students tested                                   100         100         100                     

  Number of students alternatively assessed                          0           0           3                       

  Percent of students alternatively assessed                         0           0           3                       

                                                                                                                     

  SUBGROUP SCORES                                                                                                    

  1.\_\_\_\_\_\_[Free and Reduced Lunch]{.underline}                                                                 

  \% "Meeting" plus "Exceeding" State Standards                      70          38          3                       

  \% "Exceeding" State Standards                                     28          0           0                       

  Number of students tested                                          40          26          36                      

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

  \% "Meeting" plus "Exceeding" State Standards                      79          42          34                      

  \% "Exceeding" State Standards                                     33          4           6                       

  Number of students tested                                          52          45          53                      

  3.\_\_\_\_Male\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                     

  \% "Meeting" plus "Exceeding" State Standards                      73          45          28                      

  \% "Exceeding" State Standards                                     37          12          7                       

  Number of students tested                                          49          60          46                      
  ------------------------------------------------------------------ ----------- ----------- ----------- ----------- -----------

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject\_\_\_\_\_Reading\_\_\_\_\_\_\_\_\_\_ Grade\_\_\_\_4\_\_

Test\_\_[Iowa Test of Basic Skills]{.underline}\_\_

Edition/Publication Year\_[\_2000]{.underline}\_\_\_\_\_\_

Publisher\_\_\_\_\_[Riverside Publishing]{.underline}\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[X]{.underline}\_\_

(Proficient to Advanced)

+-------------------------------+------+------+------+------+------+
|                               | 2    | 2    | 2    | 2    | 2    |
|                               | 005- | 004- | 003- | 002- | 001- |
|                               | 2006 | 2005 | 2004 | 2003 | 2002 |
+-------------------------------+------+------+------+------+------+
| > Testing month               | A    | M    | M    | M    | M    |
|                               | pril | arch | arch | arch | arch |
+-------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**           |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Total Score                 | 83   | 82   | 76   | 70   | 71   |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 115  | 124  | 97   | 129  | 55   |
+-------------------------------+------+------+------+------+------+
| > Percent of total students   | 100  | 100  | 100  | 100  | 100  |
| > tested                      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students          | 0    | 0    | 3    | 0    | 0    |
| > alternatively assessed      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Percent of students         | 0    | 0    | 3    | 0    | 0    |
| > alternatively assessed      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES             |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > 1                           | 85   | 89   | 81   | 71   | 77   |
| .\_\_\_[Female]{.underline}\_ |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 58   | 56   | 52   | 61   | 27   |
+-------------------------------+------+------+------+------+------+
| > 2.\_\_\_\_[                 | 81   | 76   | 69   | 70   | 65   |
| Male]{.underline}\_\_\_\_\_\_ |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 57   | 68   | 45   | 68   | 28   |
+-------------------------------+------+------+------+------+------+
| > 3.\_\_\_[Free and Reduced   | 74   | 74   | 50   | 66   | 54   |
| > Lunch]{.underline}          |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 47   | 34   | 38   | 70   | 26   |
+-------------------------------+------+------+------+------+------+
| > 4                           |      |      |      |      |      |
| .\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+

Subject\_\_\_\_\_\_[Math]{.underline}\_\_\_\_\_
Grade\_\_\_\_[4]{.underline}

Test\_\_\_\_\_\_ [Iowa Test of Basic Skills]{.underline}\_\_

Edition/Publication Year\_\_\_\_[2000]{.underline}\_\_\_\_

Publisher\_\_\_[Riverside Publishing]{.underline}\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_[X]{.underline}\_\_

(Proficient to Advanced)

+-------------------------------+------+------+------+------+------+
|                               | 2    | 2    | 2    | 2    | 2    |
|                               | 005- | 004- | 003- | 002- | 001- |
|                               | 2006 | 2005 | 2004 | 2003 | 2002 |
+-------------------------------+------+------+------+------+------+
| > Testing month               | A    | M    | M    | M    | M    |
|                               | pril | arch | arch | arch | arch |
+-------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**           |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Total Score                 | 88   | 81   | 75   | 72   | 64   |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 115  | 124  | 97   | 129  | 54   |
+-------------------------------+------+------+------+------+------+
| > Percent of total students   | 100  | 100  | 100  | 100  | 100  |
| > tested                      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students          | 0    | 0    | 3    | 0    | 0    |
| > alternatively assessed      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Percent of students         | 0    | 0    | 3    | 0    | 0    |
| > alternatively assessed      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES             |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > 1.\_\_\_[Fema               | 91   | 82   | 73   | 74   | 63   |
| le]{.underline}\_\_\_\_\_\_\_ |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 58   | 56   | 52   | 61   | 27   |
+-------------------------------+------+------+------+------+------+
| > 2.\                         | 84   | 79   | 78   | 70   | 67   |
| _\_\_\_[Male]{.underline}\_\_ |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 57   | 68   | 45   | 68   | 27   |
+-------------------------------+------+------+------+------+------+
| > 3.\_[Free and Reduced Lunch | 81   | 74   | 55   | 66   | 63   |
| > Elig.]{.underline}          |      |      |      |      |      |
| > \_\_\_\_\_\_                |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 47   | 34   | 38   | 50   | 24   |
+-------------------------------+------+------+------+------+------+

> For all other sub-groups the number tested (N) is below 10 and
> statistically insignificant.
>
> At the end of the 2001-2002 school year Radley School and Eastgate
> Elementary were reorganized into grade level schools with all the
> grade (3-5) students at Radley.