##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply)
[\_X]{.underline}\_ Elementary \_\_ Middle \_\_ High \_\_ K-12
\_\_Charter

Name of Principal [Mr. Anthony Laughlin\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [Lincoln
School\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_\_\_\_\_\_[506 Chestnut
Street]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[\_\_Anaconda\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_MT]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_[59711-2455]{.underline}\_\_\_\_\_\_\_

City State Zip Code

County [\_\_\_\_Deer Lodge\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}\_\_State
School Code Number[\* 0322]{.underline}

[Telephone ( 406 ) 563-6141 Fax (406)
563-5639\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/URL [www.sd10.org]{.underline} E-mail
[laughlin@ixi.net]{.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.

[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mr. Jim
Whealon\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [School District 10\_\_\_\_\_\_\_]{.underline} Tel. [(406)
563-6361]{.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.

[\_\_\_]{.underline} Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Superintendent's Signature

Name of School Board

President/Chairperson Mr[. Jim
Whealon\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

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

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

**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 with one principal, even K-12 schools, must apply as an
    entire school.) **[Lincoln is K-5.]{.underline}**

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year. **[Yes]{.underline}**

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum. **[NA]{.underline}**

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*
    **[Yes]{.underline}**

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review. **[Yes]{.underline}**

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

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. **[Yes]{.underline}**

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 district in question;
    or is there are such findings, the state or district has corrected,
    or agreed to correct, the findings. **[Yes]{.underline}**

> **PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [\_\_2\_]{.underline} Elementary
schools

[\_\_0]{.underline}\_ Middle schools

\_\_[1]{.underline}\_ Junior high schools

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

\_\_\_\_ Other

\_\_[4\_]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: [\_\_\_\$7432\_\_\_]{.underline}

Average State Per Pupil Expenditure: [\_\_\$8040]{.underline}\_\_\_\_

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

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

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

4\. [7]{.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**    0         0                      **0**        **7**                             

  **K**       23        21                     **44**       **8**                             

  **1**       24        16                     **40**       **9**                             

  **2**       25        33                     **58**       **10**                            

  **3**       16        19                     **35**       **11**                            

  **4**       30        17                     **47**       **12**                            

  **5**       22        32                     **54**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **278**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

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

the students in 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:
[\_\_13]{.underline}\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      18
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      13
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    31
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 245
                            the school as of October 1  

  **(5)**                   Total transferred students  .13
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           13
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
[\_\_0\_%]{.underline}

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

Number of languages represented: [\_\_\_0\_]{.underline}\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
[\_\_61\_]{.underline}\_%

Total number students who qualify: [\_\_167\_\_]{.underline}

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

10\. Students receiving special education services:
[\_\_\_\_18\_%]{.underline}

[\_\_\_\_51\_]{.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.

\_[2]{.underline}\_\_\_Autism \_\_\_\_\_Orthopedic Impairment

\_[0]{.underline}\_\_\_Deafness \_[1]{.underline}\_\_\_Other Health
Impaired

[\_0]{.underline}\_\_\_Deaf-Blindness \_[21]{.underline}\_\_Specific
Learning Disability

\_[1]{.underline}\_\_\_Emotional Disturbance
[\_22\_\_]{.underline}Speech or Language Impairment

\_[1]{.underline}\_\_\_Hearing Impairment \_\_\_\_\_Traumatic Brain
Injury

> \_[3]{.underline}\_\_\_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 \_\_[13]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists [\_\_\_2\_\_\_]{.underline}
\_\_\_\_\_\_\_\_

Paraprofessionals [\_\_\_2\_\_]{.underline}\_ \_\_\_\_\_\_\_\_

> Support staff [\_\_\_4\_]{.underline}\_\_ \_\_\_\_\_\_\_\_
>
> Total number [\_\_\_22\_]{.underline}\_ \_\_\_\_\_\_\_\_

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

students in the school divided by the FTE of classroom teachers:
[\_21:1\_]{.underline}

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

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  92 %        94 %        92 %        91 %        93 %

  Daily teacher attendance  95 %        91 %        94 %        93 %        93 %

  Teacher turnover rate     11 %        0 %         8 %         5 %         6 %

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

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

**PART III SUMMARY**

Lincoln School is an elementary school located in a residential section
of Anaconda, Montana. Its boundaries encompass the eastern portion of
Anaconda/Deer Lodge County. Anaconda/Deer lodge County is approximately
736 square miles. The current population of the town is around 9,000.
This is down from the 1990 census, which showed a population of 10, 356.
Anaconda/Deer Lodge County is the only county in Western Montana, which
has a negative population growth. Lincoln School has the highest
free/reduced lunch rate of the four schools in Anaconda, with 61% of the
pupils qualifying for free/reduced lunch. In September of 1980, the
Anaconda Smelter closed and many blue collared jobs were lost. The area
in Anaconda hit the hardest in this closure was the area of Lincoln
School. Since the closure of the smelter, we have closed 3 schools.
Lincoln School has always been a K-6 school. This year we are a K-5
school due to Dwyer Intermediate School being closed and we could not
hold our two 6^th^ grade classes. Lincoln currently has 2 sections of
kindergarten, 2 first grades, 3-second grades, 2 third grades, 2 fourth
grades, and 2 fifth grades. We have a computer lab with 27 computers
where pupils have Internet access and many curriculum choices. We have a
full time counselor, librarian, and music teacher. Our population at
risk is served by 2 Title I teachers and 2 resource teachers. Lincoln
has 2 cooks that serve breakfast and lunch to our 280 students with a
61% eligibility for free/reduced lunch. A secretary, engineer, custodial
aide and 2 special education paraprofessionals round out the staff along
with 3 breakfast/lunch supervisors. We have 19 certified teachers on
staff. The present structure was built in 1950, with the addition of 4
new classrooms and a gym in 1997. We have just recently put Accelerated
Math on our network along with Accelerated Reading, which we have had
for 3 years.

Our mission statement is "..to develop students who are able to grow
academically, socially, and emotionally, and to prepare them to move on
to higher education and enter the world with the skills they need to be
successful members of society." Our mission is "..to provide a safe
environment conducive to learning. Each child, family, and staff member
will be encouraged to participate to his or her full potential in both
academic and social realms." Our teachers, the majority of whom grew up
in the mining/smelting town of Anaconda, feel a deep empathy for the
pupils that attend Lincoln School.

A typical week at Lincoln School will find the pupil exposed to all
academic content areas, along with P.E. music and library. Each class
has assigned time to be in the computer lab. Each classroom teacher also
has 4 computers in the classroom. Each year Lincoln puts on a huge
holiday program attended by over 1,000 people. Our PTSA, after many
years in decline, is now a visible entity that has done fundraisers,
many book fairs, and craft nights with children and parents, and is
currently raising money for playground equipment.

Lincoln School currently hosts Kid's Behavioral Health, or KBH. This is
a school-based service with a full time therapist and mental health
worker on staff. Teachers can refer cases to KBH that require more
immediate attention that is beyond our school counselor. Our school
collects ink cartridges, Campbell's Soup labels, and box tops to
supplement our budget. Once a month we honor pupils at our Apple Awards
Ceremony. Lincoln School is involved in so many things. We even have a
ski program for grades four and five. The academic year goes by so fast!

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

1\. Assessment Results

Lincoln School has been assessing pupils under the auspices of MONTCAS,
or the Montana Comprehensive Assessment System since 2001 under the No
Child Left Behind Act. MONTCAS is separated into two parts or phases.
Phase I consists of the Iowa Tests of Basic Skills. This is a
norm-referenced test where pupils are compared to a norming group. The
national average on this norm referenced test would be 50%, with half of
the nation's pupils that took this test above the 50%, and half below.
Lincoln School's reading and math scores have been above the nation
percentile average of 50% for the last five years. Our free/reduced
subgroups in the Iowas also rank above the 50% for all 5 years. We have
many subgroups that the N, or number of pupils participating doesn't
have a high enough number to make it statistically significant on this
norm reference test or NRT. This is especially true with our ethnic
groups. This year in our Fall Count reported to the state of Montana,
the largest ethnic group was white with 89%. Next was Native American
with 7%, followed by Hispanic with 2% and Black and Asian with 1%. Our
reading scores in the ITBS or Iowas are as follows:

-   2001 57% in reading and 61% in math

-   2002 64% in reading and 71% in math

-   2003 69% in reading and 84% in math

-   2004 67% in reading and 79% in math

-   2005 82% in reading and 89% in math

    From these totals one can easily see progression in most of the
    years with all years being above the national average of 50%.

    The other phase of MONTCAS, or phase two is the CRT, or Criterion
    Referenced Test. In a Criterion Referenced Test, the pupil has to
    reach a certain standard established by the state. Thus, the pupil
    may score above the national average of 50%, but not meet the high
    standards that the state has set. Each year in Montana, the standard
    is raised until the goal of all pupils scoring in the proficient and
    advanced categories reaches 100%. The CRT has four groups a pupil
    can test into. They are novice, nearing proficiency, proficiency,
    and advanced. The CRT is aligned with the Montana Content Standards
    in reading and math. Every question on the CRT comes from the
    Content Standards. Teachers, administrators, parents, and the Office
    of Public Instruction develop these standards. Therefore, the CRT
    Test reflects how well pupils rate against standards developed by
    Montana Educators. Lincoln School and the state of Montana have been
    doing the CRT for the last two years. Results are as follows:

```{=html}
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```
-   2004 73% in reading and 66% in math met or exceeded state standards

-   2005 83% in reading and 93% in math met or exceeded state standards

Of the four groups mentioned above for the CRT, this means that Lincoln
School still has pupils scoring in the Novice and Nearing Proficiency
categories. In 2004 there were 27% in reading and 34% in math that were
below state standards.

The following website will show the results of the NRT, or the IOWAS:
[www.opi.mt.gov](http://www.opi.mt.gov/) go to Education Data, then to
Measurement and Accountability on the drop down menu, then to MONTCAS,
then to CRT, then to test results.

The results of the CRT Measured Progress can be found on
[www.opi.mt.gov](http://www.opi.mt.gov/) go to Education Data on the
drop down menu, then to Measurement and Accountability, then to MONTCAS,
then to the CRT, then to Test Results.

**2. Using Assessment Results**

Lincoln School uses the results of the NRT and the CRT to drive
instruction and curriculum. The results of both the NRT and the CRT are
given to the teachers, Title teachers, and resource teachers that have
these pupils enrolled in their class. Each staff member uses the results
to decide on curriculum issues as well as instruction. The teachers
decide on the amount of time given to each academic content area, what
strands of the content area needs more focusing, and what Montana
Content Standard was in need of strengthening. Lincoln School has
received in-service on iAnalyze, which is a web-based tool where data is
gathered from the CRT and each teacher can see how their class measured
with the district and the state. The school has also received in-service
on the use of the released items to better prepare the pupils for the
school year after the spring administration of the CRT.

The NRT results are less specific than the CRT results. The NRT, or the
Iowa Test of Basic Skills, is a test of basic instruction. The CRT is a
test of higher ordered thinking skills. The Iowas cover testing in
reading, math, language arts, social studies, and science. The NRT
covers testing in reading and math. Both tests are used to make
curriculum decisions and instructional strategies to try and help each
child develop academically.

3.  **Communicating Assessment Results**

    Lincoln School regularly sends home to the parent/guardian, the
    results of every statewide/district wide testing that we do. The
    results are published in our local paper, the Anaconda Leader, as
    well as the Montana Standard, which has circulation in western
    Montana. The PTSA is also given the results of the CRT and NRT
    testing. At parent/teacher conferences, assessment data is used at
    the conference to explain to each parent in a user-friendly manner,
    how their child is doing, both at the school level and the
    district/state level. The local newspaper not only publishes how
    Anaconda rates as a city, but how each school in the city rates
    against each other. This is accountability at its best.

4.  **Sharing Success**

    Lincoln School was front and center for the use of test data to
    drive instruction and curriculum. We were the first school to make
    use of the released items on the CRT. Lincoln School has been the
    center of testing in our school district. The uploads for sending
    CRT data to Measured Progress come from Lincoln School. The released
    items are given to other schools from Lincoln School. Curriculum in
    the form of ordering workbooks that are aligned with testing has its
    source at Lincoln School. Many times teachers from other schools
    come to Lincoln and ask what we are using to help with MONTCAS.
    Every time, sharing is the order of the day. Passwords to iAnalyze
    are assigned to other schools from Lincoln School. Lincoln School
    pays considerable attention to MONTCAS and instruction and we share
    this with the other schools. Faculty meetings are held throughout
    the year with AYP as the main topic. We are constantly discussing
    AYP at Lincoln School. We will continue to try and lead on the use
    of iAnalyze, the released items, and instructional hints with other
    schools to share any success we may have.

### PART V -- CURRICULUM AND INSTRUCTION

1.  **Curriculum**

Lincoln School curriculum covers the areas of Reading and Literature,
Writing, speaking and Listening, Mathematics, Science, Social Studies,
Art, Music, and Health Enhancement.

Each of these subjects is set up to comply with Standards that correlate
to the Montana State Standards and Benchmarks. The District Curriculum
guides each of the schools to follow the Standards. Lincoln School has
adopted Harcourt Brace textbooks for both mathematics and Reading.

[Mathematics]{.underline} is designed so the students will value math,
be confident in their ability to do math, become problem solvers and
communicate and reason mathematically. These goals are accomplished by
having instructors that demonstrate strategies that encourage the
students to think explore and experience mathematical concepts.

[Reading]{.underline} Curriculum required pupils to find meaning in what
they read by comprehension and interpretation of text. Students use
different strategies to acquire skills such as structure, word parts,
phonics, the ability to identify fiction and nonfiction. Students are
also taught to gather and analyze information taken from various sources
and communicate their findings to fit their audiences.

[Literature]{.underline}: Students find meaning from literary material
by using previous knowledge to interpret stories. Students experience a
wide range of literature so they appreciate different genres.

[Writing]{.underline} is taught so students can write clearly and
effectively by organizing their writing by using sequencing, logic, good
transitions sentence structure and correct punctuation.

[Speaking and Listening;]{.underline} Pupils are instructed to use
communication for a variety of purposes. The impact of effective
speaking is emphasized when communicating with groups of different
cultures and ages.

[Science:]{.underline} Students are given the chance to explore
scientific concepts through experimentation, scientific methods and
textbook preparation. Goals of the science program are to promote
interest in the sciences and encourage creative thought in regard to
exploration, function of living things and the process of life and
interaction of living organisms.

####### Social Studies Students will be able to take information and apply it to real world situations. Real situations include changes of power, government operation, and civic responsibility. Economic principles are covered as related to production, distribution and consumption. Pupils are taught the impact of human interactions and diversity on societies.

[Health Enhancement:]{.underline} The school goal in this area is to
teach children the importance of maintaining a healthy lifestyle. Each
room has ½ hour scheduled time in the gym for exercise plus outside
activities when the weather permits.

[Art and Music:]{.underline} A wide selection of music is explored and
performed by the students. A music teacher comes into the classrooms two
or three times a week to work with the students. The fourth and fifth
grade students are also given the opportunity to learn a musical
instrument with instruction provided by the High School Band and
Orchestra Directors. Art is done in the classrooms at the discretion of
the individual teachers within the parameters of the District guidelines
for Fine Arts Curriculum.

**2a. (Elementary Schools) Reading**:

Lincoln School is currently using Harcourt Trophies, a reading/language
program. It has its basis in phonemic awareness instruction. Phonemic
awareness is the understanding that spoken words are made up of
individual sounds. A child that has good phonemic awareness can
identify, manipulate, and blend isolated sounds together to form words.
This also includes recognizing and using larger units of sound, such as
syllables and words.

Research has shown that phonemic awareness helps students to learn to
read and spell.

-   Phonemic Awareness is the most potent predictor of success in
    learning to read (Stanovich, 1986, 1994)

-   The lack of phonemic awareness is the most powerful determinant of
    the likelihood of failure to learn to read. (Adams, 1990)

-   The written language is really a representation of the sounds of the
    language we speak. It is important to understand that our speech is
    made up of individual sounds and with this insight the written
    language makes sense.

    Harcourt Trophies has a five-day lesson plan. The five days are
    woven into four strands, oral language, skills and strategies
    (comprehension and vocabulary), independent and guided reading, and
    language arts, with writing, grammar and spelling. All of this has
    cross-curricular instruction. There is also below level, on level,
    advanced and English language learner's instruction.

    Especially important is the End-of Selection Test for each story
    along with 4 point scoring rubrics.Our district chose this for the
    strong phonemic awareness and reading fluency that Harcourt
    presents.

    **3. Mathematics**

    Lincoln School is using Harcourt Math, which is built on three
    strategies. They are prior knowledge, guided practice leading to
    independent work, and application of concepts, skills, and the
    following assessment. The assessments in Harcourt Math are standards
    based and modeled after many widely used state assessments. Each
    chapter has interventions based on short skill items testing along
    with reteaching, practice, and challenge lessons. There is also a
    reading strategy that links math with problem solving. The teacher
    has access to differentiated instruction and alternative teaching
    strategies. Particularly important is the Standardized Test Prep at
    the end of the chapter that helps pupils get reading for
    standardized tests. Harcourt Math has a 3 point scoring rubric, with
    0 showing little understanding, 1 showing partial understanding, and
    3 demonstrating a complete understanding of the problem and
    strategy. Each lesson in the chapter has NCTM standards, which are
    at the beginning of the Lesson Planning. Chapters are built into
    units and at the end of each unit there is a Performance Assessment
    and a Technology Linkup. Our math curriculum is centered on
    "Building Success for All." There are a variety of interventions to
    assess, enrich, or diagnose students' difficulties. Lincoln School's
    mission is "to develop students who are able to grow academically,
    socially, and emotionally, and to prepare them to move on to higher
    education and enter the world with the skills they need to be
    successful members of society." Hartcourt Math builds confidence for
    all to strengthen all students problem solving abilities and build
    confidence in their abilities, which is the core of our mission
    statement.

4.  **Instructional Methods**

Lincoln School uses a variety of instructional techniques to help pupils
achieve success. We incorporate traditional instructional methods with
current technology and newly researched programs to achieve learning
across the ability levels of its students.

Classrooms are supplied with district-adopted textbooks in content
areas. Additionally, educators are allowed to obtain extra materials
they deem appropriate for their students.

We have a computer lab with 24 computers and each teacher has a block of
time in the week to be in the computer lab. The computer laboratory is
available to the classes at many other times. Each teacher also has
classroom computers located in the individual rooms. We also use
Accelerated Reading in grades one through five and Accelerated Math in
grades three to five. This is programmed instruction that supplements
our curriculum. In my observations throughout our 13 classrooms, I have
observed peer mentoring, collaborative groups, tiered instruction, and
teacher directed instruction. In my observations, I have found the use
of manipulatives in math, reading instruction with high interest groups,
pupils quizzing each other for spelling tests, and small group
instruction in the classroom, especially with resource and Title I
intervention. Lincoln School has both an intermediate spelling bee for
grades four and five, and a spelling bee for the primary grades. In
Lincoln School, from January through March, the principal is in the
classroom as an instructor for grades three through five, once each week
for 45 minutes in the afternoon. The classroom teacher makes use of
Daily Oral Language. On our network, which is launched from a Novell
platform, are a multitude of excellent software in math, reading, and
language that the classroom teacher has access to. In our 5^th^ grade
classrooms, at the end of the day, the 5^th^ grade teachers switch for
science and social studies. This is a precursor for the middle school
experience and a good transitioning process. The Social Studies program
was enhanced with updated maps and globes for all classrooms.

5\. Professional Development

> Lincoln School's professional development plan has its origins in our
> Consolidated Grant Teachers have input into what kind of professional
> development they would like and the committee of teachers,
> administrators, and parents develops a plan. Professional development
> is tied in with the Montana Content Standards.

Lincoln School Curriculum covers the areas of Reading and Literature,
Writing Writing, Speaking and Listening, Mathematics, Science, Social
Studies, Art, Music, and Physical Education.

Each of these subjects is set up to comply with benchmarks that
correlate to the Montana State Standards and Benchmarks.

The District Curriculum guides each of the schools to complete the
Montana

Content Standards in all academic areas.

Lincoln School teachers have received professional development in
2004-05 and 2005-06 in:

-   NWEA or Northwest Education Association (fall and spring testing)

-   TAGLIT (survey of pupils and teachers technology needs and skills)

-   Drug and alcohol education (Patty White)

-   "Step Up to Writing" workshop

-   Autism

-   Training with Tammy Elser (CRT and Released Items) MONTCAS

-   Health Enhancement training for classroom teachers

-   6 Traits of Writing

-   Zoo Phonics

-   Training for Special Education staff on New Idea Regulations

    **PART VII - ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TEST**

Subject [\_\_\_\_\_**Reading\_**\_\_\_\_\_\_]{.underline}
Grade[\_\_\_4\_\_]{.underline} Test[\_\_\_\_\_\_**Measured
Progress**]{.underline}\_\_\_\_\_\_

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

  ---------------------------------------------------------- ----------- ----------- ----------- ----------- -----------
                                                             2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                                              Spr 05      Spr 04                              

  **SCHOOL SCORES\***                                                                                        

  \% At or Above Meets State Standards**\***                 83%         73%                                 

  \% At Exceeds State Standards**\***                        30%         27%                                 

  Number of students tested                                  30          41                                  

  Percent of total students tested                           100%        100%                                

  Number of students alternatively assessed                  1           0                                   

  Percent of students alternatively assessed                 3%          0%                                  

                                                                                                             

  SUBGROUP SCORES                                                                                            

  1.\_\_\_[F/R                                                                                               
  lunch]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                    
  subgroup)                                                                                                  

  \% At or Above Meets State Standards                       77%         64%                                 

  \% At Exceeds State Standards                              27%         35%                                 

  Number of students tested                                  22          17                                  

  2.\_\_[Male]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                                  

  \% At or Above Meets State Standards                       72%         84%                                 

  \% At Exceeds State Standards                              36%         37%                                 

  Number of students tested                                  11          19                                  

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

**\*Change the sample table categories to use the state assessment
system's categories and terminology.**

### STATE CRITERION-REFERENCED TEST

Subject [\_\_\_\_\_**Math**\_\_\_\_\_\_\_]{.underline}
Grade[\_\_\_4\_\_]{.underline} Test[\_\_\_\_\_\_**Measured
Progress**]{.underline}\_\_\_\_\_\_

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

  ------------------------------------------------------------ ----------- ----------- ----------- ----------- -----------
                                                               2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                                                Spr 05      Spr 04                              

  **SCHOOL SCORES\***                                                                                          

  \% At or Above Meets State Standards**\***                   93%         66%                                 

  \% At Exceeds State Standards**\***                          40%         32%                                 

  Number of students tested                                    30          41                                  

  Percent of total students tested                             100%        100%                                

  Number of students alternatively assessed                    1           0                                   

  Percent of students alternatively assessed                   3%          0%                                  

                                                                                                               

  SUBGROUP SCORES                                                                                              

  1.\_\_\_[F/R lunch]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                  
  (specify subgroup)                                                                                           

  \% At or Above Meets State Standards                         91%         64%                                 

  \% At Exceeds State Standards                                36%         29%                                 

  Number of students tested                                    22          17                                  

  2.\_\_[Female]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                                    

  \% At or Above Meets State Standards                         94%         73%                                 

  \% At Exceeds State Standards                                47%         32%                                 

  Number of students tested                                    19          22                                  

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

**\*Change the sample table categories to use the state assessment
system's categories and terminology.**

**[Assessment Referenced Against National Norms]{.underline}**

**[Iowa Test of Basic Skills (ITBS)]{.underline}**

Subject[\_\_**Reading**\_\_\_\_]{.underline} Grade\_\_\_4\_\_\_
[Test\_\_\_**Iowa Tests of Basic Skills**\_\_\_\_\_]{.underline}

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

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

+--------------------------------+------+------+------+------+------+
|                                | 2    | 2    | 2    | 2    | 2    |
|                                | 004- | 003- | 002- | 001- | 000- |
|                                | 2005 | 2004 | 2003 | 2002 | 2001 |
+--------------------------------+------+------+------+------+------+
| > Testing month                | A    | M    | M    | M    | M    |
|                                | PRIL | ARCH | ARCH | ARCH | ARCH |
+--------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Total Score                  | 82%  | 67%  | 69%  | 64%  | 57%  |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 32   | 45   | 37   | 36   | 54   |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 97%  | 98%  | 95%  | 92%  | 100% |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students           | 1    | 3    | 4    | 1    | 0    |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of students          | 3%   | 7%   | 11%  | 3%   | 0%   |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES              |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > 1[.\_FEM                     | 81%  | 67%  | 69%  | 63%  | 52%  |
| ALE]{.underline}\_\_\_(specify |      |      |      |      |      |
| > subgroup)                    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 19   | 23   | 18   | 17   | 25   |
+--------------------------------+------+------+------+------+------+
| > 2.\_[MALE]                   | 85%  | 68%  | 71%  | 66%  | 61%  |
| {.underline}\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 12   | 19   | 13   | 15   | 29   |
+--------------------------------+------+------+------+------+------+
| > 3[.\_\_F/R                   | 85%  | 69%  | 66%  | 63%  | 72%  |
| > LUNC                         |      |      |      |      |      |
| H]{.underline}\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 22   | 21   | 22   | 19   | 40   |
+--------------------------------+------+------+------+------+------+
| >                              |      |      |      |      |      |
| 4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

Subject[\_\_**Math**\_\_\_\_]{.underline} Grade\_\_\_4\_\_\_
[Test\_\_\_**Iowa Tests of Basic Skills**\_\_\_\_\_]{.underline}

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

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

+--------------------------------+------+------+------+------+------+
|                                | 2    | 2    | 2    | 2    | 2    |
|                                | 004- | 003- | 002- | 001- | 000- |
|                                | 2005 | 2004 | 2003 | 2002 | 2001 |
+--------------------------------+------+------+------+------+------+
| > Testing month                | A    | M    | M    | M    | M    |
|                                | PRIL | ARCH | ARCH | ARCH | ARCH |
+--------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Total Score                  | 85%  | 79%  | 84%  | 71%  | 61%  |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 31   | 42   | 33   | 36   | 54   |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 100% | 100% | 100% | 92%  | 100% |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students           | 1    | 4    | 4    | 0    | 0    |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of students          | 3%   | 9%   | 11%  | 3%   | 0%   |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES              |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > 1[.\_FEM                     | 86%  | 79%  | 83%  | 73%  | 57%  |
| ALE]{.underline}\_\_\_(specify |      |      |      |      |      |
| > subgroup)                    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 19   | 23   | 19   | 17   | 25   |
+--------------------------------+------+------+------+------+------+
| > 2.\_[MALE]                   | 84%  | 68%  | 85%  | 69%  | 64%  |
| {.underline}\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 12   | 19   | 14   | 16   | 29   |
+--------------------------------+------+------+------+------+------+
| > 3[.\_\_F/R                   | 83%  | 80%  | 82%  | 73%  | 56%  |
| > LUNC                         |      |      |      |      |      |
| H]{.underline}\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 22   | 18   | 19   | 20   | 40   |
+--------------------------------+------+------+------+------+------+
| >                              |      |      |      |      |      |
| 4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+