##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mrs. Kimberly K. Boelkes]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [1490 East Myrtle Street]{.underline}

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

[Canton]{.underline} [Illinois]{.underline} [61520-1598]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(309) 647-0136]{.underline} Fax [(309) 647-3430]{.underline}

Website/URL [www.cantonusd.org/eastview]{.underline} Email
[kboelkes@cantonusd.org]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

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

Name of Superintendent [Mr. Ralph Grimm]{.underline}

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

District Name [Canton Union School District #66]{.underline}

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

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

(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Neil Williams]{.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)

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

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

1\. Number of schools in the district: [3]{.underline} Elementary
schools

[1]{.underline} Middle schools

[0]{.underline} Junior high schools

[1]{.underline} High schools

[5]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$4,107]{.underline}

Average State Per Pupil Expenditure: [\$4,667]{.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\. [9]{.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 enrolled at each grade level or its equivalent in
applying school:

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

  **K**       42        50                     **92**       **7**                             

  **1**       49        51                     **100**      **8**                             

  **2**       52        45                     **97**       **9**                             

  **3**       45        38                     **83**       **10**                            

  **4**       51        42                     **93**       **11**                            

  **5**                                                     **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   465
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [97]{.underline} % White

the students in the school: [2.8]{.underline} % Black or African
American

[.2]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year: [4
%]{.underline}

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 7
              ***to*** the school after October  
              1 until the end of the year.       

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

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

  **(4)**     Total number of students in the    465
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .04
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    4
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: [1]{.underline}

Specify languages: English

9\. Students eligible for free/reduced-priced meals: [49]{.underline} %

[227]{.underline} Total Number Students Who Qualify

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

10\. Students receiving special education services: [15]{.underline} %

[72]{.underline} Total Number of Students Served

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

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [26]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [31]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [12]{.underline} Speech or Language
Impairment

[1]{.underline} Mental Retardation \_\_\_\_Traumatic Brain Injury

[1]{.underline} Multiple Disabilities [1]{.underline} Visual Impairment
Including Blindness

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [1]{.underline} [0]{.underline}

Classroom teachers [20]{.underline} [0]{.underline}

Special resource teachers/specialists [11]{.underline} [4]{.underline}

Paraprofessionals [8]{.underline} [5]{.underline}

> Support staff [11]{.underline} [4]{.underline}
>
> Total number [51]{.underline} [13]{.underline}

12\. Student-"classroom teacher" ratio: [23:1]{.underline}

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 95.8        95.1        96.3        95.6        96.1

  Daily teacher attendance 97%         97%         96%         97%         95%

  Teacher turnover rate    0%          .03%        .03%        0%          0%

  Student dropout rate                                                     
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[PART III ‑ SUMMARY]{.underline}**

We are proud to present Eastview Elementary School, located in Canton,
Illinois. Eastview educates students in grades kindergarten through
four. Our mission statement, "Our goal is to empower all students to
succeed in a changing world," clearly depicts how crucial we believe the
educational process is in relation to future success as an adult. To
accomplish our goal, we have implemented a School Improvement Process in
which all staff members and parents participate. This ongoing process
has fostered communication and significant changes, which have allowed
our students to achieve greater educational success.

Our school consists of mainly single-family homes with a small number of
multiple family apartment sites. The staff of Eastview Elementary School
consists of thirty-five certified teachers, nine reading aides, and
eight teacher aides. Eastview Elementary School also houses the
District's elementary Behavior Adjustment Program. Over the last five
years, our enrollment has declined. A before-school program is held at
Eastview along with an after-school program run by the YMCA. Fifty
percent of our student populations are economically disadvantaged. The
mobility rate for Eastview Elementary School is lower than the state
average but there is consistent movement between the three elementary
buildings located in our district.

Chronic truancy is not a problem at Eastview Elementary School. Students
identified as truant and their families are offered assistance to remedy
the deficiency. School psychologists, administrators, and social workers
are made available to work with students and parents of students with
attendance problems. Chronic truants whose attendance fails to improve
are reported to the county truancy officer for intervention.

Eastview's staff members are committed to providing an outstanding
education for all students. This commitment begins by striving to hire
highly qualified staff members. This is accomplished by participating at
career fairs and through the use of the Gallup Interviewing Process.
Data from a variety of tests is studied and analyzed. Measurable goals
are written each year to address areas of concern. Staff development is
ongoing, taking place through workshops held in our District, attendance
at workshops sponsored by professional groups, and through in-service on
School Improvement early release days.

Parents are another important component in the successful education of
Eastview students. A part-time parent coordinator works diligently to
increase parental involvement. This staff member works closely with our
parents, offering opportunities that will assist in developing
successful parenting skills.

During the school year, special assistance is given to at-risk students.
Students not scoring at grade level are targeted for additional
assistance. We coordinate and integrate federal, state, and local monies
to support programs to work with this group of students. We also empower
our students to believe that all children can learn and succeed.
Character education is targeted through the use of a school-wide
discipline policy that rewards appropriate behaviors.

It has been an honor to tell you about Eastview Elementary School. We
are proud of our school and hope you have enjoyed learning more about
our educational facility.

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

**1. Give a brief explanation of state tests.**

Students at Eastview Elementary School participate in the Illinois
Snapshot of Early Literacy (ISEL) and Illinois Standards Achievement
Test (ISAT) tests. These tests were designed by the State of Illinois to
allow parents and educators to document the educational progress of
their children. They are administered annually.

The ISEL test is given to all enrolled kindergarten students during the
first two weeks of school, and re-administered at the end of the school
year. ISEL serves many purposes. It provides teachers with an assessment
for instructional planning, identifies children in need of support,
provides assessment of learning progress within a school, and compares
students within the state. All third and fourth grade students are
administered the ISAT test every spring. Third graders are tested in the
areas of reading, writing, and mathematics. The reading subtest includes
word analysis and comprehension questions in both multiple choice and
extended response format. The writing subtest has one component.
Students must write an essay to a given persuasive, expository, or
narrative prompt. The mathematics subtest covers all areas of
mathematics and includes multiple choice and extended response
questions. All fourth graders are tested in the areas of social science
and science. The social science test includes fine arts items and the
science test includes physical development and health items.

Five years ago, Eastview adopted a philosophy that no children will be
left behind as part of the school improvement process. Therefore, all
students are tested. Illinois allows students with an Individualized
Educational Plan (IEP) to be provided accommodations for the state test.
These may include administering in a separate location (i.e. in a
special education classroom), time limit modifications, large print,
Braille, and clarification of directions.

The school improvement team was able to identify specific areas of
strengths and weaknesses in the performances of our students. Based on
data that included students eligible for free and reduced lunches,
teacher assignments, student attendance, and male/female ratios student
achievement was not significantly impacted. However, lower income males
did score below lower income females. The greatest impact to the overall
scores is due to the high number of students identified as being
eligible for IEP and Title I services. In reading, the data indicated
that students were able to gather information through various sources.
Targeted areas included: vocabulary skills, word analysis, and making
inferences. Writing data showed that students' strengths were in the
areas of focus and conventions. Writing organization and support are
areas to develop. Social studies data demonstrated strengths in the
areas of geography and historical facts. Areas to build upon would be
economics and government. In Science, data revealed that students were
able to understand the concepts of physical, earth, and life sciences.
Concepts to develop and strengthen include technology and scientific
inquiry.

Using our school improvement process, we have continued to gain insight
and expertise in the analysis of our state testing data. We have
utilized this information to modify our instructional practices to
better meet the needs of our diverse student population.

**2. Describe how teachers and administrators monitor and use assessment
data to improve performance.**

The commitment to use assessment data has driven our school improvement
process. Through a building study five years ago, we established four
areas of focus for improvement. These areas are Learning Community;
Student Learning, Progress and Achievement; Teaching and Learning; and
an ongoing Internal Review. Committees comprised of every staff member
and parents were established to explore each of these areas. We have
used the information gathered by these committees along with our data to
implement many new instructional strategies and building climate
changes. These committees work together to determine measurable goals,
which become the basis for our yearly School Improvement Plan. By
meeting on a monthly basis, all committees are continuously assessing
progress on current goals, interpreting test data, and establishing new
goals based on identified needs. This process also determines how our
budget dollars are spent, professional development needs, and adjustment
of personnel. Examples of systemic change that evolved through this
process are the implementation of a school-wide discipline plan, an
all-school morning assembly to set the tone for a successful day, the
inclusion of parental input, and the development of an incentive program
to reward appropriate behavior.

**3. The school regularly communicates student performance.**

Our data has indicated that successful educational progress is enhanced
by communication with and a commitment from parents. We have
accomplished this by delivering a two-way communication program. We have
adjusted our schedule to offer a Welcome Back Dinner and Meet the
Teacher Night during the first week of school. Each teacher presents a
packet of information to families containing curricular, disciplinary,
and procedural expectations for the year. Grade level parent nights are
held to involve parents in the educational process. Transportation is
provided for parents when needed. Communication with parents is enhanced
by a telephone system with voicemail capabilities, which parents can
utilize to leave messages and retrieve daily homework assignments.
Student performance is communicated to parents throughout the year by
parent/teacher conferences, quarterly report cards, a school report
card, monthly newsletters, computer generated reading progress reports
which are distributed three times a year, and personalized letters to
parents explaining students' strengths and areas in which they can
assist their child. Eastview is proud to host an appealing and
informative user friendly website. Due to the emphasis Eastview places
on its School Improvement Plan, this document is adopted by the local
school board and published for staff, the administrative team, and
parents. Staff members have worked diligently to develop positive
relationships with the local television, newspaper, and radio stations
to disseminate information about our school to the community.

**4. Describe plan for communicating success.**

We strongly believe the Blue Ribbon Schools selected have the
responsibility to share their blueprint for success with other
educational entities. This can be accomplished by encouraging visitation
by staff from other schools, making professional contributions to
educational publications, presenting at professional conferences and
providing access to this information on Eastview's website. The Regional
Superintendents' Office would be instrumental in coordinating
professional visits from area school districts. Our central location
allows for several local community colleges and universities to take
advantage of Eastview's learning community by placing pre-service
education students in the building for observation and practical
experience. These partnerships could easily be expanded. Educational
publications provide an excellent platform to reach a broader audience.
Our staff members are experienced in the area of presentations and are
readily available to provide in-service opportunities throughout the
state. Eastview's website is continually updated with current
information in regards to the special programs provided. Communication
of success needs to be celebrated with all parties in the learning
community. Students need to be recognized for their commitment to high
achievement, teachers for their desire to continually improve, and
parents for their overwhelming support and assistance.

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

The desired outcome of the curriculum at Eastview Elementary School is
improved student achievement. The Illinois Learning Standards serve as
the foundation for our decision-making process. We not only align our
work to the state's high standards, but also focus on instilling within
our students a belief in their ability to meet those standards with our
assistance. Curriculum development to us is a living, breathing, and
ever-changing process. It is comprehensive in the sense that it strives
to meet the needs of all our students, yet is flexible enough to change
when data tell us that change is essential. This development of our
philosophy and attitudes toward the importance of a well-defined
curriculum began several years ago.

We started with a mapping process. At each grade level, teachers were
asked to outline the topics they covered in each of the 11 core academic
areas. Next, we looked for alignment of those topics with the learning
standards that our state had adopted. Where there were gaps, we placed
topics where it was age and content appropriate. Where there were
overlaps, we deleted the repetition. This process began first
horizontally, within grade levels across the district, and then
vertically, ending in the high school with the twelfth grade.

After this stage had been completed, we began to look at mastery skills
in each grade level and subject area. What we wanted students to know
and be able to do as a result of instruction gave us more focus to our
teaching. Over the summer, our curriculum maps and exit outcomes will be
placed on our individual school and district web pages in order to make
that information more easily accessible, not only to our staff, but also
to the parents and community. Next year, we will focus as a building on
putting current assessment practices in place and identifying changes
that need to be made in assessment and instruction based on our maps and
current data.

Teaching and learning within our building couldn't wait for the entire
process to be completed and aligned. In the meantime, we have had teams
of teachers for the past two years studying the concept of a
standards-aligned classroom and experimenting with the development of
meaningful student-engaged units. Another team attended training on data
analysis and has used their skills to examine our assessment data. As
their work has progressed, we have used the team's identification of
challenge areas in the teaching and learning and have attempted to
address those areas simultaneously. The adoption of a district
Reading/Language Arts plan has provided cohesion and direction for the
staff. Using scientifically based research, we revamped our reading
instruction and approach, incorporating a balanced literacy methodology
and using Title I teachers and reading aides collaboratively with
classroom teachers to provide small group support on a daily basis for
all kindergarten through second grade students. A before and after
school language arts program provides additional literacy support for
our third and fourth graders. In mathematics, we have used the
successful results of a pilot project in one of the other elementary
buildings to provide us with a model for staff development and student
instruction that will help all our students become better problem
solvers. In both cases, professional development for staff has been
provided before implementation was expected. Using Title II funds to pay
for substitutes, our classroom teachers meet monthly in district grade
level teams for three hours to collaborate the successes and challenges
that we face daily and work to find solutions. Curricular issues are
examined each month to ensure continuity and consistency across the
district. A strong focus has been placed on presenting instruction in a
manner that engages students and makes "real world" connections for
them. A "textbook model" curriculum is not enough. The focus must be on
continuous assessment designed to identify essential changes in teaching
and learning and district support to turn those changes into reality in
order to meet the needs of the students entrusted to our care.

1.  **Describe the school's reading curriculum.**

Changes in reading instruction have been driven by our diverse
population, research on effective schools, the data derived from our
School Improvement Plan, and directly correlated to the Illinois
Learning Standards. We studied current reading research and The 14 Best
Reading Practices, ultimately selecting the Four Block balanced literacy
approach. Due to our large population of diverse learners, we modified
this approach to meet the needs of our students. Through these changes
we instituted a special program using all reading specialists and
support personnel to give more individualized instruction to all
students in kindergarten through second grade. Individual needs of third
and fourth grade students are met through a before and after school
program. To serve our disadvantaged population we have added two
tutoring options that also provide a snack and transportation. Our
gifted learners are challenged through enriched language arts classrooms
offering advanced curriculum. The Accelerated Reader program offers
additional practice and motivation to our entire student body. We have
instituted changes in our library/media center allowing for more
flexibility and accessibility to our students, creating a central
learning hub to support reading instruction. Technology is included as
an important component of the reading program, enhancing our
engaged-learning approach.

2.  **Describe one other curriculum. (Writing)**

It is our mission to prepare students to succeed in a changing world,
and writing to communicate effectively is essential for success. We have
adopted a progressive skills approach that spans each grade level. Exit
outcomes have been established detailing the specific criteria to be
focused on during that year. Students are taught to write for a variety
of purposes. Prewriting strategies and graphic organizers are
emphasized. Editing checklists and rubrics have been developed to assist
students with self-evaluation. Word walls and writing strategy posters
are used throughout the building to facilitate the writing process.
Aides, tutors, and upper level students provide support for struggling
writers. Portfolios of student writing samples have been utilized to
show growth. Teachers incorporate technology into many writing projects,
from simple pre-writing webs to advanced reports and slideshows. Writing
is encouraged across all content areas so that students recognize its
relevance in every aspect of life. Writing is a major component of our
Four Block approach, and is an area of concentration for a portion of
each day. Students are encouraged to participate in local writing
contests. Using our school improvement process, we will continue to
immerse our students in writing on a daily basis because of the
importance of this skill. Communication using a variety of methods is a
critical component to successful employment as an adult.

3.  **Describe different instructional methods the school uses to
    improve student learning.**

Committed to educating the diverse population at Eastview Elementary
School, our staff uses a variety of teaching strategies and methods
based on current research. High expectations are in place for all
students. The gifted students are challenged through enriched classes in
the areas of reading and math in the third and fourth grades. Identified
gifted second graders are clustered within classrooms and the curriculum
is adapted to accommodate their continual growth. Students requiring an
Individualized Education Plan are provided service in numerous ways. The
majority of our students are educated inclusively, benefiting from best
practices of a regular education classroom. Those in need of more
individualization have the opportunity to work closely with
paraprofessionals, resource staff, and parent volunteers. All students
are instructed using a variety of methods based on multiple intelligence
research in an effort to ensure educational success. Special attention
has been given to higher level thinking skills through questioning
techniques and analogies. Students collaborate on problem solving
experiences and hands on activities across the curriculum. The media
center computer lab as well as classroom computer clusters allow
technology to be a major component in all instructional areas. Ample
opportunities are provided for students to choose independent projects
designed to expand their knowledge, allowing students the chance to
participate in creating relevant assessments.

**4. Describe the school's professional development program and its
impact on improving student achievement.**

Eastview's School Improvement Plan dictates the professional development
program throughout the year. Our four previously mentioned School
Improvement Committees complete an analysis of previous years' data.
Each committee is responsible for educating staff on new teaching
methods related to our targeted school goals. Staff directed in-service
occurs during six early release school improvement days. The building
leadership team meets monthly to assess staff progress on new teaching
methods and determine future needs. A common planning period, Student
Assistant Team (SAT) time, provides grade level teachers with a daily
opportunity for collaboration. During SAT time, staff exchange ideas and
information pertinent to student achievement, instructional planning,
coordination of the curriculum, and special needs of students. The
district enhances professional development by providing four full
in-service days, specialized after school workshops, and designating
seven afternoons a year so that each grade level meets to expand on
building discussions. Staff members are encouraged to visit other
successful schools and teachers. Information gained from these visits is
presented to the building leadership team, which determines how to
implement needed change. Training is extended to paraprofessionals
working with students. In-service opportunities at the state and
national levels are made available to all staff members. New staff
members participate in a mentoring program in which trained, veteran
teachers provide support necessary for success.

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

The Data Display Table is illustrated on the following page.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade [3]{.underline} Test [Illinois Standards Achievement
Test]{.underline}

Edition/publication year [1999-2002]{.underline} Publisher [Illinois
State Board of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Number excluded [0]{.underline} Percent excluded [0\_\_]{.underline}

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

**[STATE CRITERION-REFERENCED TESTS, Continued]{.underline}**

Data Display Table for Reading

+-----------------------------------------+-------+-----+------+-----+
|                                         | **2   | *   | *    | *   |
|                                         | 001-2 | *20 | *199 | *19 |
|                                         | 002** | 00- | 9-20 | 98- |
|                                         |       | 200 | 00** | 199 |
|                                         |       | 1** |      | 9** |
+-----------------------------------------+-------+-----+------+-----+
| Testing Month -- March                  |       |     |      |     |
+-----------------------------------------+-------+-----+------+-----+
| # SCHOOL SCORES                         |       |     |      |     |
+-----------------------------------------+-------+-----+------+-----+
| Total -- Percent of students...         |       |     |      |     |
+-----------------------------------------+-------+-----+------+-----+
| At or above Academic Warning            | 5     | 5   | 3    | 7   |
+-----------------------------------------+-------+-----+------+-----+
| At or above Below Standards             | 18    | 33  | 37   | 38  |
+-----------------------------------------+-------+-----+------+-----+
| At or above Meeting Standards           | 58    | 46  | 38   | 35  |
+-----------------------------------------+-------+-----+------+-----+
| At or above Exceeds Standards           | 20    | 16  | 22   | 19  |
+-----------------------------------------+-------+-----+------+-----+
| Number of students tested               | 85    | 85  | 98   | 94  |
+-----------------------------------------+-------+-----+------+-----+
| Percent of total students tested        | 100   | 100 | 100  | 100 |
+-----------------------------------------+-------+-----+------+-----+
| Number of students excluded             | 0     | 0   | 0    | 0   |
+-----------------------------------------+-------+-----+------+-----+
| Percent of students excluded            | 0     | 0   | 0    | 0   |
+-----------------------------------------+-------+-----+------+-----+
| # Subgroup Scores                       |       |     |      |     |
+-----------------------------------------+-------+-----+------+-----+
| 1\. **Students with Disabilities**      |       |     |      |     |
+-----------------------------------------+-------+-----+------+-----+
| At or above Academic Warning            | 21    | 33  | 8    | 17  |
+-----------------------------------------+-------+-----+------+-----+
| At or above Below Standards             | 48    | 50  | 69   | 75  |
+-----------------------------------------+-------+-----+------+-----+
| At or above Meeting Standards           | 26    | 17  | 8    | 8   |
+-----------------------------------------+-------+-----+------+-----+
| At or above Exceeds Standards           | 6     | 0   | 15   | 0   |
+-----------------------------------------+-------+-----+------+-----+
| 2\. **Non-Disabled**                    |       |     |      |     |
+-----------------------------------------+-------+-----+------+-----+
| At or above Academic Warning            | 1     | 0   | 2    | 6   |
+-----------------------------------------+-------+-----+------+-----+
| At or above Below Standards             | 9     | 30  | 32   | 33  |
+-----------------------------------------+-------+-----+------+-----+
| At or above Meeting Standards           | 65    | 51  | 42   | 39  |
+-----------------------------------------+-------+-----+------+-----+
| At or above Exceeds Standards           | 25    | 19  | 24   | 22  |
+-----------------------------------------+-------+-----+------+-----+
| 3\. **Economically Disadvantaged**      |       |     |      |     |
+-----------------------------------------+-------+-----+------+-----+
| At or above Academic Warning            | 9     | 0   | 3    | N/A |
+-----------------------------------------+-------+-----+------+-----+
| At or above Below Standards             | 21    | 46  | 41   | N/A |
+-----------------------------------------+-------+-----+------+-----+
| At or above Meeting Standards           | 50    | 40  | 38   | N/A |
+-----------------------------------------+-------+-----+------+-----+
| At or above Exceeds Standards           | 21    | 6   | 19   | N/A |
+-----------------------------------------+-------+-----+------+-----+
| **State Scores**                        |       |     |      |     |
+-----------------------------------------+-------+-----+------+-----+
| Total                                   |       |     |      |     |
+-----------------------------------------+-------+-----+------+-----+
| At or above Academic Warning            | 7     | 7   | 6    | 8   |
+-----------------------------------------+-------+-----+------+-----+
| At or above Below Standards             | 31    | 31  | 32   | 31  |
+-----------------------------------------+-------+-----+------+-----+
| At or above Meeting Standards           | 43    | 43  | 41   | 44  |
+-----------------------------------------+-------+-----+------+-----+
| At or above Exceeds Standards           | 19    | 19  | 21   | 17  |
+-----------------------------------------+-------+-----+------+-----+

**\*Due to a change in the statewide assessment system, only four years
of data have been provided.**

**A change from one testing system to another does not provide
consistent trend data.**

**[STATE CRITERION-REFERENCED TESTS, Continued]{.underline}**

Data Display Table for Mathematics

+-----------------------------------------+------+------+------+------+
|                                         | *    | *    | *    | *    |
|                                         | *200 | *200 | *199 | *199 |
|                                         | 1-20 | 0-20 | 9-20 | 8-19 |
|                                         | 02** | 01** | 00** | 99** |
+-----------------------------------------+------+------+------+------+
| Testing Month - March                   |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| # SCHOOL SCORES                         |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| Total -- Percent of students...         |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Academic Warning            | 2    | 0    | 2    | 12   |
+-----------------------------------------+------+------+------+------+
| At or above Below Standards             | 13   | 16   | 25   | 23   |
+-----------------------------------------+------+------+------+------+
| At or above Meeting Standards           | 42   | 53   | 50   | 48   |
+-----------------------------------------+------+------+------+------+
| At or above Exceeds Standards           | 42   | 31   | 23   | 17   |
+-----------------------------------------+------+------+------+------+
| Number of students tested               | 85   | 85   | 96   | 92   |
+-----------------------------------------+------+------+------+------+
| Percent of total students tested        | 100  | 100  | 98   | 98   |
+-----------------------------------------+------+------+------+------+
| Number of students excluded             | 0    | 0    | 0    | 0    |
+-----------------------------------------+------+------+------+------+
| Percent of students excluded            | 0    | 0    | 0    | 0    |
+-----------------------------------------+------+------+------+------+
| # Subgroup Scores                       |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| 1\. **Students with Disabilities**      |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Academic Warning            | 13   | 0    | 8    | 17   |
+-----------------------------------------+------+------+------+------+
| At or above Below Standards             | 25   | 33   | 69   | 75   |
+-----------------------------------------+------+------+------+------+
| At or above Meeting Standards           | 44   | 58   | 8    | 8    |
+-----------------------------------------+------+------+------+------+
| At or above Exceeds Standards           | 19   | 8    | 15   | 0    |
+-----------------------------------------+------+------+------+------+
| 2\. **Non-Disabled**                    |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Academic Warning            | 0    | 0    | 2    | 6    |
+-----------------------------------------+------+------+------+------+
| At or above Below Standards             | 10   | 14   | 32   | 33   |
+-----------------------------------------+------+------+------+------+
| At or above Meeting Standards           | 42   | 52   | 42   | 39   |
+-----------------------------------------+------+------+------+------+
| At or above Exceeds Standards           | 48   | 34   | 24   | 22   |
+-----------------------------------------+------+------+------+------+
| 3\. **Economically Disadvantaged**      |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Academic Warning            | 5    | 0    | 6    | N/A  |
+-----------------------------------------+------+------+------+------+
| At or above Below Standards             | 16   | 14   | 28   | N/A  |
+-----------------------------------------+------+------+------+------+
| At or above Meeting Standards           | 39   | 69   | 53   | N/A  |
+-----------------------------------------+------+------+------+------+
| At or above Exceeds Standards           | 41   | 17   | 14   | N/A  |
+-----------------------------------------+------+------+------+------+
| State Scores                            |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| Total                                   |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Academic Warning            | 7    | 8    | 10   | 12   |
+-----------------------------------------+------+------+------+------+
| At or above Below Standards             | 19   | 18   | 21   | 20   |
+-----------------------------------------+------+------+------+------+
| At or above Meeting Standards           | 44   | 46   | 46   | 47   |
+-----------------------------------------+------+------+------+------+
| At or above Exceeds Standards           | 30   | 28   | 23   | 21   |
+-----------------------------------------+------+------+------+------+

**\*Due to a change in the statewide assessment system, only four years
of data have been provided.**

**A change from one testing system to another does not provide
consistent trend data.**