##### *Revised 3/18/2005*

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

*U.S. Department of Education*

**Cover Sheet** Type of School: [X]{.underline} Elementary \_\_ Middle
\_\_ High \_\_ K-12

Name of Principal [Mrs. Linda C. Roundtree]{.underline}

Official School Name [Brown Street Academy]{.underline}

(As it should appear in the official records)

School Mailing Address [2029]{.underline} [North 20^th^
Street]{.underline}

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

[Milwaukee WI 53205-1140]{.underline}

City State Zip Code+4 (9 digits total)

County [Milwaukee]{.underline} School Code
Number\*\_[3619]{.underline}\_

Telephone [( 414 ) 935-3100]{.underline} Fax [( 414 )
935-3115]{.underline}

Website/URL

E-mail [ROUNDTLC@mail.milwaukee.k12.wi.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mr. William G. Andrekopoulos]{.underline}

District Name [Milwaukee Public Schools]{.underline} Tel. [( 414 )
475-8393]{.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. Peter
Blewett]{.underline}

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 I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [119]{.underline} Elementary
schools

[24]{.underline} Middle schools

\_\_ Junior high schools

[21]{.underline} High schools

[46]{.underline} Other

[210]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$8,806]{.underline}

Average State Per Pupil Expenditure: [\$9,568]{.underline}

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

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

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

4\. [\_\_5\_\_]{.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 Males**        **\# of Females**         **Grade Total**

  **K**       81                     77                        **158**

  **1**       58                     49                        **107**

  **2**       35                     52                        **87**

  **3**       55                     50                        **105**

  **4**       35                     47                        **82**

  **5**       44                     39                        **83**

  **Total**   308                    314                       **622**
  ----------- ---------------------- ------------------------- ----------------

6\. Racial/ethnic composition of [14]{.underline} % White

the students in the school: [78]{.underline} % Black or African American

[2]{.underline} % Hispanic or Latino

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

[1]{.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:
[12.2]{.underline}%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      45
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      40
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 85
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 673
                            the school as of October 1  
                            2003-2004                   

  **(5)**                   Subtotal in row (3) divided 12.63%
                            by total in row (4)         
                            2004-2005                   

  **(6)**                   Amount in row (5)           12.63%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

Number of languages represented: [11]{.underline}

Specify languages:

9\. Students eligible for free/reduced-priced meals: [87%]{.underline}

Total number students who qualify: [542]{.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: [12.8]{.underline}%

[79]{.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.

[1]{.underline} Autism [1]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [6]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness \_\_\_ Specific Learning Disability

[0]{.underline} Hearing Impairment [4]{.underline} Speech or Language
Impairment

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

\_\_\_\_ Multiple Disabilities \_\_\_\_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) 2 0

Classroom teachers 36 0

Special resource teachers/specialists 11 0

Paraprofessionals 17 0

> Support staff 6 0
>
> Total number [70]{.underline} [0]{.underline}

12\. Average school student-"classroom teacher" ratio:
[17:1]{.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.)

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

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

  Daily teacher attendance   92%         93%         91%         92%         91%

  Teacher turnover rate      1%          1%          1%          0%          0%

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

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

\(5\)

# Part III - School Summary 

Brown Street Academy is a K4 through 5^th^ grade public elementary
school located in Milwaukee, Wisconsin. We serve 637 children. Brown
Street reflects a rich cultural diversity of students with 92% African
American, 3.7% Asian, 2.6% White, 1.25% Hispanic and 0.5% Native
American. We have a school-wide Title I program with 85% of our student
population eligible for free lunch. Our four year old kindergarten
programs are full day. Our five year old kindergarten through third
grade classrooms are a part of the Student Academic Guarantee in
Education Program which guarantees a small teacher to pupil 1:15 ratio.
Special needs students are 11% of our total Brown Street Academy
population.

The primary vision of Brown Street is to leave no child behind. We
integrate comprehensive literacy, theme-based instruction and the
multiple intelligences (linguistics, spatial art, mathematics,
kinesthetics, naturalist, musical, interpersonal and intrapersonal
intelligence) throughout the curriculum. Children are motivated to excel
in higher-level thinking so that they meet or exceed proficiency on
grade level standards/learning targets. We prepare them to be productive
citizens and lifelong learners.

Brown Street's success in working toward our mission is attributed to
our effective educational plan, which is the guide that enables us to
maintain an on-going focus on our curriculum. All staff members work
collaboratively, providing input for the plan. Upon analyzing formative
and summative assessments, we determine our strengths and weaknesses.
After reviewing and reflecting on the data, we use it to select programs
and best practices that will enhance our curriculum and increase student
achievement, as well as to plan staff development opportunities that
will support professional growth.

We offer a variety of programs including: Neighborhood Clean-up, the
Walk for Hope, Junior Achievement, Trucker Buddies, health programs
through Children's Hospital and Marquette University, Women's History
Month, and award programs. Student clubs include: sports teams, Circle
of Friends, Peer Mediation and cadets. Community outreach involves a
partnership with the Next Door Foundation. University of
Wisconsin-Milwaukee field students tutor our children. Our extended day
program allows students to remain in school from 2:30-3:35 daily to
build proficiency in basic skills.

Families participate in school decision-making through the School
Governance Council, the PTA and surveys. The Family Center is open daily
to welcome and support parental involvement. Parents are encouraged to
volunteer in classrooms. Chat & Chew sessions update parents on
community/school resources. The Parent Project involves parents and
teachers working together on understanding standards- based curriculum.
Additionally, Parent/Teacher Conferences, newsletters, open houses and
numerous day and evening programs serve as family outreach
opportunities.

Through the use of research-based programs, strategies and interventions
already in place\-\-- comprehensive literacy, the multiple intelligence
focus, theme based curriculum, family involvement and high expectations
based on academic standards and learning targets, we have been able to
create a successful learning environment. While we are pleased with our
accomplishments, we recognize that we must continually strive to improve
student achievement.

## Part IV-1 - Indicators of Academic Success (Description of Assessment Results)

## 

Like many Milwaukee public schools, Brown Street students face
considerable demographic, economic and educational challenges. About 95%
of our students are African American from generally poor families, with
85% of our 637 pupils in 2003-04 receiving free and reduced lunch.

![](media/image1.wmf){width="6.8125in" height="2.979861111111111in"}As
our school is located in a highly transitional area, more than one of
every four students we enroll was enrolled elsewhere the year before.
Despite these challenges, Brown Street Academy has continually increased
student achievement over each of the last five years. Where once our
achievement was well below the district and the state, we now not only
surpass the district, but also exceed performance levels of the state.
Student achievement has increased across a wide range of district and
state assessments. On the state's annual assessment -- the grade 4
Wisconsin Knowledge and Concepts Examination (WKCE), we now outperform
the state. For example, the table below shows the percentage of students
enrolled scoring at/above the proficient level on the grade 4 WKCE in
all subjects tested, for Brown Street, the district and the state, and
the difference between our school and the district and our school and
the state.

In every subject Brown Street student achievement has risen
substantially, from levels of proficiency of 50% or less in 1999-00 to
levels of 85% or higher in 2003-04. The most significant achievement
gains have been in the subjects of mathematics and science. As detailed
in accompanying tables, Brown Street has eliminated the achievement gap
between boys and girls and between special needs children and
non-special needs children. All student groups are now performing at
high achievement levels.

In addition to the all-important grade 4 WKCE, similar achievement gains
have also been posted by Brown Street across all other grades, including
district assessments (similar to the WKCE) in grades 3 and 5 (detailed
in accompanying tables). For example, the percent of students enrolled
scoring at/above proficient in grade 3 math has risen from 39% in
2000-01 to 67% in 2003-04. In grade 5 Reading, the percent of students
reaching this performance level has risen from 30% to 79%. Similar large
achievement gains were also recorded by Brown Street on the grade 3
annual Wisconsin Reading Comprehension Test (WRCT). The percentage of
students 3^rd^ graders enrolled scoring at/above the proficient level
has risen from 70% in 2000-01 to 92% in 2003-04, surpassing both the
district (66%) and the state (85%).

**Part IV-2 -- Indicators of Academic Success (Using Assessment Data for
Improvement)**

Annually, members of the school's Learning Team (representatives from
each grade level, Literacy Coach, Math Teacher Rep., Science Teacher,
Librarian, Reading Resource Teacher and Principal) meet to

disaggregate standardized data and analyze Classroom Assessments Based
on Standards (CABS). This

information is used to review and revise the School Improvement Plan
(S.I.P.) as well as instructional strategies. Members of the Learning
Team chair committees aligned with the S.I.P. goals. Committees meet at
least monthly spearheading projects and activities aligned with those
goals as well as reviewing implementation of the plan. CABS are aligned
to district learning targets. Computerized data of individual student
proficiency is maintained. Monitoring conferences are held with the
administrator and classroom teachers to monitor student proficiencies.
Work samples are maintained in Science, Social Studies, Writing and
Multiple Intelligence portfolios from year to year to document student
growth. If students do not meet proficiency, the material is re-taught.
Communication among grade level teams is on-going as teachers share best
practices and effective teaching strategies on a weekly basis. If
students are not achieving proficiency, team teaching is utilized with
flexible grouping. Communication with tutors from local universities is
on-going to assure that instruction is aligned with current areas of
need. Brown Street staff members teach the extended day classes
reinforcing and supplementing the areas of weakness determined by
continuous data analysis. All students are expected to achieve
proficiency.

**Part IV- 3 -- Indicators of Academic Success (Communication of Student
Performance)**

Brown Street works in a partnership with parents. Ongoing communication
with parents is part of our mission as we bring all students to
proficiency. In addition to our perpetual open door policy,
parent/teacher conferences are held twice a year. Teachers use evenings,
lunch hours and prep periods so that all parents are able to confer.
Classroom telephones provide another important home/school link. In
addition to personal contact, standardized assessment data is sent home
to parents as soon as the assessments are scored. CABS are sent home
each semester. Report cards are issued quarterly. Students below level
in reading receive intervention letters three times a year alerting
parents of their below level status. The School Governance Council
(parents, teachers, community representatives and administrators) review
assessment data and monitor progress towards implementation of the
S.I.P. The district report card publishes each school's profile and
assessment data annually as does the State Department of Instruction.

**Part IV-4 -- Indicators of Academic Success (Sharing Our Success with
Others)**

Brown Street staff members continually interact with other schools and
the community to share our successes as well as to learn from others. At
our annual Literacy Conference, staff members make presentations on best
practices as well as attend presentations given by local district and
university experts. Presentations are aligned with our S.I.P. goals.
Other schools, district leadership personnel, parents and community
members also attend the conference. Our school attracts numerous
visitors. In the last year, visitors to our school have included state
school boards, the governor and National Title I Conference participants
among. Successes are also shared through our monthly newsletters (the
*Brown Street Times* and the parent newsletter) through the School
Governance Council and through staff presentations in local, state and
national conferences. Our school's facility is often used by district
committees. Staff members lend their expertise as they serve on district
curriculum committees. Staff members are involved in modeling and
training university field students and student teachers. Outreach is an
important aspect of our program because we learn as much from showcasing
and interacting with others as they learn from us.

**Part V --1 -- Curriculum and Instruction (Core Curriculum and High
Standards)**

Reading Learning Targets are scaffolded using Bloom's cognitive levels
from one grade to the next in each

of ten core areas: Literature Study, Research, Main Ideas and Details,
Text Structure, Purpose for Reading, Fluency, Text Comprehension, Word
Comprehension, Word Analysis and Story Elements/Structure.

Learning targets encompass the comprehensive literacy framework as they
delineate the progression of required skills and knowledge. The multiple
intelligences are used to engage all students as active learners.
**Language Arts** includes writing (multi-paragraph essays adapting
style/ structure for a variety of audiences/purposes including
independent/peer revising and editing, as well as using a variety of
sentence structures), oral language (clear, effective listening and
speaking skills), grammar and media/technology (sorting, accessing and
retrieving electronic resources as well as using media to critically and
creatively share information). Language Arts is embedded in the reading
instruction and the daily Writer's Workshops. Weekly library media and
computer lab classes provide hands-on instruction and practice.
Constructed response writing and journal writing are used in all content
areas. The **Social Studies** curriculum includes economics, behavioral
science, geography, history and civics. In addition, grade level themes
are explored through the multiple intelligences and integrated with
other content areas. The themes are K4= the Arts, K5=Nature,
1=Community, 2= Culture, 3rd= History, 4th= Immigration and 5=Geography.
**Science** is taught in the classrooms and supported through weekly
science lab classes that extend student learning through hands on
investigations. At each grade level content includes science inquiry,
science connections, physical science, earth and space, life and
environmental science, science applications and social/personal science
perspectives. All students participate in an annual science fair.
Involvement scaffolds from working as a class on the project to working
in a team to doing independent projects as 4th and 5th graders. The
**Math** curriculum is hands-on, investigations based. Content is based
on state standards and district learning targets. Emphasis is on problem
solving strategies. In addition, basic skills are reinforced at least
twice a week as well as in the extended day program. Journaling and
constructed responses encourage development of critical thinking skills.
During **Music,** students learn to sing familiar songs on pitch, read
music and create musical patterns as part of weekly music class lessons.
Music is incorporated into all subject areas to assist learners in
mastering material. Instrumental music classes are offered in piano and
violin. In addition to weekly gym classes for **Physical Education**,
motor kinesthetics are incorporated into all content areas as a means to
activate brain based learning and actively engage all students. Several
sports activities are available after school through a recreation
department partnership including soccer, volleyball, cheerleading,
baseball and basketball. All students participate in an **Extended Day**
program from 2:35-3:45 daily. Students receive homework help or engage
in silent reading and basic skill reinforcement. Spanish and Hmong
language classes are offered, too. Brown Street faculty members staff
the extended day program.

**Part V-2a -- Curriculum and Instruction (Reading)**

Our school's reading program incorporates the multiple intelligences and
high standards based on district learning targets in alignment with our
mission. We have daily uninterrupted reading blocks of two hours for
grades K5-3 and 1.5 hours for grades 4 and 5. Writer's Workshop is a
part of all the reading blocks as well as basal materials. In K5-2nd
grade, we use the four-block method. Students use motor kinesthetic and
musical intelligences as they clap and chant word wall words and
manipulate letters during the *working with words* block. While they do
this, they are learning basic sight vocabulary and phonics. Students use
interpersonal and intrapersonal intelligences as they read independently
or with partners during the *self selected reading block.* During this
time, students are reading at their independent level while teachers
pull flexible small groups for skill development and guided reading. The
*basal block* provides all students with grade level skills, strategies
and practice. Themes build connections between

fiction and nonfiction as well as bridging all curricular areas. The
Accelerated Reader program encourages independent reading. Novels
supplement the reading themes. A school wide monthly read aloud builds a
common core of literature and authors. Reading incentive programs
encourage home/school reading practice as does weekly book checkout from
the library. Over 800 books are checked out of the school

library weekly. Students who are below grade level are identified for
intervention and receive small group

instruction with the Reading Resource teacher. The extended day classes
provide homework and academic support. University field students provide
one-on-one tutoring and paraprofessionals work with small groups.

**Part V-3- Curriculum and Instruction (English Language Arts)**

Writing is a top priority at Brown Street Academy. Students learn
effective written communication skills through the use of research-based
practices. These practices address our English Language Arts state
standards and district learning targets as well as the writing,
research, oral language and thinking skills components of our district's
Comprehensive Literacy Framework. A Writer's Workshop format is utilized
during daily literacy blocks in all grade levels to provide writing
instruction. The mini-lesson component of the Writer's Workshop format
enables teachers to model their thinking and writing while also
providing specific strategy/skill instruction. Mini-lessons feature
practice activities for learning genre criteria, formats and the six
traits of writing. While composing pieces independently through the
writing process, students apply skills from mini-lessons. When
conferencing and sharing with peers and teachers, students receive
feedback to help them enhance and improve their writing and oral
language skills.

Cross-curricular writing builds connections between the linguistic
intelligence and the other multiple intelligences. Classroom Assessments
Based on Standards include monthly school-wide D.E.W. (Drop Everything
and Write) on-demand prompts. These monthly student writing samples are
collected and reviewed by the Principal and the Literacy Coach, who in
turn, provide the staff with written feedback. This feedback summarizes
overall grade level performance and suggests strategies to enhance
students' writing skills. Samples are also used for reflection and
discussion during grade level meetings which help us to develop and
maintain consistency in scoring. Furthermore, word walls, dictionaries,
computer labs and the library media center are among the many resources
that assist in writing development.

**Part V-4 -- (Different Instructional Methods Used for Improvement)**

The multiple intelligences are embedded in our instructional practices.
The multiple intelligence focus helps us address learning styles.
Teachers use students' strengths as gateways to challenging curriculum.
The multiple intelligences are also used to actively engage all students
in learning. Hands on investigations and projects are used in all
subject areas in addition to themes. Themes build connections between
real world experiences and across content areas to integrate learning
and develop critical thinking. Flexible grouping is used in all content
areas to re-teach or reinforce as needed. Special skill clubs meet
weekly. During these clubs, teachers team teach and re-teach areas of
difficulty as determined by data from Classroom Assessments Based on
Standards. Differentiated instruction is a pivotal tool used to bring
high level curricular content to all students. Accommodations and
modifications are made to lessons based on students' need. Special
education students are supported in regular education classrooms with
modified lessons that still support grade level expectations and
district learning targets. Technology is used for reinforcing basic
skill, for research and for student created presentations.

**Part V-5 -- Professional Development Program**

All members of the Brown Street Academy faculty are committed to our
professional learning community

as a comprehensive professional development program. Within our school,
we seek to help our staff grow professionally, which in turn, enhances
our students' academic success. Using on-going data analysis, surveys
and committee meetings, we determine our learning needs. Rather than
provide an outside consultant on a silver horse, we embrace embedded
professional development that offers continuous and

immediate on-site staff support. We seek out resources, knowledge and
support from each other. Peer

support is offered through modeling, coaching and observation with
feedback. Professional development is presented in a variety of forms
such as teacher-teacher and teacher-principal in one-on-one, small group
or whole group learning situations. One particularly successful format
is weekly grade level meetings. Teachers meet in grade level groups with
the Principal, Literacy Coach and other teacher leaders such as the
Reading Resource Teacher and the Math Teacher Leader to reflect on and
learn about best practices and share ideas and concerns. A monthly staff
development newsletter is provided to keep the staff abreast of district
updates, assessment dates, relevant websites, best practices and
upcoming professional development opportunities. Throughout the school
year, our staff participates in school-level professional development
sessions on professional days that focus on topics that are aligned with
our School Improvement Plan goals. Additionally, parents, community
members and other district schools join us for our annual Literacy
Conference. During this conference, participants are able to attend
numerous sessions that are conducted by our staff, district personnel,
university professors and community partners. In addition to this
conference, staff members are encouraged to attend and present at
professional workshops, seminars and trainings at the local, state and
national levels.

**State of Wisconsin 2005 Blue Ribbon School Nominee Proficiency
Information**

School Name and District: Brown Street Elementary, Milwaukee

Test Grade Level, Subjects, and Years of Data: Grade 4 Reading and
Mathematics, 2001-02 through 2003-04

School Percent Free and Reduced Price Lunches, 2003-04: 88%

Test Name and Publisher: Wisconsin Knowledge and Concepts Examinations
(WKCE), CTB/McGraw-Hill

  ------------------------------- ------------- ------------- ------------- ------------- ------------- -------------
                                  **Reading**                               **Math**                    

                                  **2003-04**   **2002-03**   **2001-02**   **2003-04**   **2002-03**   **2001-02**

  Month of Test Administration    February      November      November      February      November      November

  **School Information and                                                                              
  Scores:**                                                                                             

  \# FAY\* in school students     72            70            57            72            70            59
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  \% of all FAY students tested   100%          100%          89%           100%          100%          92%

  \% tested on WKCE scoring at or 100%          100%          100%          100%          100%          100%
  above Minimal                                                                                         

  \% tested on WKCE scoring at or 99%           87%           93%           90%           77%           90%
  above Basic                                                                                           

  \% tested on WKCE scoring at or 89%           79%           70%           86%           60%           53%
  above Proficient                                                                                      

  \% tested on WKCE scoring at or 33%           26%           0%            43%           13%           15%
  above Advanced                                                                                        

  Number of students alternately  0             0             0             0             0             0
  assessed\*\*                                                                                          

  \% of all students alternately  0%            0%            0%            0%            0%            0%
  assessed                                                                                              

  **School Scores by Student                                                                            
  Subgroup:\*\*\***                                                                                     

  *American Indian/Alaskan                                                                              
  Native*                                                                                               

  \# FAY\* in school students     0             1             1             0             1             1
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  *Asian/Pacific Islander*                                                                              

  \# FAY\* in school students     1             4             5             1             4             5
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  *Black, non-Hispanic*                                                                                 

  \# FAY\* in school students     68            61            49            68            61            51
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  \% of all FAY students tested   100%          100%          88%           100%          100%          91%

  \% tested on WKCE scoring at or 100%          100%          100%          100%          100%          100%
  above Minimal                                                                                         

  \% tested on WKCE scoring at or 99%           85%           92%           90%           74%           88%
  above Basic                                                                                           

  \% tested on WKCE scoring at or 88%           75%           69%           85%           57%           47%
  above Proficient                                                                                      

  \% tested on WKCE scoring at or 34%           25%           0%            43%           13%           14%
  above Advanced                                                                                        

  Number of students alternately  0             0             0             0             0             0
  assessed\*\*                                                                                          

  \% of all students alternately  0%            0%            0%            0%            0%            0%
  assessed                                                                                              

  *Hispanic*                                                                                            

  \# FAY\* in school students     1             1             0             1             1             0
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  *White, non-Hispanic*                                                                                 

  \# FAY\* in school students     2             3             2             2             3             2
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  *Economically Disadvantaged*                                                                          

  \# FAY\* in school students     64            61            53            64            61            53
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  \% of all FAY students tested   100%          100%          100%          100%          100%          100%

  \% tested on WKCE scoring at or 100%          100%          100%          100%          100%          100%
  above Minimal                                                                                         

  \% tested on WKCE scoring at or 98%           85%           92%           89%           75%           89%
  above Basic                                                                                           

  \% tested on WKCE scoring at or 88%           75%           68%           86%           56%           51%
  above Proficient                                                                                      

  \% tested on WKCE scoring at or 33%           21%           0%            39%           11%           15%
  above Advanced                                                                                        

  Number of students alternately  0             0             0             0             0             0
  assessed\*\*                                                                                          

  \% of all students alternately  0%            0%            0%            0%            0%            0%
  assessed                                                                                              

  *Students with Disabilities*                                                                          

  \# FAY\* in school students     8             16            11            8             16            11
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  \% of all FAY students tested   100%          100%          100%          100%          100%          100%

  \% tested on WKCE scoring at or 100%          100%          100%          100%          100%          100%
  above Minimal                                                                                         

  \% tested on WKCE scoring at or 100%          44%           50%           100%          38%           83%
  above Basic                                                                                           

  \% tested on WKCE scoring at or 100%          38%           25%           100%          6%            0%
  above Proficient                                                                                      

  \% tested on WKCE scoring at or 38%           0%            0%            75%           0%            0%
  above Advanced                                                                                        

  Number of students alternately  0             0             7             0             0             5
  assessed\*\*                                                                                          

  \% of all students alternately  0%            0%            64%           0%            0%            45%
  assessed                                                                                              

  **State Scores**                                                                                      

  \# FAY\* in district students   56,022        57,026        58,196        56,022        57,026        58,196
  tested (WKCE [or]{.underline}                                                                         
  alternate)                                                                                            

  \% of all FAY in district       100%          99%           99%           100%          100%          99%
  students tested                                                                                       

  \% tested on WKCE scoring at or 100%          100%          100%          100%          100%          100%
  above Minimal                                                                                         

  \% tested on WKCE scoring at or 93%           93%           95%           84%           81%           95%
  above Basic                                                                                           

  \% tested on WKCE scoring at or 82%           81%           83%           74%           71%           72%
  above Proficient                                                                                      

  \% tested on WKCE scoring at or 44%           41%           19%           30%           30%           27%
  above Advanced                                                                                        

  \% of all students alternately  3%            2%            4%            2%            1%            3%
  assessed\*\*                                                                                          
  ------------------------------- ------------- ------------- ------------- ------------- ------------- -------------

\*FAY = Full Academic Year

\*\*Alternate assessments approved under the Wisconsin accountability
system are administered to qualified students with disabilities and
Limited English Proficient (LEP) students.

\*\*\*Per Wisconsin policy, test results for individual student
subgroups with fewer than six students are not released for public
consumption in order to protect student privacy. In addition, some test
results for other student subgroups are suppressed because their
performance of students can be inferred indirectly. Supressed data are
noted within the table with an asterisk (\*).

**State of Wisconsin 2005 Blue Ribbon School Nominee Proficiency
Information**

School Name and District: Brown Street Elementary, Milwaukee

Test Grade Level, Subjects, and Years of Data: Grade 4 Reading and
Mathematics, 2001-02 through 2003-04

School Percent Free and Reduced Price Lunches, 2003-04: 88%

Test Name and Publisher: Wisconsin Knowledge and Concepts Examinations
(WKCE), CTB/McGraw-Hill

  ------------------------------- ------------- ------------- ------------- ------------- ------------- -------------
                                  **Reading**                               **Math**                    

                                  **2003-04**   **2002-03**   **2001-02**   **2003-04**   **2002-03**   **2001-02**

  Month of Test Administration    February      November      November      February      November      November

  **School Information and                                                                              
  Scores:**                                                                                             

  \# FAY\* in school students     72            70            57            72            70            59
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  \% of all FAY students tested   100%          100%          89%           100%          100%          92%

  \% tested on WKCE scoring at or 100%          100%          100%          100%          100%          100%
  above Minimal                                                                                         

  \% tested on WKCE scoring at or 99%           87%           93%           90%           77%           90%
  above Basic                                                                                           

  \% tested on WKCE scoring at or 89%           79%           70%           86%           60%           53%
  above Proficient                                                                                      

  \% tested on WKCE scoring at or 33%           26%           0%            43%           13%           15%
  above Advanced                                                                                        

  Number of students alternately  0             0             0             0             0             0
  assessed\*\*                                                                                          

  \% of all students alternately  0%            0%            0%            0%            0%            0%
  assessed                                                                                              

  **School Scores by Student                                                                            
  Subgroup:\*\*\***                                                                                     

  *American Indian/Alaskan                                                                              
  Native*                                                                                               

  \# FAY\* in school students     0             1             1             0             1             1
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  *Asian/Pacific Islander*                                                                              

  \# FAY\* in school students     1             4             5             1             4             5
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  *Black, non-Hispanic*                                                                                 

  \# FAY\* in school students     68            61            49            68            61            51
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  \% of all FAY students tested   \*            100%          88%           \*            100%          91%

  \% tested on WKCE scoring at or \*            100%          100%          \*            100%          100%
  above Minimal                                                                                         

  \% tested on WKCE scoring at or \*            85%           92%           \*            74%           88%
  above Basic                                                                                           

  \% tested on WKCE scoring at or \*            75%           69%           \*            57%           47%
  above Proficient                                                                                      

  \% tested on WKCE scoring at or \*            25%           0%            \*            13%           14%
  above Advanced                                                                                        

  Number of students alternately  \*            0             0             \*            0             0
  assessed\*\*                                                                                          

  \% of all students alternately  \*            0%            0%            \*            0%            0%
  assessed                                                                                              

  *Hispanic*                                                                                            

  \# FAY\* in school students     1             1             0             1             1             0
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  *White, non-Hispanic*                                                                                 

  \# FAY\* in school students     2             3             2             2             3             2
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  *Economically Disadvantaged*                                                                          

  \# FAY\* in school students     64            61            53            64            61            53
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  \% of all FAY students tested   100%          100%          100%          100%          100%          100%

  \% tested on WKCE scoring at or 100%          100%          100%          100%          100%          100%
  above Minimal                                                                                         

  \% tested on WKCE scoring at or 98%           85%           92%           89%           75%           89%
  above Basic                                                                                           

  \% tested on WKCE scoring at or 88%           75%           68%           86%           56%           51%
  above Proficient                                                                                      

  \% tested on WKCE scoring at or 33%           21%           0%            39%           11%           15%
  above Advanced                                                                                        

  Number of students alternately  0             0             0             0             0             0
  assessed\*\*                                                                                          

  \% of all students alternately  0%            0%            0%            0%            0%            0%
  assessed                                                                                              

  *Students with Disabilities*                                                                          

  \# FAY\* in school students     8             16            11            8             16            11
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  \% of all FAY students tested   100%          100%          100%          100%          100%          100%

  \% tested on WKCE scoring at or 100%          100%          100%          100%          100%          100%
  above Minimal                                                                                         

  \% tested on WKCE scoring at or 100%          44%           50%           100%          38%           83%
  above Basic                                                                                           

  \% tested on WKCE scoring at or 100%          38%           25%           100%          6%            0%
  above Proficient                                                                                      

  \% tested on WKCE scoring at or 38%           0%            0%            75%           0%            0%
  above Advanced                                                                                        

  Number of students alternately  0             0             7             0             0             5
  assessed\*\*                                                                                          

  \% of all students alternately  0%            0%            64%           0%            0%            45%
  assessed                                                                                              

  **State Scores**                                                                                      

  \# FAY\* in district students   56,022        57,026        58,196        56,022        57,026        58,196
  tested (WKCE [or]{.underline}                                                                         
  alternate)                                                                                            

  \% of all FAY in district       100%          99%           99%           100%          100%          99%
  students tested                                                                                       

  \% tested on WKCE scoring at or 100%          100%          100%          100%          100%          100%
  above Minimal                                                                                         

  \% tested on WKCE scoring at or 93%           93%           95%           84%           81%           95%
  above Basic                                                                                           

  \% tested on WKCE scoring at or 82%           81%           83%           74%           71%           72%
  above Proficient                                                                                      

  \% tested on WKCE scoring at or 44%           41%           19%           30%           30%           27%
  above Advanced                                                                                        

  \% of all students alternately  3%            2%            4%            2%            1%            3%
  assessed\*\*                                                                                          
  ------------------------------- ------------- ------------- ------------- ------------- ------------- -------------

\*FAY = Full Academic Year

\*\*Alternate assessments approved under the Wisconsin accountability
system are administered to qualified students with disabilities and
Limited English Proficient (LEP) students.

\*\*\*Per Wisconsin policy, test results for individual student
subgroups with fewer than six students are not released for public
consumption in order to protect student privacy. In addition, some test
results for other student subgroups are suppressed because their
performance of students can be inferred indirectly. Supressed data are
noted within the table with an asterisk (\*).

\(11\)