##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal Mrs. Wilma Cross

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

Official School Name Dahlgren Elementary School

(As it should appear in the official records)

School Mailing Address Post Office Box 70, 5^th^ and Dale Streets

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

[Dahlgren IL]{.underline} \_\_\_\_\_\_\_\_62828-0070

City State Zip Code+4 (9 digits total)

Tel. [( 618 ) 736-2316]{.underline} Fax [( 618 ) 736-2057]{.underline}

Website/URL [www.unit10.com]{.underline} E-mail hamcounit10@hotmail.com

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. Vince Mitchell

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

District Name [Hamilton County C.C.U.D. #10]{.underline} Tel. [( 618 )
643-2328]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board Mr. John Ewald

President/Chairperson

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

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

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

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

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

**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 2003-2004 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 1998.

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: \_\_3\_\_ Elementary schools

\_\_0\_\_ Middle schools

\_\_1\_\_ Junior high schools

\_\_1\_\_ High schools

\_\_\_\_\_ Other (Briefly explain)

\_\_5\_ TOTAL

2\. District Per Pupil Expenditure: \$7,365

Average State Per Pupil Expenditure: \$8,181

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

4\. 4 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**       13        2                      **15**       **7**                             

  **1**       8         13                     **21**       **8**                             

  **2**       9         8                      **17**       **9**                             

  **3**       12        12                     **24**       **10**                            

  **4**       11        14                     **25**       **11**                            

  **5**       17        7                      **24**       **12**                            

  **6**       11        9                      20           Other                             

                                    **TOTAL                                                   146
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 100 % White

the students in the school: % Black or African American

\% Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_8.1%

> (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 5
              ***to*** the school after October  
              1 until the end of the year.       

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

  **(3)**     Subtotal of all transferred        12
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    147
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .081
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    8.1
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: \_\_0\_\_\_\_%

\_\_0\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_1\_\_\_\_\_\_

Specify languages: English

9\. Students eligible for free/reduced-priced meals: 43.83%

\_\_\_64\_\_\_\_Total Number Students Who Qualify

> If this method does not produce 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: \_\_\_20\_\_\_%

\_\_\_30\_\_\_Total Number of Students Served

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

\_\_2_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_1_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_2_Specific Learning Disability

\_\_1_Hearing Impairment \_17_Speech or Language Impairment

\_\_1_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) \_\_\_1\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_7\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_2\_\_\_ \_\_\_\_4\_\_\_

Paraprofessionals \_\_\_3\_\_\_ \_\_\_\_2\_\_\_

> Support staff \_\_\_4\_\_\_ \_\_\_\_1\_\_\_
>
> Total number \_\_17\_\_\_ \_\_\_\_7\_\_\_

12\. Average school student-"classroom teacher" ratio: \_1:21\_\_\_\_\_

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.)

  ------------------------ ---------------------- ---------------------- ---------------------- ----------- -----------
                           2002-2003              2001-2002              2000-2001              1999-2000   1998-1999

  Daily student attendance [132.85]{.underline}   [124.15]{.underline}   [123.26]{.underline}               

  Daily teacher attendance [93%]{.underline}      [94%]{.underline}      [95%]{.underline}                  

  Teacher turnover rate    [28%]{.underline}      [0%]{.underline}       [0%]{.underline}                   

  Student dropout rate                                                                                      

  Student drop-off rate                                                                                     
  ------------------------ ---------------------- ---------------------- ---------------------- ----------- -----------

**PART III ‑ SUMMARY**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement.

Dahlgren Elementary School is a small rural school located in Dahlgren,
Illinois. Dahlgren is largely an agriculture community, with employment
opportunities in area towns. The county has a high unemployment rate. In
2002-2003, 42.7% of Dahlgren students were economically disadvantaged as
defined by qualification for free/reduced lunches. Dahlgren is a
close-knit community with a population of 550 residents, 4 churches, a
bank, post office, restaurant, lumberyard, and a hardware store.

The primary function of Dahlgren School is to serve the children of our
community by providing them with a comprehensive education that
acknowledges the differences among people, validates their vocational
interests and aspirations and enhances their abilities in order to
enable all students to become contributing members of our democratic
society. Emphasis is placed on preparing students to react responsibly
to changes in our global society. Dahlgren School works cooperatively
with parents and the community to help all students develop an
understanding and a respect for themselves as well as for the integrity,
opinions, dignity, and worth of others in their daily lives. Dahlgren
School's motto "In Search of Excellence" reflects continuing efforts to
implement this philosophy.

Dahlgren School has a very active Parent Teacher Organization with
regular monthly meetings. The Parent Teacher Organization provides field
trips, books for our library, playground equipment, assembly programs
and activities, and a great deal of support for our students. Our
Partners in Education Parent Volunteer Program provides invaluable
enrichment for our students. Volunteer teachers have taught Spanish
classes, arts and crafts activities, culinary arts, and a variety of
science units to our students. Community members and parents voluntarily
coach organized sports activities including flag football and boys/girls
basketball. All of these activities enhance the educational environment
at Dahlgren School where we are always "In Search of Excellence".

Dahlgren School has a safe and supportive learning environment. Our
experienced staff provides a welcoming environment to students and
parents. The teachers have exhibited a willingness to apply new
techniques and ideas to foster learning in an inviting climate. Teachers
always provide words of encouragement at appropriate places and
willingly initiate new ideas.

The teachers at Dahlgren School have established guidelines defining the
rules of work and of behavior for the learning environment. These
guidelines, as simple and few as possible, are designed to guarantee
that all learners will be engaged in quality learning and they will not
disrupt one another's learning opportunities through their behavior.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

1.  Describe in one page the meaning of the school's assessment results
    in reading (language arts or English) and mathematics in such a way
    that someone not intimately familiar with the tests can easily
    understand them.

Dahlgren Elementary School regards assessment as an important part of
the teaching and learning process. Our staff administers reading and
mathematics assessments that are designed to measure gradual progress to
ensure students meet state goals and outcomes at each level. Students at
the 3^rd^ and 5^th^ grade level take Illinois Standard Achievement Tests
in reading, writing, and mathematics. ISAT measures the extent to which
students are meeting the Illinois Learning Standards set forth in 1997.
ISAT performance level descriptors are divided into 4 areas:

> **Exceeds standards** -- students' work is outstanding and shows
> comprehension, knowledge and skills in the learning area. Students can
> consistently use their knowledge and skills to solve problems and
> evaluate the results.
>
> **Meets standards** -- students' work shows that they have knowledge
> and skills in the learning area. Students can consistently use and
> apply their knowledge and skills to solve problems.
>
> **Below standards:** students' work shows basic knowledge and skills
> in the learning area. However, students have some gaps in their
> learning and apply it only in limited ways.
>
> **Academic warning:** students' work shows inconsistent command of the
> basic knowledge and skills. Students have major gaps in their
> knowledge and skills and little ability to apply them. They may have
> serious errors or misunderstanding.

In the area of Language Arts, 90% of students at the 3^rd^ grade level
and 82% of students at the 5^th^ grade level met or exceeded state
standards. In the area of Mathematics, 100% of the 3^rd^ grade students
and 94% of the 5^th^ grade students met or exceeded state standards. The
staff at Dahlgren school understands that reading and mathematic skills
are an essential foundational requirement in all academics and help
provide the students with the opportunity to be successful. The results
of the assessment exhibit our students overall achievement in these
academic areas.

2.  Show in one-half page (approximately 200 words) how the school uses
    assessment data to understand and improve student and school
    performance.

The Dahlgren School staff meets in September for the first in-service to
gather, analyze, and interpret data.

Staff gathers information from the school report card, ISAT scores, and
Terra Nova Test results to aid

in preparing a school improvement plan. Additional information is
gathered from report cards,

communication between teachers, parent surveys and parent/teacher
conferences, and a Needs Assessment

Survey from the Regional Office of Education. Weak areas are identified
and enrichment activities are

implemented in order to ensure that all students are able to perform to
their highest potential, enabling

them to either meet or exceed the learning standards set in all core
subjects. Throughout the year, we

continually monitor our progress with a comprehensive profile of each
student including both formal

and informal assessments, such as measuring reading rate and accuracy,
teacher observations,

performance tasks, writing samples, and a variety of classroom
activities. The Illinois State Achievement

Test is our final comprehensive evaluation. A new school improvement
plan is developed each school

year and is used to continually monitor the performance or our students.

3.  Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.

The Illinois School Report Card and the School Improvement Plan are
crucial for staff members when

planning and preparing lessons and activities for students. This
information is also very valuable for

the parents and community members. The Illinois School Report Card
contains detailed information

about the performance of Dahlgren School students on the ISAT testing
relative to our district and state.

This data can be found on the school's website and is presented to the
Board of Education. A copy of

this information may also be requested in the school office. The School
Improvement Plan is attached

to the Illinois School Report Card. Local assessment data is reported to
parents eight times per year in

the form of student report cards and progress reports. Additional
information is shared at parent

orientation and parent/teacher conferences. The honor roll is listed
quarterly through newspaper

publications and an honors assembly is held at the end of the year with
students, parents, and many

members of the community in attendance. Students from Dahlgren School
participate in several county-

wide activities including the Young Authors contest and the Hamilton
County Spelling Bee that allows

them to exhibit their successful performance in these areas.

4.  Describe in one-half page how the school will share its successes
    with other schools.

Dahlgren School is pleased to share its successes with other schools.
Hamilton County Unit #10 has a

website with a link to Dahlgren School's web pages. Classes and
individual students are often featured

in our local newspaper to showcase honors and activities. This publicity
serves as a vehicle for our

school to be a role model for other local schools and increases the
pride students take in their academic

achievement. Staff members at Dahlgren school participate in a Regional
School Improvement

Committee that meets monthly at the Regional Office of Education to
share areas of student success

with educators from around the region. Some staff members are also
involved with the local Educational

Excellence Committee that meets monthly as well to share and discuss
ways of enhancing our curriculum.

Staff members contribute to the Round Table discussions held at the Mt.
Vernon Teacher's Conference

and have presented sessions at Challenge Saturday, a local weekend
academic enrichment program.

Teachers network with other teachers and schools within the district to
share new ideas and successful

strategies in many of the core curriculum areas.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  Describe in one page the school's curriculum. Outline in several
    sentences the core of each curriculum area and show how all students
    are engaged with significant content based on high standards.
    Include art and foreign languages in the descriptions (foreign
    language instruction as a part of the regular curriculum is an
    eligibility requirement for middle, junior high, high schools, and
    elementary schools in grades seven and higher).

Dahlgren Grade School offers its students a comprehensive curriculum
with high expectations for all students. This curriculum is based on the
Illinois Learning Standards and includes reading, language arts,
mathematics, science, social studies, art, health, music and physical
education. Reading and language arts concentrates on integration and
application of speaking, listening, reading and writing. Teachers
actively engage all students in the learning process through the use of
individual strengths and abilities, background knowledge, new
information and new strategies. The McGraw-Hill Reading program is an
important component of instruction. The school library and the
Accelerated Reader program are also valuable components of this area.
Mathematics concentrates on the following areas: estimation/number
sense/computation, algebraic patterns and variables, algebraic
relationships, geometric concepts, geometric relationships, measurement,
data organization and analysis, and probability. Teachers use hands-on
manipulatives, visuals, peer tutoring, and small group instruction to
support and reinforce skills. The Addison-Wesley mathematics
instructional series is used, but is heavily supplemented by teachers.

The science curriculum is based on the Scott-Foresman Science series.
The purpose of this series is to make science accessible for all
students. We ensure student success by giving all students equal access
to science content and also hands-on activities. The series includes
flip charts, lab manuals, and study guides used to help students make
connections to the world around them. Reading and math are also closely
integrated into our science curriculum. Along with using the exploring
activities, investigative and experimental activities are used to
enhance the lessons. Numerous charts and graphs are used in conjunction
with our teaching, and reading connections are made with the use of
vocabulary activities and assessment pages. Our social studies
curriculum is also very broad based. In combination with various reading
materials and vocabulary words, writing is an integral part of the
social studies curriculum. Making connections to current events is
crucial for students to understand this area. Guest speakers such as
politicians and state government officials are available to speak to
classes. Field trips to the State Capitol building are additional ways
to bring all of this to life for our students. Physical education at
Dahlgren School is very diverse. From group activities such as baseball,
basketball, 3 on 3 tournaments, and kickball, we have a wide variety of
students working together for a common goal. Students learn to be the
leader at certain times and a supporter at other times. They learn to
follow the rules, accept leadership from others, and participate
actively. Health is also a very important part of our physical education
program. It is very important for students to understand nutrition,
exercise, rest, hygiene and safety as it relates to their well-being.
Our science curriculum is very closely related to this subject area.
Even basic calisthenics help the students become aware of the proper way
to care for their bodies. Students at Dahlgren Elementary participate in
a music program two days per week. From learning basic music terminology
to reading music, students are exposed to many different aspects of
music. Students also participate in a yearly Christmas program and other
musicals throughout the year. Although there is no formal art education
in place at Dahlgren, students are constantly exposed to different
aspects of fine arts. Art students from our area high school have given
workshops and provided basic art instruction. Also individual classroom
teachers choose a variety of art techniques to incorporate into their
curriculum, right down to their art projects and activities required in
the computer lab. Samples of student work are constantly displayed in
the library lobby and throughout the school hallways.

2.  **(Elementary Schools)** Describe in one-half page the school's
    reading curriculum, including a description of why the school chose
    this particular approach to reading.

Dahlgren School uses the McGraw-Hill reading series. This series was
chosen for many reasons. First and foremost, research on reading shows
that guided instruction enables students to become more independent
readers. This series allows students to explore guided reading lessons,
make connections with extra activities, work in small group projects,
all the while allowing teachers to monitor their progress. The
McGraw-Hill reading series is a combination of reading, language arts
and spelling. As these subject areas are intertwined in real life, so
they are in this series. Teachers are able to cover one story per week
in reading and cover specific language arts lessons and a spelling list
that ties directly to the reading story. The reinforcement gained by the
students is invaluable to their education. An integration of phonics is
also included in this specific reading series. The McGraw-Hill reading
series especially focuses on phonemic awareness at the K-2 level.
Activities such as blending, segmenting, and rhyming promote the
student's awareness of different sounds they will encounter in our
language. Our reading curriculum is also enhanced by the use of a Title
I Reading Teacher. The Title I Reading teacher is utilized in a variety
of ways in each classroom to assist with the whole class during the
reading lesson. Students who tested below standards benefit by being
allowed to work with the Title I Reading teacher in small groups and
individualized learning sessions.

3.  Describe in one-half page one other curriculum area of the school's
    choice and show how it relates to essential skills and knowledge
    based on the school's mission.

The science curriculum at Dahlgren School is based upon the Illinois
State Learning Standards and our school's mission. Our science
curriculum is based upon the following objectives: provides
opportunities to master the basic skills of computation and problem
solving; helps develop the ability to use sound, efficient, and accurate
research procedures; provides physical education and health services,
which promote life-long wellness; enhances decision-making and critical
thinking skills; fosters a cooperative work program in the classroom.
Many hands-on experiments and guest speakers from the community are
utilized throughout the year enabling students to make real-life
connections and enhance their critical thinking skills. The subject
matter lends itself to the student's ability to make predictions and
inferences about outcomes. Our science curriculum relates to our
school's mission in that it recognizes the need to master the basic
skill of problem solving. Through experiments and other hands-on
activities, students can meet this goal. Students must also become good
decision makers in the future, and our science curriculum encourages
good decision making in the areas of health and the environment.

4.  Describe in one-half page the different instructional methods the
    school uses to improve student learning.

Staff members at Dahlgren School use many methods of instruction that
allow them to meet the needs of a variety of learning styles. The
climate of the classrooms is one of respect and discipline that permits
students to engage in learning. Cooperative learning helps our students
to foster mutual responsibility and encourages less criticism and more
compassion. Lecture accompanied by discussion allows the students to ask
questions for clarification as well as draw on their previous knowledge
to add more information to the discussion. The use of technology,
including computers and computer-assisted activities, provides
stimulation and a better understanding of the content. Brainstorming is
an exercise used by teachers to encourage creative thinking and enhance
full participation because all ideas are accepted and recorded. Guest
speakers in the classroom present factual material in a personalized
manner on specific topics assisting in making a real-life connection.
Small group instruction, work sessions, and peer mentoring encourage
everyone to participate and allow teachers to adapt lessons for
individual learning needs. Role-playing provides the students with the
freedom to assume the role of others, learning to respect the beliefs
and viewpoints of others. Individual teachers use a variety of methods
to deliver their lessons including hands-on experiments, manipulatives,
thematic units, and integrating curriculum.

5.  Describe in one-half page the school's professional development
    program and its impact on improving student achievement.

Teachers at Dahlgren Grade School are continually encouraged by the
Board of Education to progress in the area of professional development.
Staff members attend teacher inservices during the school year to become
familiar with the state standards. Teachers work on articulation across
grade levels to eliminate duplication of instruction. The two-day Mt.
Vernon Teacher's Conference benefits Dahlgren teachers as they gain
further knowledge of teaching methods and new practices. Teachers are
encouraged to select specific sessions that will enhance their own
classroom instruction. Dahlgren School has teachers who serve on
statewide education-related committees and participate in study groups
related to student achievement such as the Educational Excellence
Committee. Understanding the importance of growth as an educator, some
teachers at Dahlgren School are actively pursuing graduate work through
a variety of channels. Teachers also take advantage of staff development
opportunities offered through the Regional Office of Education in the
areas of Language Arts, Math, and Technology. This professional
development plan has allowed educators to expand their knowledge base
thus effectively enhancing overall student achievement.

> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**
>
> The sample Data Display Table is illustrated on the following page.
>
> Change the sample table to fit the state's assessment system.
>
> 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^rd^ grade reading
>
> Test: Illinois standards Achievement Test (ISAT)
>
> Edition/publication year: Published annually Publisher: Illinois State
> Board of Education
>
> Number of students in the grade in which the test was administered:
>
> 2002-2003 2001-2002 2000-2001
>
> 22 19 16
>
> Number of students who took the test:
>
> 22 19 16

What groups were excluded from testing? No groups were excluded from
testing.

> Number excluded: 0 Percent excluded: 0%
>
> 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. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.
>
> Illinois students at the 3^rd^ and 5^th^ grades take the Illinois
> Standards Achievement Test (ISAT) in reading, mathematics and writing.
> ISAT measures the extent to which students are meeting the Illinois
> Learning Standards. ISAT performance level descriptions are divided
> into 4 areas:
>
> **Exceeds Standards**: Students' work is outstanding and shows
> comprehensive knowledge and skills in the learning area. Students can
> consistently use their knowledge and skills to solve problems and
> evaluate the results.
>
> **Meets Standards**: Students' work shows that they have knowledge and
> skills in the learning area. Students can consistently use and apply
> their knowledge and skills to solve problems.
>
> **Below Standards**: Students' work shows basic knowledge and skills
> in the learning area. However, students have some gaps in their
> learning and apply it only in limited ways.
>
> **Academic Warning**: Students' work shows an inconsistent command of
> the basic knowledge and skills. Students have major gaps in their
> knowledge and skills and little ability to apply them. They may have
> serious errors or misunderstanding.
>
> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS, Continued**
>
> Sample Data Display Table for Reading (language arts or English) and
> Mathematics

3^rd^ Grade Reading

  ------------------------------------------------------ ----------------- ----------- ----------- ----------- -----------
                                                         2002-2003         2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                                          March             March       March                   

  **SCHOOL SCORES- \***academic warning                  [0]{.underline}   10.5        0                       

  \% At or Above Basic- \*below standards                9.5               5.3         18.7                    

  \% At or Above Proficient- \*meets standards           57.1              47.4        31.2                    

  \% At Advanced- \*exceeds standards                    33.3              36.8        50.0                    

  Number of students tested                              22                19          16                      

  Percent of total students tested                       100               100         100                     

  Number of students excluded                            0                 0           0                       

  Percent of students excluded                           0                 0           0                       

                                                                                                               

  SUBGROUP SCORES                                                                                              

  1.Economically disadvantaged \*academic warn.          0                 0           0                       

  \% At or Above Basic - \*below standards               0                 0           37                      

  \% At or Above Proficient- \*meets standards           66                66          50                      

  \% At Advanced - \*exceeds standards                   33                33          13                      

  Number of students tested                              9                 6           8                       

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                         
  subgroup)                                                                                                    

  \% At or Above Basic                                                                                         

  \% At or Above Proficient                                                                                    

  \% At Advanced                                                                                               

  Number of students tested                                                                                    

                                                                                                               

  **STATE SCORES** -\*academic warning                   8.2               6.8         7                       

  \% At or Above Basic \*below standards                 29.9              31.0        37                      

  State Mean Score                                                                                             

  \% At or Above Proficient -\*meets standards           40.1              43.6        43                      

  State Mean Score                                                                                             

  \% At Advanced \*exceeds standards                     21.9              18.6        19                      

  State Mean Score                                                                                             
  ------------------------------------------------------ ----------------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(a) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

(b) Ethnicity (e.g., White, Black or African American, Hispanic or
    Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

Dahlgren Elementary School is a small school in a rural community.
Dahlgren School does have a significant population of economically
disadvantaged students. Figures for the percentage of students receiving
free/reduced priced lunches follow:

2000-2001: 41.5% 2001-2002: 40.6% 2002-2003: 42.7%

Dahlgren School scores at or above Meets Standards as reported by the
Illinois State Board of Education

(ISBE) follow:

2000-2001: Reading 81%/Math 81% 2001-2002: Reading 84%/Math 84%

2002-2003: Reading 90%/Math 100%

> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**
>
> The sample Data Display Table is illustrated on the following page.
>
> Change the sample table to fit the state's assessment system.
>
> 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^rd^ Grade Math
>
> Test: Illinois Standard Achievement Test (ISAT)
>
> Edition/publication year: Published Annually Publisher: Illinois State
> Board of Education
>
> Number of students in the grade in which the test was administered
>
> 2000-2001 2001-2002 2002-2003
>
> 22 19 16
>
> Number of students who took the test
>
> 22 19 16

What groups were excluded from testing? No groups were excluded from
testing.

> Number excluded\_\_\_0\_\_\_\_\_ Percent excluded\_\_\_0%\_\_\_\_\_
>
> 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. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.
>
> Illinois students at the 3^rd^ and 5^th^ grades take the Illinois
> Standards Achievement Test (ISAT) in reading, mathematics and writing.
> ISAT measures the extent to which students are meeting the Illinois
> Learning Standards. ISAT performance level descriptions are divided
> into 4 areas:
>
> **Exceeds Standards**: Students' work is outstanding and shows
> comprehensive knowledge and skills in the learning area. Students can
> consistently use their knowledge and skills to solve problems and
> evaluate the results.
>
> **Meets Standards**: Students' work shows that they have knowledge and
> skills in the learning area. Students can consistently use and apply
> their knowledge and skills to solve problems.
>
> **Below Standards**: Students' work shows basic knowledge and skills
> in the learning area. However, students have some gaps in their
> learning and apply it only in limited ways.
>
> **Academic Warning**: Students' work shows an inconsistent command of
> the basic knowledge and skills. Students have major gaps in their
> knowledge and skills and little ability to apply them. They may have
> serious errors or misunderstanding.
>
> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS, Continued**
>
> Sample Data Display Table for Reading (language arts or English) and
> Mathematics
>
> 3^rd^ Grade Math

  ------------------------------------------------------ ----------------- ----------- ----------- ----------- -----------
                                                         2002-2003         2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                                          March             March       March                   

  **SCHOOL SCORES \***academic warning                   [0]{.underline}   5           6                       

  \% At or Above Basic \*below standards                 0                 10          13                      

  \% At or Above Proficient \*meets standards            54.5              36          56                      

  \% At Advanced \*exceeds standards                     45.5              47          25                      

  Number of students tested                              22                19          16                      

  Percent of total students tested                       100               100         100                     

  Number of students excluded                            0                 0           0                       

  Percent of students excluded                           0                 0           0                       

                                                                                                               

  SUBGROUP SCORES                                                                                              

  1.Economically disadvantaged \*academic warn.          0                 0           12                      

  \% At or Above Basic \*below standards                 0                 0           25                      

  \% At or Above Proficient \*meets standards            44                66          50                      

  \% At Advanced \*exceeds standards                     56                33          13                      

  Number of students tested                              9                 6           8                       

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                         
  subgroup)                                                                                                    

  \% At or Above Basic                                                                                         

  \% At or Above Proficient                                                                                    

  \% At Advanced                                                                                               

  Number of students tested                                                                                    

                                                                                                               

  **STATE SCORES \***academic warning                    6.8               7.2         8                       

  \% At or Above Basic \*below standards                 17.4              18.6        18                      

  State Mean Score                                                                                             

  \% At or Above Proficient \*meets standards            44.6              43.9        46                      

  State Mean Score                                                                                             

  \% At Advanced \*exceeds standards                     31.1              30.3        28                      

  State Mean Score                                                                                             
  ------------------------------------------------------ ----------------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(c) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

Dahlgren Elementary School is a small school in a rural community.
Dahlgren School does have a significant population of economically
disadvantaged students. Figures for the percentage of students receiving
free/reduced priced lunches follow:

2000-2001: 41.5% 2001-2002: 40.6% 2002-2003: 42.7%

Dahlgren School scores at or above Meets Standards as reported by the
Illinois State Board of Education

(ISBE) follow:

2000-2001: Reading 81%/Math 81% 2001-2002: Reading 84%/Math 84%

2002-2003: Reading 90%/Math 100%

> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**
>
> The sample Data Display Table is illustrated on the following page.
>
> Change the sample table to fit the state's assessment system.
>
> 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: 5^th^ grade reading
>
> Test: Illinois Standard Achievement Test (ISAT)
>
> Edition/publication year: Published annually Publisher: Illinois State
> Board of Education
>
> Number of students in the grade in which the test was administered
>
> 2002-2003 2001-2002 2000-2001
>
> 17 18 17
>
> Number of students who took the test
>
> 17 18 17

What groups were excluded from testing? No groups were excluded from
testing.

> Number excluded\_\_\_\_0\_\_\_\_ Percent excluded\_\_\_0%\_\_\_\_\_
>
> 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. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.
>
> Illinois students at the 3^rd^ and 5^th^ grades take the Illinois
> Standards Achievement Test (ISAT) in reading, mathematics and writing.
> ISAT measures the extent to which students are meeting the Illinois
> Learning Standards. ISAT performance level descriptions are divided
> into 4 areas:
>
> **Exceeds Standards**: Students' work is outstanding and shows
> comprehensive knowledge and skills in the learning area. Students can
> consistently use their knowledge and skills to solve problems and
> evaluate the results.
>
> **Meets Standards**: Students' work shows that they have knowledge and
> skills in the learning area. Students can consistently use and apply
> their knowledge and skills to solve problems.
>
> **Below Standards**: Students' work shows basic knowledge and skills
> in the learning area. However, students have some gaps in their
> learning and apply it only in limited ways.
>
> **Academic Warning**: Students' work shows an inconsistent command of
> the basic knowledge and skills. Students have major gaps in their
> knowledge and skills and little ability to apply them. They may have
> serious errors or misunderstanding.
>
> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS, Continued**
>
> Sample Data Display Table for Reading (language arts or English) and
> Mathematics

5^th^ Grade Reading

  ------------------------------------------------------ ----------------- ----------- ----------- ----------- -----------
                                                         2002-2003         2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                                          March             March       March                   

  **SCHOOL SCORES** \*academic warning                   [0]{.underline}   0           0                       

  \% At or Above Basic \*below standards                 17.6              16.7        24                      

  \% At or Above Proficient \*meets standards            64.7              66.7        47                      

  \% At Advanced \*exceeds standards                     17.6              16.7        29                      

  Number of students tested                              17                18          17                      

  Percent of total students tested                       100               100         100                     

  Number of students excluded                            0                 0           0                       

  Percent of students excluded                           0                 0           0                       

                                                                                                               

  SUBGROUP SCORES                                                                                              

  1.Economically disadvantaged \*academic warn.          0                 0           0                       

  \% At or Above Basic \*below standards                 22                33          16                      

  \% At or Above Proficient \*meets standards            55                50          33                      

  \% At Advanced \*exceeds standards                     22                16          50                      

  Number of students tested                              9                 6           6                       

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                         
  subgroup)                                                                                                    

  \% At or Above Basic                                                                                         

  \% At or Above Proficient                                                                                    

  \% At Advanced                                                                                               

  Number of students tested                                                                                    

                                                                                                               

  **STATE SCORES \***academic warning                    1.0               1.5         1.0                     

  \% At or Above Basic \*below standards                 38.6              39.4        40                      

  State Mean Score                                                                                             

  \% At or Above Proficient \*meets standards            37..3             36.8        34                      

  State Mean Score                                                                                             

  \% At Advanced \*exceeds standards                     23.1              22.3        25                      

  State Mean Score                                                                                             
  ------------------------------------------------------ ----------------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(d) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

Dahlgren Elementary School is a small school in a rural community.
Dahlgren School does have a significant population of economically
disadvantaged students. Figures for the percentage of students receiving
free/reduced priced lunches follow:

2000-2001: 41.5% 2001-2002: 40.6% 2002-2003: 42.7%

Dahlgren School scores at or above Meets Standards as reported by the
Illinois State Board of Education

(ISBE) follow:

2000-2001: Reading 76%/Math 77% 2001-2002: Reading 84%/Math 83%

2002-2003: Reading 82%/Math 94%

**SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**

> The sample Data Display Table is illustrated on the following page.
>
> Change the sample table to fit the state's assessment system.
>
> 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: 5^th^ Grade Math
>
> Test: Illinois Standard Achievement Test (ISAT)
>
> Edition/publication year: Published annually Publisher: Illinois State
> Board of Education
>
> Number of students in the grade in which the test was administered
>
> 2002-2003 2001-2002 2000-2001
>
> 17 18 17
>
> Number of students who took the test
>
> 17 18 17

What groups were excluded from testing? No groups were excluded from
testing.

> Number excluded\_\_\_\_0\_\_\_\_ Percent excluded\_\_\_0%\_\_\_\_\_
>
> 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. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.
>
> Illinois students at the 3^rd^ and 5^th^ grades take the Illinois
> Standards Achievement Test (ISAT) in reading, mathematics and writing.
> ISAT measures the extent to which students are meeting the Illinois
> Learning Standards. ISAT performance level descriptions are divided
> into 4 areas:
>
> **Exceeds Standards**: Students' work is outstanding and shows
> comprehensive knowledge and skills in the learning area. Students can
> consistently use their knowledge and skills to solve problems and
> evaluate the results.
>
> **Meets Standards**: Students' work shows that they have knowledge and
> skills in the learning area. Students can consistently use and apply
> their knowledge and skills to solve problems.
>
> **Below Standards**: Students' work shows basic knowledge and skills
> in the learning area. However, students have some gaps in their
> learning and apply it only in limited ways.
>
> **Academic Warning**: Students' work shows an inconsistent command of
> the basic knowledge and skills. Students have major gaps in their
> knowledge and skills and little ability to apply them. They may have
> serious errors or misunderstanding.
>
> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS, Continued**
>
> Sample Data Display Table for Reading (language arts or English) and
> Mathematics

5^th^ Grade Math

  ------------------------------------------------------ ----------------- ----------- ----------- ----------- -----------
                                                         2002-2003         2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                                          March             March       March                   

  **SCHOOL SCORES** \*academic warning                   [0]{.underline}   0           6                       

  \% At or Above Basic \*below standards                 0                 16.7        18                      

  \% At or Above Proficient \*meets standards            54.5              83.3        71                      

  \% At Advanced \*exceeds standards                     45.5              0           6                       

  Number of students tested                              17                18          17                      

  Percent of total students tested                       100               100         100                     

  Number of students excluded                            0                 0           0                       

  Percent of students excluded                           0                 0           0                       

                                                                                                               

  SUBGROUP SCORES                                                                                              

  1.Economically disadvantaged \*academic warn.          0                 0           0                       

  \% At or Above Basic \*below standards                 11                33          17                      

  \% At or Above Proficient \*meets standards            77                66          66                      

  \% At Advanced \*exceeds standards                     11                0           17                      

  Number of students tested                              9                 6           6                       

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                         
  subgroup)                                                                                                    

  \% At or Above Basic                                                                                         

  \% At or Above Proficient                                                                                    

  \% At Advanced                                                                                               

  Number of students tested                                                                                    

                                                                                                               

  **STATE SCORES** \*academic warning                    6.8               1.5         4                       

  \% At or Above Basic \*below standards                 17.4              39.4        34                      

  State Mean Score                                                                                             

  \% At or Above Proficient \*meets standards            44.6              36.8        55                      

  State Mean Score                                                                                             

  \% At Advanced \*exceeds standards                     31.1              22.3        6                       

  State Mean Score                                                                                             
  ------------------------------------------------------ ----------------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(e) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

Dahlgren Elementary School is a small school in a rural community.
Dahlgren School does have a significant population of economically
disadvantaged students. Figures for the percentage of students receiving
free/reduced priced lunches follow:

2000-2001: 41.5% 2001-2002: 40.6% 2002-2003: 42.7%

Dahlgren School scores at or above Meets Standards as reported by the
Illinois State Board of Education

(ISBE) follow:

2000-2001: Reading 76%/Math 77% 2001-2002: Reading 84%/Math 83%

2002-2003: Reading 82%/Math 94%