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

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

**Cover Sheet**

Name of Principal [Mr. Jason Eggers]{.underline}

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

Official School Name [Mound City R-2]{.underline}

(As it should appear in the official records)

School Mailing Address [708 Nebraska St.]{.underline} (If address is
P.O. Box, also include street address)

[Mound City Mo]{.underline}
\_\_\_[64470-0247]{.underline}\_\_\_\_\_\_\_\_

City State Zip Code+4 (digits total)

Tel. [( 660 ) 442-5429]{.underline} Fax [( 660 ) 442-3154]{.underline}

Website/URL [moundcityr2.com]{.underline} E-mail
[eggersja@mndcty.k12.mo.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. Ken Eaton]{.underline}

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

District Name [Mound City R-2]{.underline} Tel. [( 660 )
442-3737]{.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 Mrs. Karma Metzgar

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)

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office 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: \_\_[1]{.underline}\_\_
Elementary schools

\_\_\_\_\_ Middle schools

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

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

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

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

2\. District Per Pupil Expenditure: \_\_\_[\$6708.19]{.underline}\_\_

Average State Per Pupil Expenditure: \_\_\_[\$7345.00]{.underline}\_\_

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

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

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

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

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

5\. Number of students enrolled at each grade level or its equivalent in
applying school:

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

  **K**                                                     **7**       16        16          32

  **1**                                                     **8**       14        13          27

  **2**                                                     **9**       12        8           20

  **3**                                                     **10**      10        11          21

  **4**                                                     **11**      9         12          21

  **5**                                                     **12**      13        7           20

  **6**                                                     Other                             

                                    **TOTAL                                                   141
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [98.58]{.underline} % White

the students in the school: [0]{.underline} % Black or African American

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

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_[11.6]{.underline}\_\_\_\_\_\_\_%

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 5
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 12
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

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

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

  **(5)**     Subtotal in row (3) divided by     .1156
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    11.6
              100                                
  ----------- ---------------------------------- ------------------------

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

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

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

Specify languages: English

9\. Students eligible for free/reduced-priced meals:
\_\_[34.69]{.underline}\_%

\_\_\_[49]{.underline}\_\_\_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:
\_\_\_\_[14]{.underline}\_\_%

\_\_\_\_[19]{.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.

\_\_[0]{.underline}\_Autism \_\_[0]{.underline}\_Orthopedic Impairment

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

\_\_[0]{.underline}\_Deaf-Blindness \_[18]{.underline} Specific Learning
Disability

\_\_[0]{.underline}\_Hearing Impairment \_\_[0]{.underline}\_Speech or
Language Impairment

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

\_\_[0]{.underline} Multiple Disabilities \_\_[0]{.underline}\_Visual
Impairment Including Blindness

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

    **Number of Staff**

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

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

Classroom teachers \_\_\_[15]{.underline}\_\_
\_\_\_[2]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_[0]{.underline}\_\_\_
\_\_\_[1]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[0]{.underline}\_\_\_
\_\_\_[0]{.underline}\_\_\_\_

> Support staff \_\_\_[7]{.underline}\_\_\_
> \_\_\_[1]{.underline}\_\_\_\_
>
> Total number \_\_\_[23]{.underline}\_\_ \_\_\_[4]{.underline}\_\_\_\_

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

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

  Daily student attendance 94.1%       94.7%       95.1%       96.2%       95.8%

  Daily teacher attendance 99.0%       99.0%       98.0%       98.5%       99.0%

  Teacher turnover rate    6.0%        0.0%        17.0%       11.0%       22.0%

  Student dropout rate     3.31%       0%          2.13%       1.09%       0%

  Student drop-off rate    4.3%        8.2%        4.2%        7.6%        9%
  ------------------------ ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_\_[26]     |
|                                                     | {.underline}\_ |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_[61]{    |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_         |
|                                                     | > [            |
|                                                     | 0]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_         |
|                                                     | > [1           |
|                                                     | 2]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_         |
|                                                     | > [23]{        |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_\_       |
|                                                     | > [            |
|                                                     | 0]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_       |
|                                                     | > [            |
|                                                     | 4]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_[    |
|                                                     | 0]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**[PART III -- SUMMARY]{.underline}**

Mound City High School, located in Mound City, Missouri is the only
public high school in the small, rural, one building Mound City R-2
School District. Mound City R-2 has approximately 290 students k-12, 60
in Junior High and 82 in grades 9-12. Mound City educates students in a
very supportive community. In a recent levy increase election, 30
percent of registered voters turned out to vote, and 60 percent of those
voting approved the levy increase. Though Mound City is small, we
provide an excellent education and have been acknowledged and rewarded
for our educational accomplishments the past few years.

During the 2001-2002 school year, Mound City participated in a five-year
state evaluation and review process. The district received the
"accredited" classification, receiving a perfect 158/158 points, the
highest rating given to schools by the Missouri Department of Elementary
and Secondary Education. The district has also received the "Distinction
in Performance" award by scoring perfect on the Annual Performance
Report for three consecutive years.

In the spring of 2003, Mound City R-2 also received the Commissioner's
Award of Excellence for Professional Development. This award was given
to six schools in the state who the previous year had completed the
Missouri School Improvement Plan. Mound City students are active and
successful in both academics and extracurricular activities. We have had
national competitors in various extra-curricular activities and winners
at the state level in many student organization contests such as FBLA,
FCCLA, and FFA. Our academic bowl team has competed at the state level
for many years and they have been state champions four of the last eight
years. Student athletes have also been successful in volleyball,
basketball, track, golf and football. They have won the state title two
of the last five years in football, and they have had many district
championships in all sports.

The mission of Mound City R-2 is to accept each individual student and
their own unique social and emotional, physical, and mental
capabilities, to develop and nurture specific knowledge and skills in
that individual, enhancing their present and future life. Mound City
teachers are committed to achieving the mission and have developed an
educational program that is complete with research-based practices,
careful design, continual learning, technology and collaboration. The
educational program is driven by data, high quality instruction and
results in a culture of quality learning by all students.

It is the goal at Mound City that all teachers implement research-based
instructional strategies into their classrooms. Teachers are provided
opportunities to learn best practices, and time and resources to
implement them into the classroom. Technology has continually been a
focus along with implementing new best practices to meet the needs of
every student. School climate is important to nurturing the success of
students. Mound City continually tries to create a school climate that
is fun, caring, and educational. This was noted as a strength of the
school during the 2001-2002 MSIP review. It is because of sustained high
performance that Mound City has been nominated by the Missouri
Department of Elementary and Secondary Education to apply for the No
Child Left Behind-Blue Ribbon Schools Program.

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

**1.** The Missouri Assessment Program (MAP) is a performance-based
assessment for use by all public schools in the state, and is required
by the Outstanding Schools Act of 1993. The test is designed to measure
student progress toward meeting the Missouri Show-Me Standards, (73 in
all) which are intended to define what students know, and are able to do
to be well prepared graduates.

The MAP test uses three different types of questions including multiple
choice, short answer or constructed responses, and performance events.
Students select the appropriate answer for the multiple choice, supply
the appropriate answer for the constructed response, and work through
and solve difficult multiple step performance events. Results of the MAP
test are presented in five different achievement levels consisting of
step one, progressing, nearing proficiency, proficient, and advanced.
The goal is to have students score in the top two categories. From year
to year, we strive to increase the number of students scoring in the top
two categories and decrease the number in the lower two categories. The
test also includes a Terra Nova section which is the nationally normed
part of the MAP test. It represents the multiple choice section of the
test and is reported as a median percentile.

The 2002-2003 test results for mathematics for Mound City indicate that
in grade 10, 67% of the students scored at the nearing proficient,
proficient and advanced levels. This is above the state average of 44.5
% in those levels. The number of students in the top two categories have
increased from 3% to 48% in the last five years. This shows that Mound
City students not only have the knowledge, but can also perform multi
step problems using various strategies they learn and practice
throughout the year.

The 2002-2003 test results for communication arts indicate that in grade
11, 76% of the students scored at the nearing proficient, proficient and
advanced levels. This is above the state average of 64.6%. The number of
students in the top two categories have increased from 20% to 38% in the
last five years.

Mound City has been fortunate in the last few years to experience
several successes academically. Over the last four years, our students
have scored in the "Top Ten" in the state, in many areas. We have also
been recognized, by the state, for our sustained performance in both
communication arts and math. These results show that our teachers are
experienced and do a great job of preparing students to be successful in
the future. The results also show that our teachers continually strive
to better prepare students and are not satisfied until all students are
proficient or advanced.

**2.** Assessment data is a tool by which the student, parents/guardians
and/or teachers may judge knowledge of skill attainment. Assessment data
provides information, which is essential for making informed decisions
concerning student and instruction programs. Each fall, along with the
MAP paper results, we receive a Clear Access CD. Clear Access is a data
tool that organizes the MAP results and breaks them down to each
question. This information is organized by the Principal and
disseminated to the teachers. Teachers then study the data individually
and in content area teams. All teachers are involved in the process
since we believe that success for our students lies with all teachers,
not just content area teachers. Teachers use assessment results, along
with other information to review classroom curriculum and make decisions
regarding instructional techniques. Teachers also use assessment results
to study trends in class organization and programming. Curriculum
committees will review standardized assessment results regularly as an
important source of information when evaluating district curriculum.
Assessment results may aid in planning for modifications in curriculum
content and review of instructional delivery techniques.

Besides being shared with the Board of education, assessment data is
sent to the counselor, parents and teachers. Teachers have an
opportunity to study reports for their classes and discuss issues with
the building principal related to data trends, curriculum, instructional
techniques, and materials.

**3.** After all the data is analyzed, Principals share the information
with the Board of Education. Student performance of every aspect is also
shared with the local newspaper. The state also publishes "Top 10" lists
that are also publicized in the newspaper. Individual student results of
assessment tests are shared and explained by the principal to parents
during parent-teacher conferences. Teachers, the counselor and the
principal are also available to conference with parents to help explain
the data to parents.

Within the school setting, student performance is shown and presented to
those entering the building by numerous plaques and certificates.
Students who score in the proficient and advanced on the MAP test have
their name placed on the MAP wall of fame. Mound City's accolades of
student performance are displayed throughout the school building
creating and sharing the pride we have with all that enter the building.

Throughout the year, student performance is communicated to parents by
means of mid term and quarterly reports. The Annual Performance Report
(APR) is published once a year and includes a profile of the school,
including assessment results. The APR is made available to parents,
community and is available on the web.

**4.** Education is a business of building on strengths and sharing
knowledge with each other. For the educational process to be successful
and every child receive the instruction and education they deserve,
"best practices" need to be shared. One way Mound City will share its
successes is through common networking of teachers and administrators.
Teachers and administrators will also seek out opportunities to present
our success at various professional development conferences.

The principal and teachers have been honored to present at many state
conferences the past few years. It would be a pleasure to have
additional opportunities to share Mound City's successes with others it
could possibly benefit.

**PART V -- CURRICULUM AND INSTRUCTION**

**1**. Mound City requires 26 units of credit for graduation. Each
curriculum course objective is aligned to the Missouri Show Me Standards
which combine what students know and are able to do. Each student is
required to take 3 years of Language Arts learning such things as:
reading and evaluating fiction and non-fiction, writing formally and
informally, participating in formal and informal presentations and
identifying and evaluating relationships between language and culture.
Students have the following courses to choose from: LA 1, LA 2, American
Literature, British Literature, Dual Credit Speech, Dual Credit
Composition, Composition and Applied English.

Three units of social studies are required from the following courses:
World Geography, American Government, World History, Modern American
History, Sociology, Current Issues, AP Economics, and Psychology.
Through our social studies curriculum, students develop decision- making
skills on how individuals, groups, governments, and economic systems
relate to each other.

Mound City's mathematics curriculum includes objectives dealing with
geometric and spatial sense, data analysis, probability, patterns and
relationships, mathematical systems, and discrete mathematics. Our
mathematics courses enable students to adapt within a technologically
based environment and to develop mathematical confidence to grow as
individuals, to achieve lifelong skills of reasoning and problem
solving, and to be productive in our society. Two units of math are
required from the following courses: Algebra I, Geometry, Algebra II,
Applied Math, AP Statistics, Pre-Calculus, and Trigonometry.

Two units of science are required from the following courses: Physical
Science, Biology, Advanced Biology, General Science, Chemistry, AP
Chemistry, Anatomy and Physics. Mound City's science objectives include:
property and principles of matter, energy, force and motion,
characteristics and interactions of living organisms, composition and
structure of the universe and the motions and objects within it,
processes of scientific inquiry and the impact of science, technology
and human activity on resources and the environment.

Foreign language is not required for graduation, but two years is
recommended for those wishing to attend college. The Spanish department
is committed to providing the opportunity for students to develop,
improve, and enhance their knowledge of the Spanish language and of the
widespread influence of the language and culture, as well as of the role
of Spanish in the international community. Our foreign language
curriculum consists of Spanish I, II, and III.

One unit of Fine Arts is required from the following courses: Choir,
Band, Music Theory, Music Appreciation, Art 1, Art 2/3, and Art Design.
The Fine Arts objectives deal with principles and elements of different
art forms, visual and performing arts in historical and cultural
contexts, and interrelationships of visual and performing arts and the
relationships of the arts to other disciplines.

One unit of Practical arts is required from the following courses:
Family and consumer sciences I, Agriculture Science I, Health and
Housing, Family Living, Child Development, Ag. Powers,
Horticulture/Landscaping, Greenhouse/Floriculture, Ag. Structure I, II,
III, Ag. Construction I, II, III, Nutrition/Wellness, Accounting I, II,
Computers 1, Dual Credit Business Technology, Personal Business, and
Law/Entrepreneurship. Students must have at least ½ unit of computers.
Mound City also partners with a local technical school to offer even
more vocational and practical courses.

Mound City also requires one unit of Physical Education from the
following courses: Health, Weight training, and PE.

**2.** Communication, the process of understanding and sharing meaning,
is the key that unlocks opportunity that, in turn, leads to success.
Learning to communicate effectively, then, is the priority in language
arts classes at Mound City R-2. Reading with understanding, listening
with perception, writing with clarity, and speaking with confidence are
the skills that allow students to share what they think and feel with
others.

Reading skills allow students to use literature as a basis for
understanding themselves and others in the context of personal,
regional, national, and multicultural settings. Listening skills give
them the ability to critically evaluate what media sources tell them
about their world. Students who learn to write well find pleasure in
seeing their thinking come alive in print. Speaking skills become
effective tools in today's job market, and a top priority in education
is to equip young people for successful employment.

Mound City's English curriculum is designed to move students from a
mastery of basic skills to a mastery of essential skills in
communication arts. Literature study presents varied human experiences
through short stories, drama, fiction, non-fiction and poetry. Language
study includes strong emphasis on grammar, usage, spelling, and
vocabulary. Composition concentrates on sentence structure improvement,
paragraph development, and expository and persuasive essay continuity.
Consequently, students will work to improve communication skills through
written and verbal/oral activities.

**3.** As we move into the 21^st^ century, science and technology play
an increasingly important role in all aspects of society. It is
important that our students develop scientific knowledge, as well as a
positive attitude toward solving problems. Mound City's science
curriculum focuses on the interdependence of science, mathematics,
technology and society. Students become familiar with the natural world,
and recognize both its diversity and its unity. Our science curriculum
allows students to gather information, create and evaluate hypotheses,
pose theories for understanding the universe in which we live, and
communicate those theories to others. Students recognize that science is
an intellectual and social endeavor, a means by which we prepare
students for the relationships and responsibilities that go with the
interactions of science, mathematics, technology, and society.

Mound City's science curriculum allows students to acquire the knowledge
of the fundamental characteristics of matter and energy, acquire
knowledge and understanding of the forces of nature and mechanisms that
govern those forces, acquire an appreciation for their role in the
environment and gain an understanding of how technology can impact human
activities. Students also develop the fundamental knowledge of the
earth's biosphere, atmosphere, lithosphere and hydrosphere. Students
also: identify the traits and functions of living organisms and how they
relate to their living and non-living environment, relate the
composition and structure of the universe with the motions of objects
within it, display higher order thinking skills and apply science to
their everyday living environments, gather and analyze relevant data
using appropriate tools for measuring scientific inquiries, and are also
able to use the scientific method of inquiry for analysis and evaluate
information received from nature and society.

**4.** It is a goal at Mound City that all teachers implement research
based instructional practices into their classroom. Teachers and
administrators evaluate the effectiveness of current instructional
practices and compare them to research based practices. Instructional
strategies used include: team building, paired learning, cooperative
learning, technology, performance events, multiple intelligences and
hands on activities. Mound City R-2 teachers focus on using higher order
thinking skills and many hands on opportunities to teach students. The
use of technology is becoming an important teaching method. Teachers
implement technology along with other researched based instructional
methods to meet the needs of each student. Students seem to be excited
about learning, when they are using the "school pad", "smart boards" and
creating PowerPoint presentations. The use of technology has allowed
students to use higher order thinking skills and teach themselves. This
creates a hands-on classroom where the teacher is the facilitator, and
the student is the active participant thus improving student
achievement.

Meeting the needs of each student is important at Mound City and can
only be achieved by implementing and using many different instructional
methods. Mound City also has an at-risk program that uses small group
and one on one teaching to meet the needs of those students who are
at-risk of failing. High student achievement is accomplished by the
students being active participants, and the teacher facilitating
instruction.

**5.** Mound City has developed a professional development program
that's foundation is grounded though learning communities and is
complete with research-based practices, careful design, continual
learning, and collaboration. It is a program driven by data and results
in quality instruction for all students. The consistent improvement and
high achievement results of students on the MAP test, and the last three
years of perfect Annual Performance Report scores are a testament that
the program is effective and appropriate.

The mission of the professional development program is to provide
educational opportunities for teachers to improve instruction, resulting
in higher student achievement. The professional growth activities are a
cooperative effort involving teachers, administrators, and school board
members.

As the professional development of Mound City has increased in its
cohesiveness and effectiveness, quality teaching has been the outcome.
Regularly scheduled staff development opportunities exist throughout the
year for teachers to deepen their subject knowledge, instructional
skills, and assessment strategies. Professional development is
differentiated to meet the needs of each teacher, and it provides
educators with the opportunity to meet, discuss, study and collaborate
regarding changes that are being implemented. Instructional leaders,
both teacher leaders and administration, participate in the learning
community and seek to continuously improve skills while providing
resources to promote sustained professional development.

Increases in student achievement have been possible because data was
used to determine what areas needed changing. Evaluation of multiple
sources such as drop out rate, graduation rate, attendance records, post
high school education and MAP results is used to pinpoint curricular
changes and areas of student performance that are weak. As changes are
made, data are continually reviewed to see if instructional changes have
had an impact on student achievement. Mound City's professional
development has produced consistent improvement and high achievement
results on the MAP and APR. In the spring of 2003, Mound City was also
honored as one of six schools in the state to receive the Commissioners
Award of Excellence in Professional Development.

> **[STATE CRITERION-REFERENCED TESTS-MATHEMATICS]{.underline}**
>
> Grade\_\_\_[10]{.underline}\_\_\_\_
>
> Test\_\_\_\_\_[Math]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year\_[Yearly]{.underline}\_\_\_\_\_ Publisher
> \_\_\_\_\_\_[CTB McGraw-Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

  Testing Month                                             April       April       April       April       April

  **SCHOOL SCORES**                                                                                         

  \% At or Above Basic\*                                    67%         50%         65%         53%         44%

  \% At or Above                                            48%         15%         13%         12%         3%
  Proficient\*\*                                                                                            

  \% At Advanced                                            0%          0%          0%          0%          0%

  Number of students                                        21          20          31          17          29
  tested                                                                                                    

  Percent of total                                          100%        100%        100%        100%        100%
  students tested                                                                                           

  Number of students                                        0           0           0           0           0
  excluded                                                                                                  

  Percent of students                                       0%          0%          0%          0%          0%
  excluded                                                                                                  

                                                                                                            

  SUBGROUP SCORES                                                                                           

  1.\_[Free/reduced                                         N/A                     N/A                     
  lunch]{.underline}\_                                                                                      
  (specify subgroup)                                                                                        

  \% At or Above Basic\*                                                57%                     50%         43%

  \% At or Above                                                        14%                     0%          7%
  Proficient\*\*                                                                                            

  \% At Advanced                                                        0%                      0%          0%

  Number of students                                                    7                       6           14
  tested                                                                                                    

                                                                                                            

  **STATE SCORES**                                                                                          

  \% At or Above Basic\*                                    44.5%       43.2%       39.9%       38.1%       54.8%

  State Mean Score                                          N/A         N/A         N/A         N/A         N/A

  \% At or Above                                            12.3%       12.7%       10.3%       9.7%        26.8%
  Proficient\*\*                                                                                            

  \% At Advanced                                            0.8%        1.0%        0.4%        0.5%        20.0%
  ---------------------- ---------------------------------- ----------- ----------- ----------- ----------- -----------

> \*At or Above Basic Includes: Nearing Proficiency, Proficient and
> Advanced
>
> \*\* At or Above Proficient Includes: Proficient and Advanced
>
> **[Missouri Achievement Levels]{.underline} (See Descriptors on Page
> 13 & 14.)**

Step 1

> Progressing
>
> Nearing Proficient
>
> Proficient
>
> Advanced

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

Grade\_\_[10]{.underline}\_\_\_\_
Test\_\_\_\_\_\_[Math]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_[Yearly]{.underline}\_\_\_ Publisher
\_\_\_\_\_[CTB
McGraw-Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

  Testing month                       April             April             April             April               April

  **SCHOOL SCORES**                                                                                             

  Total Score                         97%               87%               81%               84.7%               75.3%

  Number of students tested           21                20                31                17                  28

  Percent of total students           100%              100%              100%              100%                100%
  tested                                                                                                        

  Number of students excluded         0                 0                 0                 0                   0

  Percent of students excluded        0%                0%                0%                0%                  0%

  SUBGROUP SCORES                                                                                               

  1.\_\_\_[Free/Reduced         N/A               N/A               N/A               N/A               74.5%   
  Lunch]{.underline} (specify                                                                                   
  subgroup)                                                                                                     

  Number of students tested                                                                             14      
  ----------------------------- ----- ----------- ----- ----------- ----- ----------- ----- ----------- ------- -----------

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

  **NATIONAL MEAN SCORE**        N/A         N/A         N/A         N/A         N/A

  **NATIONAL STANDARD            N/A         N/A         N/A         N/A         N/A
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**Missouri Assessment Program -- Achievement Level Descriptors --
Mathematics Grade 10**

**Advanced --** Students: explain solutions in terms of language,
diagrams, equations, and graphs; comprehend and evaluate visual
representations in order to correctly solve problems; analyze complex
problems that require the selection and use of appropriate geometric
concepts; use appropriate geometric concepts t analyze complex problem
situations; apply theoretical probability to real-world problems;
analyze data and make a hypothesis using various statistical processes;
interpret and analyze patterns and relationships represented in charts
or tables; compare and contrast the real numbers and its properties with
its various subsystems; form conclusions based on valid inductive and
deductive reasoning; use appropriate measures of comparisons to analyze
and describe the effects of parameter changes.

**Proficient** -- Students: communicate mathematical processes; use
formulas to solve problems; recognize reasonable answers in the context
of the problem; demonstrate use of approximations and estimations; apply
understanding of perimeter, area, volume, angle measure, capacity,
weight, and mass; from given assumptions, deduce properties of and
relationships between figures; solve real-life problems using scale
drawings, similarity, congruence relationships, and transformations
(reflections, translations, and rotation); interpret an summarize data
from tables an graphs; determine simple and conditional probabilities to
make predictions; apply appropriate statistical measures to make a
decision in problem-solving situation; represent and/or solve real-life
problems using mathematical expressions, equations, or inequalities;
apply basic algebraic procedures to solve a system of equation; extend
understanding and apply appropriate properties of real numbers and
number theory concepts t solve real-life problems; apply recursion
principle to solve application problems; solve application problems
using networks and counting techniques; use tree and Venn diagrams to
analyze and interpret data.

**Nearing Proficiency** -- Students: distinguish between significant and
extraneous data; identify and perform basic operations with integers;
translate word problems into single-or multi- step problems using basic
arithmetic operations; recognize correct transformations; apply
synthetic and coordinate geometric representations; use and convert
basic measurement units; identify the effects of parameter changes on
graphs; determine the appropriate statistical measures for a given
situation; utilize the concept of random variable; determine whether a
graph correctly represents a given set of data; identify an equation
that describes given data; determine, extend, and describe a pattern;
apply least common multiple and greatest common factor; solve problems
involving simple networking; solve simple problems with combinations or
permutations using lists of possibilities, tree diagrams, or the
counting principle.

**Progressing** -- Students: express and apply numbers in various forms,
including commonly used fractions, percents, decimals, scientific
notation, words, and standard form; simplify exponential expressions
involving whole numbers; identify similarity and congruence in plane
figures, determine perimeter, area, volume, and angle measures in simple
applications, apply measures of central tendency, apply simple
probability to given situations; organize and display data in graphical
forms, locate relevant data in a table or chart and identify trends in
the data; apply patterns and relationships in problem solving; find
factors or multiples of rational numbers; demonstrate the concept of
recursion; perform basic operations with matrices.

**Step 1** - Students: perform basic operations on whole numbers; solve
simple word problems using positive rational numbers; identify,
describe, and draw basic geometric figures; use information from more
than one table or graph to solve problems; find measures of central
tendency; determine simple probability of given situations; solve simple
equations using a replacement set; know and apply commutative,
associative, distributive properties and properties of zero, one, and
closure; apply simple counting techniques.

> **[STATE CRITERION-REFERENCED TESTS-MATHEMATICS]{.underline}**
>
> Grade\_\_\_[11]{.underline}\_\_\_\_
>
> Test\_\_\_\_\_[Communication Arts]{.underline}\_\_\_\_
>
> Edition/publication year\_[Yearly]{.underline}\_\_\_\_\_ Publisher
> \_\_\_\_\_\_[CTB McGraw-Hill]{.underline}\_\_\_\_\_\_\_

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

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

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

  Testing Month                                             April       April       April       April       April

  **SCHOOL SCORES**                                                                                         

  \% At or Above Basic\*                                    76%         90%         85%         73%         30%

  \% At or Above                                            38%         24%         31%         31%         20%
  Proficient\*\*                                                                                            

  \% At Advanced                                            0%          0%          0%          0%          0%

  Number of students                                        21          29          13          25          17
  tested                                                                                                    

  Percent of total                                          100%        100%        100%        100%        100%
  students tested                                                                                           

  Number of students                                        0           0           0           0           0
  excluded                                                                                                  

  Percent of students                                       0%          0%          0%          0%          0%
  excluded                                                                                                  

                                                                                                            

  SUBGROUP SCORES                                                                                           

  1.\_[Free/reduced                                                                                         
  lunch]{.underline}\_                                                                                      
  (specify subgroup)                                                                                        

  \% At or Above Basic\*                                    66%         100%        80%         100%        17%

  \% At or Above                                            33%         33%         0%          40%         0%
  Proficient\*\*                                                                                            

  \% At Advanced                                            0%          0%          0%          0%          0%

  Number of students                                        6           6           5           5           6
  tested                                                                                                    

                                                                                                            

  **STATE SCORES**                                                                                          

  \% At or Above Basic\*                                    64.6%       65.4%       66.2%       61.2%       61.7%

  State Mean Score\*\*                                      N/A         N/A         N/A         N/A         N/A

  \% At or Above                                            21.8%       23.7%       22.6%       22.8%       23.6%
  Proficient                                                                                                

  \% At Advanced                                            .4%         .7%         .3%         1%          1.3%
  ---------------------- ---------------------------------- ----------- ----------- ----------- ----------- -----------

> \*At or Above Basic Includes: Nearing Proficiency, Proficient and
> Advanced
>
> \*\* At or Above Proficient Includes: Proficient and Advanced
>
> **[Missouri Achievement Levels]{.underline} (See Descriptors on Page
> 16 & 17)**

Step 1

> Progressing
>
> Nearing Proficient
>
> Proficient
>
> Advanced

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

Grade\_\_[11]{.underline} Test\_\_\_\_\_\_[Communication
Arts]{.underline}\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_[Yearly]{.underline}\_\_\_ Publisher
\_\_\_\_\_[CTB McGraw-Hill]{.underline}\_\_\_\_\_\_\_\_

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

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

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

  Testing month                       April             April             April             April             April

  **SCHOOL SCORES**                                                                                           

  Total Score                         73%               71%               88.8%             66%               46.5%

  Number of students tested           21                29                13                25                17

  Percent of total students           100%              100%              100%              100%              100%
  tested                                                                                                      

  Number of students excluded         0                 0                 0                 0                 0

  Percent of students excluded        0%                0%                0%                0%                0%

  SUBGROUP SCORES                                                                                             

  1.\_\_\_[Free/Reduced         N/A               N/A               N/A               N/A               N/A   
  Lunch]{.underline} (specify                                                                                 
  subgroup)                                                                                                   

  Number of students tested                                                                                   
  ----------------------------- ----- ----------- ----- ----------- ----- ----------- ----- ----------- ----- -----------

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

  **NATIONAL MEAN SCORE**        N/A         N/A         N/A         N/A         N/A

  **NATIONAL STANDARD            N/A         N/A         N/A         N/A         N/A
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**Missouri Assessment Program -- Achievement Level Descriptors --
Communication Arts Grade 11**

**Advanced --Reading---**In fiction and nonfiction, students: evaluate a
variety of types of literary works; analyze literary elements; evaluate
the reliability of sources; make complicated inferences and present
perceptions and ideas regarding authorial choices; analyze and evaluate
the effectiveness of problem-solving strategies and solutions from
multiple perspectives; create organizers for analysis and presentation;
**Writing-**students use vivid details to support a well-developed main
idea; use advanced stylistic techniques; demonstrate a command of
sentence structure and Standard English.

**Proficient** --**Reading-** In fiction and nonfiction, students: read
to analyze a variety of types of literary works; create appropriate
graphic organizers; develop and explain ideas to initiate research;
evaluate accuracy of information and reliability of sources; evaluate
relationships; use details to support inferences and predict outcomes;
identify the process used by characters in recognizing and solving
problems; identify problems and proposed solutions from multiple
perspectives; evaluate effectiveness of problem-solving strategies and
solutions; **Writing-**students: use clear organization; use relevant
details, examples, and reasons as supporting evidence for developing
main ideas; use transitional devices and precise language; attempt to
show individual style and voice; demonstrate control of sentence
structure and Standard English.

**Nearing Proficiency** --**Reading-**In fiction and nonfiction,
students: comprehend a variety of types of literary works; apply context
clues to determine underlying meaning; develop ideas to initiate
research; identify author's purpose and techniques; question the
accuracy of information; discover relationships within and between
texts, such as similarities and differences, figurative language, and
cause and effect; create graphic organizers; identify problems,
strategies, solutions, and consequences; explain reasoning used to make
decisions; **Writing-**students: address a variety of purposes and
audiences; demonstrate organization with evidence of a main idea and
general supporting details; identify and apply rules of sentence
structure and Standard English.

**Progressing** --**Reading-**In fiction and nonfiction, students: read
and comprehend simple works; extract information to initiate research;
compare accuracy of information and reliability of sources; identify
characters, point of view, author's purpose, main idea, and other basic
literary elements; recognize patterns in information and organize using
a provided form; make decisions and recognize consequences;
**Writing-**students: address an intended purpose or audience; support
main ideas with generalities only; demonstrate some organizational
techniques; demonstrate beginning use of sentence structure and Standard
English.

**Step 1** -- **Reading-**In fiction and nonfiction, students: extract
information; recognize basic patterns; organize information using a
provided form; use context clues to determine literal meaning; recognize
problems; **Writing-**Students: address a topic; write with some
evidence of purpose; respond in generalities; demonstrate a limited
vocabulary; demonstrate minimal knowledge of sentence structure and
Standard English (rules of grammar, usage, punctuation, spelling, and
capitalization).