##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet**

Type of School: (Check all that apply) \[ x \] Elementary \[ x \] Middle
\[ \] High \[ \] K-12 \[ \] Charter

Name of Principal: Mr. Thomas Hanley

Official School Name: Golda Meir School

School Mailing Address: 1555 North Dr. Martin Luther King, Jr. Drive

Milwaukee, WI 53212-3946

County: Milwaukee State School Code Number\* 0176

Telephone: (414) 212-3200 Fax: (414) 212-3215

Web site/URL: http://www2.milwaukee.k12.wi.us/meir E-mail:
176@milwaukee.k12.wi.us

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

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

(Principal's Signature)

Name of Superintendent: Mr. William G. Andrekopoulos

District Name: Milwaukee Public Schools Tel. (414) 475-8001

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

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

Name of School Board President/Chairperson: Mr. Joe Dannecker

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

(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**

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    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: [120\_\_]{.underline} Elementary
schools

[\_19\_\_]{.underline} Middle schools

[\_\_0\_\_]{.underline} Junior high schools

[\_53\_\_]{.underline} High schools

[\_15\_\_]{.underline} Alternative & Partnership Contract Schools

[207\_\_]{.underline} **TOTAL**

2\. District per Pupil Expenditure: [\_\$9,722\_]{.underline} 05-06

Average State per Pupil Expenditure: [\_\$10, 604\_]{.underline} 05-06

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

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

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

4\. [9]{.underline} Number of years the principal has been in her/his
position at this school.

[N/A]{.underline} If fewer than three years, how long was the previous
principal at this school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**                                                  **7**       16        16          **32**

  **K**                                                     **8**       18        9           **27**

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**       47        44                     **91**       **11**                            

  **4**       50        40                     **90**       **12**                            

  **5**       49        40                     **89**       **Other**                         

  **6**       16        16                     **32**                                         

                                    **TOTAL                                                   361
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 41% White (includes "other")

the school: 51% Black or African American

4% Hispanic or Latino

3% Asian/Pacific Islander

[1%]{.underline} American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
[\_4\_%]{.underline}

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

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

  **(2)**                   Number of students who      8
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    13
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 336
                            the school as of October 1  

  **(5)**                   Total transferred students  .04
                            in row (3) divided by total 
                            students in row (4)         

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

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

[\_1]{.underline} Total Number Limited English Proficient

Number of languages represented: 1

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals: [40%]{.underline}

Total number students who qualify: [136\_]{.underline}

> PART II responses are based on the last historical district data
> available of the 05-06 school year, with a 3^rd^ through 7^th^ grade
> population. Only question #5 could be based on our current 06-07 3^rd^
> through 8^th^ grade population.

10\. Students receiving special education services: [5%]{.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. Do not add additional categories.

[\_\_0\_]{.underline}Autism [\_\_0\_]{.underline}Orthopedic Impairment

[\_\_0\_]{.underline}Deafness [\_\_4\_]{.underline}Other Health Impaired

[\_\_0\_]{.underline}Deaf-Blindness [\_\_5\_]{.underline}Specific
Learning Disability

[\_\_1\_]{.underline}Emotional Disturbance [\_\_6\_]{.underline}Speech
or Language Impairment

[\_\_0\_]{.underline}Hearing Impairment [\_\_0\_]{.underline}Traumatic
Brain Injury

> [\_\_0\_]{.underline}Mental Retardation [\_\_0\_]{.underline}Visual
> Impairment Including Blindness
>
> [\_\_3\_]{.underline}Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [\_\_\_1\_\_\_]{.underline} [\_\_\_\_\_0\_]{.underline}

Classroom teachers [\_\_12\_\_\_]{.underline}

Special resource teachers/specialists [\_\_\_2\_\_\_]{.underline}
[\_\_\_\_\_3\_]{.underline}

Paraprofessionals [\_\_\_0\_\_\_]{.underline}
[\_\_\_\_\_5\_]{.underline}

> Support staff [\_\_\_0\_\_\_]{.underline} [\_\_\_\_\_3\_]{.underline}
>
> Total number [\_\_15\_\_\_]{.underline} [\_\_\_\_ 11\_]{.underline}

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

students in the school divided by the FTE of classroom teachers.
[30:1]{.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. Also
explain a high teacher turnover rate.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student attendance  97%         97%         97%         97%         96%

  Daily teacher attendance  99%         98%         98%         99%         98%

  Teacher turnover rate     14%         0%          12%         15%         8%

  Student dropout rate      0%          0%          \%          \%          \%
  (middle/high)                                                             

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

**PART III ‑ SUMMARY**

Golda Meir School is one of Milwaukee\'s original magnet schools with an
Urban Gifted and Talented program that has maintained strong academic
standards and has provided a challenging curriculum for its diverse
student population for nearly 30 years. The school serves more than 360
children in a combined elementary and middle school setting. With 51%
African American, 36% Caucasian, and 13% students of other racial or
biracial backgrounds, our school is representative of the unique and
broad cultural makeup of the city of Milwaukee. Socioeconomic diversity
is also a school strength. 40% of Golda Meir students are enrolled in a
federally subsidized meal program. Because Meir is a citywide specialty
school, students from around the city bring unique perspectives with
them each day.

The school offers a wide array of innovative programs and services
directed toward developing the abilities and competencies of gifted and
talented pupils, who often possess high intellectual abilities. Yet,
Golda Meir is not a school exclusively for children who excel
academically, as there are children within the school who possess a wide
variety of gifts and talents. Our test scores reflect results that could
only be achieved by students motivated in an exciting, interdisciplinary
program and supported by caring parents. High test scores were noted in
2004 when Golda Meir School received the DPI "New Wisconsin Promise
School of Recognition" award. Further evidence of outstanding student
achievement will be detailed later in this report.

The mission of our program is to strengthen students' general
intellectual abilities, specific aptitudes, creative and productive
thinking, leadership abilities, and visual and performing arts skills.
Beyond providing stimulating and constructive curricula in its
classrooms, Meir offers unique field experiences ranging from walking
trips to nearby downtown museums to a two-week home-stay program in
Denmark. Community partnerships have allowed students to participate in
numerous art experiences both within school and in the greater
community. We received the Wisconsin Alliance for Arts Education's
"Model School Arts Program Award" for developing an exemplary arts
program in which the arts are an integral part of the education for all
students.

The staff at Golda Meir seeks to create a stimulating environment where
the potential of every student is challenged and rewarded. Students
receive recognition for achievements in a broad variety of areas
including academic success in Math Track, Science Olympiad, and the
citywide Martin Luther King, Jr. writing contest, as well as forensics,
video club, world languages, sports, music, chess club, and the Humane
Society poster contest. Caring, committed staff members provide quality
education because they are encouraged to infuse their own interests and
abilities within their subject areas.

Our foundation and excellent reputation for serving elementary students
has contributed to the addition of a small middle school. Teachers are
exploring high-level literacy and math opportunities as well as planning
ways the middle school students will integrate with the lower grade
classes. "Project Lead the Way," a pre-engineering program incorporating
math, science and technology, has been implemented for the upper grades
with the use of a stand-alone laptop lab dedicated to this curriculum.
Additionally, community service, language studies and the arts are
integrated into the middle school program.

The dynamic combination of exceptional students, committed parents, and
dedicated staff, in collaboration with supportive community partners,
has resulted in the premier educational program offered at Golda Meir.
We are honored to celebrate and communicate the story of our success
with the Blue Ribbon Committee.

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

**1. Assessment Results:** The standardized test used to compare and
evaluate the achievement of all elementary schools in Wisconsin is the
Wisconsin Knowledge and Concepts Exam (WKCE) in reading, language arts,
math, science and social studies. Prior to the 2005-06 school year, the
Wisconsin Reading Comprehension Test (WRCT) was also administered to all
third graders in the state as well. Wisconsin Assessment Website:
http://dpi.wi.gov/sig/index.html.

Beginning last year, 2005-2006, the WKCE was administered to all
students in grades 3 through 8 in reading and math. We annually meet our
school's Education Plan goal to meet or exceed the district and state
percentage scores of proficient and above with a rare exception. Over
the past three years in reading, the students at Golda Meir have
consistently outperformed both the district by an average of 35% and the
state by an average of 16%. Those averages were 62% for the district,
81% for the state, and 97% for Golda Meir School. Test item analysis was
employed to target skill areas in need of improvement. By disaggregating
data by ethnic, gender, and other subgroups, student performance was
analyzed and using both the item analysis and the disaggregated data,
instructional changes were made to produce further gains.

We as a staff have discussed how to reduce gaps between different groups
of students (which the district has required us to do in our annual
Education Plan). There was much discussion amongst the staff on whether
we should be concentrating on teaching all students better, or focusing
on typical subgroups' performance. Comparing our students' standardized
test results using traditional gaps between groups or subgroups that
scored proficient or above has not always worked well for our school. In
addition to solid standardized test scores, we have had an above average
number of students in every typical subgroup (ethnicity, gender,
socioeconomic, and disability) who were proficient or above. At
different times, boys have out performed girls, and vice-versa. There
have been reverse gaps with African-American students outscoring whites.
We have even had examples of a reverse of the typical effect of
socioeconomics, with free and reduced lunch (FRL) students excelling
over non-FRL students.

In 2002, the district introduced a new measure of accountability called
Value-Added Growth Analysis, which provides schools with information to
evaluate their contributions to growth in student achievement at their
schools, in the subjects of reading, language arts, and mathematics.
Consequently, in addition to standardized test scores (which compared
annual *non-cohort* groups of students' [performance]{.underline}
against the district's and the state's), we also have used measurements
that determined the academic [growth]{.underline} of *cohort* groups.
According to the first reports of the Value-Added Growth Analysis for
Elementary School Grades (for 2002 and 2002-03), Golda Meir School was
above the district average (0.00), with positive ratings in all subjects
and grade levels except in 3^rd^ grade math. For 2002, our 3^rd^ grade
math showed a -2.09 rating and a -3.53 rating for 2002-03. These
negative numbers indicated Golda Meir was below the BTA (Beat-The
--Average 0.00) district average for academic growth. Further, more
detailed analysis indicated that the 3^rd^ to 4^th^ grade growth
difference between standardized math test scale scores of minority and
non-minority students was more than ten scale points, with the minority
students scoring 10.593 lower.

Through interventions cited in our Education Plan that resulted from the
Value-Added data analysis, in 2004-05 we met our goal of not just
closing the gap between our 3^rd^ grade math achievement growth, but for
the first time, our 3^rd^ grade math scores were far from the -2.09 and
-3.53 of previous years, and well into the positive range at 7.28. We
were also successful in achieving our other goal addressed by our
interventions -- to close the achievement growth gap between minorities
and non-minorities. The 10.593 scale score difference on the
standardized test between minorities and non-minorities in 2003-04 was
reduced to only 1.067 for 2004-05 for the same cohort group.

**2. Using assessment results:** Assessment data measuring student
progress provides the teachers and staff of Golda Meir School with
comprehensive and quantitative information that drives our educational
plan. Our aim in applying assessment results to our strategies and
choices is to promote students' understanding of content and enrich
their learning environment.

Our teachers administer quarterly benchmark assessments directly aligned
with district learning targets in reading and writing, and they
regularly use CABS (classroom assessments based on standards) in all
content areas as formative assessments. These tools rapidly identify
specific gaps in an individual student's understanding, a subgroup's
understanding, or the understanding of all students in a single grade.
Teachers use the results to make modifications to their curricula and
teaching practices in the identified problem areas. For example, our
eighth grade students did not perform as well as expected on a recent
benchmark assessment in "measurement." Our middle school teachers
responded to this data by including instruction specifically focused on
measurement skills in math class and by integrating the use of these
skills in their science and social studies content instruction.

Students at Golda Meir School complete WKCE standardized tests. As
summative assessments, the results of these tests reveal overall student
achievement and the strength of our curriculum and instruction. Again,
our teachers respond to any significant deficits through participation
in related staff development programs and focused curriculum planning,
and re-evaluation through post-assessment activities.

The teachers of Golda Meir School constantly seek to refine their
teaching practices as a means to insure the academic and personal growth
of all its students. One way they do so is by applying assessment
results directly to what they teach to their students in the classroom.

**3. Communicating Assessment Results:** Golda Meir School employs
effective strategies to communicate students' performances to the
parents, the community and the students themselves. Report cards based
on Learning Targets and State Standards are sent home on a quarterly
basis and extended parent / teacher conferences are scheduled in October
and March. Classroom Assessments Based on Standards and standardized
scores are explored with parents. Efforts by staff are made to involve
all parents in the conference process. Teachers use before/after school
time and phone conferences to provide all parents with opportunities to
discuss and support their children's progress. Administration utilizes
substitute class coverage to support unique conference options which
accommodate most parents' schedules. Through this
administrative/faculty/parent collaboration, Golda Meir School staff
achieves approximately 98% participation in family conferences.

Individual student conferences are held promptly as academic and
assessment results become available. Monthly PTO and School Governance
Council meetings, parent newsletters, and e-mails are additional ways
Golda Meir School staff members communicate assessment results and
student achievement. Assessment results are communicated to the staff
during weekly staff meetings and newsletter that highlight students'
accomplishments. Finally, newspaper articles, flyers and brochures
promote student successes and overall performance to the community at
large.

**4. Sharing Success:** We share success both locally and globally, and
our district demeanor is one of collaboration rather than competition.
Educators from all over the world visit, view, and imitate aspects of
our program. Our worldwide visitors include education specialists from
Japan, England, Russia, Israel, and France. Domestically, we offer
training and professional development for veteran and student educators
across Wisconsin and beyond. Our students serve as ambassadors and
examples of excellence to peers in other schools. We explore new
partnerships and develop programming with external organizations,
creating community connections for all of Milwaukee Public Schools.
Finally, we serve as a first choice for student teacher internship and
mentoring in Milwaukee. The Golda Meir School program is a model for
educators, an inspiration to students, a gateway to the community, and a
force for excellence in teacher training.

Annually we share our academic success through a large percentage of
winners in the Dr. Martin Luther King, Jr. essay and speech contest. As
documented in the Milwaukee Journal Sentinel,
[www.jsonline.com/story/index.aspx?id=110795](http://www.jsonline.com/story/index.aspx?id=110795),
we use Dr. King as a model for our students, and our success in the
citywide contest is published in the Milwaukee Journal Sentinel as well
as the state educator newsletter. In the 2006/07 school year Golda Meir
School had eight winners out of a possible fifteen applicable prize
categories for our grade levels. Public presentation and publishing of
the winning essays and speeches to the community is one way in which our
students use their success to inspire peers and adults both academically
and philosophically. Other public exhibitions of academic success
include video broadcasts on community access television,
community-assessed science fairs, and multiple yearly performances of
academic and artistic acumen.

Both our staff and students are worldwide advocates for project-based
learning. Many of our teachers currently serve as peer leaders in
literacy, math, social studies, science, and the arts. Over the past
five years, our staff has mentored countless student teachers from ten
universities across Wisconsin.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:** *Golda Meir School* provides a gifted and talented
program designed for the diverse urban student population it serves. Our
test scores reflect results that could be achieved only by students
motivated by an exciting, project-based, interdisciplinary program and
supported by caring parents. Our school received the DPI "New Wisconsin
Promise School of Recognition Award" in 2004 for having above-average
student academic performance in reading and mathematics for all students
and student subgroups when compared to similar schools, and having met
adequate yearly progress indicators for two or more consecutive years.

*Language and Literacy:* Each student is instilled with a love of the
language arts and is provided with an authentic need to read for
information. Our middle school students are actively involved in
forensics and debate teams. Our FLEX (Foreign Language EXploration)
program includes: Spanish, French, German, Italian, and Danish. In the
middle school, students attend daily Spanish classes. The tiered Spanish
instruction, beginning in sixth grade, is taught by certified Spanish
teachers. Upon entering high school, our students should be eligible for
Second Year Spanish.

*Math:* All of our students compete in the national Continental Math
League that involves solving complex mathematical problems. In the
Wisconsin Student Assessment System's School Performance Report, our
school was cited as one of two schools in the state in which
"disadvantaged African-American students outperformed students statewide
who scored at the proficient level or above in math." We also design our
own math proficiency tests that are based on the types of problems
supplied by the League as well as end-of-year grade level expectations.
There is daily practice in problem solving and noon hour Math Wizards
groups for students who could benefit from extra practice.

*Science:* Students participate in a school-wide science fair that runs
on a three-year thematic rotation. This ensures that students experience
a variety of science performance assessments during their years at Golda
Meir School. One theme, Invention Convention, asks students to use their
own creativity to design and test a product that would solve a specific
problem. The other two themes stress the scientific method to design and
conduct experiments. Middle school continues the science fair experience
by requiring research-based, student-selected science projects.

*Arts:* In partnership with Milwaukee's Present Music, Golda Meir School
students composed and performed original works of music that premiered
in May 2006. We received the Wisconsin Alliance for Arts Education's
"Model School Arts Program Award" for developing an exemplary arts
program in which the arts are an integral part of the education for all
students. In-school arts opportunities include the visual arts, music
and creative movement programs; instrumental music lessons for over 95%
of our students; chamber ensemble, string ensemble, band, chorus, swing
chorus and theatre. Collaboration with the Wisconsin Arts Board and
Express Yourself Milwaukee resulted in grants involving the school in
public art installations memorializing local and national victims of
violence.

*Technology:* Keyboarding, word processing, email practice, PowerPoint,
graphics programs, web page production and Internet research round out
our technology offerings. Teachers use high-end instructional technology
including document cameras and SMART Boards. Our Video Club trains
students to use digital equipment and learning editing techniques. Golda
Meir concerts and programs filmed by students regularly air on MATA, the
public access TV station, as well as on the school's in-house TV system.

"Project Lead the Way," a pre-engineering project incorporating math,
science and technology, has been implemented for the upper grades with
the use of a stand-alone laptop lab dedicated to this curriculum.

**2a. Reading:** Golda Meir School's reading program serves students in
grades three through eight.   Test scores prove that our
literature-based approach is highly successful; we have achieved "High
Value Added/High Achievement" status in the 91,000-student Milwaukee
Public Schools district.  The elementary program has earned this honor
for the past five years, and our new middle school has achieved this
status in its first year of eligibility.

Our reading curriculum is an authentic approach that motivates students
to read for information as well as pleasure.  Golda Meir School chose a
literature-based curriculum over a basal reading series when the
district offered this choice a number of years ago because our students'
advanced reading skills demanded this method. This non-traditional
approach incorporates the use of classic novels, various literary
genres, and pertinent non-fiction works, as well as content area
texts. Our project-based general curriculum supports content taught in
core subject areas, serves as the springboard for reading experiences
which provide background knowledge for extended field trips, and creates
connections to the performing and visual arts. Our methods far exceed
the basic phonemic/comprehension approach of the traditional basal text;
indeed, it is the vehicle through which they are encouraged to
critically analyze age-appropriate literature. Literary components such
as theme, plot structure, character analysis, and self-reflection are
keys to our success. 

Students with special learning needs are supported through the Direct
Instruction Approach of our Special Education program. This highly
structured, scripted method has resulted in gains ranging from
three-quarters of one-year to two-years' growth in reading level in one
year. Our innovative Junior Great Books program provides small group
instruction to regular education students needing additional reading
support. In addition, we offer a Parent/Student Book Club which meets
twice a semester and provides interested families another vehicle for
reading and discussing notable children's literature. It is also a
unique way to foster the home/school connection.

**3. Additional Curriculum Area:** Over the course of our 30-year
history, Golda Meir School has developed a curriculum that integrates
in-school learning experiences with educational opportunities that take
place outside of the classroom setting. Golda Meir School students
participate in an extensive program of local, state, national, and
international learning experiences designed to extend the classroom
curriculum and enrich the lives of themselves and others. Students are
involved in other local learning opportunities related to all academic
areas, including children's theater events, dance workshops and
performances, and music, art, and multi-cultural programs. Our location
in downtown Milwaukee enables us to regularly walk to local museums,
ethnic restaurants, and the public library.

Trips around the state of Wisconsin include the International Crane
Foundation, a Wisconsin Counties Tour, Trees for Tomorrow Natural
Resources Specialty School, and the state capitol. These trips allow
opportunities for students to demonstrate their knowledge of science and
social studies curricula introduced in the classroom. Educational trips
outside the state of Wisconsin include visits to Illinois, Washington
D.C., New York, and Colonial Williamsburg. International travel enables
the students to develop an awareness, understanding, and respect for
other peoples and cultures. International trips include visits to
Quebec, Amsterdam, and Denmark. Preparation for these trips includes the
study of foreign languages as part of the classroom curriculum.

Golda Meir School's learning experiences outside the school meet the
goal of the school's mission to provide a well-rounded curriculum that
is interesting, exciting, and challenging and which enhances the lives
of the children whom we serve.

**4. Instructional Methods:** Golda Meir School utilizes a variety of
instructional methods to promote and enhance student achievement.
Teachers encourage inquiry through project-based learning that
emphasizes differentiated hands-on learning opportunities and
cooperative groupings. Our teachers design interdisciplinary projects
around the Milwaukee Public School Learning Targets and Frameworks and
the Wisconsin State Academic Standards. Regular and special education
teachers, as well as specialists, collaborate to create integrated
instruction and projects that align with the students' learning
objectives. These experiences motivate learners to develop their
higher-level thinking skills and make real-world connections.
Instructional practices include students' literature discussions,
questioning related to Bloom's Taxonomy, and reflection logs. We are
guided by the district's Characteristics of a High Performing Urban
Classroom and Marzano's Research Based Strategies for Improving Student
Achievement.

Teachers intentionally choose instructional strategies that allow for
formative assessment of student progress, which then results in
adaptations to instructional approaches. Children receive descriptive
feedback that extends their thinking and increases their overall depth
of understanding and achievement. In addition, students are given
regular opportunities to self-reflect and assess their learning. They
create portfolios that demonstrate their academic growth and serve as
the basis for student led parent-teacher conferences.

Our highly enriched educational program, our teachers' abilities to
differentiate instruction to meet the needs of all learners, and the No
Child Left Behind legislation motivate us to achieve or exceed
proficiency for all students.

**5. Professional Development:** The teachers at Golda Meir School are
deeply committed to furthering their education as a way to ensure
quality instruction for their students. The percentage of Golda Meir
School teachers that have earned a master's degree or equivalent and/or
additional certifications is 61%. Approximately 21% of the teachers
without master's degrees are currently in the process of obtaining
additional degrees. In addition, teachers continue life-long learning
through annual participation in various professional development
opportunities. This additional coursework ensures that our teachers are
highly qualified for their positions and as a result, directly impacts
pedagogy and results in higher student achievement.

Our teachers' current areas of focus for professional development
include gifted and talented instruction, mathematics, and technology.
Staff members attend in-services in the area of gifted and talented
instruction to further learn how to meet the academic, social, and
emotional needs of our diverse student population. Educators have taken
math courses through the Milwaukee Mathematics Partnership and the
University of Wisconsin-Milwaukee. These courses deepen teachers'
content knowledge and provide them with an understanding of how to
create instruction based on the district and state learning standards.
Staff members have also participated in a variety of seminars and
programs directly focused on bringing the advantages of technology --
such as Smart Boards, web-site creation, web-based research and learning
experiences, and multi-media artifact production -- into their
classrooms. We believe it imperative that our students are fully able to
utilize the tools of their twenty-first century culture.

**PART VII - ASSESSMENT RESULTS**

**[Wisconsin 2006-07 Blue Ribbon School Nominee Proficiency
Information]{.underline}**

School and District Name: Golda Meir Elementary, Milwaukee Public School
District

Subject: Reading

Tested Grades: 3-7 (Grade 8 was added 2006-07 academic year.)

Test: Wisconsin Knowledge and Concepts Examination --
Criterion-Referenced Test (WKCE-CRT)

Edition: 2005-06

Publisher: Wisconsin Department of Public Instruction and
CTB/McGraw-Hill

+--------------------------+----+----+----+----+----+-------+------+
|                          | *  |    |    |    |    | *     | **2  |
|                          | *2 |    |    |    |    | *2004 | 003- |
|                          | 00 |    |    |    |    | -05** | 04** |
|                          | 5- |    |    |    |    |       |      |
|                          | 06 |    |    |    |    |       |      |
|                          | ** |    |    |    |    |       |      |
|                          |    |    |    |    |    |       |      |
|                          | No |    |    |    |    |       |      |
|                          | ve |    |    |    |    |       |      |
|                          | mb |    |    |    |    |       |      |
|                          | er |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| Testing month            |    |    |    |    |    | Nov.  | Nov. |
+--------------------------+----+----+----+----+----+-------+------+
| **SCHOOL SCORES**        |    |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
|                          | Gr | Gr | Gr | Gr | G  | Grade | G    |
|                          | .3 | .4 | .5 | .6 | r. | 4     | rade |
|                          |    |    |    |    | 7  |       | 4    |
+--------------------------+----+----+----+----+----+-------+------+
| \% Proficient + Advanced | 9  | 9  | 9  | 10 | 9  | 98%   | 99%  |
|                          | 8% | 5% | 6% | 0% | 6% |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \% Advanced              | 6  | 4  | 5  | 8  | 8  | 55%   | 66%  |
|                          | 2% | 7% | 4% | 8% | 5% |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \# Full academic year    | 84 | 87 | 83 | 32 | 27 | 91    | 80   |
| students tested          |    |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \% of total students     | 10 | 10 | 10 | 10 | 10 | 100%  | 100% |
| tested                   | 0% | 0% | 0% | 0% | 0% |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \# of students           | 0  | 0  | 0  | 0  | 0  | 0     | 0    |
| alternatively assessed   |    |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \% of students           | 0% | 0% | 0% | 0% | 0% | 0%    | 0%   |
| alternatively assessed   |    |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
|                          |    |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| SUBGROUP SCORES          |    |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| 1\. White, non-Hispanic  |    |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \% Proficient + Advanced | 10 | 9  | 10 | 10 | 10 | 100%  | 100% |
|                          | 0% | 3% | 0% | 0% | 0% |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \% Advanced              | 7  | 6  | 8  | 8  | 8  | 81%   | 74%  |
|                          | 5% | 8% | 3% | 8% | 6% |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \# Full academic year    | 36 | 28 | 35 | 16 | 14 | 37    | 34   |
| students tested          |    |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| 2\. Black, non-Hispanic  |    |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \% Proficient + Advanced | 9  | 9  | 9  | 10 | 9  | 95%   | 97%  |
|                          | 6% | 6% | 6% | 0% | 1% |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \% Advanced              | 5  | 2  | 3  | 8  | 8  | 36%   | 63%  |
|                          | 1% | 9% | 3% | 3% | 2% |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \# Full academic year    | 43 | 45 | 40 | 12 | 11 | 44    | 35   |
| students tested          |    |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| 3\. Economically         |    |    |    |    |    |       |      |
| Disadvantaged            |    |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \% Proficient + Advanced | 10 | 9  | 9  | 10 |    | 97%   | 97%  |
|                          | 0% | 7% | 6% | 0% |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \% Advanced              | 4  | 3  | 3  | 9  |    | 46%   | 58%  |
|                          | 5% | 8% | 3% | 0% |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \# Full academic year    | 33 | 37 | 30 | 10 | 6  | 35    | 31   |
| students tested          |    |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+

**[Wisconsin 2006-07 Blue Ribbon School Nominee Proficiency
Information]{.underline}**

School and District Name: Golda Meir Elementary, Milwaukee Public School
District

Subject: Mathematics

Tested Grades: 3-7 (Grade 8 was added 2006-07 academic year.)

Test: Wisconsin Knowledge and Concepts Examination --
Criterion-Referenced Test (WKCE-CRT)

Edition: 2005-06

Publisher: Wisconsin Department of Public Instruction and
CTB/McGraw-Hill

+--------------------------+----+----+----+----+----+-------+------+
|                          | *  |    |    |    |    | *     | **2  |
|                          | *2 |    |    |    |    | *2004 | 003- |
|                          | 00 |    |    |    |    | -05** | 04** |
|                          | 5- |    |    |    |    |       |      |
|                          | 06 |    |    |    |    |       |      |
|                          | ** |    |    |    |    |       |      |
|                          |    |    |    |    |    |       |      |
|                          | No |    |    |    |    |       |      |
|                          | ve |    |    |    |    |       |      |
|                          | mb |    |    |    |    |       |      |
|                          | er |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| Testing month            |    |    |    |    |    | Nov.  | Nov. |
+--------------------------+----+----+----+----+----+-------+------+
| **SCHOOL SCORES**        |    |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
|                          | Gr | Gr | Gr | Gr | G  | Grade | G    |
|                          | .3 | .4 | .5 | .6 | r. | 4     | rade |
|                          |    |    |    |    | 7  |       | 4    |
+--------------------------+----+----+----+----+----+-------+------+
| \% Proficient + Advanced | 9  | 8  | 8  | 10 | 9  | 85%   | 86%  |
|                          | 1% | 5% | 8% | 0% | 6% |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \% Advanced              | 4  | 3  | 3  | 6  | 7  | 31%   | 36%  |
|                          | 3% | 0% | 0% | 6% | 4% |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \# Full academic year    | 84 | 87 | 83 | 32 | 27 | 91    | 80   |
| students tested          |    |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \% of total students     | 10 | 10 | 10 | 10 | 10 | 100%  | 100% |
| tested                   | 0% | 0% | 0% | 0% | 0% |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \# of students           | 0  | 0  | 0  | 0  | 0  | 0     | 0    |
| alternatively assessed   |    |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \% of students           | 0% | 0% | 0% | 0% | 0% | 0%    | 0%   |
| alternatively assessed   |    |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
|                          |    |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| SUBGROUP SCORES          |    |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| 1\. White, non-Hispanic  |    |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \% Proficient + Advanced | 10 | 10 | 9  | 10 | 9  | 100%  | 91%  |
|                          | 0% | 0% | 8% | 0% | 3% |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \% Advanced              | 5  | 5  | 4  | 7  | 7  | 54%   | 56%  |
|                          | 8% | 4% | 9% | 5% | 9% |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \# Full academic year    | 36 | 28 | 35 | 16 | 14 | 37    | 34   |
| students tested          |    |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| 2\. Black, non-Hispanic  |    |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \% Proficient + Advanced | 8  | 7  | 7  | 10 | 9  | 71%   | 80%  |
|                          | 1% | 6% | 8% | 0% | 1% |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \% Advanced              | 2  | 7% | 1  | 4  | 8  | 16%   | 14%  |
|                          | 8% |    | 8% | 2% | 2% |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \# Full academic year    | 43 | 45 | 40 | 12 | 11 | 44    | 35   |
| students tested          |    |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| 3\. Economically         |    |    |    |    |    |       |      |
| Disadvantaged            |    |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \% Proficient + Advanced | 9  | 8  | 8  | 10 |    | 77%   | 84%  |
|                          | 4% | 1% | 0% | 0% |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \% Advanced              | 2  | 1  | 1  | 7  |    | 20%   | 26%  |
|                          | 7% | 9% | 0% | 0% |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+
| \# Full academic year    | 33 | 37 | 30 | 10 | 6  | 35    | 31   |
| students tested          |    |    |    |    |    |       |      |
+--------------------------+----+----+----+----+----+-------+------+