##### *REVISED: March 28, 2005*

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

*U.S. Department of Education*

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

Name of Principal: [**Mrs. Kay L.
Pirch**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name: **[Osage Beach Elementary, Camdenton R-III School
District]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_**

(As it should appear in the official records)

School Mailing Address: **[4427 Highway
54\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

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

**[Osage Beach MO 65065-2172\_\_\_\_\_\_\_\_\_\_]{.underline}**

City State Zip Code+4 (9 digits total)

County:
[\_\_**Camden**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}School
Code Number[\***(OBE 4080; District 115-002)**\_\_\_]{.underline}

Telephone [(**573**) **348-2461**]{.underline} Fax [(**573**)
**348-2820** \_\_\_\_\_]{.underline}

Website/URL: **[http://camdenton.k12.mo.us/]{.underline}** E-mail:
**[kpirch@mail.camdenton.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. Ronald Hendricks**]{.underline}

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

District Name: [**Camdenton R-III Schools**]{.underline} Tel. [(**573**)
**346-9213**]{.underline}

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

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

Name of School Board President/Chairperson: **Mr. John Blair,
President**

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [4]{.underline}\_\_\_\_\_
Elementary schools

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

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

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

[2]{.underline}\_\_\_\_\_ Other (Career & Technical and an Alternative
H.S.)

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

2\. District Per Pupil Expenditure:
[\$7,222.00\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Average State Per Pupil Expenditure:
[\$7,394.00\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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
>
> \[X \] Small city or town in a rural area
>
> \[ \] Rural

4\. [3 years]{.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: (2004-2005)

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

  **PreK**    0         0                      **0**        **7**                             

  **K**       32        15                     **47**       **8**                             

  **1**       21        19                     **40**       **9**                             

  **2**       17        17                     **34**       **10**                            

  **3**       16        25                     **41**       **11**                            

  **4**       09        24                     **33**       **12**                            

  **5**       25        22                     **47**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   242
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of [92]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

[4]{.underline} % Hispanic or Latino

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

[0]{.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:
[16]{.underline}\_%

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  14
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           17
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   31
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 197
            October 1 (2003-2004)                        

  **(5)**   Subtotal in row (3) divided by total in row  .16
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          16
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school: 5\_%

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

Number of languages represented: [3\_\_\_\_\_\_\_\_]{.underline}

Specify languages: Spanish, Chinese, and Indian

9\. Students eligible for free/reduced-priced meals: [27 %]{.underline}

Total number students who qualify: [66\_\_\_\_]{.underline}

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

10\. Students receiving special education services: [7\_%]{.underline}

[16]{.underline}\_\_\_\_\_\_Total Number of Students Served

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

\_\_\_\_Autism [1\_\_\_\_]{.underline}Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness [4\_\_\_\_]{.underline}Specific Learning
Disability

[1\_\_\_]{.underline}Emotional Disturbance [8\_\_\_\_]{.underline}Speech
or Language Impairment

\_\_\_\_Hearing Impairment [1\_\_\_\_]{.underline}Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness

[1\_\_\_]{.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) [01\_\_\_\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_ \_

Classroom teachers [12\_\_\_\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_\_\_

Special resource teachers/specialists [02\_\_\_\_\_\_\_]{.underline}
[07]{.underline}\_\_\_\_\_\_\_\_

Paraprofessionals [05\_\_\_\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_\_\_

> Support staff [07\_\_\_\_\_\_\_]{.underline}
> [01\_\_\_\_\_\_\_\_]{.underline}
>
> Total number [27\_\_\_\_\_\_\_]{.underline}
> [08\_\_\_\_\_\_\_\_]{.underline}

12\. Average school student-"classroom teacher" ratio:
[20\_\_\_\_\_\_\_]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

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

  Daily student attendance  95%         95%         95%         96%         95%

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

  Teacher turnover rate     16%         11%         21%         16%         22%

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

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

**PART III ‑ SUMMARY**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 600 words). Include at least a summary of the school's
mission or vision in the statement.**

Osage Beach Elementary is part of the Camdenton R-III School District,
with a long-standing tradition of excellence in education. Our school is
small, but our expectations are big. We believe that high expectations
guarantee success for all students, regardless of socio-economic status
and limited experiences or culturally diverse backgrounds.

The Camdenton R-III schools place a high value on quality education.
Striving to provide that education in the face of unprecedented growth
in student population presents a great challenge. Teachers, students,
and patrons have worked hard to meet that challenge. Today the district
holds the rating of Accredited with Distinction in Performance from the
Missouri Department of Elementary and Secondary Education. All the
district's schools are accredited by the North Central Association of
Colleges and Schools.

Osage Beach Elementary School, located in Osage Beach, Missouri, is very
proud of its students, parents, staff, administration, and community.
Our school is a safe, cheerful place where teachers, staff, and
administration work hard to see that every child has a chance to grow
and develop into the finest and most productive person he or she can be.
We sincerely care about our students and want to see each child succeed.

Statistically, we are a small K-5 school (242 students) with a 26.9%
free and reduced lunch program (district wide, 42%). Fast approaching
becoming a first-class county, we are becoming more diversified with
students of Limited English Proficiency that include Spanish, Chinese
and Indian ethnic groups. We service students with a wide range of
disabilities through our Special Education Department.

Our vision at Osage Beach Elementary is to provide a positive and
nurturing environment where all students and staff are active
participants in the learning process. This positive learning environment
motivates both student and staff members by providing a foundation for
continuous learning where students develop life skills, as well as
respect for themselves and others. Our mission is to enable all students
to become responsible, productive citizens in a changing world.

Academically, we have been in the top ten schools in Missouri in percent
of students scoring in the top two levels, the Advanced and Proficient,
for the past 5 years in 4^th^ grade Mathematics on the state assessment.
Our standardized test scores are above national norms in all areas. We
have very high expectations with a great support system to assist all
students in being successful learners! Failing is not an option. We seek
and use various methods and strategies to accommodate the needs of all
students. We have an excellent teaching and support staff. Our families
support our vision and mission and want their children to succeed.
Students feel safe and secure and know that they are respected and
loved. They know the importance of learning and they want to achieve and
be successful.

Teachers facilitate learning, critical thinking and problem-solving
rather than just providing information. Students, teachers, parents and
staff are all accountable for the success, support, and nurturing of
students for optimum development. Everyone connected with Camdenton
R-III Schools believes all students can learn and need to be willing
learners. Since the formation of this district, educators have helped
thousands of students successfully meet the challenge of work, learning
and living.

Osage Beach Elementary knows it takes a caring learning environment,
dedicated teachers, enthusiastic parents, and a strong community to
educate a child. Success for every student is our way of life at our
school and truly no child is left behind.

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

1.  **Describe in one page the meaning of the school's assessment
    results in reading (language arts or English) and mathematics in
    such a way that someone not intimately familiar with the tests can
    easily understand them. Explain disparities among subgroups. If the
    school participates in the state assessment system, briefly explain
    the state performance levels and the performance level that
    demonstrates meeting the standard. Provide the website where
    information on the state assessment system may be found.**

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. This test is designed to measure
student progress toward meeting the Missouri Show-Me Standards, which
consist of 73 rigorous academic standards that require students to apply
knowledge to real-world problems. The MAP, therefore, measures not only
what students know, but also how well they can apply that knowledge.

The three types of items used on the MAP tests are: multiple choice
questions, constructed response, and performance events. The familiar
multiple-choice questions require students to select the correct answer.
The short-answer, constructed response items ask students to supply the
appropriate answer. The performance events consist of difficult or
multi-step problems that students must work through to solve.

The results are presented in graph form consisting of five levels: Step
One, Progressing, Nearing Proficiency, Proficient, and Advanced. It is
desirable to have students in the top two levels, which are the
Proficient and Advanced categories. The goal is two fold: (1.) to
increase the number of students in the upper two levels \[Proficient and
Advanced\] and (2.) to decrease the number in the lower two levels
\[Step One and Progressing\]. The Terra Nova is a nationally normed part
of the MAP test that is reported as a median percentile and represents
the multiple-choice format of the test.

The 2003-04 test results in mathematics for Osage Beach Elementary
School indicate that 81.8% of the 4^th^ grade students scored in the
proficient and advanced levels, and 100% were at the progressing,
proficient, and advanced levels (the top three levels). This indicates
that students understand how to solve multi-step problems through the
use of various strategies. Students are systematically taught how to
attack a math problem and determine if the answer appears to be correct.
These high scores indicate that the math games, practical math
discussion, mental math work, and problem solving that students learn
are helping them to process mathematics at a high level.

The communication arts MAP scores for 3^rd^ grade students have steadily
increased from year to year and indicate that 63% of these students
scored in the proficient and advanced levels. Although results indicate
that students are performing at or above grade level, the work at Osage
Beach Elementary School is not complete until every child can read and
write at advanced or proficient levels. Teachers must continue to meet
individual student needs through the diligent implementation of the
balanced literacy program, hard work, and tenacity.

Although we have a small number of low socio-economic students, the
number is not statistically significant to address as a sub-group for
the purposes of this report.

2.  **Show in one-half page (approximately 300 words) how the school
    uses assessment data to understand and improve student and school
    performance.**

Our school analyzes student assessment data to understand and improve
student and school performance. Students' performances on the MAP are
used to guide school improvement and instruction. Clear Access, a
computer program, helps us identify specific weak areas. We have
utilized improved reading

strategies, more hands-on and small group activities, and higher order
thinking skills within our instruction based on this data. These changes
helped our students improve their performance and achievement so much
that they hold the distinction of being the highest achievers in
communication arts in our school district.

The CTBS Terra Nova Multiple Assessment is administered to all students,
early in the school year. The results of this assessment aid in
identifying our students that are below grade level in reading and math
performance. Individual plans and extra tutoring assistance are provided
through our after-school program.

Informal assessments are also utilized on a daily basis by classroom
teachers to help plan instructional activities to improve student
achievement. For example, if it is determined that many of the students
are having difficulty with a particular topic, the teacher provides a
mini-lesson and additional activities to reinforce and further develop
this skill.

Grade and building level meetings are held on a regular basis to review
achievement and assessment results. When weaknesses are identified,
teachers focus on the curriculum being taught and examine the
instructional strategies being used to see how they can be adjusted to
help improve achievement and assessment results. On an individual basis,
students work on performance activities in their classrooms. Using
rubrics, teachers evaluate the results. When the data is analyzed, it is
used to identify strengths and weaknesses of student understanding.
Goals are formulated and initiated.

No matter what is being examined, assessment must be ongoing. Student
achievement is always on the agenda at monthly grade level meetings.
Strategies are shared and professional development activities are
planned to address assessment needs.

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

Communication plays a vital role at Osage Beach Elementary in our
ongoing commitment to academic success. Individual teachers inform
students and parents of classroom goals and the Student Handbook is
distributed during Open House. Teachers and staff at Osage Beach
Elementary ensure that students and parents receive and interpret
assessment procedures and results. Communication is given in the form of
progress reports, quarterly report cards, informal and formal assessment
data, telephone calls, e-mail, and newsletters. Each fall parent/teacher
conference nights are held. In addition, the principal writes a yearly
letter explaining the assessment process.

The curriculum and learner objectives are furnished yearly to all
families through the Parents Guide to the Curriculum. Students and
parents are frequently provided information regarding student progress
in meeting identified standards. An annual District Report Card and
individual School Report Cards are sent to community members to inform
them of the progress being made. These results are also published in
local newspapers, as well as our Laker District Newsletter that is sent
to all box holders in our district.

Standardized testing results from the Terra Nova and Missouri Assessment
Program assessments are sent home with an explanation of the results.
Opportunities are given to parents to discuss the interpretation of the
results with teachers and staff by hosting a MAP Night for Parents. The
principal, teachers, and staff of Osage Beach Elementary keep an open
line of communication throughout the year with the community to make
certain students will perform to the highest standard of learning. In
addition, an assessment report to the Camdenton R-III School Board of
Education is given each October. The principal communicates the
buildings accomplishments, assessment data, and goals for the current
school year. In addition, the first PTO meeting of each year is
designated to share this same data and allow for any questions that may
arise concerning the curriculum, testing process, or results.

4.  **Describe in one-half page how the school has shared and will
    continue to share its successes with other schools.**

The staff at Osage Beach Elementary is always willing and excited to
share successes as well as challenges with their peers. Our strategy for
success is defined by high student achievement, narrowing the gap of all
subpopulations, high student attendance, involved parents and community
members, and addressing at-risk student needs. We have hosted many
professional development activities with teachers from within the
district, and will continue to do so. We find that when sharing what
works for us we also gain a great deal of insight as to what to try
next.

A majority of our staff belongs to several professional organizations
thus, a very strong network exists. Due to the success of our networking
and sharing we have found a very practical use of belonging to
professional organizations. If selected, a No Child Left Behind-Blue
Ribbon Ceremony for parents, students, staff, and community members will
be held to recognize and celebrate our success. We will also be hosting
a professional open house for teachers throughout our district, county,
region, and state to share best practices. A committee made up of staff
members will be available to speak at a variety of functions such as
district meetings, local service organization meetings, and other school
districts as requested. We hope to develop a school brochure that would
include our district assessment plan and specific strategies to address
high student achievement, narrowing the gap for all subpopulations,
student attendance, parental and community involvement, and how we
address the needs of at-risk students. Placing our school brochure, as
well as this Blue Ribbon Application, on our district website will
provide the opportunity for those around the world to access this
information. This would also be available upon request to those who are
unable to access it through the Internet. Press releases for local and
regional media will be provided to communicate our achievement.

Our students, staff, and district look forward to the opportunity of
becoming a school recognized by the No Child Left Behind-Blue Ribbon
recognition program. We believe we have a strong understanding of the
comprehensive process that must be in place for success to happen for
every student and look forward to sharing that process with others.

**PART V -- CURRICULUM AND INSTRUCTION**

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

The Camdenton R-III School District formally adopts all written
curricula for all subject areas, Communication Arts, Health and Drug
Education, Mathematics, Social Studies, Science, Physical Education,
Health, Art, Vocal and Instrumental Music at the elementary school
level. Curriculum committees consisting of teachers, parents,
administrators, and students follow a formal curriculum development
process to determine the standards, skills, and content to be mastered
at each grade level and each course. Through this process, curriculum in
each content area has also been revised and aligned to the state and
national standards, state curriculum frameworks and grade level
expectations.

Curriculum development follows a clearly defined process. It is the
responsibility of teachers and district-level coordinators to develop
the district's entire curriculum. Curriculum is reviewed and monitored
every five years and adjustments are made annually based on assessment
data.

Our curriculum is a comprehensive program that involves a diverse number
of skills including planning, implementation and assessment. Curriculum
documents that reflect identified objectives and learner expectations
are the focus of instruction in all grades K-5. The curriculum documents
reflect learner development levels, ability and extension. They contain
rationale statements, scope and sequence charts, program goals, learner
expectations, activities, and grade-level assessments. Each curricular
area document includes additional teaching support resources as needed
to meet the curricular intent of the document.

Programs and services are based on students' needs and focused on
helping every child reach their full potential. Instruction takes place
through whole group, small group and one-on-one. A variety of resources
and materials are used in daily instruction that enhances higher order
thinking skills, problem solving, critical thinking and hands-on
experiences. Classroom work and assignments are designed to review and
reinforce learned skills and help all students obtain mastery.

A balanced approach to reading/language arts instruction includes
experiences with reading, writing, listening, and speaking.
Reading/language arts instruction begins early in life. Providing a good
language foundation is crucial to creating interest in literature.
Teachers support this interest through basic instruction as well as
enrichment opportunities.

Osage Beach Elementary provides a rigorous, high-quality mathematics
curriculum that will help enable their students to function effectively
in the twenty-first century. Curricula are aligned with the Missouri
Show-Me Standards, and recommendations from the National Council of
Mathematics Teachers. The goal at Osage Beach Elementary is for our
students to become effective problem solvers equipped with critical
thinking skills. Students learn mathematics with understanding, actively
building new knowledge from experience and prior knowledge.

Developing the scientific process skills of observing, classifying,
comparing, measuring, predicting, communicating, analyzing,
interpreting, and inferring are the basics of the science program. The
curriculum encourages the students to actively engage in the scientific
process. They participate in exploration and experimentation. Science
kits, demonstration videos, and overheads are teaching tools utilized to
cover the concepts.

Lessons in social studies emphasize geography, culture, and history.
Teachers bring to life the knowledge, skills, and democratic values that
students need to participate successfully in a diverse society. At Osage
Beach Elementary we feel that it is our job to prepare our students to
be responsible and productive citizens in our nation's modern economy.
The core disciplines of our social studies program are history,
geography, government, and economics. All students develop the necessary
life skills such as map reading, graph manipulation, and data organizing
to deal with the world of information.

The fine arts encourage experimentation, nurture creativity, and develop
powers of discrimination and evaluation of an aesthetic sensitivity to
life's experiences. The fine arts curriculum includes
production/performance, criticism/analysis, aesthetics, and history
involving all three of the learning domains -- cognitive, psychomotor,
and affective.

The combination of technologies integrated between the library and the
classroom, provide many opportunities for teachers and students,
including Internet access. The computers allow for practice of mastery
of skills, researching skills, problem solving, creative writing, and
publishing. Teachers are able to use the technological resources to
integrate curriculum and student projects.

The goal of the district and the school is to provide its students with
rigor through a thinking curriculum, thus providing them with a strong
infrastructure upon which life long learning may be built.

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

Our reading curriculum program is supported by utilizing a balanced
literacy approach. This literacy framework provides a comprehensive and
multi-faceted approach to reading, writing, and word study instruction.
When research-based techniques are used in conjunction with one another,
setting aside a large block of uninterrupted time for direct reading
instruction in small groups, teachers can create powerful reading
programs. Our district believes that this reading curriculum has the
best fit to meet our district\'s mission, goals, and beliefs.

Each day, teachers engage children in a variety of reading and writing
experiences. These include extensive amounts of daily reading, rereading
of familiar materials, and a variety of daily writing opportunities,
phonics instruction, and reading with support or guided reading.
Participation in read aloud, independent, shared and guided reading
gives students many opportunities to read a range of leveled materials.
Through the use of strategy-based instruction, flexible grouping,
leveled materials and intensive one-on-one tutoring, all students are
given the avenues to reach success. Children are grouped and regrouped
in a dynamic process that involves ongoing observation and assessments
(running records). Throughout, emphasis is placed on comprehension and
fluency.

The balanced literacy program used at Osage Beach Elementary ensures
that all students are provided with appropriate and adequate materials
to develop skills to be competent readers and writers. Model classrooms
have been established in these grades and all students participate in a
variety of enriching experiences designed to accelerate progress and
promote independence. Teachers document progress of every student
through systematic observation, using the Developmental Reading
Assessment (DRA) or the Basic Reading Inventory (BRI). Reading Recovery
is also available for selected first grade students. District Literacy
Coaches provide on-going staff development. Parent involvement is
encouraged through promoting \"Meet the Author Night\", \"Book Fairs\",
and \"Book Bags\" that children take home at night so that they might
read special books with their parents. The balanced literacy framework
is a flexible organizational tool, which provides a means to
differentiate instruction and offer a variety of literacy experiences to
meet the need of all learners.

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

Our Math Curricula is aligned with the Missouri Show-Me Standards and
recommendations from the National Council of Mathematic Teachers.
Students are systematically taught how to attack a math problem and
determine if the answer appears to be correct. They are required to
check their answers to make sure it "makes sense". They learn how to
solve multi-step problems through the use of various strategies and work
through difficult events of problem solving. Students are always
required to explain how they got their answer and must show their work.
Math games, practical math discussion, pattern blocks for geometric
study, mental math work and problem solving help students learn to
process mathematics at a high level. Instruction takes place through
whole group, small group, and one-on-one. A variety of resources and
materials are used in daily instruction that enhances higher order
thinking skills, problem solving, critical thinking, and hands-on
experience. Activities build new knowledge from experience and prior
knowledge.

Computer programs, "Orchard" and the "Knowledge Box" are used to enhance
basic skills and problem solving. When working with the classroom Smart
Board, students use Internet sites for review and math concepts. They
also use Comprehensive Math Assessment Workbooks that are set up like
state assessments with multiple-choice questions, constructed response
and performance events problems.

Students are required to know addition, subtraction, division,
fractions, and multiplication facts or constantly be working to improve
these knowledge-based facts. If students have not yet achieved
proficiency in these areas, they are expected to use flash cards and
practice at school and home, use

computer programs that have speed timed facts, and they are required to
take "time tests" to advance their knowledge in these basic skills.

Every school day "A Problem of the Day" is assigned to all students to
solve. The problem addresses an everyday type experiences that they must
solve. In answering the problem, a student must restate part of the
question and explain how they solved each part of the problem to find
the final answer. All work must be shown. Students are allowed to
discuss this problem with their families and the next day the problem is
discussed in class with students giving the answer and explaining their
solution.

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

Osage Beach Elementary teachers are devoted to making sure our
instructional methods are as varied as the needs of our student
population. Because we are a small school, we can easily identify
individual needs and learning styles. This is paramount in the planning
and completion of meaningful lessons tailored to each students needs. We
live the belief of the direct connection among instructional strategies,
student achievement and our ability to adapt teaching methods to meet
the needs of the individual child. Every aspect of a student's life at
the school is connected with high expectations. This includes everything
from behavioral expectations and academic excellence to student
citizenship.

Students are actively engaged in learning through methods such as
participation in a performance event or using interactive technology to
enhance learning. The scientific method is used in hands-on activities
to promote higher level thinking skills and organization of observations
and facts. Performances and activities are frequently used as part of
our Drug Free Schools/Character Education program. Smart boards,
computers and other technologies are used daily by teachers to involve
all students in higher level thinking activities. Students learn a
variety of computer programs such as: Microsoft Word, PowerPoint and
Excel, which will be valuable to the students throughout their academic
careers and well into their future. Students are regularly engaged in
independent projects involving use of the Internet for researching
educational topics and communication. Presentations, problem solving and
experiences utilizing multiple resources and technology are required of
all of our students. This is part of our school culture and compliments
the high expectations to which we hold students in all areas.

Writing is stressed in all areas of the curriculum. Cross-curricular
units lend themselves to all types of writing including nonfiction,
expository, and narrative. Persuasive writing and poetry allow students
to delve more deeply into themselves for expressive purposes, exercising
their unique creativity and the formation of educated opinions.
Throughout every aspect of our curriculum the individual differences of
each child are taken into consideration. Nothing accelerates success
like building upon a child's unique individual strengths. Each child is
expected to excel to his or her potential and beyond.

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

Professional Development is a priority at our district at every school
level. The district conducts an annual Professional Development Survey
of the teaching staff to help determine strategies needed to be used in
the classroom to impact instruction, achievement, and advancement. The
Professional Development schedule is made available to the staff to
select those activities that meet their needs.

Osage Beach Elementary teachers are devoted life-long learners. We are
committed to continuous self-improvement. A very high percentage of the
teachers have either completed their Masters work or are currently
working on a Master's Degree. In light of this, the school has developed
and maintains an

atmosphere of professionalism that encourages life long learning through
higher education and professional development activities.

Teachers assess their students' needs based on assessment data,
observation of class dynamics, and their own experience. They are
encouraged and inspired to attend classes that both promote their own
learning and to target areas of concern shown through student testing.
Workshops are sought out to help teachers reach levels of expertise in
areas of professional need. For example: Currently our students' writing
assessments show that they need additional practice in the area of
non-fiction writing. Therefore, as responsive teachers, they are
engaging in professional development in that area. Systematically
addressing needs such as the aforementioned is the best way to increase
student achievement. Skills and knowledge are honed to aid in the
improvement of the overall classroom and in the education of each
individual child.

Teachers and support staff recognize their own strengths and fields of
interest. Everyone is willing to share knowledge with colleagues in
formal in-house workshops and informally throughout each day. Some of
our teachers are mentoring new teachers within our district. Our faculty
is composed of many experienced veteran teachers; therefore our emphasis
is on ongoing professional growth activities. We have committed much of
our faculty meeting time to professional development activities. The
easy rapport and strong support among our teachers makes it second
nature to contribute an idea, a strategy, or a tidbit of information to
each other. We all understand that continuing our growth as
professionals is vital to the life of our educational community and to
the strength of our students' achievement and success. This enables us
to fulfill our goal to provide our students with rigor through a
thinking curriculum, thus providing them with a strong infrastructure
upon which life long learning may be built.

**PART VII - ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TESTS**

Subject [Communication Arts]{.underline} Grade [3]{.underline}

Test [Missouri Assessment Program (MAP)]{.underline}

Edition/Publication Year [Yearly]{.underline} Publisher [CTB
McGraw-Hill]{.underline}

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

  Testing month                        April       April       April       April       April

  **SCHOOL SCORES**                                                                    

  At or above % Step One               100         100         100         100         100

  At or above % Progressing            97          100         97          98          100

  At or above % Nearing Proficient     93          97          82          86          97

  At or above% Proficient              63          63          56          46          49

  \% Advanced                          0           0           6           2           0

  Number of students tested            30          32          34          50          33

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

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

  At or above % Step One               100                                 100         100

  At or above % Progressing            100                                 100         100

  At or above % Nearing Proficient     100                                 88          88

  At or above% Proficient              33                                  35          38

  \% Advanced                          0                                   0           0

  Number of students tested            6                                   17          8

  2\. [Students on IEPs]{.underline}                                                   
  (specify subgroup)                                                                   

  At or above % Step One                                                   100         

  At or above % Progressing                                                100         

  At or above % Nearing Proficient                                         67          

  At or above% Proficient                                                  17          

  \% Advanced                                                              0           

  Number of students tested                                                6           

                                                                                       

  **STATE SCORES**                                                                     

  At or above % Step One               100         100         100         100         100

  At or above % Progressing            94          93          94          93          91

  At or above % Nearing Proficient     75          74          74          71          69

  At or above% Proficient              35          34          35          32          32

  \% Advanced                          1           1           2           1           2
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject [Mathematics]{.underline} Grade [4]{.underline}

Test [Missouri Assessment Program (MAP)]{.underline}

Edition/Publication Year [Yearly]{.underline} Publisher [CTB
McGraw-Hill]{.underline}

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

  Testing month                        April       April       April       April       April

  **SCHOOL SCORES**                                                                    

  At or above % Step One               100         100         100         100         100

  At or above % Progressing            100         100         100         100         100

  At or above % Nearing Proficient     100         94          96          100         94

  At or above% Proficient              82          69          68          74          75

  \% Advanced                          24          19          25          27          22

  Number of students tested            33          32          44          34          32

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

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

  At or above % Step One                           100         100         100         100

  At or above % Progressing                        100         100         100         100

  At or above % Nearing Proficient                 86          92          100         86

  At or above% Proficient                          57          69          58          57

  \% Advanced                                      0           15          17          0

  Number of students tested                        7           13          12          7

  2\. [Students on IEPs]{.underline}                                                   
  (specify subgroup)                                                                   

  At or above % Step One                                                               100

  At or above % Progressing                                                            100

  At or above % Nearing Proficient                                                     71

  At or above% Proficient                                                              57

  \% Advanced                                                                          0

  Number of students tested                                                            7

                                                                                       

  **STATE SCORES**                                                                     

  At or above % Step One               100         100         100         100         100

  At or above % Progressing            98          97          97          97          97

  At or above % Nearing Proficient     82          80          79          80          78

  At or above% Proficient              40          37          38          38          37

  \% Advanced                          8           7           8           8           8
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**State Reading Assessment Scores**

  --------------------------- --------- -------------- --------- -------- --------
  **3^rd^ Grade**                       **Osage Beach                     
                                        Elementary**                      

                              2000      2001           2002      2003     2004

  Number of Reportable        33        50             34        32       30
  Students                                                                

  **Satisfactory and Above**                                              

  Number of Students          31        42             31        30       28

  Percent of Students         94        84             91        94       93

  **Proficient**                                                          

  Number of Students          18        20             21        19       19

  Percent of Students         55        40             62        59       63

  **Satisfactory**                                                        

  Number of Students          13        22             10        11       9

  Percent of Students         39        44             29        34       30

  **Unsatisfactory**                                                      

  Number of Students          2         8              3         2        2

  Percent of Students         6         16             9         6        7

                                                                          

  **MAP Index**               249       224            253       253      257
  --------------------------- --------- -------------- --------- -------- --------

+-----------------------------------------------------------------------+
| **\*Descriptors for Grade 3**\                                        |
| **Proficient** \-- Students scoring at the \"proficient\" level are   |
| able to go beyond the typical grade-level expectations for reading.   |
| They not only demonstrate mastery of basic reading skills, they are   |
| able to apply what they comprehend in complex and sophisticated ways. |
| In particular, these students comprehend the elements of fiction and  |
| nonfiction \-- identify main ideas, details, and synonyms and         |
| antonyms \-- compare and contrast \-- make and explain predictions    |
| and inferences \-- identify implied cause and effect \-- and identify |
| and clearly define problems. These students may summarize and         |
| interpret the elements of fiction/nonfiction \-- make complex         |
| inferences \-- and interpret figurative language.                     |
|                                                                       |
| **Satisfactory** \-- Students scoring at the \"satisfactory\" level   |
| are performing in the range that is typically associated with         |
| grade-level expectations. These students use basic reading skills to  |
| comprehend grade-appropriate text. In particular, these students      |
| identify the elements of fiction and nonfiction, relevant textual     |
| details, and obvious cause and effect \-- draw conclusions \--        |
| organize information in a provided form \-- use text to initiate      |
| research \-- and read and comprehend a variety of texts.              |
|                                                                       |
| **Unsatisfactory** \-- Students scoring at the \"unsatisfactory\"     |
| level lack the basic reading skills needed to meet typical            |
| grade-level expectations. Although some students in this group may be |
| near the \"satisfactory\" level and may be progressing in their       |
| reading skills, they are still performing at a low enough level to    |
| generate concern. In particular, these students locate general        |
| information in fiction and nonfiction \-- follow brief directions \-- |
| identify simple similarities, basic story elements, and obvious       |
| problems \-- make basic comparisons \-- begin to organize information |
| in a provided form \-- and begin to use text to initiate research.    |
|                                                                       |
| **MAP Index\*** = (pct Unsatisfactory\*1)+(pct Satisfactory\*2)+(pct  |
| Proficient\*3)                                                        |
+-----------------------------------------------------------------------+
| NOTE: The Reading Score is a combined reading score from the          |
| [Missouri Show-Me Standards](http://dese.mo.gov/standards/) \--       |
| Communication Arts Standard 2 and Standard 3.\                        |
| Source: Missouri Dept. of Elementary and Secondary Education          |
| [Missouri Assessment Program                                          |
| (MAP)](http://dese.mo.gov/divimprove/assess/)\                        |
| Table Posted January 6, 2005                                          |
+-----------------------------------------------------------------------+

**[ASSESSMENTS]{.underline}**

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

Subject [Math]{.underline} Grade [1]{.underline}

Test [CTBS Complete Battery]{.underline}

Edition/Publication Year \_[Annually]{.underline}\_\_\_\_\_\_\_
Publisher [CTB McGraw-Hill]{.underline}

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

  --------------------------------- --------- --------- --------- --------- ---------
                                    2004-05   2003-04   2002-03   2001-02   2000-01

  Testing month                     Sep       Sep       Oct       Oct       Oct

  **SCHOOL SCORES**                                                         

  Total Score                       84        74        70        65        69

  Number of students tested         40        26        39        32        26

  Percent of total students tested  100       100       100       100       100

  Number of students alternatively  N/A       N/A       N/A       N/A       N/A
  assessed                                                                  

  Percent of students alternatively N/A       N/A       N/A       N/A       N/A
  assessed                                                                  

  **National Mean Score**           84        76        69        63        68
  --------------------------------- --------- --------- --------- --------- ---------

Subject [Reading]{.underline} Grade [1]{.underline}

Test [CTBS Complete Battery]{.underline}

Edition/Publication Year \_[Annually]{.underline}\_\_\_\_\_\_\_
Publisher [CTB McGraw-Hill]{.underline}

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

  --------------------------------- --------- --------- --------- --------- ---------
                                    2004-05   2003-04   2002-03   2001-02   2000-01

  Testing month                     Sep       Sep       Oct       Oct       Oct

  **SCHOOL SCORES**                                                         

  Total Score                       72        85        73        75        70

  Number of students tested         40        26        39        32        26

  Percent of total students tested  100       100       100       100       100

  Number of students alternatively  N/A       N/A       N/A       N/A       N/A
  assessed                                                                  

  Percent of students alternatively N/A       N/A       N/A       N/A       N/A
  assessed                                                                  

  **National Mean Score**           76        82        74        71        70
  --------------------------------- --------- --------- --------- --------- ---------

Subject [Math]{.underline} Grade [2]{.underline}

Test [CTBS Terra Nova Multiple Assessment]{.underline}

Edition/Publication Year \_[Annually]{.underline}\_\_\_\_\_\_ Publisher
[CTB McGraw-Hill]{.underline}

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

  --------------------------------- --------- --------- --------- --------- ---------
                                    2004-05   2003-04   2002-03   2001-02   2000-01

  Testing month                     Sep       Sep       Oct       Oct       Oct

  **SCHOOL SCORES**                                                         

  Total Score                       72        56        78        69        74

  Number of students tested         34        36        33        27        34

  Percent of total students tested  100       100       100       100       100

  Number of students alternatively  N/A       N/A       N/A       N/A       N/A
  assessed                                                                  

  Percent of students alternatively N/A       N/A       N/A       N/A       N/A
  assessed                                                                  

  **National Mean Score**           77        65        72        72        70
  --------------------------------- --------- --------- --------- --------- ---------

Subject [Reading]{.underline} Grade [2]{.underline}

Test [CTBS Terra Nova Multiple Assessment]{.underline}

Edition/Publication Year \_[Annually]{.underline}\_\_\_\_\_\_ Publisher
[CTB McGraw-Hill]{.underline}

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

  --------------------------------- --------- --------- --------- --------- ---------
                                    2004-05   2003-04   2002-03   2001-02   2000-01

  Testing month                     Sep       Sep       Oct       Oct       Oct

  **SCHOOL SCORES**                                                         

  Total Score                       76        70        70        76        63

  Number of students tested         34        36        33        27        34

  Percent of total students tested  100       100       100       100       100

  Number of students alternatively  N/A       N/A       N/A       N/A       N/A
  assessed                                                                  

  Percent of students alternatively N/A       N/A       N/A       N/A       N/A
  assessed                                                                  

  **National Mean Score**           71        64        67        68        62
  --------------------------------- --------- --------- --------- --------- ---------

Subject [Math]{.underline} Grade [3]{.underline}

Test [CTBS Terra Nova Multiple Assessment]{.underline}

Edition/Publication Year \_[Annually]{.underline}\_\_\_\_\_\_ Publisher
[CTB McGraw-Hill]{.underline}

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

  --------------------------------- --------- --------- --------- --------- ---------
                                    2004-05   2003-04   2002-03   2001-02   2000-01

  Testing month                     Sep       Sep       Oct       Oct       Oct

  **SCHOOL SCORES**                                                         

  Total Score                       55        55        60        39        52

  Number of students tested         39        31        33        37        45

  Percent of total students tested  100       100       100       100       100

  Number of students alternatively  N/A       N/A       N/A       N/A       N/A
  assessed                                                                  

  Percent of students alternatively N/A       N/A       N/A       N/A       N/A
  assessed                                                                  

  **National Mean Score**           59        63        62        45        57
  --------------------------------- --------- --------- --------- --------- ---------

Subject [Reading]{.underline} Grade [3]{.underline}

Test [CTBS Terra Nova Multiple Assessment]{.underline}

Edition/Publication Year \_[Annually]{.underline}\_\_\_\_\_\_ Publisher
[CTB McGraw-Hill]{.underline}

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

  --------------------------------- --------- --------- --------- --------- ---------
                                    2004-05   2003-04   2002-03   2001-02   2000-01

  Testing month                     Sep       Sep       Oct       Oct       Oct

  **SCHOOL SCORES**                                                         

  Total Score                       73        77        57        64        65

  Number of students tested         39        31        33        37        45

  Percent of total students tested  100       100       100       100       100

  Number of students alternatively  N/A       N/A       N/A       N/A       N/A
  assessed                                                                  

  Percent of students alternatively N/A       N/A       N/A       N/A       N/A
  assessed                                                                  

  **National Mean Score**           71        76        64        62        67
  --------------------------------- --------- --------- --------- --------- ---------

Subject [Math]{.underline} Grade [4]{.underline}

Test [CTBS Terra Nova Multiple Assessment]{.underline}

Edition/Publication Year \_[Annually]{.underline}\_\_\_\_\_\_ Publisher
[CTB McGraw-Hill]{.underline}

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

  --------------------------------- --------- --------- --------- --------- ---------
                                    2004-05   2003-04   2002-03   2001-02   2000-01

  Testing month                     Sep       Sep       Oct       Oct       Oct

  **SCHOOL SCORES**                                                         

  Total Score                       74        69        71        71        79

  Number of students tested         31        33        34        45        31

  Percent of total students tested  100       100       100       100       100

  Number of students alternatively  N/A       N/A       N/A       N/A       N/A
  assessed                                                                  

  Percent of students alternatively N/A       N/A       N/A       N/A       N/A
  assessed                                                                  

  **National Mean Score**           75        71        67        70        77
  --------------------------------- --------- --------- --------- --------- ---------

Subject [Reading]{.underline} Grade [4]{.underline}

Test [CTBS Terra Nova Multiple Assessment]{.underline}

Edition/Publication Year \_[Annually]{.underline}\_\_\_\_\_\_ Publisher
[CTB McGraw-Hill]{.underline}

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

  --------------------------------- --------- --------- --------- --------- ---------
                                    2004-05   2003-04   2002-03   2001-02   2000-01

  Testing month                     Sep       Sep       Oct       Oct       Oct

  **SCHOOL SCORES**                                                         

  Total Score                       83        77        58        68        72

  Number of students tested         31        33        34        45        31

  Percent of total students tested  100       100       100       100       100

  Number of students alternatively  N/A       N/A       N/A       N/A       N/A
  assessed                                                                  

  Percent of students alternatively N/A       N/A       N/A       N/A       N/A
  assessed                                                                  

  **National Mean Score**           82        80        58        66        71
  --------------------------------- --------- --------- --------- --------- ---------

Subject [Math]{.underline} Grade [5]{.underline}

Test [CTBS Terra Nova Multiple Assessment]{.underline}

Edition/Publication Year \_[Annually]{.underline}\_\_\_\_\_\_ Publisher
[CTB McGraw-Hill]{.underline}

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

  --------------------------------- --------- --------- --------- --------- ---------
                                    2004-05   2003-04   2002-03   2001-02   2000-01

  Testing month                     Sep       Sep       Oct       Oct       Oct

  **SCHOOL SCORES**                                                         

  Total Score                       76        71        77        75        69

  Number of students tested         44        33        44        33        33

  Percent of total students tested  100       100       100       100       100

  Number of students alternatively  N/A       N/A       N/A       N/A       N/A
  assessed                                                                  

  Percent of students alternatively N/A       N/A       N/A       N/A       N/A
  assessed                                                                  

  **National Mean Score**           78        69        79        68        73
  --------------------------------- --------- --------- --------- --------- ---------

Subject [Reading]{.underline} Grade [5]{.underline}

Test [CTBS Terra Nova Multiple Assessment]{.underline}

Edition/Publication Year \_[Annually]{.underline}\_\_\_\_\_\_ Publisher
[CTB McGraw-Hill]{.underline}

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

  --------------------------------- --------- --------- --------- --------- ---------
                                    2004-05   2003-04   2002-03   2001-02   2000-01

  Testing month                     Sep       Sep       Oct       Oct       Oct

  **SCHOOL SCORES**                                                         

  Total Score                       71        69        67        78        58

  Number of students tested         44        33        44        33        33

  Percent of total students tested  100       100       100       100       100

  Number of students alternatively  N/A       N/A       N/A       N/A       N/A
  assessed                                                                  

  Percent of students alternatively N/A       N/A       N/A       N/A       N/A
  assessed                                                                  

  **National Mean Score**           76        64        74        76        66
  --------------------------------- --------- --------- --------- --------- ---------