##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) [X]{.underline}
Elementary \_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mrs. Michelle Krell]{.underline}

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

Official School Name [Hartley Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [605 Seventh Street NE Waseca, Minnesota
56093-3232]{.underline}

(If address is P.O. Box, also include street address) City State Zip
Code+4 (9 digits total)

County [Waseca]{.underline} State School Code Number\* [829]{.underline}

Telephone [(507) 835-2248]{.underline} Fax [(507) 835-1005]{.underline}

Website/URL [www.waseca.k12.mn.us]{.underline} E-mail
<krem@waseca.k12.mn.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\* [Dr. James Schmitt]{.underline}

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

District Name [Waseca Public Schools ISD 829]{.underline} Tel. [(507)
835-2500]{.underline}

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

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

Name of School Board Mr. Robert Whitney

President/Chairperson

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *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**

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

[1]{.underline} Middle schools

[1]{.underline} Junior high schools

[1]{.underline} High schools

> [2]{.underline} Other (Alternative Learning Center, Waseca Off Campus)

[6]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$8,029]{.underline}

Average State Per Pupil Expenditure: [\$8,379]{.underline}

**SCHOOL**

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\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

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

5\. Number of students as of October 1, 2005 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**                             

  **K**       77        57                     **134**      **8**                             

  **1**       54        52                     **106**      **9**                             

  **2**       58        52                     **110**      **10**                            

  **3**       75        56                     **131**      **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **481**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [85]{.underline} % White

the students in the school: [3]{.underline} % Black or African American

[11]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[21%]{.underline}

  --------- --------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***   **50**
            the school after October 1 until the end of   
            the year.                                     

  **(2)**   Number of students who transferred ***from*** **48**
            the school after October 1 until the end of   
            the year.                                     

  **(3)**   Total of all transferred students \[sum of    **98**
            rows (1) and (2)\]                            

  **(4)**   Total number of students in the school as of  **478**
            October 1                                     

  **(5)**   Total transferred students in row (3) divided **0.205**
            by total students in row (4)                  

  **(6)**   Amount in row (5) multiplied by 100           **21%**
  --------- --------------------------------------------- ------------------

8\. Limited English Proficient students in the school: [10%]{.underline}

[48]{.underline} Total Number Limited English Proficient

Number of languages represented: [2]{.underline}

Specify languages: Spanish and Somali

9\. Students eligible for free/reduced-priced meals: [35%]{.underline}

Total number students who qualify: [167]{.underline}

10\. Students receiving special education services: [23%]{.underline}

[78]{.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.

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

[0]{.underline} Deafness [12]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [11]{.underline} Specific Learning
Disability

[7]{.underline} Emotional Disturbance [29]{.underline} Speech or
Language Impairment

[1]{.underline} Hearing Impairment [1]{.underline} Traumatic Brain
Injury

> [11]{.underline} Mental Retardation [0]{.underline} Visual Impairment
> Including Blindness
>
> [0]{.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} \_\_\_\_\_\_\_\_

Classroom teachers [24]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [15]{.underline} [1]{.underline}

Paraprofessionals [30]{.underline} \_\_\_\_\_\_\_\_

> Support staff [6]{.underline} [1]{.underline}
>
> Total number [76]{.underline} \_\_\_\_\_\_\_\_

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

13\. Show the attendance patterns of teachers and students as a
percentage.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  96 %        97 %        96 %        97 %        95 %

  Daily teacher attendance  94%         95%         93%         94%         95%

  Teacher turnover rate     7 %         7%          6%          6%          7%

  Student dropout rate      N/A         N/A         N/A         N/A         N/A
  (middle/high)                                                             

  Student drop-off rate     N/A         N/A         N/A         N/A         N/A
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

The Waseca Public School District prides itself in deeply knowing and
caring for the students in our schools. Waseca Public Schools serve
kindergarten through twelfth grade students. Waseca is a historical
community in southern Minnesota, surrounded by lakes and rich farm land.

Hartley Elementary educates kindergarten through third grade students in
this district. Hartley is located in a quiet residential section of
town, and educates approximately 500 students in 24 sections.

The district mission is: *Waseca is a community committed to lifelong
learning, developing the highest potential of all learners while
building self-esteem, and assuring success in a global society*.

In aligning with the District Mission Statement, Hartley Elementary
prides itself in fulfilling this mission.

Waseca is...

> *...a community* - Hartley Elementary acknowledges and respects
> diversity in culture, family structure, and student learning. The
> school strives to include parents in decision making, ensure they are
> well informed, offer opportunities to volunteer, and draw their input
> in decision making.
>
> *...committed to lifelong learning* -- As a kindergarten through third
> grade building Hartley lays the ground work of academics and social
> skills for lifelong learning. Achievement is documented.
>
> *...committed to developing the highest potential of all learners* --
> Hartley Elementary offers programs for the broad range of learning
> needs found within its students. Hartley supports Title I, after
> school, and summer school programs, and special education programs in
> the areas of MSMI, MMMI, LD, DCD, and EBD. Hartley also offers a
> breadth of programs including, music, physical education, technology,
> and media. Hartley is committed to a broad based and aligned
> curriculum, ongoing staff development, curriculum mapping, and
> reasonable class sizes.
>
> *...building self-esteem* -- Hartley supports counseling services and
> a family service coordinator. The building's School Improvement Team
> is committed to enhancing the school climate and morale of staff.
> Hartley staff build self-esteem through setting and attaining high
> student expectations.
>
> *...assuring success in a global society* -- Hartley lays the
> foundation for their students participation in a global society
> through: technology training, math problem solving, an understanding
> of other regions and countries, field trips, and fiction and
> non-fiction literature.

Hartley sets specific measurable academic goals and strives to achieve
them through research based strategies. We are committed to
collaborative teamwork through professional collegial relationships
which promote the interchange of ideas and provide us with opportunities
to grow and learn from one another.

Our School Improvement Team is comprised of the principal, staff members
and a parent. Its purpose is to review progress on school goals and
establish processes that continue to improve the educational setting and
experiences that we provide for our students and staff.

Hartley Elementary is proud of our parental and community involvement.
We have an active group of volunteers comprised of parents,
grandparents, community members, and retired teachers. We have a
supportive Parent Teacher Organization that assists in many aspects of
our school including fund raising, parent involvement nights, projects,
field trips and activities.

Teachers at Hartley exemplify hardworking, caring educators who are
dedicated to students growing and succeeding. This results in teachers
working collaboratively on best instructional practices, examining
student data and providing curriculum based on student needs as well as
district and state standards.

Hartley has rich tradition and an abundance of school pride. Hartley has
high expectations for students which are exemplified through our school
wide theme WCRB ([W]{.underline}ork, [C]{.underline}ooperate,
[R]{.underline}espect and [B]{.underline}elong).

Hartley staff is highly professional, dedicated staff working endless
hours with a passion for excellence. Hartley Elementary School is
dedicated to helping students be successful, achieve high standards and
develop a joy for learning.

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

**1. Assessment Results**

The Minnesota Department of Education has developed state-wide
assessments for system accountability in high academic content standards
that also meet the federal requirements of the No Child Left Behind Act.
The Minnesota Comprehensive Assessments (MCA) are criterion referenced
tests, administered in the areas of reading/language arts and
mathematics. Writing assessments are also given at certain grades, while
science assessments are currently under development. Student achievement
results are reported in five levels. Students scoring in the following
levels demonstrate:

Level 5 -- demonstrate advanced academic performance

Level 4 - demonstrate solid competence, are working above grade level,
and are considered to be

proficient.

Level 3 - represent students working successfully at grade level and
achieving basic proficiency.

Level 2 - have partial knowledge and skills, but are performing slightly
below grade level

Level 1 -- have gaps in their knowledge and skills and are working
significantly below grade

level.

The goal of Hartley Elementary School is to the help students achieve
Level 3 or higher proficiency. Complete information on the state
assessment system and Hartley student data may be found at:
<http://www.education.state.mn.us/ReportCard2005/>

Grade 3 Reading Highlights for 2005:

-   92% of all students scored at or above the proficiency Level 3.

-   83% of all students scored in Levels 4 and 5 indicated above grade
    level performance.

-   In 1998, 56% of our students demonstrated proficiency compared to
    2005 where 92% of our students demonstrated proficiency.

-   Hartley scored well above the state average in all subgroups.

-   In 2002, 56% of our Free and Reduced Lunch Students demonstrated
    proficiency compared to 2005 where 92% demonstrated proficiency.
    (2005 state average was 62%.)

-   In 2002, 52% of our Special Education students demonstrated
    proficiency compared to 2005 where 86% demonstrated proficiency.

-   In 2005, 67% of students qualifying for free and reduced meals
    reached advanced academic performance (levels 4 and 5).

Grade 3 Mathematics Highlights for 2005:

-   93% of all students scored at or above proficiency Level 3.

-   87% of all students scored in levels 4 and 5 indicating above grade
    level performance.

-   In 1998 48% of our students demonstrated proficiency compared to
    2005 where 93% of our students demonstrated proficiency.

-   Hartley scored well above the state average in all sub groups.

-   Hartley had no students scoring in Level 1, the lowest proficiency
    level.

-   In 2002, 42% of our Free and Reduced Lunch Students demonstrated
    proficiency compared to 2005 where 92% demonstrated proficiency.
    (2005 state average was 60%.)

-   In 2002, 38% of our Special Education students demonstrated
    proficiency compared to 2005 where 86% demonstrated proficiency.
    (2005 state average making AYP is 53%.)

-   In 2005, 82% of students qualifying for free and reduced meals
    reached advanced academic performance (levels 4 and 5).

**2. Using Assessment Results**

Hartley Elementary School uses data from MCA and NWEA assessments to
drive instruction and improve student learning. This data also provides
feedback on curriculum and instruction in the Minnesota standards-based
system. Hartley teachers believe that the most important information is
data on individual students. Teachers use the *STAR* test, *Read
Naturally*, Fluency Assessments, *Accelerated Reader* Tests,
*Observational Survey*, Performance Assessments and writing samples.

Teachers administer the *NWEA Measures of Academic Progress* in the
fall, winter and spring of each year in grades 2 and 3. The *MAP* norm
reference test allows us to measure student growth and set annual growth
targets for each child. Data is broken into sub-strands in the areas of
reading, language arts, and mathematics. This enables teachers to
identify gaps and areas of strength for each child. By administering the
test in late January, teachers can use the data as a benchmark and
analyze growth and target areas that are lacking adequate achievement.
*The Learning Continuum* is a related tool that assists teachers in
using this data to differentiate their instruction.

Teachers meet in cluster groups weekly, comprised of grade level
teachers, special education teachers, and one or two specialist.
Teachers are led by a Master Teacher who assists in data analysis. Based
on the school-wide academic goals developed from test score analysis,
including pre, post and benchmark assessments, Master Teachers lead the
collaborative teams in developing strategies targeted to individual
student needs. With the assistance of Master and Mentor teachers,
specific strategies are taught in the classrooms and reinforced in
specialist classes. Teacher teams differentiate lessons to better meet
the needs of all students. Delivering quality instruction is not just
the responsibility of the classroom teacher, but every staff member at
Hartley. Everyone is striving for the same goal, the continuous
improvement of our students.

**3. Communicating Assessment Results**

Regular home-school communication is the foundation for student success.
Sharing information and empowering students and parents to share
ownership in our goals is key to our success with student learning. We
begin our school year with our Parent Partnership meeting in which the
principal and teachers indicate the expectations for all students. We
share our test score results and goals for the year. Teachers use weekly
newsletters to communicate goals, expectations and parental support
needed. The principal sends out a monthly newsletter and a district
newsletter is published four times a year. Parent-teacher conferences
are held in the fall and the spring. Running records, informal reading
inventories, regular classroom assessment data, *STAR Reading*, *NWEA
Measures of Academic Progress* scores are shared with the parents in the
fall. State MCA test results are mailed to parents and discussed at fall
conferences. In the spring conferences student growth is analyzed.
Results from the mid-year NWEA test are shared. Parents can always
access student progress online through our EdLine progress system.
Teachers at Hartley do not hesitate to contact parents through notes,
emails, phone calls or additional conferences. Communication is
extremely important for continuous improvement of students. Parents are
invited to share lunches with the principal through parent advisory
meetings. The principal uses an open door policy with staff, parents and
community members. Each spring Hartley parents are surveyed and results
are analyzed by the School Improvement Team. This information is used to
improve Hartley Elementary.

School and district MCA data is also available on the MN Department of
Education website. The state prepares an annual "School Report Card,"
which reports assessment results and accountability reports. Waseca
Public Schools annual school calendar shares further assessment data.
Test data is reported in the school district newsletter which is mailed
to all taxpayers residing in the school district. Hartley Elementary
strives for open communication between home and school. This is a
powerful tool for student success.

**4. Sharing Success**

Hartley teachers and staff are proud of their accomplishments with
students. The use of research based instructional strategies, on going
staff development and continual data analysis as well as comprehensive
teacher evaluation system has contributed to dramatic student
achievement gains. During the last two years, Hartley has been part of
the Teacher Advancement Program (TAP). The affiliation with the TAP
program has provided many opportunities to share our successes with
other schools. The principal has presented at the Minnesota Elementary
Principals' Association, Rural Education Association, the National TAP
Conference, and numerous other organizations. In 2005, the Minnesota
House of Representatives Finance Committee visited Hartley to observe
our cluster groups (teacher teams that meet weekly to analyze test data,
learn instructional strategies aligned with student needs). The
Principal and a Master Teacher also had an opportunity to appear on K12
TV with the Minnesota Commissioner of Education Alice Seagram. Our
school has been visited by several schools particularly interested in
our learning community philosophy. We are happy to share the framework
for our student success. It is important to network and communicate with
other schools that are showing continued student achievement. We can
learn from others through their successes and achievements.

As a district we work on curriculum mapping and alignment. We share
instructional strategies with the other schools in our district to
assure students continuation of effective instructional strategies.

Finally, we are also near a major university which needs our assistance
in preparing practicum and student teachers for the teaching profession.
These people are the future of education and we see it as a positive
opportunity to share what we know, along with listening and learning
from these new energetic students.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:**

In the Waseca Public Schools we have a rich and rigorous curriculum that
is based upon the High Academic Standards for the State of Minnesota.
Our curriculum is under constant revision in order to maintain the
highest standards and expectations for our students. Curriculum teams,
cluster groups, grade level teams, and the School Improvement Team meet
on a regular basis. Throughout the year staff development time is used
for teams to meet to update curriculum maps, analyze curricular needs
and support curriculum implementation. The district has been involved in
an extensive curriculum mapping project. The curriculum maps cover all
content areas and include subject area short and long term goals, as
well as month by month class content, skills/knowledge and assessment.

**Reading**: Our reading program incorporates the five areas of reading
instruction identified by the National Reading Panel Report -- phonemic
awareness, phonics, vocabulary, fluency, and comprehension. The goal of
our reading program is for each child to read and comprehend text at
grade level. Teachers strive to use differentiation strategies to meet
the instructional needs of all students. On-going staff development is
critical to the success of our reading/language arts program, which
encompasses reading, writing, and spelling.

**Math:** The Waseca Public Schools uses the Every Day Math Program,
which spirals to give multiple exposures to the mathematical strands
represented in our state's high standards. Teachers use multiple
strategies and manipulatives to assist students in attaining a deeper
understanding of key mathematical concepts in: number sense, computation
and operations; patterns, functions and algebra; chance and data;
geometry, and measurement. Large and small group differentiation is a
key in reaching all learners.

**Science**: Our district is currently piloting the McGraw/Hill science
programs. This series includes hands-on experiments and extensive
vocabulary which builds from grade level to grade level. Minnesota has
recently developed new science standards which serve as the basis for
our curriculum re-alignment. State testing in science begins in 2008.

**Social Studies**: Hartley currently uses the Houghton Mifflin Social
Studies series. K-3 units of study include: family, neighborhoods,
community, US and world geography, US history and a strong maps program.
Social studies is incorporated into all other subjects.

**Health/Physical Education:** Our health education focuses on each
student to be physically healthy; ranging from understanding body
systems to nutritional expectations, and being emotionally healthy;
character education for oneself and community. The physical education
program is aligned with state and national standards. It stresses the
importance of wellness, physical fitness, team building, and involvement
in life-long activities.

**Art:** Art instruction is thematic and interdisciplinary. In
collaboration with Waseca Arts Council, volunteers present a monthly
student art appreciation lesson and follow-up activities for teachers.
This partnership focuses on elements of art, encourages creativity, and
enhances art appreciation.

**Music:** The elementary music program is based on state and national
standards. Music units of study include singing, performing,
improvising, composing, reading and evaluating music.

**2a**. **Reading/Language Arts Curriculum**:

Hartley Elementary has a balanced reading approach based on the
Minnesota Academic Standards. Currently, a basal reader is our primary
instructional tool, which we supplement with other literacy programs and
resources that compliment the textbook.

Kindergarten through third grade classes have reading and language arts
blocks dedicated to reading, spelling, writing, grammar and phonemic
awareness. Supplementary resources are an important component to a
well-rounded reading program. *Read Naturally*, *A-Z Leveled Books*,
novels, and instructional strategies from the research-based program
*Four Blocks*, and *Accelerated Reader* are instructional resources we
incorporate into our program. This exposure to a wide and rich range of
literature, along with the support of instruction in the reading
process, contributes to student success.

Each grade level tailors their reading program to meet the needs of
their students. Kindergarten students use leveled readers that focus on
phonemic awareness and site vocabulary which are the foundation for a
successful reader. Our first grade classrooms complete running records
and level students at their instructional level. Guided reading groups
are conducted at student levels to meet individual needs. In second
grade, students work with *Read Naturally,* as a fluency program,
targeting students at their level and creating accountability with
comprehension questions. Third grade students focus on vocabulary and
comprehension and utilize the *Accelerated Reader* program extensively.
In all grades, students are tested using the *STAR Reading* test to
determine each student's individual instructional level. Based on that,
students are leveled in the *Accelerated Reader* program and progress at
their own rate with articulated monthly goals. The research is clear
that reading instruction must be done with the students reading level in
mind. Students will not effectively learn if the books they are reading
are too easy or too hard. We strive to individualize our reading program
so students can be successful at their reading level, but challenge them
to grow and achieve.

**3. Mathematics**

Hartley uses best practices combined with the high academic standards
put forth by the Minnesota Department of Education when teaching
mathematics. Students at Hartley follow a mathematics curriculum that is
closely aligned to state and national standards established by the
National Council for Teaching Mathematics. Hartley adopted the *Everyday
Math* series in 2002, which focuses on mathematical reasoning, number
sense, computation and operation, patterns and functions, algebraic
thinking, data and statistics, probability, spatial sense, geometry, and
measurement. This curriculum spirals to give students multiple exposures
to mathematical strands in our state standards. Teachers use many
strategies and manipulatives to assist students in attaining a deeper
understanding of key mathematical concepts. Teachers monitor student
progress and differentiate instruction to remediate or challenge
students to create optimal learning.

Everyday Math creates a strong foundation in critical thinking and
problem solving. Hartley teachers promote a safe and positive
environment, while encouraging high expectations. Cooperation is another
key element for our curriculum. Students work together sharing
strategies, ideas, and algorithms. Students discover there can be more
than one way to solve a problem and that more than one answer can be
acceptable. Our math curriculum relates math skills to every day
experiences and allows students to envision the life-long usefulness of
math.

**4. Instructional Methods Used to Improve Student Learning:**

Each and every student at Hartley Elementary has unique learning styles
and needs. To meet the differentiated needs, administration, staff and
parents work collaboratively to offer a multitude of ways for students
to reach success.

All students are grouped in heterogeneous classrooms. Assessments and
data from classroom activities allow teachers to identify individual
learning needs and create flexible and informal groups of students for
mastering specific skills and concepts. Grouping arrangements within a
classroom consist of whole class, small groups, pairs, and individuals.
Hartley also differentiates reading and math instruction through guided
and leveled reading groups, math stations and novel studies for
enrichment. Each instructional group composition is varied to best
accomplish the goals of each lesson.

Hartley Helpers, which is our volunteer program, and paraprofessionals
regularly assist individual or small groups of students. Supplementary
help is given to our special education and LEP students. Each day a
homework room is provided for students that need additional help during
the lunchtime. Youth Service Leaders from our High School come to
Hartley to assist students and provide a positive youth role model
several times a week. Hartley has an after school program called Kids
Academy, which meets twice a week for an hour and provides remedial and
enrichment opportunities for students to be successful with each grade
level curriculum. Hartley also offers an eight week summer school
program that is attended by 30% of our students. All of our Targeted
Service Programs listed above are taught by teachers from their
respective grade levels, which helps ensure continuity and best meets
individual needs.

The Child Study Team meets weekly to review the needs of our students. A
Family Service Coordinator and two part time elementary counselors help
teachers and families support the emotional and social needs of our
children.

We know our students through keen observations, analyzing achievement
data, and developing strong relationships. This guides us in identifying
student needs and adjusting instructional methods to accommodate those
needs on a regular basis.

**5. Professional Development:**

Professional Development is an important part of any successful school.
Professional development at Hartley occurs at both the school level and
district level. There is a direct link between our school improvement
goals and our professional development goals. Staff development money is
made available to grade level and subject area teams for individual or
collaborative experiences that promote acquisition of skills and
knowledge that complement district and building initiatives.

Waseca Public Schools received a federal grant for the implementation of
the Milken Family Foundation Teacher Advancement Program (TAP) which
fosters school improvement through on-going professional development.
Teachers belong to professional learning communities where collegiality
is valued and best practices explored. These professional learning
communities, known as clusters, consist of teachers from a particular
grade level, specialists, and special education teachers. Clusters meet
weekly for 60 minutes. The focus of each cluster meeting revolves around
teachers evaluating and interpreting student data. From the data,
student weaknesses are identified and new instructional strategies are
developed. Application of new learning in the classroom is monitored by
the Master and Mentor Teachers through modeling, coaching, and
co-teaching. Student data validates the effectiveness or ineffectiveness
of a certain instructional strategy that have been implemented.
Individual growth plans are created and implemented by all staff
members. Goals are measurable, on-going and tied to students' academic
needs.

During the 2004-2005 school year, Hartley teachers completed about 3,000
hours of professional development. This assertive and purposeful
commitment to improving the art of teaching is reflective in the high
marks our students receive on the state standardized testing
assessments.

**Data Display Tables:**

The following attached data display tables show Hartley Elementary
School [Minnesota Comprehensive Assessment]{.underline} data for reading
and math over a five year period at grade 3. It has been disaggregated
for the socioeconomic subgroup when the cell size was large enough to do
so. Hartley does not have large enough cell sizes to disaggregate data
for ethnic/racial groups. Disaggregated data was not available for the
2000-2001 school year.

See attached display tables.

**Table 1: Grade 3 READING MCA: Hartley Elementary School**

Subject **[Reading]{.underline}** Grade **[3]{.underline}** Test
**[Minnesota Comprehensive Assessment]{.underline}**

Edition/Publication Year **[2005]{.underline}** Publisher[\_\_**Data
Recognition Corporation (DRC)**]{.underline}

  --------------------------------------- ----------- ----------- ----------- ----------- -----------
  **HARTLEY SCORES**                      2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                           April       March       April       March       March

  Average Scaled Score                    1619        1588        1534        1535        1534

  \% At or Above Meets State              92          85          80          79          80
  Standards\*(Levels 3,4,5)                                                               

  \% At Exceeds State Standards\* (Levels 83          73          62          57          60
  4,5)                                                                                    

  \% At Advanced (Level 5)                37          29          19          21          19

  Number of students tested               120         101         128         117         124

  Percent of total students tested        99          99          98          98          95

  Number of students alternatively        1           1           2           2           6
  assessed                                                                                

  Percent of students alternatively       \<1         \<1         \<2         2           \<5
  assessed                                                                                

  **STATE SCORES**                                                                        

  Average Scaled Score                    1542        1535        1511        1486        1487

  \% At or Above Meets State              78          73          73          67          67
  Standards\*(Levels 3,4,5)                                                               

  \% At Exceeds State Standards\* (Levels 66          60          56          49          49
  4,5)                                                                                    

  \% At Advanced (Level 5)                24          23          17          16          16

  Number of students tested               56501       57456       58278       58685       59635

  Percent of total students tested                                98          95          95

  Number of students alternatively                                1331        3258        3350
  assessed                                                                                

  Percent of students alternatively                               2           5           5
  assessed                                                                                

  **SUBGROUP SCORES**\                                                                    
  1. **Eligible for Free/Reduced Lunch**                                                  

  Average Scaled Score                    1582        1507        1452        1430        

  \% At or Above Meets State Standards    92          71          62          56          
  (Levels 3,4,5)                                                                          

  \% At Exceeds State Standards (Levels   71          52          45          40          
  4,5)                                                                                    

  \% At Advanced (Level 5)                29          15          14          9           

  Number of students tested               38          27          42          32          

  **2.** **Ineligible for Free/Reduced                                                    
  Lunch**                                                                                 

  Average Scaled Score                    1636        1618        1547        1574        

  \% At or Above Meets State Standards    92          90          90          88          
  (Levels 3,4,5)                                                                          

  \% At Exceeds State Standards (Levels   88          81          71          64          
  4,5)                                                                                    

  \% At Advanced (Level 5)                40          34          21          25          

  Number of students tested               82          74          86          85          

  **3. Special Education**                                                                

  Average Scaled Score                    1554        1463        1454        1424        

  \% At or Above Meets State              86          45          70          52          
  Standards\*(Levels 3,4,5)                                                               

  \% At Exceeds State Standards\* (Levels 72          35          48          26          
  4,5)                                                                                    

  \% At Advanced (Level 5)                18          10          10          4           

  Number of students tested               28          20          28          23          
  --------------------------------------- ----------- ----------- ----------- ----------- -----------

**Table 2: Grade 3 MATH MCA: Hartley Elementary School**

Subject [**Math**]{.underline} Grade [**3**]{.underline} Test
**[Minnesota Comprehensive Assessment]{.underline}**

Edition/Publication Year [**2005**]{.underline} Publisher[\_\_**Data
Recognition Corporation (DRC)**]{.underline}

  --------------------------------------- ----------- ----------- ----------- ----------- -----------
  **HARTLEY SCORES**                      2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                           April       March       April       March       March

  Average Scaled Score                    1678        1558        1535        1485        1489

  \% At or Above Meets State              93          78          78          68          66
  Standards\*(Levels 3,4,5)                                                               

  \% At Exceeds State Standards\* (Levels 87          64          65          48          54
  4,5)                                                                                    

  \% At Advanced (Level 5)                34          15          12          8           12

  Number of students tested               120         101         128         126         129

  Percent of total students tested        99          99          98          98          98

  Number of students alternatively        1           1           2           2           3
  assessed                                                                                

  Percent of students alternatively       \<1         \<1         \<2         2           2
  assessed                                                                                

  **STATE SCORES**                                                                        

  Average Scaled Score                    1568        1522        1519        1486        1491

  \% At or Above Meets State              78          71          72          65          66
  Standards\*(Levels 3,4,5)                                                               

  \% At Exceeds State Standards\* (Levels 65          55          56          48          53
  4,5)                                                                                    

  \% At Advanced (Level 5)                24          15          14          11          14

  Number of students tested               56501       57421       58186       58653       59732

  Percent of total students tested                                98          95          95

  Number of students alternatively                                1292        3290        3305
  assessed                                                                                

  Percent of students alternatively                               2           5           5
  assessed                                                                                

  **SUBGROUP SCORES**\                                                                    
  1. **Eligible for Free/Reduced Lunch**                                                  

  Average Scaled Score                    1628        1469        1462        1379        

  \% At or Above Meets State Standards    92          63          64          42          
  (Levels 3,4,5)                                                                          

  \% At Exceeds State Standards (Levels   81          37          49          33          
  4,5)                                                                                    

  \% At Advanced (Level 5)                26          7           5           6           

  Number of students tested               38          27          41          33          

  **2.** **Ineligible for Free/Reduced                                                    
  Lunch**                                                                                 

  Average Scaled Score                    1701        1590        1569        1521        

  \% At or Above Meets State Standards    94          84          85          77          
  (Levels 3,4,5)                                                                          

  \% At Exceeds State Standards (Levels   89          75          72          53          
  4,5)                                                                                    

  \% At Advanced (Level 5)                38          18          15          8           

  Number of students tested               82          74          87          92          

  **3. Special Education**                                                                

  Average Scaled Score                    1620        1470        1519        1339        

  \% At or Above Meets State              86          60          73          38          
  Standards\*(Levels 3,4,5)                                                               

  \% At Exceeds State Standards\* (Levels 75          40          58          17          
  4,5)                                                                                    

  \% At Advanced (Level 5)                21          5           12          0           

  Number of students tested               28          20          26          24          
  --------------------------------------- ----------- ----------- ----------- ----------- -----------