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

*U.S. Department of Education*

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

Name of Principal [Mr. Paul McKinney]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address\_\_\_\_\_\_\_[311 W. Seminary Avenue]{.underline}

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

[Wheaton IL 60187-5001]{.underline}

City State Zip Code+4 (9 digits total)

County [DuPage]{.underline} \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\* [19-022-2000-26-2007]{.underline}

Telephone [( 630 ) 682-2080]{.underline} Fax [( 630 )
682-2342]{.underline}

Web site/URL [cusd200.org]{.underline} E-mail <pmckinne@cusd200.org>

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. Gary T. Catalani]{.underline}

District Name [Community Unit School District 200]{.underline} Tel. [(
630 ) 682-2000]{.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. Andrew O. Johnson]{.underline}

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [13]{.underline} Elementary
schools

[4]{.underline} Middle schools

[0]{.underline} Junior high schools

[2]{.underline} High schools

[1]{.underline} Other

[20]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$5,556]{.underline}

Average State Per Pupil Expenditure: [\$5,216]{.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
>
> \[X \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [12]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**                                                  **7**                             

  **K**       35        33                     **68**       **8**                             

  **1**       44        37                     **81**       **9**                             

  **2**       44        46                     **90**       **10**                            

  **3**       37        34                     **71**       **11**                            

  **4**       42        36                     **78**       **12**                            

  **5**       42        26                     **68**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **456**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of [80]{.underline} % White

the school: [7]{.underline} % Black or African American

[10]{.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:
[15]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      19
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      51
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    70
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 456
                            the school as of October 1  

  **(5)**                   Total transferred students  .15
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           15
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [12]{.underline}
%

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

Number of languages represented: [10]{.underline}

Specify languages: Spanish, Somali, Vietnamese, Turkish, Farsi/Persian,
Arabic, Swahili, Urdu, French, Other

9\. Students eligible for free/reduced-priced meals: [15]{.underline} %

Total number students who qualify: [69]{.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: [11]{.underline} %

[52]{.underline} Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

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

[0]{.underline} Deafness [5]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [14]{.underline} Specific Learning
Disability

[3]{.underline} Emotional Disturbance [30]{.underline} Speech or
Language Impairment

[0]{.underline} Hearing Impairment [0]{.underline} Traumatic Brain
Injury

> [2]{.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 [19]{.underline}

Special resource teachers/specialists [7]{.underline} [1]{.underline}

Paraprofessionals [12]{.underline}

> Support staff [2]{.underline}
>
> Total number [41]{.underline} [1]{.underline}

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [24:1]{.underline}

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

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

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

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

  Teacher turnover rate      5%          15%         21%         5%          10%

  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**

Longfellow Elementary School is located in the heart of downtown Wheaton
on the grounds of the first public school built in 1874 servicing
students in grades 1-12 in DuPage County. The newly renovated Longfellow
is one of thirteen elementary schools in a large public school district
with over 14,000 students in kindergarten through high school.

Longfellow Elementary School provides educational services to
approximately 400 students. All of the elementary schools, however, are
fortunate that the Board of Education and our communities are committed
to low class sizes and the positive impact this can have on student
learning. Because of this commitment, Longfellow has three to four
classrooms at each grade level (K-5) with an average of only
twenty-three students per class. To complement an excellent group of
classroom teachers, Longfellow has a number of other professionals
helping ensure student success. A full-time Reading Specialist is
available not only to assess and identify at-risk students but also
provides service for identified students in small groups, collaborates
with classroom teachers, and trains instructional aides to work with
students in the intervention program. A full-time Title I teacher
provides extra services to identified students in the area of
mathematics and serves as a resource to classroom teachers. A full-time
Gifted Specialist teaches intermediated gifted students in a reading and
math replacement program. Longfellow has the largest gifted program in
District 200 servicing fifty-two students. A full-time LLC Director
oversees the operation of our very busy library, works with students and
teachers to support instructional objectives of the District 200
critical content. An entire special education team works with identified
students in small group settings and supports these students in the
regular education classroom. In addition to the core academic subjects
taught at Longfellow, all students attend daily physical education
classes and weekly art and music classes taught by specialists. The
Computer Instructional Aide serves as a resource to teachers and
students to help use technology to enhance student learning. Longfellow
also has a program for English Language Learners. With fifty-four
identified ELL students speaking approximately ten languages at
Longfellow these students are serviced through either an ESL or
Bilingual Program. The ESL teacher teaches classes in English with a
focus on reading, writing, listening and speaking. The Bilingual teacher
works with small groups of Spanish speaking students and uses the
students' native language to teach reading, writing, speaking and
listening of English. Both programs focus on building academic and
social vocabulary.

With the support of the school district, parents can enroll their
children in a before and after school program at Longfellow and students
have the opportunity to take advantage of our hot lunch program.
Students are also able to participate in a number of extra-curricular
activities including Recycle Rangers and F.A.S.T., an extended day
tutoring program that provides additional instruction to at-risk
students in the areas of reading and math. The twelve-week F.A.S.T.
program services students in grades 3, 4, and 5 two days a week. Free
busing is provided to all participating students. Participation in band,
orchestra, and chorus are also options for students in the intermediate
grades. Parents and community members are a regular sight at Longfellow
and can be seen volunteering in our classrooms, library, and helping
with programs and activities. Longfellow has an extremely active PTA
that helps provide support for many enrichment activities including
field trips, school and grade level cultural arts programs, and the
Newcomers Picnic. Battle of the Books, Chess Club, Art Venture, and the
4^th^ and 5^th^ grade basketball league are lunch-time and after-school
enrichment programs that are parent supported. Motivated students,
active parents, a dedicated staff, and a supportive community work
collaboratively to fulfill the school's mission:

*A place to prepare for and anticipate tomorrow*

*-to promote and encourage academic excellence*

*-to foster self-respect and cooperation*

*-to develop responsible citizens*

*A place to grow\...*

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

1.  **Assessment Results:** The students at Longfellow participate in a
    standardized testing program mandated and developed by the State of
    Illinois. In 2006, the Illinois Standards Achievement Test (ISAT)
    was given to all third, fourth, and fifth grade students in reading
    and math, along with fourth grade students in science. The ISAT was
    created to measure how well students are progressing in mastering
    the Illinois Learning Standards.

> Student results are reported using four performance level descriptions
> that help explain the quality of knowledge and skills the students
> have achieved. These levels were established with the help of Illinois
> educators who teach the grade levels and learning areas tested.
> **Performance Exceeds Standards:** Student work demonstrates advanced
> knowledge and skills in the subject. Students creatively apply
> knowledge and skills to solve problems and evaluate the results.
> **Performance Meets Standards:** Student work demonstrates proficient
> knowledge and skills in the subject. Students effectively apply
> knowledge and skills to solve problems. **Performance Is Below
> Standards:** Student work demonstrates basic knowledge and skills in
> the subject. However, because of gaps in learning, students apply
> knowledge and skills in limited ways. **Performance Merits Academic
> Warning:** Student work demonstrates limited knowledge and skills in
> the subject. Because of major gaps in learning, students apply
> knowledge and skills ineffectively. Additional information about the
> Illinois Standards Achievement Test (ISAT) may be found on the
> Illinois State Board of Education web site at
> [www.isbe.net/assessment](http://www.isbe.net/assessment).
>
> On the 2006 ISAT Reading test, 88% of Longfellow third grade students
> and 98% of the fifth grade students scored in the meets/exceeds level.
> Third grade scores decreased 6% and fifth grade scores increased 17%
> over 2005 results. On the 2005 ISAT Math test, 92% of Longfellow third
> grade students and 98% of the fifth grade students scored in the
> meets/exceeds level. Third grade scores decreased 6% and fifth grade
> scores increased 10% over 2005 results. On the 2006 ISAT, 93% of
> Longfellow fourth grade students met or exceeded standards in Reading,
> and 100% met or exceeded standards in Math. Fourth grade trend data is
> not available for Reading or Math, because 2006 was the first year for
> the fourth grade Reading and Math ISAT.
>
> While Longfellow did not have enough students to qualify for No Child
> Left Behind (NCLB) subgroups other than in the category of White,
> Non-Hispanic, scores were received for Economically Disadvantaged
> students at fourth grade and Students with Disabilities in both third
> and fifth grades. Of the Economically Disadvantaged students at fourth
> grade, 72% met or exceeded standards in Reading, and 100% met or
> exceeded standards in Math. Fourth grade trend data is not available
> for Reading or Math, because 2006 was the first year for the fourth
> grade Reading and Math ISAT.
>
> Of the Students with Disabilities in third grade, 55% met or exceeded
> standards in Reading, and 73% met or exceeded standards in Math. This
> subgroup was not reported for third grade in 2005, because it
> contained less than ten students that year. Of the Students with
> Disabilities in fifth grade, 90% met or exceeded standards in Reading,
> and 90% met or exceeded standards in Math on the 2006 ISAT. This
> reflects a 35% increase in Reading and an 8% increase in Math.
>
> Longfellow's strategy for continued student achievement success is to
> use data analysis as the basis for determining appropriate
> instructional interventions and improvement activities in reading and
> math. The activities and interventions used are designed to increase
> the effectiveness of instruction within the learning community and
> target student growth.

2.  **Using Assessment Results :** At Longfellow, our students continue
    to be successful on the reading and math components of the ISAT. A
    considerable amount of time is spent by our School Improvement Team
    analyzing our school data to plan interventions, strategies, and
    professional development. The building Principal, Curriculum Leader,
    Reading Specialist, Title I teacher, ELL and Bilingual teachers,
    Speech Pathologist, and a representative from each grade level
    kindergarten through fifth make up our School Improvement Team. The
    Title I teacher administers assessments to identify at-risk students
    in the area of mathematics and the Reading Specialist administers
    assessments such as the informal reading inventory to identify
    at-risk students to service through the reading support program
    according to District 200 criteria.

> In addition to ISAT data, many other assessments are used and analyzed
> by the team and classroom teachers. One example of this would be the
> use of local assessments given to students in all grade levels. These
> assessments, developed by our school district, are aligned with the
> critical content of our district's curriculum and provide us with
> another measure of student learning. The data received from ISAT and
> the district local assessments is put into Excel worksheets and
> analyzed. We use the information to help answer these questions: *Are
> students mastering the critical content? What areas of the essential
> learning may need attention? What training or materials are needed to
> assure that all students can master the curriculum across District
> 200?* In addition to addressing these essential questions, individual
> students that are on the borderline of performance levels are
> carefully looked at. Intervention strategies are discussed and
> implemented to help those students.
>
> The School Improvement Team also looks for any trends, gaps, or areas
> the school can improve in to help student success. This data and
> analysis, along with intervention strategies to address areas of
> concern, is what drives the agendas for school in-services, meetings,
> and other school improvement professional development. A team of
> teachers is currently being trained in the new *Response to
> Intervention* initiative. The team has administered Curriculum Based
> Measurements in reading and math to establish building norms and
> progress monitor at-risk students. The team meets once a month to
> discuss assessment data and intervention strategies.

3.  **Communicating Assessment Results:** We communicate the results of
    our assessments in a variety of ways. For communicating the results
    of ISAT and IMAGE assessments, parents receive individual student
    reports. On the student report, parents will find information about
    their student's achievement in the subjects tested. Achievement
    information is also shown for the school, District 200, and the
    State of Illinois. To help better understand the information
    contained on the report, parents also receive a letter from the
    Principal and a Parent/Guardian guide to the Illinois Standards
    Achievement Test and Illinois Measure of Annual Growth in English.
    *Understanding Your Child's ISAT Scores,* a guide written by the
    Illinois State Board of Education, provides a detailed explanation
    for interpreting the information in the ISAT student report.

> Another way we communicate information about student performance is
> through our PTA meetings. The principal uses this time during monthly
> meetings to share with the PTA the successes of Longfellow School. The
> minutes from these meetings are posted in the school office. Parents
> and community members can find out about special events at Longfellow
> at the school website
> [http://longfellow.cusd200.org](http://pleasanthill.cusd200.org/) and
> access the district website [www.cusd200.org](http://www.cusd200.org/)
> to get district information including State Report Cards of not only
> Longfellow, but the other schools in the district. Student achievement
> is also reported at public School Board meetings and in local
> newspapers.

#  

# The final way that Longfellow communicates student progress is through our School Improvement Plan. The plan is available to community members through the district and school offices. The Longfellow staff uses data analysis as the basis for determining appropriate instructional interventions and strategies in the areas of reading and math for the School Improvement Plan. With the assessments and analysis of the data, students with reading and math concerns are identified and given appropriate support (i.e. extended day program, fluency lab, reading support program, Title I, special services, etc.). The staff continues to articulate, apply, and assess reading and math activities used in classroom lessons. Building level professional development needs for staff are based on analysis of assessment data to best meet the needs of Longfellow students. Building in-service days, staff meetings, and team meetings are devoted to working with teachers on reading and math strategies in identified areas.

4.  **Sharing Success:** One of the ways that Longfellow School shares
    its successes with other schools is through our Peer Review Process.
    This is a system where School Improvement Teams in the district are
    put in groups to go over their School Improvement Plans. The teams
    are able to share what is going well with the school and address how
    specific plans are implemented to achieve student success.

> There are many opportunities for the teachers to learn from the
> experts in our own buildings. Longfellow teachers have presented in
> the District 200 after school professional development classes. These
> teachers have also presented to the rest of the district staff during
> in-service days. Several times a month the district administrators
> gather to meet as a K-12 or K-5 group and have the opportunity to
> share what is going well within their own buildings. District
> Information from these meetings is then brought back to the individual
> buildings and shared with the staff. Again, we look at the experts
> within our own district.
>
> Reading Specialists meet annually and work together during the summer
> on curriculum work such as a vocabulary initiative. This is another
> opportunity for Longfellow to share its successes. Another major way
> that Longfellow shares its successes is through the use of our
> Curriculum Leaders. Every elementary building in the district has a
> teacher who is released in the afternoons as a curriculum intern.
> Under the supervision of the Assistant Superintendent for Educational
> Services, one of the Curriculum Leader's many roles is to share with
> other Curriculum Leaders the activities that are implemented in each
> building that have a positive impact on student learning.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:** *Language Arts:* Students will learn to read and
    comprehend a broad range of literature representative of various
    cultures and eras, for the purpose of developing as a reader and
    seeking enjoyment. Students will also learn to use word recognition,
    vocabulary, and knowledge of the printed word to read with
    understanding and fluency. Students will demonstrate the correct use
    of standard English in written pieces. Students will express
    thoughts and ideas in written form to communicate for a variety of
    purposes. Students will listen, interact with others, and respond
    appropriately in a variety of situations. Students will also express
    ideas in a thoughtful, organized manner when speaking. Students will
    use the language arts to gain, access, and communicate information.

> *Mathematics*
>
> Students will be able to demonstrate and apply an understanding of
> numbers and their operations. Students will be able to estimate, make,
> and use measurements and determine acceptable levels of accuracy.
> Students will be able to use algebraic and analytical methods to
> identify and describe patterns and relationships. Students will use
> geometric methods to analyze, categorize, and draw conclusions about
> points, lines, planes, and space. Students will select, organize, and
> analyze data using statistical methods and determine the probability
> of results.
>
> *Science*
>
> Students will understand the processes of scientific inquiry and
> technological design to investigate questions, conduct experiments,
> and solve problems. Students will understand the functional concepts,
> principles, and interconnections of the life, physical, and
> earth/space science. Students will understand the relationships among
> science, technology, and society in historical and contemporary
> contexts.
>
> *Social Science*
>
> Students will understand, analyze, and compare the political systems
> of the United States and other nations. Students will understand,
> analyze, and compare economic structures of the United States and
> other nations. Students will recall, understand, and analyze
> significant events, trends, personalities, and movements in history as
> these shape United States and world cultures. Students will
> demonstrate a knowledge of world geography, and an understanding of
> its effects on United States and the world community. Students will
> understand, analyze, and compare social systems with an emphasis on
> the United States. Students will use reading and writing strategies to
> comprehend expository materials. Students will access, use, and
> evaluate information from a variety of sources.
>
> *Handwriting*
>
> Students should be able to communicate ideas with automaticity in
> legible written form.
>
> *Physical Education*
>
> Students will acquire movement skills and understand concepts needed
> to engage in health-enhancing physical activity. Students will achieve
> and maintain a health enhancing level of physical fitness based upon
> continual self-assessment. Students will develop team-building skills
> by working with others through physical activity. Students will know
> the language of the arts. Students, through creativity and performance
> will understand how the works of art are produced. Students will
> understand the role of the arts in civilization, past and present.
>
> *Art*
>
> Students will know the language of the arts related to the elements
> and principles of design. Through creating, producing, and performing,
> students will understand how works of art are produced. Students will
> understand the role of the arts in civilizations, past and present.
>
> *Music*
>
> Students will know the language of the arts. Students will understand
> how works of art are produced through creating and performing.
> Students will understand the role of the arts in civilizations, past
> and present.

2\. **Reading:** At Longfellow, the reading curriculum is balanced. In
the early grades, one area of our reading instruction consists of
explicitly taught phonics. The Jolly Phonics program is used in our
kindergarten and first grade classrooms and we feel that it addresses
the early literacy sequence of skills our children need to develop into
lifelong readers. Michael Heggerty's Phonemic Awareness curriculum is
also used for kindergarten and first grade. A strong phonemic awareness
program is incorporated in our early reading curriculum due to the
overwhelming research that supports the role of phonemic awareness as a
predictor of how well children will learn to read. To encourage children
to transfer their skills to text, students spend up to thirty minutes
daily reading an instructional level book and confer with their
classroom teacher at least once a week. Longfellow teachers have
incorporated this leveled reading as a result of the research that
supports children who read at an instructional level consistently make
the greatest gains in reading.

> As children progress through the reading curriculum, the focus turns
> to comprehension, vocabulary and fluency. Longfellow's vocabulary
> framework includes four principles taken from the book [What Research
> Has to Say about Reading Instruction]{.underline} (Farstrup and
> Samuels, 3^rd^ ed. 2002). These principles include exposing children
> to vocabulary through a wide array of text, teaching individual words,
> teaching strategies such as using context and prefix/suffixes to
> determine meaning, and fostering word consciousness. Our comprehension
> framework was developed using Keene and Zimmerman's research focusing
> on what comprehension behaviors good readers use to understand text.
> The information in the book, [Mosaic of Thought]{.underline} (Keene
> and Zimmermann, 1997), was presented at an professional development
> in-service and all grade levels (K-5) now focus on several reading
> comprehension strategies (visualizing, summarizing, questioning,
> inferring, connecting, and synthesizing) using our reading anthology
> and trade books.

3.  **Mathematics, Science, Art, Etc.:** Our district has recently
    adopted a new math curriculum using Houghton Mifflin and Children's
    Math World. Within this adoption, we have rewritten our math
    critical content to align with the National Council of Teachers of
    Mathematics and with the Principles and Standards for School
    Mathematics. Our curriculum materials and critical content follow
    standards-based mathematics. We ask the essential questions of:
    *What do we want children to know about mathematics and what should
    they be able to do? How do we determine when students know the
    mathematics we want them to know? What mathematics do we want
    teachers to know and be able to do?* When Longfellow teachers plan
    lessons, they use the seven standards for school mathematics:
    Numbers and Operations, Algebra, Geometry, Measurement, Data
    Analysis and Probability, Problem Solving, and Reasoning and Proof.

> To assist teachers in implementing this new curriculum, professional
> development in math has been a major focus of the district and
> building for the past two years. During the district directed
> in-service days, teachers met with their grade level colleagues across
> the district to enhance their knowledge and discuss topics such as
> understanding how to communicate in math, making connections in math,
> and representation or understanding of the concepts. The Curriculum
> Leader provides updated information to the staff relative to ISAT
> changes and information regarding research-based practices for
> teaching and learning math. This information also is used by the
> School Improvement Team to assist in planning our building level
> professional development.
>
> With the implementation of the new math program, the district provided
> classroom teachers with all of the appropriate math materials in order
> to maximize student success. These materials are checked frequently
> and replaced as needed. The PTA and building principal also provide
> the teachers funds to purchase math manipulatives.
>
> As a part of this math emphasis, at Longfellow we study not only what
> is learned, but how it is learned. All this focus on math has helped
> us to ensure student success and achieve our goal of helping students
> become life-long learners.

4.  **Instructional Methods:** Longfellow teachers use a variety of
    different instructional methods to improve student learning. Knowing
    that all students do not learn in the same way, teachers employ many
    strategies to ensure student success. In the past couple of years,
    differentiation has been a focus of the district and Longfellow.
    Differentiation may be guided reading groups at some grade levels,
    leveled novels at other grade levels, materials that are provided in
    the way of pictures (pixems), life skills, word cards, transitional
    books, modified assignments, alternative curriculum which parallels
    grade level but meets the needs of at-risk students or special
    education students. Intermediate grades classroom tests are adapted
    to fit the IEP program of special education students. Many of the
    professional development opportunities have included ways to reach
    all our students.

> Longfellow teachers also incorporate the Four Blocks Method when it
> comes to Language Arts. This includes Reader's Workshop, Guided
> Reading, Word Study, and Writer's Workshop. Within this block of time,
> students can be seen working in cooperative groups, peer editing, and
> working independently as well as working as a whole class. Walking
> through Longfellow classrooms, you might also see older students
> working with younger students as reading or math buddies.
>
> Computer Lab is used by all of our students on a weekly basis with
> assistance from the Lab teacher who works with each classroom teacher
> to find key programs to provide technology education and to enhance
> classroom lessons---this allows for differentiation including programs
> that are available in Spanish or programs at a variety of grade levels
> at once. All teachers in the areas of reading, writing and math use a
> common vocabulary. F.A.S.T. (Friends All Learning Together) is our
> after school tutoring program for at-risk students. Longfellow
> classroom teachers and instructional aides use the same instructional
> methods that are used during the regular school day. Buddy classes
> meet weekly to enhance learning, social and emotional skills with
> projects, reading, or learning games. Throughout the day, students can
> also be seen leaving the classroom to work with various specialists.
> Within these small group settings, the specialists use similar
> instructional methods to not only help address the students'
> individual needs, but also to help students use the skills developed
> in these sessions back in the regular education classroom. All of
> these programs and instructional methods contribute to improving
> student learning at Longfellow.
>
> Teachers and specialists (ELL, Bilingual, Speech, Title I, Reading,
> Special Education) meet regularly to discuss student progress and plan
> the next "steps" in the teaching progress for individual students. The
> Reading Specialist and Curriculum Leader model lessons in reading
> response, comprehension, word study, writing, and problem solving.

**5. Professional Development:** Educators at all levels must be
continuously learning.  They have to constantly analyze how well they
are doing what they do, make adjustments if needed, and explore new ways
to achieve their goals.  Every time a lesson is taught, a journal is
read, a curriculum is reviewed, or an assessment is given, the educator
is growing professionally.

> Currently, District 200 has one full day at the beginning of the year,
> four half days, and a county--wide Institute day dedicated to
> professional development. The first day and two of the half days are
> planned by the Department of Educational Services. In the past two
> years, these days have been devoted to training the teachers in the
> newly adopted math curriculum and how to use differentiation in the
> classroom. The other two half days are left to the individual
> buildings to plan. At Longfellow, the School Improvement Team plans
> these days based on trainings that are needed at the school level and
> concerns noticed after analyzing assessment results. Administrators,
> teachers, and teacher assistants all participate and are involved in
> these professional development activities.
>
> Longfellow also receives a professional development budget each year.
> We have used these building funds to send staff to workshops related
> to SIP goals. We have met with grades above and below to spiral
> curriculum and vocabulary. Teachers meet by grade levels to plan at
> lunch or after school.
>
> Every other week we have meetings with classroom teachers and
> specialists during the school day regarding special education children
> so we can plan and coordinate services, and discuss progress and
> concerns. We have had professional book groups and a "Spanish for
> Teachers" class after school for staff that is interested and able to
> attend.
>
> Longfellow has a team of teachers being trained in the new Response to
> Intervention initiative and they are bringing what they have learned
> back to the building and are implementing new strategies to help
> children who are at-risk. We are offering an after school training in
> AIMS web, a program that assists with data management relative to RtI.
>
> Our Reading Specialist has met with each of the teachers at each grade
> level to share information and strategies related to teaching
> non-fiction reading. Specialists such as the Bilingual teacher and
> Speech teacher have attended these sessions. The Curriculum Leader
> offers lunchtime classes. Some of the topics covered include
> mathematical problem solving and extended reading response. Many of
> our teachers attend state conferences relative to their specialty and
> many teachers are in Masters programs and take classes through
> University 200. Longfellow is also a District 200 pilot school for
> United Streaming.

**PART VII - ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TESTS**

Subject [Reading]{.underline} Grade [3]{.underline} Test [Illinois
Standards Achievement Test]{.underline}

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

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  88          90          94          88          85
  Standards                                                                            

  \% "Exceeding" State Standards       42          58          57          52          48

  Number of students tested            65          60          58          72          58

  Percent of total students tested     85          88          95          100         97

  Number of students alternatively     11          8           3           0           2
  assessed                                                                             

  Percent of students alternatively    15          12          5           0           3
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1.Economically Disadvantaged                                                         

  \% "Meeting" plus "Exceeding" State  \--         \--         \--         \--         \--
  Standards                                                                            

  \% "Exceeding" State Standards       \--         \--         \--         \--         \--

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

  2.Students with Disabilities                                                         

  \% "Meeting" plus "Exceeding" State  55          \--         83          \--         \--
  Standards                                                                            

  \% "Exceeding" State Standards       9           \--         33          \--         \--

  Number of students tested            11          \--         12          \--         \--

  3.Hispanic                                                                           

  \% "Meeting" plus "Exceeding" State  \--         \--         \--         \--         \--
  Standards                                                                            

  \% "Exceeding" State Standards       \--         \--         \--         \--         \--

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

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\-- denotes a subgroup with less than 10 students

Subject [Reading]{.underline} Grade [4]{.underline} Test [Illinois
Standards Achievement Test]{.underline}

  ----------------------------------------------------------- -----------
                                                              2005-2006

  Testing month                                               March

  **SCHOOL SCORES\***                                         

  \% "Meeting" plus "Exceeding" State Standards               93

  \% "Exceeding" State Standards                              56

  Number of students tested                                   61

  Percent of total students tested                            92

  Number of students alternatively assessed                   5

  Percent of students alternatively assessed                  8

                                                              

  SUBGROUP SCORES                                             

  1.Economically Disadvantaged                                

  \% "Meeting" plus "Exceeding" State Standards               72

  \% "Exceeding" State Standards                              0

  Number of students tested                                   11

  2.Students with Disabilities                                

  \% "Meeting" plus "Exceeding" State Standards               \--

  \% "Exceeding" State Standards                              \--

  Number of students tested                                   \--

  3.Hispanic                                                  

  \% "Meeting" plus "Exceeding" State Standards               \--

  \% "Exceeding" State Standards                              \--

  Number of students tested                                   \--

                                                              
  ----------------------------------------------------------- -----------

\-- denotes a subgroup with less than 10 students

Subject [Reading]{.underline} Grade [5]{.underline} Test [Illinois
Standards Achievement Test]{.underline}

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

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  98          89          82          93          92
  Standards                                                                            

  \% "Exceeding" State Standards       70          54          65          67          63

  Number of students tested            56          67          63          65          62

  Percent of total students tested     98          96          97          100         100

  Number of students alternatively     1           3           2           0           0
  assessed                                                                             

  Percent of students alternatively    2           4           3           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1.Economically Disadvantaged                                                         

  \% "Meeting" plus "Exceeding" State  \--         77          54          \--         80
  Standards                                                                            

  \% "Exceeding" State Standards       \--         23          31          \--         20

  Number of students tested            \--         13          13          \--         10

  2.Students with Disabilities                                                         

  \% "Meeting" plus "Exceeding" State  90          55          \--         82          60
  Standards                                                                            

  \% "Exceeding" State Standards       30          27          \--         36          20

  Number of students tested            10          11          \--         14          10

  3.Hispanic                                                                           

  \% "Meeting" plus "Exceeding" State  \--         \--         \--         \--         \--
  Standards                                                                            

  \% "Exceeding" State Standards       \--         \--         \--         \--         \--

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

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\-- denotes a subgroup with less than 10 students

Subject [Mathematics]{.underline} Grade [3]{.underline} Test [Illinois
Standards Achievement Test]{.underline}

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

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  92          100         98          98          95
  Standards                                                                            

  \% "Exceeding" State Standards       77          73          75          66          58

  Number of students tested            65          60          58          72          58

  Percent of total students tested     85          88          95          100         97

  Number of students alternatively     11          8           3           0           2
  assessed                                                                             

  Percent of students alternatively    15          12          5           0           3
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1.Economically Disadvantaged                                                         

  \% "Meeting" plus "Exceeding" State  \--         \--         \--         \--         \--
  Standards                                                                            

  \% "Exceeding" State Standards       \--         \--         \--         \--         \--

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

  2.Students with Disabilities                                                         

  \% "Meeting" plus "Exceeding" State  73          \--         92          60          72
  Standards                                                                            

  \% "Exceeding" State Standards       27          \--         42          30          43

  Number of students tested            11          \--         12          \--         \--

  3.Hispanic                                                                           

  \% "Meeting" plus "Exceeding" State  \--         \--         \--         \--         \--
  Standards                                                                            

  \% "Exceeding" State Standards       \--         \--         \--         \--         \--

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

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\-- denotes a subgroup with less than 10 students

Subject [Mathematics]{.underline} Grade [4]{.underline} Test [Illinois
Standards Achievement Test]{.underline}

  ----------------------------------------------------------- -----------
                                                              2005-2006

  Testing month                                               March

  **SCHOOL SCORES\***                                         

  \% "Meeting" plus "Exceeding" State Standards               100

  \% "Exceeding" State Standards                              59

  Number of students tested                                   61

  Percent of total students tested                            92

  Number of students alternatively assessed                   5

  Percent of students alternatively assessed                  8

                                                              

  SUBGROUP SCORES                                             

  1.Economically Disadvantaged                                

  \% "Meeting" plus "Exceeding" State Standards               100

  \% "Exceeding" State Standards                              0

  Number of students tested                                   11

  2.Students with Disabilities                                

  \% "Meeting" plus "Exceeding" State Standards               \--

  \% "Exceeding" State Standards                              \--

  Number of students tested                                   \--

  3.Hispanic                                                  

  \% "Meeting" plus "Exceeding" State Standards               \--

  \% "Exceeding" State Standards                              \--

  Number of students tested                                   \--

                                                              
  ----------------------------------------------------------- -----------

\-- denotes a subgroup with less than 10 students

Subject [Mathematics]{.underline} Grade [5]{.underline} Test [Illinois
Standards Achievement Test]{.underline}

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

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  98          96          88          92          95
  Standards                                                                            

  \% "Exceeding" State Standards       64          39          42          48          21

  Number of students tested            56          67          63          65          62

  Percent of total students tested     98          96          97          100         100

  Number of students alternatively     1           3           2           0           0
  assessed                                                                             

  Percent of students alternatively    2           4           3           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1.Economically Disadvantaged                                                         

  \% "Meeting" plus "Exceeding" State  \--         85          69          \--         80
  Standards                                                                            

  \% "Exceeding" State Standards       \--         15          15          \--         20

  Number of students tested            \--         13          14          \--         10

  2.Students with Disabilities                                                         

  \% "Meeting" plus "Exceeding" State  90          82          \--         82          60
  Standards                                                                            

  \% "Exceeding" State Standards       40          18          \--         18          0

  Number of students tested            10          11          \--         14          10

  3.Hispanic                                                                           

  \% "Meeting" plus "Exceeding" State  \--         \--         \--         \--         \--
  Standards                                                                            

  \% "Exceeding" State Standards       \--         \--         \--         \--         \--

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

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\-- denotes a subgroup with less than 10 students