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

U. S. Department of Education

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

Name of Principal: Mr. Clay L. Dunlap

Official School Name: Winnett School

School Mailing Address: P. O. Box 167, 205 South Broadway

Winnett Montana 59087-0167

City State Zip Code

County Petroleum State School Code Number LE0642

Telephone (406) 429-2251 Fax (406) 429-7631

Website/URL
[www.midrivers.com/\~whsrams/](http://www.midrivers.com/~whsrams/)
E-mail <whsspup@midrivers.com>

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

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

(Principal's Signature)

Name of Superintendent: Mr. Clay L. Dunlap

District Name Winnett School District #1 Telephone (406) 429-2251

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. Daniel Iverson

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

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

(School Board President's/Chairperson's Signature

**PART I -- ELIGIBILITY CERTIFICATION**

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

1\. The school has some configuration that includes 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** (Questions 1 -- 2 not applicable to private schools)

1\. Number of schools in the district: 1 Elementary school

0 Middle schools

1 Junior high school

1 High school

0 Other

3 TOTAL

2\. District Per Pupil Expenditure: \$7,989

Average State Per Pupil Expenditure: \$8,040

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

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

\[ \] Urban or large central city

\[ \] Suburban school with characteristics typical of an urban area

\[ \] Suburban

\[ X \] Small city or town in a rural area

\[ \] Rural

4\. 4 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**    N/A       N/A         N/A           **7**       4         5           9

  **K**       2         6           8             **8**       4         5           9

  **1**       3         3           6             **9**       5         0           5

  **2**       4         1           5             **10**      5         3           8

  **3**       7         2           9             **11**      1         7           8

  **4**       1         7           8             **12**      5         5           10

  **5**       1         3           4             **Other**                         

  **6**       8         3           11                                              
  ----------- --------- ----------- --------- --- ----------- --------- ----------- ---------

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

6\. Racial/Ethnic composition of 96% White

the students in the school: 2% Black or African American

2% Hispanic or Latino

0% Asian/Pacific Islander

0% American Indian/Alaskan Native

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: 6%

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

  ------------------- ---------------------------- -----------------------
  **(1)**             Number of students who       4
                      transferred **to** the       
                      school after October 1 until 
                      the end of the year.         

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

  **(3)**             Total of all transferred     6
                      students \[sum of rows (1)   
                      and (2).                     

  **(4)**             Total number of students in  100
                      the school as of October 1.  

  **(5)**             Total transferred students   6%
                      in row (3) divided by total  
                      students in row (4).         

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

8\. Limited English Proficient students in the school: 0%

0 Total Number Limited English Proficient

Number of languages represented: 0

Specify languages:

9\. Students eligibly for free/reduced-priced meals: 69%

Total number students who qualify: 69

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%

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

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 Autism 0 Orthopedic Impairment

0 Deafness 0 Other Health Impaired

0 Deaf-Blindness 7 Specific Learning Disability

0 Emotional Disturbance 3 Speech or Language Impairment

0 Hearing Impairment 0 Traumatic Brain Injury

0 Mental Retardation 1 Visual Impairment Including Blindness

0 Multiple Disabilities

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

**[Number of Staff]{.underline}**

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

Administrator(s) 0 1

Classroom teachers 9 1

Special resource teachers/specialists 0 1

Paraprofessionals 0 0

Support staff 4 3

Total number 13 5

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

students in the school divided by the FTE classroom teachers: 7:1

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 school need to supply drop-off rates.

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

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

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

  Teacher turnover rate      16%         0%          0%          16%         8%

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

  Student drop-off rate      0%          0%          0%          0%          0%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

14\. **(High Schools Only)** Show what the students who graduated in
Spring, 2004 are doing as of September, 2004.

Graduating class size 4

Enrolled in a four-year college or university 50%

Enrolled in a community college 0%

Enrolled in a vocational training 25%

Found employment 25%

(Staff member for Representative Reburg)

Military service 0%

Other (travel, staying home, etc.) 0%

**Total** 100%

**PART III -- SUMMARY**

The Winnett School is a K-12 school with 100 students. The school is the
only educational facility in Petroleum County, which consists of 1,680
square miles with a population of 493. The major economic activities in
this sparsely populated county consist of very large ranches with some
dry land farming and limited irrigation in certain areas. A recent
article in [The Economist]{.underline} ranked Petroleum County in
Montana second from the bottom in a national list for average wages and
salaries. Because of the extreme poverty evident in the county, the
Winnett K-12 School District has been designated for a school-wide Title
I program.

The mission of the Winnett School District in conjunction with the
greater rural community is to provide a quality education for all in a
safe and challenging environment. Students are encouraged and indeed
expected to achieve high degrees of academic, physical, and social
development.

The curriculum for a youngster in grades seven through twelve is quite
simple; all students take everything! To graduate from Petroleum
County's only high school youngsters in grades seven through twelve must
take and pass six years of mathematics, six years of science, six years
of English, six years of social studies, six years of technology, four
years of health and physical education, two years of art, and one year
of a foreign language. The only electives are band and choir. These
requirements, of course, far exceed state requirements. Despite the
rigor of this curriculum, the district has experienced zero dropouts for
the past ten years! The key to the curriculum is to expose youngsters to
as many options as possible. Moreover, it is the goal of the school to
keep as many career option doors open as possible. It is foolish to
allow thirteen and fourteen year old children to make career decisions
and consequently lock themselves out of future career choices based upon
their poor curricular choices at such a young age.

In addition to a demanding class schedule, students are actively
involved in co-curricular activities. One hundred percent of junior high
and high school students are involved in at least one school-sponsored
function, including cross country, football, volleyball, basketball,
track and field, and SkillsUSA. Furthermore, one hundred percent of the
junior high students participate in the school's music program while
only one high school student has chosen not to take part in this
program. Students in grades nine through twelve also participate in
various academic activities, including Montana Academic Challenge
sponsored by a local television station in Billings, Montana, Brain
Busters through the aegis of the University of Montana, and Envirothon
under the patronage of Montana Conservation Districts.

The district also stresses character development. The school has
officially adopted the Character Counts! Education initiative. Educators
of the school are constantly emphasizing the six pillars that are the
foundation for this program. The six pillars consist of trustworthiness,
respect, responsibility, fairness, caring, and citizenship.

A unique feature of the Winnett School is the combination of the
Petroleum County Library with the school's library, which occurred in
1973. In sparsely settled Petroleum County, this action was a very wise
decision in that it combined the finite financial and personnel
resources of the county to produce a more viable service.

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

**1. Assessment Results:** Each spring, two tests are administered to
all students in the state of Montana. The Iowa Test of Basic Skills
(ITBS), published by the Riverside Publishing Company is a
norm-referenced test (NRT), which compares a student's achievement with
that of a national norm group. Throughout the state, these tests are
administered to grades four, eight, and eleven in reading, language
arts, mathematics, social studies, and science. All Winnett Public
School students in grades kindergarten through twelve take these tests.

The second test administered annually is the MontCAS, Phase II
Criterion-Referenced Test (CRT), published by Measured Progress,
Incorporated. This test, required and funded by the No Child Left Behind
Act, compares a student's achievement to Montana's content standards.
For the past two years, this test has been administered to grades four,
eight, and ten in reading and mathematics. The state of Montana has
developed state performance levels for the ITBS and the MontCAS CRT
exams.

  ------------------ ------------- -- ---------------------- ------------------
  Iowa Test of Basic                  MontCAS, Phase II      
  Skills                              Criterion-Referenced   
                                      Test                   

  Novice             1% - 25%         Novice                 200 -- 224

  Nearing            26% - 39%        Nearing Proficiency    225 -- 249
  Proficiency                                                

  Proficient         40% - 90%        Proficient             250 -- 282

  Advanced           91% - 100%       Advanced               283 - 300
  ------------------ ------------- -- ---------------------- ------------------

For a student to be considered making adequate yearly progress, he/she
must score at the proficient or advanced levels of both of these
annually administered tests.

The Winnett School student population consists of the following
subgroups: ninety-six white students, two black students, two Hispanic
students, sixty-nine economically disadvantaged students, and eleven
special needs students. Because of the Family Educational Right to
Privacy Act, the scores of the subgroups with less than ten students
necessitates that these test results remain anonymous. However, if these
guidelines were strictly adhered to, very few test scores would be
reported due to the small class sizes of the school. Therefore, scores
of the black students, the Hispanic students, and the special needs
students will not be reported while scores for the economically
disadvantaged students and the white student population will be
presented.

Traditionally, the economically disadvantaged students have performed
very well in the two administered tests. For example, on the 2004 --
2005 ITBS language arts test, seventy-eight percent of these students in
grades three through twelve scored at the proficient and advanced levels
compared to eighty-three percent of the total student population. On the
ITBS mathematics test, eighty-one percent of the students scored at the
proficient and advanced levels compared to eighty-four percent of the
total student population.

The performance levels of the economically disadvantaged students in
grades five, six, seven, nine, ten, eleven, and twelve on the MontCAS,
Phase II CRT language arts test of 2004 -- 2005 are eighty percent
compared to the total student population percentage of ninety-two. The
mathematics performance levels for these two groups are seventy-seven
percent for the economically disadvantaged students compared to
eighty-nine percent for the total student population.

Information concerning Montana's state assessment system can be found at
<http://www.opi.mt.gov/index.html>.

**2. Using Assessment Results[:]{.underline}** Every spring, all
students from kindergarten through grade twelve participate in the ITBS.
At the beginning of each school year in the fall, these test results are
communicated to the appropriate individuals, including the student, the
teachers, and the parents/guardians. Subsequently, meetings of the
school's educators are conducted to produce goals and objectives for
each individual student. The same procedure is utilized with the results
of the MontCAS CRT. However, with this test, specific standards are
reviewed and an amelioration plan is established.

During the school year, every Monday the professional staff of grades
seven through twelve meets to discuss the academic performance of all
students. Any student who fails to maintain a "C" average in a class is
reported to a program coordinator who compiles a report. This report is
sent to the administrator, the student, and his/her parents/guardians.
The program coordinator and the appropriate teacher meet with the "at
risk" student to establish a time either before school, during study
hall time, or after school for adequate tutoring. The school's class
schedule is arranged so that during the Title I study hall, all core
educators are available to provide extra assistance to the students who
need additional help. As an added incentive, co-curricular eligibility
is an additional facet of this intervention program. Once again, any
student falling below a "C" average for two consecutive weeks in a
specific class is ineligible to participate in any co-curricular
activity for that week. In addition, students who fall below this
criterion may be required to report to an after-school study session
rather than attend the sport's practice time. While this procedure seems
quite severe, the school has experienced a minimal number of ineligible
students.

**3. Communicating Assessment Results:** The Winnett School communicates
student performance to students, parents, and the community in a
plethora of ways.

At the beginning of each school year, a "Welcome Back Picnic" is held
for all citizens of Petroleum County. At the conclusion of the social
portion of this evening, parents/guardians are invited to visit with
their child's teacher, who reviews the child's performances on the
various assessment tools utilized by the Winnett School District.
Furthermore, at this time, the child's goals and objectives for the
school year are discussed.

Parent-Teacher conferences are conducted twice a year with an attendance
rate of approximately ninety percent. A variety of assessment data from
formal standardized tests along with informal assessments are
communicated to parents/guardians at this time. On the other hand, any
parent/guardian can request a conference to discuss his/her child's
progress.

Each year, the district communicates assessment data to the general
public through a newsletter, which is sent to every resident in the
county. The assessment information consists of data involving the
attainment of adequate yearly progress as determined by the test results
of the MontCAS CRT, student attendance percentage, percentage of
students taking the test, number of highly qualified teachers, and
percent of students graduating.

Quarterly report cards are sent home as well as weekly progress reports
utilized by the elementary school staff.

The guidance department provides assessment results for SAT, ACT,
PSAT/NMSQT, and PLAN tests. Meetings with parents and students are
scheduled to review the results and to discuss possible implications.
All involved parties are informed that post-secondary options are
related to the results of these assessments.

**4. Sharing Success:** The Winnett School plans to build upon its
reputation as a leading educational institution in the area. In 1999,
the district was featured in the leading regional paper, the [Billings
Gazette]{.underline}. The author of the article described the school's
curriculum as "Winnett's Way: Small School Sets Lofty Standards." A
companion article in the [Lewistown Argus News]{.underline} was entitled
"Making the Grade: Winnett School Sets High Standards with Its Unique
Curriculum Standards."

As a Gear-Up school, the Winnett School's administrators recently were
the keynote speakers at a statewide Gear-Up conference at which time the
merits of a non-elective curriculum were presented as well as the unique
early intervention program for at-risk students.

In addition, Montana's Office of Public Instruction yearly publishes on
the statewide website a comprehensive report card listing all of the
schools' test scores and other assessment information. Furthermore, the
district extensively utilizes press releases and monthly newsletters
citing students' accomplishments in academics and co-curricular
activities. A unique communicative technique is the use of "Honor Roll
Tents" listing high achievers for each quarter. These tents are placed
in all businesses in the Winnett community.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:** The curriculum of the Winnett School is closely
aligned with state and national standards as well as addressing the
principles set forth by the No Child Left Behind Act. Educators of the
school have developed benchmarks for each grade level that are in
alignment with Montana State Standards and evaluate themselves
periodically to determine which benchmarks they have achieved throughout
the school year.

**Arts: Dance, Music, Theater, Visual Arts:** Winnett students create,
perform, exhibit, and respond to the various artistic areas as well as
synthesize and evaluate connections among the arts, other subject areas,
life, and work. The long-term art instructor at the school has developed
a unique art curriculum. This program progresses in a sequential format
from kindergarten through grade twelve with each grade level building
upon the previously presented artistic skills, knowledge, and attitudes.
Students in kindergarten through grade four art classes are introduced
to a variety of media and techniques as well as viewing and discussing
masterworks in conjunction with the medium, technique, or principle they
are exploring. Grades five and six students focus upon learning to draw
realistically. High school students learn and use principles and
elements of art in two-dimensional and three dimensional art. All junior
high students are required to participate in band and chorus.
Traditionally, over ninety percent of these youngsters have continued to
pursue their music endeavors at the high school level. The dance and
theater benchmarks of the Winnett School curriculum standards are met by
students at all grade levels through their participation in theatrical
and dance productions held throughout the year. Some of these
productions include the Missoula Children's Theater presentations as
well as various school plays and concerts.

**Career and Vocational/Technical Education and Workplace
Competencies:** The Winnett School's vocational program is, once again,
a rather unique system made possible by small class numbers. Seventh
graders begin the technology sequence by taking keyboarding and
introduction to technology. Subsequently, in a six-year period, students
will pursue basic woods, introduction to drafting, Microsoft
applications, welding, advanced woods, advanced welding, and computer
assisted drafting.

**Health Enhancement:** The health and physical education curriculum
focuses on physical fitness and healthy life skills. The physical
fitness portion encompasses the principles of endurance, strength,
flexibility, coordination, agility, balance, relaxation, and
socialization culminating in the Bigger, Faster, Stronger program at the
junior high and high school levels. In addition, students are exposed to
a variety of team sports and individual sports. The fitness
program/physical education class meets on alternate days with the health
enhancement and life skills class meeting on the other days of the week.
The health program consists of various subject areas, including
achievement motivation, living a healthy life style, lifetime skills
like communication skills, fiscal responsibility, making healthy diet
choices, first aid techniques, and education regarding the adverse
effects of alcohol, tobacco, and other commonly abused drugs.

**Library Media:** Students in kindergarten through the sixth grade in
the Winnett School have organized and structural lessons instructing
them on the proper methods of research utilizing the computer, analyzing
and evaluating materials from a variety of cultures and non-print
information, and learning to enjoy good literature. Junior high and high
school students continue to develop their library skills while
completing a variety of research projects and compositions required by
their core subject areas.

**Mathematics:** In the mathematics classes, emphasis is placed upon
applying mathematical processes rather than mere memorization in
kindergarten through grade twelve. Beginning at the junior high level,
the mathematics curriculum is semi-individualized with students allowed
to pace themselves throughout any studied topic, progressing as quickly
as they can or as slowly as they must within parameters and guidelines.
One of the primary purposes of this curriculum is to develop and nurture
an individual work ethic, stressing creativity.

**Reading/Literature:** In this program, Winnett students are exposed to
a variety of materials of a literal and figurative nature. Elementary
students are involved in a sequential reading series that incorporates
vocabulary, grammar, high frequency words, spelling, and phonics. In
conjunction with the reading series, additional grade-appropriate novels
are also read and discussed. The junior high and high school curriculum
continues to stress grammar mechanics, spelling, and language usage.
Furthermore, all students of the school are involved in an Accelerated
Reader program.

**Science:** Winnett students plan, conduct, and interpret experimental
investigations and draw inferences that relate to realistic world
applications in the various science classes. Students also describe and
analyze connections and interactions between and among technology,
science, and society.

**Social Studies:** In the school's social studies classes, emphasis is
placed on cognitive accumulation along with character development. Civic
responsibility is stressed from grades kindergarten through twelve to
enhance social studies skills. Geography and map skills are incorporated
with history classes at the elementary level and taught as a separate
class at the junior high and high school levels. Furthermore, the study
of Native American's cultures is stressed throughout the school system.

**Speaking and Listening:** From kindergarten through grade twelve,
stress is placed upon the importance of speaking and listening as well
as the importance of choosing the appropriate type of speaking and
listening for a variety of audiences, purposes, and situation.

**Technology/Media:** Students from kindergarten through grade twelve
progressively evaluate and apply appropriate technology skills and
procedures, matching the appropriate technology for a specific task.
Furthermore, students routinely analyze, evaluate, and apply
technological skills to create original work and solve problems in
multidisciplinary contexts. At the high school level, an entire
nine-week period is devoted to preparing, evaluating, and presenting
multimedia presentations utilizing intricate computer programming skills
in conjunction with a Smart Board.

**World Languages:** Students comprehend and respond to oral and/or
written communication intended for a native speaker, use a variety of
language strategies to convey meaning in the target language, and
integrate and apply information and skills to familiar and unfamiliar
contexts.

**Writing:** In the Winnett School, all students receive instruction on
how to write clearly, effectively, and fluently for a variety of
purposes and in different genres. Students also evaluate their writing,
respond to feedback from others, and improve the final product. Students
make use of current and emerging technologies to communicate. Junior
high and high school students utilize their compositional skills by
producing research projects appropriate for the various grade levels.

**2a. Elementary Reading:** The Winnett Elementary School has adopted
the Houghton Mifflin reading series for grades kindergarten through six.
This reading series provides a sequential approach to reading strategies
and comprehension with a focus on decoding words, spelling, and
vocabulary development. Different reading levels from basic to advanced
are provided in this series. In addition, various grammar components are
presented at the appropriate grade levels. Many writing exercises are
presented in this reading curriculum.

Other reading supplemental materials that are utilized in the Winnett
School include the use of Zoo Phonics for kindergartners, the use of
American Sign Language to reinforce phonics in kindergarten through the
second grade, the Accelerated Reading Program, which serves as a
motivational device for all students, the Tread Naturally Program for
first and second graders, and the computerized Lexia phonics program for
students in kindergarten through the second grade.

The elementary educators chose the Houghton Mifflin series because it
integrates such areas as vocabulary, grammar, high frequency words,
spelling, and phonics. Furthermore, the writing activities are cross
curricular, and many supplemental activities are provided. The stories
that are presented are age appropriate and written by popular authors
for the various reading levels.

**2b. Secondary School English:** The Warriner's [English Composition
and Grammar]{.underline} series is used for junior high through high
school students. This series incorporates grammar mechanics, spelling,
and language usage as well as a focus on effective composition and the
entire writing process. Furthermore, PLATO, an individualized English
curriculum, is available for teacher-student use.

For those students who are reading below grade level, the English
teacher tutors these youngsters stressing spelling, phonics, and reading
skills in an attempt to improve the students' abilities in the diagnosed
weaknesses.

**3. Integrated Social Studies and Reading:** A major goal of the
district is to develop responsible citizens. Toward this end, a variety
of cross-curricular materials are utilized in an attempt to inculcate
the six pillars of character, which include trustworthiness, respect,
responsibility, fairness, caring, and citizenship. As Theodore Roosevelt
stated, "To educate a person in mind and not in morals is to educate a
menace to society."

The social studies curriculum is the McDougal Littell series, which
emphasizes historical and geographical knowledge. Lessons are presented
utilizing a PowerPoint approach that necessitates skill building in note
taking. Another aspect of the social studies classes is a segment of CNN
morning news followed by a discussion of pertinent issues.

The district is also embarking upon a more sequential system of building
academic vocabulary. The materials of Robert Marzano of Association for
Supervision and Curriculum Development (ASCD) are being used to design
and implement a comprehensive approach to teaching academic vocabulary
throughout the district.

A reading series developed by Jamestown Publishers is extensively used
to develop moral character and to develop reading speed and
comprehension. In a six-year period, youngsters read twelve different
critical reading books, each containing twenty-one high interest
non-fiction articles dealing with social studies issues. At the
conclusion of each story, youngsters record their reading speed; they
then complete a series of exercises that determine the level of
comprehension. In addition, a series of higher-level thinking activities
culminate each exercise.

**4. Instructional Methods:** A highly qualified instructor relies upon
a plethora of instructional strategies to meet the various needs of
their students. One program that has worked extremely well in the
Winnett School is cross-curricular instruction. High school seniors have
a "buddy" at the kindergarten level with whom they meet on a weekly
basis. Surprisingly, most of the benefit of this program seems to accrue
to the older students.

Moreover, a variety of large group, small group, and individualized
instruction is utilized throughout the school in an attempt to meet the
individualized needs of each and every student. Some of the
instructional methods that are utilized at various grade levels include
the use of manipulative devices, visual aids, computer assisted
instruction, cooperative learning, production of dioramas and student
learning modules.

Team teaching is also utilized, especially with youngsters with an
Individualized Education Program (IEP). It is an avowed practice of the
school to mainstream youngsters as much as possible. In the Winnett
School District, the least restrictive environment is not merely a
theory and a goal; it is thoroughly practiced with the help and
assistance of aides and a certified special education instructor.

**5. Professional Development:** The district belongs to two technology
consortiums; therefore, the teachers have received extensive training in
technology education. Several instructors recently completed an Intel
Teach to the Future workshop, which incorporated the utilization of
various modules to enhance education, including the use of Internet
resources; the creation of multimedia presentations, publications, and
educational support materials; and developing appropriate electronic
portfolios.

The Winnett School is also a member of the Montana Small Schools
Alliance (MSSA), which provides a minimum of four days of in-service per
year. In the past, teachers have received training in curriculum
mapping, utilizing a standards-based curriculum, developing and
achieving educational benchmarks, and how to teach the curriculum and
not just cover the curriculum.

By virtue of the fact that the district is a Gear-Up school, all
educators have been trained in the use of the PLATO curriculum.

Furthermore, teachers of the Winnett School have release time to attend
the Montana Education Association's convention held each fall in order
to improve their teaching methodologies. In addition, there are several
elementary staff members who are extremely active in the Montana Reading
Council.

**PART VII -- ASSESSMENT RESULTS**

The following pages consist of language arts and mathematics results for
the last three years in accordance with the criteria used by the Montana
Office of Public Instruction to determine if a school achieved adequate
yearly progress.

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