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

*U.S. Department of Education*

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

Name of Principal [Mrs. Susan M. Kamphaus]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [1625 Saint Mary's
Road]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Junction City Kansas 66441-4038]{.underline}

City State Zip Code+4 (9 digits total)

County [Geary]{.underline} State School Code Number[\* 7598]{.underline}

Telephone [( 785 ) 717-4340]{.underline} Fax [( 785 )
717-4341]{.underline}

Website/URL [www.usd475.org/ei]{.underline} E-mail
[SusanKamphaus@usd475.org]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. Ronald P. Walker]{.underline}

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

District Name [Geary County Unified School District 475 Tel.( 785 )
717-4000 ext. 4006]{.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. Mark Roeser

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

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

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

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

**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 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: \_[13]{.underline}\_\_ Elementary
schools

\_\_[2]{.underline}\_\_ Middle schools

\_[N/A]{.underline} Junior high schools

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

\_\_[0]{.underline}\_\_ Other

\_[16]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_[\$10,450]{.underline}\_\_\_\_\_

Average State Per Pupil Expenditure: \_[\$
9,624]{.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
>
> \[X \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [17]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**                                                  **7**                             

  **K**       12        18                     **30**       **8**                             

  **1**       24        11                     **35**       **9**                             

  **2**       25        20                     **45**       **10**                            

  **3**       22        24                     **46**       **11**                            

  **4**       25        19                     **44**       **12**                            

  **5**       29        24                     **53**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   253
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [50 \_\_]{.underline}% White

the students in the school: [31 \_\_]{.underline}% Black or African
American

[10 \_\_]{.underline}% Hispanic or Latino

[8\_\_]{.underline} % Asian/Pacific Islander

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[41]{.underline}\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      57
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      46
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    103
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 253
                            the school as of October 1  

  **(5)**                   Total transferred students  .41
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           41%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_[21]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_[7]{.underline}\_\_\_\_\_

Specify languages: Japanese, Korean, Spanish, Turkish, Pangasine,
German, Chinese

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

Total number students who qualify: [109]{.underline}\_\_\_

10\. Students receiving special education services:
\_\_\_[17]{.underline}\_\_\_%

\_\_\_[46]{.underline}\_\_\_Total Number of Students Served

\_\_[6]{.underline}\_Autism \_\_[1]{.underline}\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[1]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[11]{.underline}\_Specific Learning Disability

\_\_[6]{.underline}\_Emotional Disturbance \_\_[6]{.underline}\_Speech
or Language Impairment

\_\_[3]{.underline}\_Hearing Impairment \_\_[1]{.underline}\_Traumatic
Brain Injury

> \_[10]{.underline}\_Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness
>
> \_\_[1]{.underline}\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) \_\_\_[1]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_ [11\_]{.underline} \_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_ [11]{.underline}\_\_
\_\_[10]{.underline}\_\_\_\_

Paraprofessionals \_\_ [20]{.underline}\_\_
\_\_\_[2]{.underline}\_\_\_\_

> Support staff \_\_\_[7]{.underline}\_\_ \_\_\_[8]{.underline}\_\_\_\_
>
> Total number \_\_[50]{.underline}\_\_ \_\_[20]{.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 \_[23:1]{.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 %        98 %        97 %        96 %        96 %

  Daily teacher attendance   96 %        94 %        92 %        94 %        95 %

  Teacher turnover rate      31 %\*      20 %        24 %        9 %         5 %

  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)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**\*Teacher Turnover Rate:** Junction City is adjacent to Fort Riley
Military Base. Schools located on post are part of our school district.
Each year USD 475 hires spouses of military personnel who leave when the
spouse is transferred to a new installation. Kansas State University is
located 16 miles to the east of our community. New teachers are often
married to someone still completing their degree. When the spouse
completes their program of study they frequently relocate to another
part of the country. In addition, when staff members complete their
post-graduate study at Kansas State University they sometimes transfer
to another position or relocate out of district.

**PART III ‑ SUMMARY**

Eisenhower Elementary School is one of six elementary schools in the
city of Junction City. There are thirteen elementary schools in our
district, Geary County USD 475. Five are located on Fort Riley, the
military base adjoining the city, two are small schools located in the
outskirts of the town. The school district encompasses Junction City
with a population of approximately twenty-thousand and Fort Riley being
home to over thirty-thousand soldiers and their dependents. The impact
of the Big Red One Division returning to Fort Riley is resulting in a
substantial increase in the population of the area. This influence
creates a wealth of diversity as well as unique challenges for families
and schools. This is reflected in our current enrollment of 253 as of
September 20^th^, with over fifty percent of our student body being
minority.

Eisenhower's attendance boundaries have not changed, but the
demographics of our school have changed dramatically over the last ten
years. The school's neighborhood is comprised of newer single family
homes, duplexes, and multi-family apartment complexes. The mobility of
some families in these residences is connected to the number of military
families needing housing off post. Another impact can be seen in the
increase of families qualifying for free and reduced lunch. Despite the
changing population of Eisenhower, we maintain an active Parent/Teacher
Association and Site Council, a committee of patrons from our school and
community.

Eisenhower serves students in kindergarten through fifth grade, with
kindergarten being only half-day prior to the current school year. There
are two sections of each grade level. We also have a music room, a
multi-purpose room that serves as a physical education classroom and
lunchroom, a library/media Center and a twenty-eight station computer
lab. A mobile computer lab added thirty additional computers to our
school this year. Our school also houses a district kitchen that
prepares meals for five additional schools, including Junction City High
School. Our school is unique because we serve the needs of students from
all over the district who have been identified as having more severe
academic and behavioral needs. Students identified with moderate to
severe Autism Spectrum Disorder, Emotional Disorders, and Moderate to
Severe Mental and Developmental Disabilities are served in three
self-contained special education classrooms. We also have two resource
rooms for students with Learning Disabilities and Hearing Impairments.
Social Work, Speech and Language, Gifted, Physical and Occupational
Therapy are other services provided. Our building is also regularly used
for district Professional Development and community events.

The composition of the faculty and staff of Eisenhower helps us meet the
varied and diverse needs of our student population. There are
twenty-eight certified teachers and twenty paraprofessionals. Of the
certified teachers, fifty percent have Master's Degree, with one-third
of those having additional hours beyond. Sixty-eight percent have at
least one additional endorsement. While one-third of the staff is within
their first five years of teaching, the remainder has a wealth of
experience with thirty percent having twenty, or more, years in
teaching. The classified personnel at Eisenhower who work directly with
students have either a minimum of sixty college credits, or have passed
an assessment of academic proficiency.

The mission statement of Eisenhower is "To encourage children to believe
in themselves and to learn the skills needed to succeed in life." At
Eisenhower the atmosphere is student centered and nurtures the whole
child so students can live up to our school motto of "I believe in
myself, I can succeed!" We strive to make students better citizens by
teaching life skills, giving them opportunities to contribute to the
community, while also allowing them to develop talents beyond the
classroom.

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

1\. **Assessment Results:** Kansas administers State Assessments in
reading, mathematics, writing, and science prepared by the Center for
Educational Testing and Evaluation at the University of Kansas. These
are based on state standards found on the Kansas State Department of
Education website, [www.ksde.org](http://www.ksde.org/). The Kansas
Reading and Mathematics Assessments are administered online to third,
fourth, and fifth grade students, and are part of the Quality
Performance Accreditation process.

To meet the Kansas Standards students are expected to perform at the
*Meets Standard* level, or above, in math and reading. To achieve the
State Standard of Excellence a school must have at least 25 percent of
students achieving at the *Exemplary* level and no more than 5 percent
in *Academic Warning*. Eisenhower Elementary has earned the State
Standard of Excellence Award in Math from 2002 to 2006 and in Reading
from 2004 to 2006. We received the Inaugural Governor's Achievement
Award for 2005-2006 for reaching the Standard of Excellence in reading
and math, meeting AYP, and being in the top 5% of all elementary schools
in Kansas.

This year Kansas students were given new assessment tests, creating a
new assessment baseline with new performance category names. Comparisons
between this year's results and prior years would not be valid.
Subgroups that did not meet the state criteria for the number of
students reported are marked N/A.

Our performance data for the Kansas Reading Assessment, for fifth
graders uses these performance levels and cut points:

-   *Exemplary* 88-100: Student independently demonstrates the ability
    to go beyond the text consistently.

-   *Exceeds Standard* 80-87: Student independently demonstrates
    inferential understanding within a text.

-   *Meets Standard* 68-79: Student demonstrates a literal understanding
    of text with instructional support before, during, and/or after
    reading.

-   *Approaches Standard* 57-67: Student requires extensive support in
    decoding text. Application of knowledge and skills is limited,
    inconsistent, or incomplete. Intervention is necessary.

-   *Academic Warning* 0-56: Student does not meet any of the preceding
    criteria.

Over the last five years, an increasing proportion of students have
scored in the upper performance levels. In 2006, all fifth grade
students scored in the *Meets Standard* performance level, or higher,
with 70 percent scoring in the *Exemplary* level. White students
continue to outperform other statistically significant ethnic
subpopulations; all disaggregated groups continue to score higher than
district or state averages. In 2005 Eisenhower received the Kansas
Challenge Award for student achievement in fifth grade reading, despite
facing significant challenges in our school population.

Our performance data for the Kansas Math Assessment, for fifth graders
uses these performance levels and cut points:

-   *Exemplary* 89-100: Student demonstrates superior knowledge and a
    comprehensive understanding of all mathematic standards (number
    sense, algebraic concepts, geometry, and data interpretation).

-   *Exceeds Standard* 80-88: Student demonstrates a high level of
    knowledge and comprehension within at least 3 of the 4 standards.

-   *Meets Standard* 63-79: Student demonstrates sound knowledge and
    understanding within 4 areas of the standards, but may not be able
    to apply his or her understanding within each of the 4 areas.

-   *Approaches Standard* 54-62: Student is having difficulty
    consistently demonstrating basic skills, concepts, and procedures
    across one or more standards.

-   *Academic Warning* 0-53: Student does not demonstrate understanding
    of facts, concepts, or procedures across one or more standards.

Math assessment scores have trended toward the upper performance levels.
77 percent of Eisenhower fifth graders scored in the *Exemplary* level,
compared to 24 percent of Kansas fifth graders. When indicators are
averaged, our students scored above the state average by almost 20
percentage points. White students generally scored higher than other
ethnic subpopulations, although all students scored at, or above, the
*Meets Standard* performance level.

2\. **Using Assessment Results:** Eisenhower Elementary teachers use
formative and summative assessment data when making decisions regarding
student instruction, school improvement, selection of curricular support
materials, and professional development activities. In addition to state
assessments and district criterion referenced tests, quarterly formative
assessments in math, reading, and writing are given to all kindergarten
through fifth grade students to determine current levels of achievement.
These assessments are based on state standards and model state
assessment formats. Assessment results are used to determine curricular
needs. Manipulatives, instructional games, and supplemental texts that
support existing curriculum are examples of materials used. Professional
development is based on needs indicated from test results. Activities,
book studies, consultants, and training target student needs. In
addition, test results are used to identify students needing
differentiated and/or supplemental instruction. This information is used
to make referrals to one of our After School programs. Students needing
more assistance in the third through fifth grade meet five days a week,
while primary students meet twice weekly. Test results are also used to
determine placement in the Academic Support Program which provides daily
supplemental instruction through the use of programs such as Soar to
Success. Elementary Student Action Plans are created by teachers and
parents for students not making expected progress on formative and
summative assessments. These results are used to develop interventions
that may be used for reinforcement both at home and at school. Students
are referred to the Student Improvement Team if more individually
differentiated instructional strategies are indicated or if progress has
not been made with previous interventions. Plans for student success are
formulated and documented. Test data is analyzed routinely at Effective
Schools meetings, faculty meetings, and Collegial Group meetings, as
well as during quarterly meetings between the principal and teachers.
Grade level peer teams meet on a regular basis to discuss assessment
results.

3\. **Communicating Assessment Results:** Eisenhower Elementary uses a
variety of methods to communicate student performance to parents,
students, and the community. Teachers routinely conference with students
to set goals, share test scores, examine daily work, and review academic
progress. Student performance may be communicated to parents through
telephone calls, emails, and classroom newsletters. Students in the
third through fifth grade use a daily planner to facilitate
communication between school and home. Parents receive grade summaries
at the fifth week of each quarter to show progress toward expected goals
and indicate academic concerns. Report cards are provided to parents
each quarter. Honors Assemblies recognize students achieving at high
levels of academic performance. These results are shared in monthly
school newsletters. Additional assemblies are held to celebrate students
who have met established standards in reading and math. Parent/Teacher
conferences are scheduled twice a year and occur near the end of the
first and third quarters, with participation by parents averaging
ninety-eight percent. Additional parent/teacher meetings are held as
needed. The Eisenhower Elementary Site Council receives monthly updates
on overall student performance. At our annual Block Party, during the
district Schools in Review week, assessment data is presented and
student work is displayed for parents and community members. The Geary
County Schools Foundation annually recognizes schools meeting the State
Standard of Excellence. At least once a year we make a presentation to
the district Board of Education, summarizing students' achievement on
state and district assessments and sharing progress toward the goals
stated in the School Improvement Plan. The Kansas State Department of
Education publishes a Building Report Card showing student performance
on state assessments. The results are sent to parents and published in
newspapers. The information is also available online at the Kansas State
Department of Education, district, and Eisenhower Elementary websites.

4\. **Sharing Success:** Eisenhower Elementary shares it success with
other schools in various ways. Our school district has a strong
commitment to professional development and student achievement. With
eight days of professional development each year, there are many
opportunities to share successful strategies. Staff development
activities allow an opportunity for sharing between same grade, primary
and intermediate, kindergarten through fifth grade, and elementary and
secondary groups. The district Curriculum and Advisory Council provides
an opportunity for each building to share their formative assessment
plans and School Improvement Plans. Information, ideas, and strategies
which promote student success are shared. Feedback and suggestions for
improvement are given by representatives of other schools and district
personnel. The district provides grade level Learning Labs as an
opportunity to reinforce, share, and exchange strategies in the core
curriculum that have been proven to build student success. Classroom
teachers are asked to present and share innovative and successful
strategies with other schools in the district. School staff members
communicate ideas and successes at district curriculum task forces in
all core subject areas. Staff members from within and outside the
district have observed educational practices and use of curricular
resources in classrooms at Eisenhower. Our faculty observes and shares
successful strategies when they visit other schools. Teachers from our
building have presented at district, regional, and state venues,
including the Kansas Association of Teachers of Mathematics and the
Kansas State Department of Education Effective Schools conferences.
Monthly Elementary Principals meetings provide another opportunity for
sharing successful strategies. Teachers and the principal share
innovative practices with other buildings and district administrators.
Our administrator has served as a Quality Performance Accreditation
chairwoman for another school in the state. Sharing successful
strategies that impact student learning is an integral part of an
ongoing commitment to school improvement.

**PART V -- CURRICULUM AND INSTRUCTION**

1\. **Curriculum:** Curriculum in each content area is comprehensive and
based on national, state, and district standards. Art, music, and
physical education integrate content standards as appropriate to the
discipline. Teachers work with our library/media specialist to integrate
literature, research, and media applications into each content area. The
use of technology, including Excel, PowerPoint, webcams, digital
cameras, scanners, keyboarding, and the internet, provides additional
instructional tools for meeting building goals.

The reading series, adopted by our district, uses a combination of the
basal text and literature trade books to teach students phonemic
awareness skills and guided reading strategies needed to achieve reading
proficiency based on state and district standards for each grade level.
Within this structure, teachers ensure that students can identify each
of the reading genres, and the text structures inherent in each.
Students in need of assistance receive supplementary reading
instruction, with third through fifth grade students utilizing a
remedial program that focuses on specific reading strategies.

The *Everyday Mathematics* program provides the groundwork for our
mathematics curriculum. It includes a spiraling, standards-based,
comprehensive foundation using hands-on application in number sense,
algebraic concepts, measurement and geometry, and probability and
statistics. Additionally, appropriate mathematical vocabulary is taught
and its use is expected in technical writing to explain reasoning as
students solve single and multi-step problems.

Eisenhower utilizes the Five Step Writing Process in combination with
the *6+1 Trait* writing model. Students learn to pre-write, draft,
revise, edit and publish. They are taught the six writing traits and
rubrics for a better understanding of the requirements for quality
writing. Teachers formally assess one writing sample each quarter,
emphasizing a different writing structure to include narrative,
expository, technical, and persuasive.

Our adopted series provides the social studies text as the basic
curriculum tool to teach state and district standards. Using themes of
Commonality and Diversity, Continuity and Change, Conflict and
Cooperation, Individualism and Interdependence, and Interaction within
Different Environments, students are taught to view the world around
them by making connections to past and present.

The science curriculum adopted by our district used methods of
inquiry-based investigations incorporating the science process skills in
the areas of earth science, life science and physical science. This
program provided a balance between hands-on activities and content
resources to enhance students' understanding of science concepts.

The health curriculum was developed locally in cooperation with a
diverse group of parents and community members using guidelines
established by the Kansas Department of Education. The focus is on
respect for self and others and teaches age appropriate information
about human sexuality and HIV. Some of the concepts are reinforced in
the DARE program at first, third, and fifth grades, and with the Second
Step Violence Prevention Program at all grades levels.

The physical education curriculum, *The Physical Essentials*, builds on
the health curriculum and emphasizes the need for physical fitness as a
part of a healthy lifestyle. The curriculum includes physical fitness
development through the components of flexibility, endurance, muscle
strength, and cardio-respiratory endurance. Fundamental movement and
participation skills are the main focus.

Music education is designed to expose students to a broad range of
musical experiences. Students are actively involved in using a variety
of hands-on tools to make music and learn rhythm patterns. The music and
physical education teachers strive to integrate core curriculum
standards with their own. They combine grade levels of students at
various times throughout the year to give each student at least one
performance opportunity. Additional opportunities for students in third
through fifth include after school groups, Voices in Flight and the
Recorder Consort. Flying Fingers, a sign language group, is offered for
kindergarten through fifth grade students.

2a **Reading:** Eisenhower's goal to improve reading and comprehension
skills is accomplished using a variety of methods. Our strategies are
research based, best practices concentrating on teaching phonemic
awareness skills in kindergarten and first grade and enabling students
to use guided reading strategies in second through fifth grade. We are
steadily moving all students toward higher performance levels. The
reading series provides the basal text for our district curriculum, and
at Eisenhower we supplement the basal by using literature trade books in
the classroom. With these, we apply comprehension strategies from the
Debbie Miller book [Reading with Meaning.]{.underline} Two additional
supplementary reading programs are used by our academic support program
to tutor struggling readers during the school day. Research shows that
unless emergent readers have a solid foundation of phonemic awareness
skills, their chance of becoming proficient readers is greatly
diminished. Once that foundation is in place, students need reading
strategies that will aid them in understanding the different text types
and text structures. While there is an emphasis on phonemic awareness in
the primary grades, our building's guided reading strategies include the
use of graphic organizers, SQ3R and vocabulary development. Focus is
also given to using expository texts like [Time for Kids]{.underline}
and [National Geographic Kids]{.underline}. Frequent monitoring of
student progress allows teachers to use flexible grouping and
differentiated instruction to meet student needs. Teachers use formative
and summative assessments such as *DIBELS*, quarterly fluency tests, the
*STAR* test, and comprehension and skill assessments to monitor progress
and guide instruction. The After School program provides additional
support for students who may need further assistance meeting grade level
objectives. These strategies have resulted in Eisenhower students
meeting the State Standard of Excellence for the last three years, and
also received the Kansas Challenge Award in reading in 2004-05 for fifth
grade.

3\. **Mathematics:** Eisenhower's goal to improve mathematic skills is
another focus of our school improvement plan. As we prepare students for
their next level of education, we use a variety of strategies. Our main
strategy is to teach the *Four Step Problem Solving Model* and its
application for solving single and multi-step problems. There has also
been a focus on teaching specific mathematical vocabulary and its use in
explaining math tasks. This includes students being able to clearly
express their math thinking in writing. A spiraling curriculum allows
skills to be presented and reinforced in kindergarten through fifth
grades. Lessons are structured to always begin with the concrete and
move to the abstract. Our use of the *Everyday Math* program has allowed
us to ensure that national, state, and district standards are
incorporated into daily hands-on lessons that introduce students to
problems using number sense, algebraic concepts, measurement and
geometry, and probability and statistics. One component of the *Everyday
Math* program is the *EM Math Games* which include games played in the
classroom and on-line games that can be used in the computer lab or at
home. Other components of the program include *Daily Word Problems, Math
Messages,* and *Math Minutes* which enhance basic skills. Teachers
supplement the curriculum with resources such as [The Problem
Solver]{.underline}, [Groundworks]{.underline}, and [Roads to
Reasoning]{.underline}. The use of word walls listing mathematical
vocabulary allows students to consistently make connections to correct
usage and build comprehension. We also utilize *Rainbow Math*, which are
timed tests used building-wide to monitor and reward students for
memorization of basic math facts. Students in third through fifth grades
are also able to participate in the after school Math Club. The
combination of these curricular resources has made it possible for
students at Eisenhower to meet the State Standard of Excellence for the
past five years.

4\. **Instructional Methods:** Eisenhower teachers use many different
instructional methods to improve student learning. As our staff prepared
our School Improvement Plan, to include goals in reading, writing and
math, we looked for specific research-based practices that we felt would
have the most impact on student achievement. Students are taught
strategies they can use for reading comprehension, writing, and math
problem solving. The use of these strategies within instruction is
monitored weekly on a checklist that is submitted to the principal. This
helps maintain the focus of our instruction. Kindergarten and first
grade focus on teaching phonemic awareness skills. Grades two through
five focus on using guided reading, which includes before reading,
during reading, and after reading strategies. At all grade levels we are
committed to applying strategies that will enhance comprehension skills
across all genres: narrative, expository, persuasive, and technical
texts. This exposure to a variety of genres extends to our writing
instruction as well. We utilize the *Five Step Writing Process*, *COPS*
(Capitalization-Organization-Punctuation-Spelling), the *Four Square
Writing Method* graphic organizer, and the *6+1 Trait Writing* model.
The six traits are then used to evaluate student writing samples in all
four genres. In math, we teach students to use the *Problem Solver*
model. Students are taught to use specific mathematical vocabulary as
they explain their thought processes in written form. There is a focus
on using these strategies, but as we collect and analyze student data,
teachers use many different instructional strategies to improve student
achievement. Teachers meet with parents of struggling learners to
develop an Elementary Student Action Plan. If more assistance is needed,
the Student Improvement Team further develops individual strategies.
Some strategies include tutoring from the Academic Support teacher,
participation in the After School program, and providing parents with
suggestions for helping their child at home.

5\. **Professional Development:** Professional development is an
important tool teachers use to reflect upon disaggregated data to
support instruction. This collaboration allows for a genuine
results-based professional development plan based on building needs. Our
plan includes book studies, working with consultants both inside and
outside our district, collaborating with our neighboring university, and
working on district task forces to align curriculum and instruction with
district, state and national standards.

The district is committed to providing quality professional development.
Grade-level Learning Labs, training throughout the school year and
during the summer, in addition to the eight professional development
days during the school year reflect this commitment. The training helps
teachers gain knowledge on specific research based instructional
strategies and interventions.

Professional development in reading involves connecting the literacy
components of phonemic awareness, phonics, fluency, vocabulary, and text
comprehension. Our current book study focus is on addressing the
literacy needs of black male students. We have found that strategies in
this book can also be applied to other populations.

In math, professional development has been an ongoing priority in our
building. Teachers use assessment data to direct instruction while
focusing on improving problem solving skills, and student understanding
and use of math vocabulary.

Some of our professional development in writing methods occurs in
collegial groups. Teachers work with colleagues to practice consistent
writing scoring methods; develop rubrics and graphic organizers and
participate in district-wide training for the *Four Square Writing
Method*.

Our professional development is designed to understand the needs of the
students while aiding teachers in improving instruction to meet those
needs. Our on-going professional development throughout the school year
enables students to achieve greater success. This is evidenced by
consistently meeting the State Standard of Excellence in Math and
Reading and receiving the Kansas Challenge Award in reading.

**PART VII -- ASSESSMENT RESULTS**

+---------+----------+---------+--------------------------+----------+
| **Su    | *        | **Grade | **[Kansas State Reading  |          |
| bject** | *[Readin | 3**     | A                        |          |
|         | g]{.unde |         | ssessment]{.underline}** |          |
|         | rline}** |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| **[Eis  |          |         |                          |          |
| enhower |          |         |                          |          |
| Ele     |          |         |                          |          |
| mentary |          |         |                          |          |
| School] |          |         |                          |          |
| {.small |          |         |                          |          |
| caps}** |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| (first  |          |         |                          | 2006     |
| year    |          |         |                          |          |
| admin   |          |         |                          |          |
| istered |          |         |                          |          |
| at this |          |         |                          |          |
| grade   |          |         |                          |          |
| level)  |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| **ALL   |          |         |                          | March    |
| STU     |          |         |                          |          |
| DENTS** |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \% At |          |         |                          | 100      |
| > or    |          |         |                          |          |
| > Above |          |         |                          |          |
| > Meets |          |         |                          |          |
| > Std.  |          |         |                          |          |
| > (Pro  |          |         |                          |          |
| ficient |          |         |                          |          |
| > 200   |          |         |                          |          |
| 2-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \% At |          |         |                          | 81       |
| > or    |          |         |                          |          |
| > Above |          |         |                          |          |
| >       |          |         |                          |          |
| Exceeds |          |         |                          |          |
| > Std.  |          |         |                          |          |
| > (A    |          |         |                          |          |
| dvanced |          |         |                          |          |
| > 200   |          |         |                          |          |
| 2-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \%    |          |         |                          | 46       |
| > Ex    |          |         |                          |          |
| emplary |          |         |                          |          |
| > (Ex   |          |         |                          |          |
| emplary |          |         |                          |          |
| > 200   |          |         |                          |          |
| 2-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| >       |          |         |                          | 43       |
|  Number |          |         |                          |          |
| > of    |          |         |                          |          |
| > s     |          |         |                          |          |
| tudents |          |         |                          |          |
| >       |          |         |                          |          |
|  tested |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| >       |          |         |                          | 100      |
| Percent |          |         |                          |          |
| > of    |          |         |                          |          |
| > total |          |         |                          |          |
| > s     |          |         |                          |          |
| tudents |          |         |                          |          |
| >       |          |         |                          |          |
|  tested |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| >       |          |         |                          | 3        |
|  Number |          |         |                          |          |
| > of    |          |         |                          |          |
| > s     |          |         |                          |          |
| tudents |          |         |                          |          |
| >       |          |         |                          |          |
|  altern |          |         |                          |          |
| atively |          |         |                          |          |
| > a     |          |         |                          |          |
| ssessed |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| >       |          |         |                          | 6        |
| Percent |          |         |                          |          |
| > of    |          |         |                          |          |
| > s     |          |         |                          |          |
| tudents |          |         |                          |          |
| >       |          |         |                          |          |
|  altern |          |         |                          |          |
| atively |          |         |                          |          |
| > a     |          |         |                          |          |
| ssessed |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
|         |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| **[S    |          |         |                          |          |
| ubgroup |          |         |                          |          |
| Scores] |          |         |                          |          |
| {.small |          |         |                          |          |
| caps}** |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| 1.  **[ |          |         |                          |          |
| African |          |         |                          |          |
|     Am  |          |         |                          |          |
| erican] |          |         |                          |          |
| {.small |          |         |                          |          |
| caps}** |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \% At |          |         |                          | 100      |
| > or    |          |         |                          |          |
| > Above |          |         |                          |          |
| > Meets |          |         |                          |          |
| > Std.  |          |         |                          |          |
| > (Pro  |          |         |                          |          |
| ficient |          |         |                          |          |
| > 200   |          |         |                          |          |
| 2-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \% At |          |         |                          | 67       |
| > or    |          |         |                          |          |
| > Above |          |         |                          |          |
| >       |          |         |                          |          |
| Exceeds |          |         |                          |          |
| > Std.  |          |         |                          |          |
| > (A    |          |         |                          |          |
| dvanced |          |         |                          |          |
| > 200   |          |         |                          |          |
| 2-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \%    |          |         |                          | 25       |
| > Ex    |          |         |                          |          |
| emplary |          |         |                          |          |
| > (Ex   |          |         |                          |          |
| emplary |          |         |                          |          |
| > 200   |          |         |                          |          |
| 2-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| >       |          |         |                          | 13       |
|  Number |          |         |                          |          |
| > of    |          |         |                          |          |
| > s     |          |         |                          |          |
| tudents |          |         |                          |          |
| >       |          |         |                          |          |
|  tested |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| 2.  **  |          |         |                          |          |
| [White] |          |         |                          |          |
| {.small |          |         |                          |          |
| caps}** |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \% At |          |         |                          | 100      |
| > or    |          |         |                          |          |
| > Above |          |         |                          |          |
| > Meets |          |         |                          |          |
| > Std.  |          |         |                          |          |
| > (Pro  |          |         |                          |          |
| ficient |          |         |                          |          |
| > 200   |          |         |                          |          |
| 1-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \% At |          |         |                          | 90       |
| > or    |          |         |                          |          |
| > Above |          |         |                          |          |
| >       |          |         |                          |          |
| Exceeds |          |         |                          |          |
| > Std.  |          |         |                          |          |
| > (A    |          |         |                          |          |
| dvanced |          |         |                          |          |
| > 200   |          |         |                          |          |
| 1-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \%    |          |         |                          | 60       |
| > Ex    |          |         |                          |          |
| emplary |          |         |                          |          |
| > (Ex   |          |         |                          |          |
| emplary |          |         |                          |          |
| > 200   |          |         |                          |          |
| 1-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| >       |          |         |                          | 23       |
|  Number |          |         |                          |          |
| > of    |          |         |                          |          |
| > s     |          |         |                          |          |
| tudents |          |         |                          |          |
| >       |          |         |                          |          |
|  tested |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| 3.  *   |          |         |                          |          |
| *[Econo |          |         |                          |          |
| mically |          |         |                          |          |
|         |          |         |                          |          |
| Disadva |          |         |                          |          |
| ntaged] |          |         |                          |          |
| {.small |          |         |                          |          |
| caps}** |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \% At |          |         |                          | 100      |
| > or    |          |         |                          |          |
| > Above |          |         |                          |          |
| > Meets |          |         |                          |          |
| > Std.  |          |         |                          |          |
| > (Pro  |          |         |                          |          |
| ficient |          |         |                          |          |
| > 200   |          |         |                          |          |
| 1-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \% At |          |         |                          | 79       |
| > or    |          |         |                          |          |
| > Above |          |         |                          |          |
| >       |          |         |                          |          |
| Exceeds |          |         |                          |          |
| > Std.  |          |         |                          |          |
| > (A    |          |         |                          |          |
| dvanced |          |         |                          |          |
| > 200   |          |         |                          |          |
| 1-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \%    |          |         |                          | 25       |
| > Ex    |          |         |                          |          |
| emplary |          |         |                          |          |
| > (Ex   |          |         |                          |          |
| emplary |          |         |                          |          |
| > 200   |          |         |                          |          |
| 1-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| >       |          |         |                          | 23       |
|  Number |          |         |                          |          |
| > of    |          |         |                          |          |
| > s     |          |         |                          |          |
| tudents |          |         |                          |          |
| >       |          |         |                          |          |
|  tested |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| 4.  *   |          |         |                          |          |
| *[SPED] |          |         |                          |          |
| {.small |          |         |                          |          |
| caps}** |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \% At |          |         |                          | n/a      |
| > or    |          |         |                          |          |
| > Above |          |         |                          |          |
| > Meets |          |         |                          |          |
| > Std.  |          |         |                          |          |
| > (Pro  |          |         |                          |          |
| ficient |          |         |                          |          |
| > 200   |          |         |                          |          |
| 2-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \% At |          |         |                          | n/a      |
| > or    |          |         |                          |          |
| > Above |          |         |                          |          |
| >       |          |         |                          |          |
| Exceeds |          |         |                          |          |
| > Std.  |          |         |                          |          |
| > (A    |          |         |                          |          |
| dvanced |          |         |                          |          |
| > 200   |          |         |                          |          |
| 2-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \%    |          |         |                          | n/a      |
| > Ex    |          |         |                          |          |
| emplary |          |         |                          |          |
| > (Ex   |          |         |                          |          |
| emplary |          |         |                          |          |
| > 200   |          |         |                          |          |
| 2-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| >       |          |         |                          | 9        |
|  Number |          |         |                          |          |
| > of    |          |         |                          |          |
| > s     |          |         |                          |          |
| tudents |          |         |                          |          |
| >       |          |         |                          |          |
|  tested |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+

+---------+----------+---------+--------------------------+----------+
| **Su    | *        | **Grade | **[Kansas State Reading  |          |
| bject** | *[Readin | 4**     | A                        |          |
|         | g]{.unde |         | ssessment]{.underline}** |          |
|         | rline}** |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| **[Eis  |          |         |                          |          |
| enhower |          |         |                          |          |
| Ele     |          |         |                          |          |
| mentary |          |         |                          |          |
| School] |          |         |                          |          |
| {.small |          |         |                          |          |
| caps}** |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| (first  |          |         |                          | 2006     |
| year    |          |         |                          |          |
| admin   |          |         |                          |          |
| istered |          |         |                          |          |
| at this |          |         |                          |          |
| grade   |          |         |                          |          |
| level)  |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| **ALL   |          |         |                          | March    |
| STU     |          |         |                          |          |
| DENTS** |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \% At |          |         |                          | 100      |
| > or    |          |         |                          |          |
| > Above |          |         |                          |          |
| > Meets |          |         |                          |          |
| > Std.  |          |         |                          |          |
| > (Pro  |          |         |                          |          |
| ficient |          |         |                          |          |
| > 200   |          |         |                          |          |
| 2-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \% At |          |         |                          | 93       |
| > or    |          |         |                          |          |
| > Above |          |         |                          |          |
| >       |          |         |                          |          |
| Exceeds |          |         |                          |          |
| > Std.  |          |         |                          |          |
| > (A    |          |         |                          |          |
| dvanced |          |         |                          |          |
| > 200   |          |         |                          |          |
| 2-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \%    |          |         |                          | 53       |
| > Ex    |          |         |                          |          |
| emplary |          |         |                          |          |
| > (Ex   |          |         |                          |          |
| emplary |          |         |                          |          |
| > 200   |          |         |                          |          |
| 2-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| >       |          |         |                          | 43       |
|  Number |          |         |                          |          |
| > of    |          |         |                          |          |
| > s     |          |         |                          |          |
| tudents |          |         |                          |          |
| >       |          |         |                          |          |
|  tested |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| >       |          |         |                          | 100      |
| Percent |          |         |                          |          |
| > of    |          |         |                          |          |
| > total |          |         |                          |          |
| > s     |          |         |                          |          |
| tudents |          |         |                          |          |
| >       |          |         |                          |          |
|  tested |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| >       |          |         |                          | 2        |
|  Number |          |         |                          |          |
| > of    |          |         |                          |          |
| > s     |          |         |                          |          |
| tudents |          |         |                          |          |
| >       |          |         |                          |          |
|  altern |          |         |                          |          |
| atively |          |         |                          |          |
| > a     |          |         |                          |          |
| ssessed |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| >       |          |         |                          | 4        |
| Percent |          |         |                          |          |
| > of    |          |         |                          |          |
| > s     |          |         |                          |          |
| tudents |          |         |                          |          |
| >       |          |         |                          |          |
|  altern |          |         |                          |          |
| atively |          |         |                          |          |
| > a     |          |         |                          |          |
| ssessed |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
|         |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| **[S    |          |         |                          |          |
| ubgroup |          |         |                          |          |
| Scores] |          |         |                          |          |
| {.small |          |         |                          |          |
| caps}** |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| 5.  **[ |          |         |                          |          |
| African |          |         |                          |          |
|     Am  |          |         |                          |          |
| erican] |          |         |                          |          |
| {.small |          |         |                          |          |
| caps}** |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \% At |          |         |                          | 100      |
| > or    |          |         |                          |          |
| > Above |          |         |                          |          |
| > Meets |          |         |                          |          |
| > Std.  |          |         |                          |          |
| > (Pro  |          |         |                          |          |
| ficient |          |         |                          |          |
| > 200   |          |         |                          |          |
| 2-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \% At |          |         |                          | 100      |
| > or    |          |         |                          |          |
| > Above |          |         |                          |          |
| >       |          |         |                          |          |
| Exceeds |          |         |                          |          |
| > Std.  |          |         |                          |          |
| > (A    |          |         |                          |          |
| dvanced |          |         |                          |          |
| > 200   |          |         |                          |          |
| 2-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \%    |          |         |                          | 18       |
| > Ex    |          |         |                          |          |
| emplary |          |         |                          |          |
| > (Ex   |          |         |                          |          |
| emplary |          |         |                          |          |
| > 200   |          |         |                          |          |
| 2-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| >       |          |         |                          | 11       |
|  Number |          |         |                          |          |
| > of    |          |         |                          |          |
| > s     |          |         |                          |          |
| tudents |          |         |                          |          |
| >       |          |         |                          |          |
|  tested |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| 6.  **  |          |         |                          |          |
| [White] |          |         |                          |          |
| {.small |          |         |                          |          |
| caps}** |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \% At |          |         |                          | 100      |
| > or    |          |         |                          |          |
| > Above |          |         |                          |          |
| > Meets |          |         |                          |          |
| > Std.  |          |         |                          |          |
| > (Pro  |          |         |                          |          |
| ficient |          |         |                          |          |
| > 200   |          |         |                          |          |
| 1-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \% At |          |         |                          | 91       |
| > or    |          |         |                          |          |
| > Above |          |         |                          |          |
| >       |          |         |                          |          |
| Exceeds |          |         |                          |          |
| > Std.  |          |         |                          |          |
| > (A    |          |         |                          |          |
| dvanced |          |         |                          |          |
| > 200   |          |         |                          |          |
| 1-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \%    |          |         |                          | 74       |
| > Ex    |          |         |                          |          |
| emplary |          |         |                          |          |
| > (Ex   |          |         |                          |          |
| emplary |          |         |                          |          |
| > 200   |          |         |                          |          |
| 1-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| >       |          |         |                          | 23       |
|  Number |          |         |                          |          |
| > of    |          |         |                          |          |
| > s     |          |         |                          |          |
| tudents |          |         |                          |          |
| >       |          |         |                          |          |
|  tested |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| 7.  *   |          |         |                          |          |
| *[Econo |          |         |                          |          |
| mically |          |         |                          |          |
|         |          |         |                          |          |
| Disadva |          |         |                          |          |
| ntaged] |          |         |                          |          |
| {.small |          |         |                          |          |
| caps}** |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \% At |          |         |                          | 100      |
| > or    |          |         |                          |          |
| > Above |          |         |                          |          |
| > Meets |          |         |                          |          |
| > Std.  |          |         |                          |          |
| > (Pro  |          |         |                          |          |
| ficient |          |         |                          |          |
| > 200   |          |         |                          |          |
| 1-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \% At |          |         |                          | 93       |
| > or    |          |         |                          |          |
| > Above |          |         |                          |          |
| >       |          |         |                          |          |
| Exceeds |          |         |                          |          |
| > Std.  |          |         |                          |          |
| > (A    |          |         |                          |          |
| dvanced |          |         |                          |          |
| > 200   |          |         |                          |          |
| 1-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \%    |          |         |                          | 50       |
| > Ex    |          |         |                          |          |
| emplary |          |         |                          |          |
| > (Ex   |          |         |                          |          |
| emplary |          |         |                          |          |
| > 200   |          |         |                          |          |
| 1-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| >       |          |         |                          | 14       |
|  Number |          |         |                          |          |
| > of    |          |         |                          |          |
| > s     |          |         |                          |          |
| tudents |          |         |                          |          |
| >       |          |         |                          |          |
|  tested |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| 8.  *   |          |         |                          |          |
| *[SPED] |          |         |                          |          |
| {.small |          |         |                          |          |
| caps}** |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \% At |          |         |                          | n/a      |
| > or    |          |         |                          |          |
| > Above |          |         |                          |          |
| > Meets |          |         |                          |          |
| > Std.  |          |         |                          |          |
| > (Pro  |          |         |                          |          |
| ficient |          |         |                          |          |
| > 200   |          |         |                          |          |
| 2-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \% At |          |         |                          | n/a      |
| > or    |          |         |                          |          |
| > Above |          |         |                          |          |
| >       |          |         |                          |          |
| Exceeds |          |         |                          |          |
| > Std.  |          |         |                          |          |
| > (A    |          |         |                          |          |
| dvanced |          |         |                          |          |
| > 200   |          |         |                          |          |
| 2-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| > \%    |          |         |                          | n/a      |
| > Ex    |          |         |                          |          |
| emplary |          |         |                          |          |
| > (Ex   |          |         |                          |          |
| emplary |          |         |                          |          |
| > 200   |          |         |                          |          |
| 2-2005) |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+
| >       |          |         |                          | 2        |
|  Number |          |         |                          |          |
| > of    |          |         |                          |          |
| > s     |          |         |                          |          |
| tudents |          |         |                          |          |
| >       |          |         |                          |          |
|  tested |          |         |                          |          |
+---------+----------+---------+--------------------------+----------+

<table>
<colgroup>
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 7%" />
<col style="width: 11%" />
<col style="width: 2%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Subject</strong></td>
<td><strong><u>Reading</u></strong></td>
<td><strong>Grade 5</strong></td>
<td></td>
<td></td>
<td colspan="6"><strong><u>Kansas State Reading
Assessment</u></strong></td>
</tr>
<tr class="even">
<td colspan="6"><strong><span class="smallcaps">Eisenhower Elementary
School</span></strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"></td>
<td>2006</td>
<td>2005</td>
<td>2004</td>
<td>2003</td>
<td>2002</td>
</tr>
<tr class="even">
<td colspan="6"><strong>ALL STUDENTS</strong></td>
<td>March</td>
<td>March</td>
<td>March</td>
<td>March</td>
<td>March</td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td>100</td>
<td>96</td>
<td>100</td>
<td>71</td>
<td>75</td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td>91</td>
<td>86</td>
<td>93</td>
<td>52</td>
<td>50</td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td>71</td>
<td>55</td>
<td>61</td>
<td>25</td>
<td>20</td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td>56</td>
<td>51</td>
<td>44</td>
<td>38</td>
<td>60</td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>Percent of total students tested</p>
</blockquote></td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>Number of students alternatively assessed</p>
</blockquote></td>
<td>9</td>
<td>6</td>
<td>5</td>
<td>3</td>
<td>8</td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>Percent of students alternatively assessed</p>
</blockquote></td>
<td>16</td>
<td>12</td>
<td>11</td>
<td>6</td>
<td>13</td>
</tr>
<tr class="even">
<td colspan="6"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><strong><span class="smallcaps">Subgroup
Scores</span></strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><ol start="9" type="1">
<li><p><strong><span class="smallcaps">African
American</span></strong></p></li>
</ol></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td>100</td>
<td>90</td>
<td>100</td>
<td>64</td>
<td>50</td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td>81</td>
<td>75</td>
<td>94</td>
<td>46</td>
<td>42</td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td>52</td>
<td>30</td>
<td>44</td>
<td>0</td>
<td>25</td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td>21</td>
<td>20</td>
<td>16</td>
<td>11</td>
<td>12</td>
</tr>
<tr class="odd">
<td colspan="6"><ol start="10" type="1">
<li><p><strong><span class="smallcaps">White</span></strong></p></li>
</ol></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>80</td>
<td>87</td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td>100</td>
<td>91</td>
<td>96</td>
<td>60</td>
<td>48</td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td>89</td>
<td>68</td>
<td>79</td>
<td>33</td>
<td>17</td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td>27</td>
<td>22</td>
<td>24</td>
<td>30</td>
<td>23</td>
</tr>
<tr class="even">
<td colspan="6"><ol start="11" type="1">
<li><p><strong><span class="smallcaps">Economically
Disadvantaged</span></strong></p></li>
</ol></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td>100</td>
<td>94</td>
<td>100</td>
<td>67</td>
<td>42</td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td>89</td>
<td>75</td>
<td>91</td>
<td>39</td>
<td>17</td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td>84</td>
<td>50</td>
<td>46</td>
<td>17</td>
<td>0</td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td>19</td>
<td>16</td>
<td>11</td>
<td>18</td>
<td>12</td>
</tr>
<tr class="odd">
<td colspan="6"><ol start="12" type="1">
<li><p><strong><span class="smallcaps">SPED</span></strong></p></li>
</ol></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td>100</td>
<td>92</td>
<td>n/a</td>
<td>n/a</td>
<td>36</td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td>67</td>
<td>77</td>
<td>n/a</td>
<td>n/a</td>
<td>27</td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td>53</td>
<td>39</td>
<td>n/a</td>
<td>n/a</td>
<td>9</td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td>15</td>
<td>13</td>
<td>6</td>
<td>9</td>
<td>11</td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 10%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 10%" />
<col style="width: 2%" />
<col style="width: 0%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 2%" />
<col style="width: 1%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 7%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Subject</strong></td>
<td colspan="2"><strong><u>Math</u></strong></td>
<td colspan="2"><strong>Grade 3</strong></td>
<td colspan="2"></td>
<td colspan="6"><strong>Kansas State Math Assessment</strong></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="11"><strong><span class="smallcaps">Eisenhower Elementary
School</span></strong></td>
<td colspan="2"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="11">(first year administered at this grade level)</td>
<td colspan="2">2006</td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="11"><strong>ALL STUDENTS</strong></td>
<td colspan="2">March</td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="11"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td colspan="2">100</td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="11"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td colspan="2">95</td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="11"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td colspan="2">79</td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="11"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td colspan="2">43</td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="11"><blockquote>
<p>Percent of total students tested</p>
</blockquote></td>
<td colspan="2">100</td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="11"><blockquote>
<p>Number of students alternatively assessed</p>
</blockquote></td>
<td colspan="2">4</td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="11"><blockquote>
<p>Percent of students alternatively assessed</p>
</blockquote></td>
<td colspan="2">9</td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="11"></td>
<td colspan="2"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="11"><strong><span class="smallcaps">Subgroup
Scores</span></strong></td>
<td colspan="2"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="11"><ol start="13" type="1">
<li><p><strong><span class="smallcaps">African
American</span></strong></p></li>
</ol></td>
<td colspan="2"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="11"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td colspan="2">100</td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="11"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td colspan="2">92</td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="11"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td colspan="2">58</td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="11"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td colspan="2">13</td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="11"><ol start="14" type="1">
<li><p><strong><span class="smallcaps">White</span></strong></p></li>
</ol></td>
<td colspan="2"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="11"><blockquote>
<p>% At or Above Meets Std. (Proficient 2001-2005)</p>
</blockquote></td>
<td colspan="2">100</td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="11"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2001-2005)</p>
</blockquote></td>
<td colspan="2">100</td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="11"><blockquote>
<p>% Exemplary (Exemplary 2001-2005)</p>
</blockquote></td>
<td colspan="2">85</td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="11"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td colspan="2">23</td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="11"><ol start="15" type="1">
<li><p><strong><span class="smallcaps">Economically
Disadvantaged</span></strong></p></li>
</ol></td>
<td colspan="2"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="11"><blockquote>
<p>% At or Above Meets Std. (Proficient 2001-2005)</p>
</blockquote></td>
<td colspan="2">100</td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="11"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2001-2005)</p>
</blockquote></td>
<td colspan="2">87</td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="11"><blockquote>
<p>% Exemplary (Exemplary 2001-2005)</p>
</blockquote></td>
<td colspan="2">67</td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="11"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td colspan="2">23</td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="11"><ol start="16" type="1">
<li><p><strong><span class="smallcaps">SPED</span></strong></p></li>
</ol></td>
<td colspan="2"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="11"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td colspan="2">n/a</td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="11"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td colspan="2">n/a</td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="11"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td colspan="2">n/a</td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
<td colspan="2"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="11"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td colspan="2">9</td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
<td colspan="2"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="2"><strong>Subject</strong></td>
<td colspan="2"><strong><u>Math</u></strong></td>
<td colspan="2"><strong>Grade 4</strong></td>
<td colspan="2"></td>
<td></td>
<td colspan="8"><strong><u>Kansas State Math
Assessment</u></strong></td>
</tr>
<tr class="odd">
<td colspan="10"><strong><span class="smallcaps">Eisenhower Elementary
School</span></strong></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="10"></td>
<td colspan="2">2006</td>
<td colspan="2">2005</td>
<td>2004</td>
<td>2003</td>
<td>2002</td>
</tr>
<tr class="odd">
<td colspan="10"><strong>ALL STUDENTS</strong></td>
<td colspan="2">March</td>
<td colspan="2">March</td>
<td>March</td>
<td>March</td>
<td>March</td>
</tr>
<tr class="even">
<td colspan="10"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td colspan="2">100</td>
<td colspan="2">98</td>
<td>100</td>
<td>87</td>
<td>85</td>
</tr>
<tr class="odd">
<td colspan="10"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td colspan="2">98</td>
<td colspan="2">98</td>
<td>98</td>
<td>79</td>
<td>62</td>
</tr>
<tr class="even">
<td colspan="10"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td colspan="2">80</td>
<td colspan="2">91</td>
<td>78</td>
<td>46</td>
<td>27</td>
</tr>
<tr class="odd">
<td colspan="10"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td colspan="2">45</td>
<td colspan="2">44</td>
<td>54</td>
<td>48</td>
<td>52</td>
</tr>
<tr class="even">
<td colspan="10"><blockquote>
<p>Percent of total students tested</p>
</blockquote></td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="odd">
<td colspan="10"><blockquote>
<p>Number of students alternatively assessed</p>
</blockquote></td>
<td colspan="2">2</td>
<td colspan="2">7</td>
<td>4</td>
<td>8</td>
<td>2</td>
</tr>
<tr class="even">
<td colspan="10"><blockquote>
<p>Percent of students alternatively assessed</p>
</blockquote></td>
<td colspan="2">4</td>
<td colspan="2">16</td>
<td>7</td>
<td>17</td>
<td>6</td>
</tr>
<tr class="odd">
<td colspan="10"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="10"><strong><span class="smallcaps">Subgroup
Scores</span></strong></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="10"><ol start="17" type="1">
<li><p><strong><span class="smallcaps">African
American</span></strong></p></li>
</ol></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="10"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td colspan="2">100</td>
<td colspan="2">94</td>
<td>100</td>
<td>83</td>
<td>50</td>
</tr>
<tr class="odd">
<td colspan="10"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td colspan="2">100</td>
<td colspan="2">94</td>
<td>95</td>
<td>58</td>
<td>42</td>
</tr>
<tr class="even">
<td colspan="10"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td colspan="2">64</td>
<td colspan="2">82</td>
<td>64</td>
<td>25</td>
<td>17</td>
</tr>
<tr class="odd">
<td colspan="10"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td colspan="2">11</td>
<td colspan="2">16</td>
<td>22</td>
<td>12</td>
<td>12</td>
</tr>
<tr class="even">
<td colspan="10"><ol start="18" type="1">
<li><p><strong><span class="smallcaps">White</span></strong></p></li>
</ol></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="10"><blockquote>
<p>% At or Above Meets Std. (Proficient 2001-2005)</p>
</blockquote></td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td>100</td>
<td>92</td>
<td>95</td>
</tr>
<tr class="even">
<td colspan="10"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2001-2005)</p>
</blockquote></td>
<td colspan="2">96</td>
<td colspan="2">100</td>
<td>100</td>
<td>92</td>
<td>85</td>
</tr>
<tr class="odd">
<td colspan="10"><blockquote>
<p>% Exemplary (Exemplary 2001-2005)</p>
</blockquote></td>
<td colspan="2">91</td>
<td colspan="2">100</td>
<td>85</td>
<td>60</td>
<td>40</td>
</tr>
<tr class="even">
<td colspan="10"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td colspan="2">23</td>
<td colspan="2">21</td>
<td>27</td>
<td>27</td>
<td>20</td>
</tr>
<tr class="odd">
<td colspan="10"><ol start="19" type="1">
<li><p><strong><span class="smallcaps">Economically
Disadvantaged</span></strong></p></li>
</ol></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="10"><blockquote>
<p>% At or Above Meets Std. (Proficient 2001-2005)</p>
</blockquote></td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td>100</td>
<td>86</td>
<td>81</td>
</tr>
<tr class="odd">
<td colspan="10"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2001-2005)</p>
</blockquote></td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td>100</td>
<td>57</td>
<td>50</td>
</tr>
<tr class="even">
<td colspan="10"><blockquote>
<p>% Exemplary (Exemplary 2001-2005)</p>
</blockquote></td>
<td colspan="2">71</td>
<td colspan="2">92</td>
<td>80</td>
<td>22</td>
<td>6</td>
</tr>
<tr class="odd">
<td colspan="10"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td colspan="2">14</td>
<td colspan="2">13</td>
<td>15</td>
<td>14</td>
<td>16</td>
</tr>
<tr class="even">
<td colspan="10"><ol start="20" type="1">
<li><p><strong><span class="smallcaps">SPED</span></strong></p></li>
</ol></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="10"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td colspan="2">n/a</td>
<td colspan="2">93</td>
<td>n/a</td>
<td>85</td>
<td>82</td>
</tr>
<tr class="even">
<td colspan="10"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td colspan="2">n/a</td>
<td colspan="2">93</td>
<td>n/a</td>
<td>77</td>
<td>36</td>
</tr>
<tr class="odd">
<td colspan="10"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td colspan="2">n/a</td>
<td colspan="2">79</td>
<td>n/a</td>
<td>54</td>
<td>18</td>
</tr>
<tr class="even">
<td colspan="10"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td colspan="2">8</td>
<td colspan="2">14</td>
<td>4</td>
<td>13</td>
<td>11</td>
</tr>
</tbody>
</table>

+----------+------+-----------+---+---------------------------+--------+
| **S      | **   | **Grade   |   | **Kansas State Math       |        |
| ubject** | [Mat | 5**       |   | Assessment**              |        |
|          | h]{. |           |   |                           |        |
|          | unde |           |   |                           |        |
|          | rlin |           |   |                           |        |
|          | e}** |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| **[Ei    |      |           |   |                           |        |
| senhower |      |           |   |                           |        |
| El       |      |           |   |                           |        |
| ementary |      |           |   |                           |        |
| Schoo    |      |           |   |                           |        |
| l]{.smal |      |           |   |                           |        |
| lcaps}** |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| (first   |      |           |   |                           | 2006   |
| year     |      |           |   |                           |        |
| admi     |      |           |   |                           |        |
| nistered |      |           |   |                           |        |
| at this  |      |           |   |                           |        |
| grade    |      |           |   |                           |        |
| level)   |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| **ALL    |      |           |   |                           | March  |
| ST       |      |           |   |                           |        |
| UDENTS** |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| > \% At  |      |           |   |                           | 100    |
| > or     |      |           |   |                           |        |
| > Above  |      |           |   |                           |        |
| > Meets  |      |           |   |                           |        |
| > Std.   |      |           |   |                           |        |
| > (Pr    |      |           |   |                           |        |
| oficient |      |           |   |                           |        |
| > 20     |      |           |   |                           |        |
| 02-2005) |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| > \% At  |      |           |   |                           | 95     |
| > or     |      |           |   |                           |        |
| > Above  |      |           |   |                           |        |
| >        |      |           |   |                           |        |
|  Exceeds |      |           |   |                           |        |
| > Std.   |      |           |   |                           |        |
| > (      |      |           |   |                           |        |
| Advanced |      |           |   |                           |        |
| > 20     |      |           |   |                           |        |
| 02-2005) |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| > \%     |      |           |   |                           | 77     |
| > E      |      |           |   |                           |        |
| xemplary |      |           |   |                           |        |
| > (E     |      |           |   |                           |        |
| xemplary |      |           |   |                           |        |
| > 20     |      |           |   |                           |        |
| 02-2005) |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| > Number |      |           |   |                           | 57     |
| > of     |      |           |   |                           |        |
| >        |      |           |   |                           |        |
| students |      |           |   |                           |        |
| > tested |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| >        |      |           |   |                           | 100    |
|  Percent |      |           |   |                           |        |
| > of     |      |           |   |                           |        |
| > total  |      |           |   |                           |        |
| >        |      |           |   |                           |        |
| students |      |           |   |                           |        |
| > tested |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| > Number |      |           |   |                           | 10     |
| > of     |      |           |   |                           |        |
| >        |      |           |   |                           |        |
| students |      |           |   |                           |        |
| > alter  |      |           |   |                           |        |
| natively |      |           |   |                           |        |
| >        |      |           |   |                           |        |
| assessed |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| >        |      |           |   |                           | 18     |
|  Percent |      |           |   |                           |        |
| > of     |      |           |   |                           |        |
| >        |      |           |   |                           |        |
| students |      |           |   |                           |        |
| > alter  |      |           |   |                           |        |
| natively |      |           |   |                           |        |
| >        |      |           |   |                           |        |
| assessed |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
|          |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| **[      |      |           |   |                           |        |
| Subgroup |      |           |   |                           |        |
| Score    |      |           |   |                           |        |
| s]{.smal |      |           |   |                           |        |
| lcaps}** |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| 21. **   |      |           |   |                           |        |
| [African |      |           |   |                           |        |
|          |      |           |   |                           |        |
|  America |      |           |   |                           |        |
| n]{.smal |      |           |   |                           |        |
| lcaps}** |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| > \% At  |      |           |   |                           | 100    |
| > or     |      |           |   |                           |        |
| > Above  |      |           |   |                           |        |
| > Meets  |      |           |   |                           |        |
| > Std.   |      |           |   |                           |        |
| > (Pr    |      |           |   |                           |        |
| oficient |      |           |   |                           |        |
| > 20     |      |           |   |                           |        |
| 02-2005) |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| > \% At  |      |           |   |                           | 86     |
| > or     |      |           |   |                           |        |
| > Above  |      |           |   |                           |        |
| >        |      |           |   |                           |        |
|  Exceeds |      |           |   |                           |        |
| > Std.   |      |           |   |                           |        |
| > (      |      |           |   |                           |        |
| Advanced |      |           |   |                           |        |
| > 20     |      |           |   |                           |        |
| 02-2005) |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| > \%     |      |           |   |                           | 67     |
| > E      |      |           |   |                           |        |
| xemplary |      |           |   |                           |        |
| > (E     |      |           |   |                           |        |
| xemplary |      |           |   |                           |        |
| > 20     |      |           |   |                           |        |
| 02-2005) |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| > Number |      |           |   |                           | 21     |
| > of     |      |           |   |                           |        |
| >        |      |           |   |                           |        |
| students |      |           |   |                           |        |
| > tested |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| 22.      |      |           |   |                           |        |
|  **[Whit |      |           |   |                           |        |
| e]{.smal |      |           |   |                           |        |
| lcaps}** |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| > \% At  |      |           |   |                           | 100    |
| > or     |      |           |   |                           |        |
| > Above  |      |           |   |                           |        |
| > Meets  |      |           |   |                           |        |
| > Std.   |      |           |   |                           |        |
| > (Pr    |      |           |   |                           |        |
| oficient |      |           |   |                           |        |
| > 20     |      |           |   |                           |        |
| 01-2005) |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| > \% At  |      |           |   |                           | 100    |
| > or     |      |           |   |                           |        |
| > Above  |      |           |   |                           |        |
| >        |      |           |   |                           |        |
|  Exceeds |      |           |   |                           |        |
| > Std.   |      |           |   |                           |        |
| > (      |      |           |   |                           |        |
| Advanced |      |           |   |                           |        |
| > 20     |      |           |   |                           |        |
| 01-2005) |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| > \%     |      |           |   |                           | 86     |
| > E      |      |           |   |                           |        |
| xemplary |      |           |   |                           |        |
| > (E     |      |           |   |                           |        |
| xemplary |      |           |   |                           |        |
| > 20     |      |           |   |                           |        |
| 01-2005) |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| > Number |      |           |   |                           | 28     |
| > of     |      |           |   |                           |        |
| >        |      |           |   |                           |        |
| students |      |           |   |                           |        |
| > tested |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| 23.      |      |           |   |                           |        |
|  **[Econ |      |           |   |                           |        |
| omically |      |           |   |                           |        |
|     Disa |      |           |   |                           |        |
| dvantage |      |           |   |                           |        |
| d]{.smal |      |           |   |                           |        |
| lcaps}** |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| > \% At  |      |           |   |                           | 100    |
| > or     |      |           |   |                           |        |
| > Above  |      |           |   |                           |        |
| > Meets  |      |           |   |                           |        |
| > Std.   |      |           |   |                           |        |
| > (Pr    |      |           |   |                           |        |
| oficient |      |           |   |                           |        |
| > 20     |      |           |   |                           |        |
| 01-2005) |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| > \% At  |      |           |   |                           | 100    |
| > or     |      |           |   |                           |        |
| > Above  |      |           |   |                           |        |
| >        |      |           |   |                           |        |
|  Exceeds |      |           |   |                           |        |
| > Std.   |      |           |   |                           |        |
| > (      |      |           |   |                           |        |
| Advanced |      |           |   |                           |        |
| > 20     |      |           |   |                           |        |
| 01-2005) |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| > \%     |      |           |   |                           | 85     |
| > E      |      |           |   |                           |        |
| xemplary |      |           |   |                           |        |
| > (E     |      |           |   |                           |        |
| xemplary |      |           |   |                           |        |
| > 20     |      |           |   |                           |        |
| 01-2005) |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| > Number |      |           |   |                           | 20     |
| > of     |      |           |   |                           |        |
| >        |      |           |   |                           |        |
| students |      |           |   |                           |        |
| > tested |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| 24       |      |           |   |                           |        |
| . **[SPE |      |           |   |                           |        |
| D]{.smal |      |           |   |                           |        |
| lcaps}** |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| > \% At  |      |           |   |                           | 100    |
| > or     |      |           |   |                           |        |
| > Above  |      |           |   |                           |        |
| > Meets  |      |           |   |                           |        |
| > Std.   |      |           |   |                           |        |
| > (Pr    |      |           |   |                           |        |
| oficient |      |           |   |                           |        |
| > 20     |      |           |   |                           |        |
| 02-2005) |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| > \% At  |      |           |   |                           | 82     |
| > or     |      |           |   |                           |        |
| > Above  |      |           |   |                           |        |
| >        |      |           |   |                           |        |
|  Exceeds |      |           |   |                           |        |
| > Std.   |      |           |   |                           |        |
| > (      |      |           |   |                           |        |
| Advanced |      |           |   |                           |        |
| > 20     |      |           |   |                           |        |
| 02-2005) |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| > \%     |      |           |   |                           | 38     |
| > E      |      |           |   |                           |        |
| xemplary |      |           |   |                           |        |
| > (E     |      |           |   |                           |        |
| xemplary |      |           |   |                           |        |
| > 20     |      |           |   |                           |        |
| 02-2005) |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+
| > Number |      |           |   |                           | 16     |
| > of     |      |           |   |                           |        |
| >        |      |           |   |                           |        |
| students |      |           |   |                           |        |
| > tested |      |           |   |                           |        |
+----------+------+-----------+---+---------------------------+--------+