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

*U.S. Department of Education*

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

Name of Principal [Mrs. Erica Kludt-Painter]{.underline}

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

Official School Name [Rae C. Stedman Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [303 Dolphin Street P.O. Box
289]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Petersburg]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Alaska]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[99833-0289]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_\_[N/A]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_\_\_[390010]{.underline}\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 907 ) 772-4786]{.underline} Fax [( 907 ) 772-4334
\_\_\_\_\_\_\_]{.underline}

Website/URL [http://www.psgsd.k12.ak.us/ \_\_\_\_\_\_\_]{.underline}
E-mail [ekludt@psgsd.k12.ak.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Gary Jacobsen]{.underline}

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

District Name [Petersburg City Schools]{.underline} Tel. [( 907 )
772-4271\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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 [Ms. Laurie
Bergren\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

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

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

## PART I ‑ ELIGIBILITY CERTIFICATION

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

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

\_\_\_\_\_ Junior high schools

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

\_\_\_\_\_ Other

\_\_[3]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_[\$9019.82]{.underline}\_\_\_\_

Average State Per Pupil Expenditure: \_\_[\$4919.00\_\_\_\_]{.underline}

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

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

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[X \] Rural

4\. [5]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**                                                  **7**                             

  **K**       23        18                     **41**       **8**                             

  **1**       24        19                     **43**       **9**                             

  **2**       16        18                     **34**       **10**                            

  **3**       31        9                      **40**       **11**                            

  **4**       23        20                     **43**       **12**                            

  **5**       24        23                     **47**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   248
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [67]{.underline} % White

the students in the school: [2]{.underline} % Black or African American

[6]{.underline} % Hispanic or Latino

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

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

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_[10]{.underline}\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      11
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      13
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    24
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 241
                            the school as of October 1  

  **(5)**                   Total transferred students  0.10
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           10
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_[3]{.underline}\_\_\_%

\_\_\_[8]{.underline}\_\_\_Total Number Limited English Proficient

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

Specify languages: Spanish, Vietnamese, Cambodian (Khmer)

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[46]{.underline}\_\_%

Total number students who qualify: \_\_\_\_[114\_\_]{.underline}

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

10\. Students receiving special education services:
\_\_\_[21]{.underline}\_\_\_%

\_\_\_[52]{.underline}\_\_\_Total Number of Students Served

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

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

\_\_\_\_Deafness \_\_[7]{.underline}\_Other Health Impaired

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

\_\_\_\_Emotional Disturbance \_\_[39]{.underline}Speech or Language
Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_[1]{.underline}\_Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness
>
> \_\_\_\_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}\_\_
\_\_\_\_[0]{.underline}\_\_\_

Classroom teachers \_\_\_[11]{.underline}\_\_
\_\_\_\_[2\_\_\_]{.underline}

Special resource teachers/specialists \_\_\_\_[4]{.underline}\_\_
\_\_\_\_[4]{.underline}\_\_\_

Paraprofessionals \_\_\_\_[10]{.underline}\_
\_\_\_\_[2]{.underline}\_\_\_

> Support staff \_\_\_\_[2]{.underline}\_\_
> \_\_\_\_[2]{.underline}\_\_\_
>
> Total number \_\_\_[28]{.underline}\_\_\_ \_\_\_\_[10]{.underline}\_\_

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

students in the school divided by the FTE of classroom teachers:
\_\_\_[21]{.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.

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

  Daily student attendance   94.0%       94.1%       94.8%       93.8%       94.8%

  Daily teacher attendance   94.3%       95%         92.2%       95%         94.5%

  Teacher turnover rate      \*\*5%      \*4.8%      \*4.2%      0%          \*12%

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

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

\*Teacher retirements \*\*In-district transfer

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

+---------------------------------------------------------+------------+
| Graduating class size                                   | >          |
|                                                         | \_\_\_\_\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

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

Rae C. Stedman Elementary School is located in Petersburg on Mitkof
Island in Southeast Alaska. Traditionally a fishing and logging
community and accessible only by water or air, Petersburg's primary
economic base currently revolves around the fishing industry and support
services for the US Forest Service. Petersburg has a winter population
of about 3100 people and gains another 500 in the summer due to migrant
workers for the fishing industry.

Now known as Alaska's Little Norway, Petersburg was founded by Norwegian
fishermen. Tlingit families also used the location during the summer as
fish camps. About 18% of the student population is Native American. Both
Norwegian and Tlingit heritages are reflected in the school curriculum.

Petersburg has a temperate rain forest climate and receives over 110
inches of rain per year. Part of the precipitation may take the form of
snow; sledding, skiing, snowboarding and snowballs are popular winter
activities. Outdoor activities are important to the town and to the
school. Covered playgrounds permit students to enjoy outdoor recess each
day. Throughout the entire year hunting and fishing as well as
picnicking and hiking are popular activities enjoyed by families.

Stedman Elementary contains kindergarten through fifth grade and serves
248 students in a quality program that seeks to meet the academic,
aesthetic, physical and social needs of its students. Each grade level
has two sections so class size is kept in the 20 students per class
range. An excellent special education program with two certified
teachers and nine teacher aides assist students who need additional help
in order to be successful. A swim program ensures that every student who
attends Stedman Elementary School is a competent swimmer which is
essential for a community which earns its living and plays on the water.
Swim classes alternate with traditional PE classes to provide a complete
physical education program. Music instruction in grades three through
five is provided by the high school music teacher; a half-time counselor
is available to help students learn about themselves and get along with
others in a safe and wise manner. Students participate in library time;
their Stedman library card permits them to use the city library as well.
Technology education occurs in specific classes as well as being
incorporated in all classes.

The warm relationship that students enjoy with their teachers and other
staff members is obvious as soon as one enters the school. Students are
greeted by the principal with a smile and their first name. Because
students and their parents see the staff outside of the school building,
students are known in a multidimensional way that is not possible when
school and community are separated. Grocery shopping, picking up the
mail at the post office, and social activities provide many
opportunities for informal interaction. Community support is seen by the
large number of parents and community members who logged over 500 hours
of volunteer service in our school last year. Petersburg Indian
Association, US Forest Service, Petersburg Arts Council, local health
professionals, law enforcement, volunteer firemen, elected officials and
social service workers contribute to the richness of the students'
experience at school.

Stedman Elementary enjoys a highly talented and dedicated staff that
works together to maximize each other's contribution in terms of talent,
expertise and enthusiasm. Three of our teachers attended Stedman
Elementary; this is a source of pride for the school. The staff examines
and evaluates the total curriculum to make sure that it reflects the
best practices and most current research in education. It seeks to
enrich the curriculum while maintaining a strong basic foundation of a
sound elementary education and fulfilling the school's mission of
"providing a safe educational environment where all students are
challenged to become lifelong learners."

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

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

Rae C. Stedman Elementary School utilizes a wide variety of assessment
tools to assess and guide instruction on an individual and school-wide
basis. Informal assessment provides a continuous evaluation of how
individual students are doing on a daily basis; teachers are able to
determine if students comprehend and relate to the lessons presented.
Authentic assessments and completion of tasks/projects permit students
to say, "I did it!" and demonstrate their understanding and knowledge.
Another level of assessment involves teacher-made tests and chapter
tests. Computer tracking of scores aids in providing up-to-date
information for students, parents and teachers. The school is currently
establishing the Power School communication system that will permit
parents to monitor student grades, assignments and completion of
assignments from home. Report cards are provided on a trimester basis
and parent/student/teacher conferences are held three times a year,
including a Get to Know My Child conference in September. This provides
a chance for staff and parents to meet. Special Education and English as
Second Language referrals are made for students identified in need of
such services. A final level of assessment involves the state mandated
formal assessments.

At the building level, all kindergarten-fifth grade students are
assessed three times a year with the DIBELS assessment tool. This allows
us to determine whether students are at risk in reading. Analysis of
these scores permits us to determine specific interventions for
students. All students in grades one through five are also assessed
three times a year with Renaissance Learning STAR Math and Reading
assessments to determine zones of proximal development and appropriate
grade levels for instruction. This allows our staff to individualize
instruction for all students and provide remediation and accelerations
where appropriate.

The state of Alaska developed benchmark tests for grades three, six, and
eight as well as a high school graduation-qualifying exam for grade ten.
Now standards-based assessments for elementary school more clearly
reflect how students are developing in reading, language and
mathematics. Scores indicate if students are proficient or not.
Additional categories point out high proficiency and very low
proficiency as well. This four level schema makes identification of
students who are not succeeding easy.

Stedman Elementary is very proud that all subgroups of third graders
scored very well on the recent state assessment. Alaska Natives/American
Indian, disabled, low income and migrant students all scored in the
proficient category, with many students scoring at the advanced level
and meeting the annual measurable

objectives of the State of Alaska in reading, language and mathematics.

Stedman students in grades 4 and 5 participated in the Terra Nova
standardized achievement test as mandated by the State of Alaska. The
State of Alaska has identified performance standards that are

tracked and reported publicly on the State Department of Education
website at:
[www.eed.state.ak.us/tls/assessment/results.html](http://www.eed.state.ak.us/tls/assessment/results.html).
Recent test scores have been converted to the same format as the
benchmarks, with a proficient/not proficient schema. Disparities in the
subgroups of disabled and Alaska Native/American Indian reflect the
small number of students in these groups. The staff continues to work
with individual students to help them achieve their best and to master
the skills they need in reading, language and mathematics. High academic
success for all students continues to be a high expectation of our
staff. We expect our students to perform well and work hard to ensure
that they will succeed.

2.  **Using Assessment Results:** Show in one-half page (approximately
    300 words) how the school uses

assessment data to understand and improve student and school
performance.

Stedman Elementary School synthesizes assessment data from formal and
informal testing, standardized with norms and standards based
objectives, classroom observations and teacher or textbook tests,
authentic assessment such as portfolios and projects, and other
observable data, as well as specialized evaluations such as special
education and second language testing. Such a wide range of assessment
ensures that no one single tool is the sole deciding factor in
assessment to improve student and school performance.

Because the mandated State of Alaska testing is based upon the
designated State standards, these scores are scrutinized to determine
how our curriculum aligns with the State standards and how our students
are progressing in reading, language and mathematics. This becomes the
basis of the curriculum review

cycle in which all areas of the curriculum are reviewed in a six-year
cycle.

Individual student assessment scores and observations of classroom
performance may be used to determine whether a referral should be made
for special education services, English as a Second Language classes, or
additional help within the classroom. Such assessment is used to create
the student's plan of instruction and services needed to allow students
adequate access to their education, and in annual reviews and three-year
evaluations. An extended day for students in kindergarten and first
grade provides direct instruction for students who need additional time
with a teacher to solidify concepts and skills in reading and
mathematics. Recommendations for summer school are based on a wide range
of assessments.

Teachers, administration and the school board carefully study the State
of Alaska mandated assessment

results with specific attention to subgroups and areas in which a
substantial number of students score lower than expected or desired.
Results of such analysis create a continually improving curriculum and
high academic success for all students.

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

Our school uses a variety of strategies to communicate student
performance to parents, students and the community. In addition to
traditional report cards, Stedman School is in the process of
implementing a

program called Power School that will permit parents to view their
children's assignments, assessments, grades, attendance and progress on
line and communicate with teachers via e-mail. This system has worked
well at the high school, and we are looking forward to using it at the
elementary school. Parent/student/teacher conferences are held three
times each year, and include discussion of assessment and student
progress in academic areas as well as other aspects of the student's
life.

Assessment for Special Education and English as a Second Language
requires a meeting of parents,

students and staff. Specific guidelines are mandated by these programs
and are followed exactly to ensure that parents and students are fully
aware of the information provided by the assessment and to plan for the
student's further educational services.

Assessment results are provided to the community in a variety of
written, oral and electronic means. The results are contained in the
Petersburg School District Report Card that is published in the local

newspaper (The Petersburg Pilot) and on-line at the State of Alaska
Department of Education and the Petersburg School District web site. The
assessment results are presented and discussed at the Petersburg School
Board meetings, which are broadcast to the entire community on the local
public radio station (KFSK). Reports on the school board meetings and
the assessment scores invariably find themselves in the newspaper and on
the local radio news. The superintendent's, principal's and teacher's
newsletters also contain information about assessment results. District
newsletters are mailed monthly to all box holders in town.

Many teachers post progress charts in their classrooms that keep a
running tally of skills mastery and provide a visual reinforcement of
individual progress and motivation for other. Demonstrations of good
work are displayed throughout the school on bulletin boards and the
halls for all to see.

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

Being an isolated community without road access to other towns and
school districts, Stedman Elementary School does not often have a chance
to share its successes and concerns with other schools in the usual
manner. However, our staff is resourceful and takes advantages of all
opportunities that present themselves. These opportunities include
conferences, visits to other communities, summer school, classes by
Internet and long distance delivery, e-mails to other professionals and
peers, and the Internet itself.

The principal, the superintendent and school board members, with their
own network of communication, attend their respective conferences and
explain to their peers how Stedman Elementary is able to achieve high
academic success for all students.

Stedman Elementary staff members learn and share with the professionals
who come to Petersburg for presentations, conferences and meetings. SESA
(Special Education Service Agency) is an example of how agencies both
bring services and share our successes with other districts that they
visit.

Stedman Elementary School also shares with the two other schools in the
Petersburg School District, the Mitkof Middle School and Petersburg High
School. This sharing takes place both informally and formally. One
significant means is the Curriculum Steering Committee that is composed
of all administration, teachers from all three schools, parents,
students, and a school board member. This committee reviews the
curriculum on a six-year cycle and together examines what works and what
does not work, and how the local curriculum aligns with the state
standards. The understanding and unity which is created by this
committee and its review creates a seamless curriculum for all students
to achieve academic success and enables all district staff to gain an
understanding of the interrelationship of the three schools and their
individual needs. Such understanding permits all district staff to feel
ownership for all students and their success in Petersburg.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:** Describe in one page the school's curriculum.
    Outline in several sentences the core of each curriculum area and
    show how all students are engaged with significant content based on
    high standards. Include art and foreign languages in the
    descriptions. (Foreign language instruction as a part of the core
    curriculum is an eligibility requirement in grades 7 and higher and
    must be taught as a whole-year subject.)

Rae C. Stedman Elementary School's curriculum is based on the Alaska
State Content and Performance Standards and has been designed through an
extensive district--wide curriculum mapping process. Teachers have a
strong sense of ownership in our school's curriculum due to this "ground
up" design process, and truly understand expectations across all grade
levels. Reading is the primary focus at Stedman Elementary, and we
consider it our most important charge. Our goal is that all students
will be proficient readers by third grade, and our entire school
schedule is based on the facilitation of our kindergarten-third grade
reading groups. All Title 1 reading teachers, Special Education
teachers, and support staff are available during these key times to
provide necessary support to classroom teachers and students. We are
thus able to provide specific reading instruction to small groups of
students.

We celebrate reading in our school in a variety of ways. Our
parent/teacher organization provides a fantastic, all-inclusive Book
Fair each fall in conjunction with our local book store. We have a huge
Dr. Seuss reading challenge every year in honor of Dr. Seuss's birthday
and the national Read Across America campaign. Children have the
opportunity to earn reading medals during this competition. We encourage
parent and community volunteers to come into the school to read with
individual students. Our community is very supportive and proud of their
school, and we rarely have a shortage of volunteer help when we need it.

Writing is integrated in all curriculum areas at Stedman Elementary, and
is visible in our classrooms and hallways. Teachers incorporate the Six
Traits of Writing, and instruction is scaffolded across grade levels so
all students share a common language. This is also an area where
technology is incorporated in a meaningful way, as students publish
stories, research papers, and class books. There is an emphasis on the
writing process as well as the finished product, and students feel a
great sense of pride in their work. Parents and community members are
often invited into the school to view these projects. Students also
create specific written projects for various community agencies,
including the Forest Service, our local museum, our after school
Children's Center partners, and our public library. We receive very
positive feedback from community members and tourists alike on these
visible projects.

Our Mathematics curriculum is a combination of the Every Day Math
program, problem solving and critical thinking activities, hands-on
manipulatives, and the Accelerated Math program to support individual
learners. We strive to provide a balanced program that supports basic
facts instruction and relevant application of mathematical concepts.

Our Science curriculum incorporates the inquiry-based FOSS (Full Option
Science System) interactive kits and specific units of study related to
Petersburg and the state of Alaska. We consider ourselves fortunate to
live in a "virtual" science lab. Our environment is filled with natural
wonders and abundant wildlife. Students explore geological processes
evident when they look out the window at jagged mountain peaks,
glaciers, and valleys. Local Fish and Game scientists often visit our
classrooms and engage students in studies regarding migratory patterns
and habits of humpback whales, and habitats of local fish and wildlife
species. These scientists proudly display student projects in our local
Fish and Game office.

Our Social Studies curriculum moves students along an expanding
continuum, beginning with studies related to their families and their
communities, moving on to more comprehensive studies of Alaska, our
country, and our world.  We have a very active Indian Education Program,
and our students participate in a variety of Native cultural activities,
including a Tlingit/Haida Potlatch and Fish Camp. We often have Tlingit
and Haida elders come into the classrooms to share their family
histories, language, and culture.

We are proud of the fact that Stedman Elementary students participate in
a daily physical education program, alternating every other week with
one week of P.E. and one week of Swimming/Water Safety. We are fortunate
to have a part-time music instructor, and students receive instruction
in music history, note-reading, and participate in vocal activities. We
do not have an Art specialist, but participate in the Alaska State
Artist in the Schools program, where nationally known artists come into
our school for 3-4 week residencies. Our parent/teacher organization
supports this endeavor by providing volunteers and funding.

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

Rae C. Stedman Elementary School's reading curriculum is based on the
Competent Reader Model, as described in our Alaska State Frameworks. All
instructional methods, strategies, and assessments are specifically
focused on the following key elements:

\*Fluency, including immediate recall of sight words and rate of
reading;

\*Accuracy, including phonemic awareness and phonics instruction;

\*Comprehension, including vocabulary instruction.

Our kindergarten and first grade teachers implement the Read Well
program, which is a unique, research-based reading program that combines
systematic phonics, mastery-based learning, and rich content. From the
beginning, children develop strong decoding skills, comprehension
strategies, and sophisticated content knowledge. This program is
effective because it combines student-read and teacher-read text in a
\"duet\" story format. The stories are scaffolded to support
increasingly independent reading by students. As students gain
independent reading skills, student-read text gradually increases, and
teacher-read text is gradually withdrawn. Reading instruction in our
primary classrooms is supported by a variety of activities including our
book-in-a-bag program, small group learning centers, and thematic units.
We strive to provide a balanced literacy program that encourages
lifelong love of reading and provides basic skills instruction.

Our second-fifth grade classrooms use the Houghton Mifflin reading
program, with support from the Accelerated Reading Program, Wright Group
materials, leveled readers, and a variety of trade books. The focus is
on creating meaning from text and increasing comprehension, fluency, and
accuracy. We are fortunate in our community to have an efficient
inter-library program, which links our district libraries with the
Petersburg Public Library. We work closely with our public library
through an active Friends of the Library organization, which supports
school and community reading challenges, Reading is Fundamental book
giveaways, and community volunteers in our school.

Parents and community volunteers make up a large part of our literacy
program, and provide support for struggling readers and small group
instruction.

2b. **(Secondary Schools)** **English:** Describe in one-half page the
school's English language curriculum, including efforts the school makes
to improve the reading skills of students who read below grade level.

**N/A**

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

At Stedman Elementary, our mathematics curriculum is based on the
premise that math instruction must include a balanced approach to basic
computation skills and higher-level analysis skills. There is an
emphasis at each grade level on problem solving, mathematical reasoning,
and communication skills to express mathematical reasoning. At each
grade level students will develop their concepts of numbers, operations
on numbers, measurement, estimation and computation,
patterns/functions/relations, geometry, and probability through problems
and projects that require complex, integrated, and applied mathematical
reasoning. Students who need more time to develop basic computational
skills will not be prevented from engaging in these complex and
rewarding tasks. Instead they will use manipulatives, calculators, and
computers to do speedy calculations as they use their reasoning skills
to determine what types of operations are appropriate for the problem at
hand. Computational skills will still be an expected outcome of
instruction, but students will realize that they can create their own
patterns of computations that represent their own lines of reasoning.
This approach acknowledges that some students construct computational
knowledge more slowly than other students. Often students require a
meaningful application before they are motivated to succeed at
computational skills.

Our Every Day Math program supports this approach to mathematics
instruction, and allows our students to master basic operations while
applying these skills to real-life situations. We also use the
Renaissance Learning Accelerated Math computer program to individualize
instruction for all students. Students are assessed three times a year
with the STAR Math test, which determines each student's appropriate
math level. Teachers are then able to assign specific objectives to each
student for practice and subsequent testing. Students enjoy this program
because it provides tailored assignments and immediate feedback. Mastery
learning is the focus of this program, and we believe it provides a
strong backbone for our Every Day Math program.

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

Stedman Elementary School uses a variety of effective instructional
methods to improve student learning. Teachers understand that no two
children are alike and no two children learn in identical ways, thus
instruction must be differentiated to meet individual needs. Teachers
use a variety of assessments to determine a student\'s ability or
readiness in a particular curricular area, including learning style
inventories, interest inventories, formal assessments, observations, and
questioning techniques. Also, it is necessary to determine whether
students are generally working below or above grade level, or whether
they may simply be missing necessary prerequisite skills.

Activities for each group are often differentiated by complexity.
Students whose understanding is below grade level will work at tasks
which are less complex than those attempted by more advanced students.
Those students whose reading skills are below grade level will benefit
by reading with a buddy or listening to stories/instructions using a
tape recorder so that they receive information orally.

One particularly successful strategy for our kindergarten students and
our older students with reading difficulties is our KinderBuddy Reading
Program. Older children who struggle with reading are paired with
kindergarten students to get additional practice and experience reading
away from the teacher as they develop fluency, comprehension, and
confidence.  

Teachers are able to meet individual students' needs through the use of
independent study projects, buddy-studies, learning contracts, and
learning centers. Varying the level of questioning (and subsequent
thinking skills) and compacting the curriculum are also useful
strategies for accommodating differences in ability or readiness.
Stedman Elementary is continually striving to implement the most
appropriate, research-based methods that have proven successful in
increasing student learning.

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

Inservice trainings and workshops are based on student needs and
assessment data. In recent years, we have participated in a variety of
in-district activities, including LETRS modules (language essentials for
teachers of reading and spelling), Accelerated Reading and Math
training, webpage design and management, Power School training, and
Every Day Math instruction. We utilize the knowledge and expertise of
staff members in our district to provide a variety of staff development
opportunities, specifically in the implementation of the latest
technology applications. This allows us to maximize any training that
staff members receive when they travel out of the district for
conferences and workshops.

The staff development program at Stedman Elementary is [directly focused
on helping to achieve student learning goals and supporting student
learning
needs.](http://webserver3.ascd.org/ossd/planning_definitions.html#Directly)
It is collaborative in nature; teachers, support staff, and
administrators work together in the planning and implementation of our
goals. Our staff has engaged in an extensive curriculum mapping process,
and we continuously review and update maps as necessary.

We are fortunate to have release time every Friday afternoon for grade
level planning and collaboration, and implementation of strategies and
skills gained through inservice opportunities. Our local school board
and community have been very supportive of this release time, and we
feel it greatly benefits our students. Teachers truly value this weekly
collaboration time. It also allows us to work with staff members in the
Middle School and High School.

**PART VI - PRIVATE SCHOOL ADDENDUM**

*The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data tables.*

1.  Private school association(s):

> (Identify the religious or independent associations, if any, to which
> the school belongs. List the primary association first.)

2.  Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes
    \_\_\_\_\_\_ No \_\_\_\_\_\_

3.  What are the 2005-2006 tuition rates, by grade? (Do not include
    room, board, or fees.)

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

K 1^st^ 2^nd^ 3^rd^ 4^th^ 5^th^

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

6^th^ 7^th^ 8^th^ 9^th^ 10^th^ 11^th^

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

12^th^ Other

4.  What is the educational cost per student? \$\_\_\_\_\_\_

(School budget divided by enrollment)

5.  What is the average financial aid per student? \$\_\_\_\_\_\_

6.  What percentage of the annual budget is devoted to \_\_\_\_\_\_%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction? \_\_\_\_\_\_%

**PART VII - ASSESSMENT RESULTS**

**Public Schools**

Each nominated school must show comparable results in reading (language
arts or English) and mathematics for at least the last three years
according to the criteria used by the CSSO to nominate the school. The
school must show results beyond the first grade in the school. For
example, ninth grade test results are not sufficient for 9-12 high
schools. For formatting, if possible use or adapt the sample tables (no
charts or graphs) at the end of this application.

If the state allows the use of the PSAT, PLAN, SAT, or ACT as part of
its accountability system and at least 90 percent of the students in the
appropriate classes must take the tests, schools must report the
results. For these tests, schools must use national norms. The national
school norms for the 90th and 60th percentiles can be found on the
Department's website. If fewer than 90 percent of the students take a
combination of the tests, that is, the ACT and the SAT or the PLAN and
the PSAT, do not report the data.

The school must disaggregate all data for socioeconomic and
ethnic/racial groups that comprise sufficient numbers to be a part of
the state's assessment reports or are of sufficient numbers to be
statistically significant. Show how all subgroups of students achieved
at high levels or improved dramatically in achievement for at least
three years. Explain any disparity among subgroups. The school must
specify the number and percentage of students assessed by alternative
methods.

All test data tables should be attached to the end of the application,
with all pages numbered consecutively.

**Private Schools**

Report the school's assessment results in reading (language arts or
English) and mathematics for at least the last three years for all
grades tested on state tests or assessments referenced against national
norms. For formatting, use or adapt the sample tables (no charts or
graphs) at the end of this application. Present data for all grades
tested for all standardized state assessments and for assessments
referenced against national norms administered by the school.

If at least 90 percent of the students take the PSAT, PLAN, SAT, or ACT,
high schools should report the data.

The school must disaggregate the data for students eligible for free or
reduced-priced meals and for ethnic/racial groups if a specific group
comprises 10 percent or more of the student body of the school. The
school must disaggregate the data whether or not the school actually
offers the federal school lunch program. Show how all subgroups of
students achieved at high levels or improved dramatically in achievement
for at least three years. Explain any disparity among subgroups.

The school must specify the number and percentage of students assessed
by alternative methods. Attach all tables that show test data to the end
of this application. Continue to number the pages consecutively.

  ------------------------------------------------------------ ----------------- -------------- ----------- ----------- -----------
  Subject: MATH                                                Grade: 3          Test:                                  
                                                                                 BENCHMARKS                             
                                                                                 (2001-2004),                           
                                                                                 SBA (2005)                             

  Edition/Publication Year: 1997                               Publisher:                                               
                                                               CTB/McGraw-Hill                                          

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

  Testing month                                                Apr.              Feb.           Mar.        Mar.        Mar.

  SCHOOL SCORES\*                                                                                                       

  \% Below/Not proficient                                      7.00%             12.50%         18.20%      15.90%      20.00%

  \% Advanced/Proficient                                       93.00%            87.50%         81.80%      84.10%      80.00%

  \% At Advanced                                               48.80%            44%            36%         52%         

  Number of students tested                                    44                48             22          62          44

  Percent of total students tested                             97.72%            100%           100%        100.00%     100.00%

  Number of students alternatively assessed                    0.00%             0              0           0.00%       0.00%

  Percent of students alternatively assessed                   0.00%             0%             0%          0.00%       0.00%

                                                                                                                        

  SUBGROUP SCORES                                                                                                       

  1\. \_\_Alaska Native/American Indian\_\_(Specify                                                                     

  \% Below/Not proficient                                      11%               40%or fewer    60% or more             

  \% Advanced/Proficient                                       89%               60% or more    40 % or                 
                                                                                                more                    

  \% At Advanced                                               22%                                                      

  Number of students tested                                    9                 6              4                       

  SUBGROUP SCORES                                                                                                       

  1\.                                                                                                                   
  \_\_\_\_Disabled\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                            

  \% Below/Not proficient                                      75%                                                      

  \% Advanced/Proficient                                       25%                                                      

  \% At Advanced                                               25%                                                      

  Number of students tested                                    4                                                        

  SUBGROUP SCORES                                                                                                       

  1\. \_\_\_\_Low Income\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                            

  \% Below/Not proficient                                      9.50%                                        33.3%       28%

  \% Advanced/Proficient                                       90.50%                                       66.7%       72%

  \% At Advanced                                               42.90%                                                   18%

  Number of students tested                                    21                                           18          

  SUBGROUP SCORES                                                                                                       

  1\.                                                                                                                   
  \_\_\_\_Migrant\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                             

  \% Below/Not proficient                                      25.00%                                                   

  \% Advanced/Proficient                                       75.00%                                                   

  \% At Advanced                                               50%                                                      

  Number of students tested                                    4                                                        

                                                                                                                        

  STATE SCORES                                                                                                          

  \% Below/Not proficient                                      24.50%            27.80%         28.20%      29.20%      33.70%

  \% Advanced/Proficient                                       75.40%            72.20%         71.80%      70.80%      66.30%

  \% At Advanced                                               31.20%                                                   

                                                                                                                        

  Some cells are empty due to low enrollment numbers in those                                                           
  categories.                                                                                                           
  ------------------------------------------------------------ ----------------- -------------- ----------- ----------- -----------

  ------------------------------------------------------------ ----------------- -------------- ----------- ----------- -----------
  Subject: MATH                                                Grade: 4          Test: Terra                            
                                                                                 Nova CAT/6                             
                                                                                 (2001-2004),                           
                                                                                 SBA (2005)                             

                                                                                                                        

  Edition/Publication Year: 1992,2000, 2001                    Publisher:                                               
                                                               CTB/McGraw-Hill                                          

                                                                                                                        

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

  Testing month                                                Apr.              Feb.           Mar.        Mar.        Mar.

  SCHOOL SCORES\*                                                                                                       

  \% Below/Not proficient                                      21.70%            19.00%         25.80%      \*          \*

  \% Advanced/Proficient                                       78.30%            81.00%         74.20%                  

  \% At Advanced                                                                                                        

  Number of students tested                                    46                21             62                      

  Percent of total students tested                             97.87%            95%            98%                     

  Number of students alternatively assessed                    0.00%             0              0                       

  Percent of students alternatively assessed                   0.00%             0              0                       

                                                                                                                        

  SUBGROUP SCORES                                                                                                       

  1\. \_\_Alaska Native/Am. Indian\_\_\_\_\_(Specify                                                                    

  \% Below/Not proficient                                      40% or fewer                     50%                     

  \% Advanced/Proficient                                       60% or more                      50%                     

  \% At Advanced                                                                                                        

  Number of students tested                                    5                                8                       

  1\.                                                                                                                   
  \_\_\_\_Disabled\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                            

  \% Below/Not proficient                                      40% or fewer                                             

  \% Advanced/Proficient                                       60% or moe%                                              

  \% At Advanced                                                                                                        

  Number of students tested                                    5                                                        

  SUBGROUP SCORES                                                                                                       

  1\. \_\_\_\_Low Income\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                            

  \% Below/Not proficient                                      36.40%                                                   

  \% Advanced/Proficient                                       63.60%                                                   

  \% At Advanced                                                                                                        

  Number of students tested                                    22                                                       

  SUBGROUP SCORES                                                                                                       

  1\.                                                                                                                   
  \_\_\_\_Hispanic\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                            

  \% Below/Not proficient                                      40% or fewer                     405 or                  
                                                                                                fewer                   

  \% Advanced/Proficient                                       60% or more                      60% or more             

  \% At Advanced                                                                                                        

  Number of students tested                                    4                                5                       

                                                                                                                        

  STATE SCORES                                                                                                          

  \% Below/Not proficient                                      31.20%            34.60%         35.20%                  

  \% Advanced/Proficient                                       68.80%            65.40%         64.80%                  

  \% At Advanced                                                                                                        

                                                                                                                        

  \* Scores not available in proficient/not proficient format.                                                          
  ------------------------------------------------------------ ----------------- -------------- ----------- ----------- -----------

  ------------------------------------------------------------ ----------------- -------------- ----------- ----------- -----------
  Subject: MATH                                                Grade: 5          Test: Terra                            
                                                                                 Nova CAT/6                             
                                                                                 (2001-2004),                           
                                                                                 SBA (2005)                             

                                                                                                                        

  Edition/Publication Year: 1992,2000, 2001                    Publisher:                                               
                                                               CTB/McGraw-Hill                                          

                                                                                                                        

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

  Testing month                                                Apr.              Feb.           Mar.        Mar.        Mar.

  SCHOOL SCORES\*                                                                                           \*          \*

  \% Below/Not proficient                                      16.70%            13.20%         37.20%                  

  \% Advanced/Proficient                                       83.30%            86.60%         62.80%                  

  \% At Advanced                                                                                                        

  Number of students tested                                    24                68             43                      

  Percent of total students tested                             100.00%           100%           100%                    

  Number of students alternatively assessed                    0.00%             0              0                       

  Percent of students alternatively assessed                   0.00%             0%             0%                      

                                                                                                                        

  SUBGROUP SCORES                                                                                                       

  1\. \_\_Alaska Native/Am. Indian\_\_\_\_\_(Specify                                                                    

  \% Below/Not proficient                                      60% or more       50%            50%                     

  \% Advanced/Proficient                                       40% or less       50%            50%                     

  \% At Advanced                                                                                                        

  Number of students tested                                    4                 8              8                       

  1\.                                                                                                                   
  \_\_\_\_Disabled\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                            

  \% Below/Not proficient                                      60% or more                                              

  \% Advanced/Proficient                                       40% or less                                              

  \% At Advanced                                                                                                        

  Number of students tested                                    5                                                        

  SUBGROUP SCORES                                                                                                       

  1\. \_\_\_\_Low Income\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                            

  \% Below/Not proficient                                      40% or less                                              

  \% Advanced/Proficient                                       60% or more                                              

  \% At Advanced                                                                                                        

  Number of students tested                                    7                                                        

  SUBGROUP SCORES                                                                                                       

  1\.                                                                                                                   
  \_\_\_\_Hispanic\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                            

  \% Below/Not proficient                                                        40% or fewer                           

  \% Advanced/Proficient                                                         60% or more                            

  \% At Advanced                                                                                                        

  Number of students tested                                                      6                                      

                                                                                                                        

  STATE SCORES                                                                                                          

  \% Below/Not proficient                                      33.20%            35.40%         36.40%                  

  \% Advanced/Proficient                                       66.80%            64.60%         63.60%                  

  \% At Advanced                                                                                                        

  \* Scores not available in proficient/not proficient format.                                                          
  ------------------------------------------------------------ ----------------- -------------- ----------- ----------- -----------

  ------------------------------------------------------------ ----------------- -------------- ----------- ----------- -----------
  Subject: READING                                             Grade: 3          Test:                                  
                                                                                 BENCHMARKS                             
                                                                                 (2001-2004),                           
                                                                                 SBA (2005)                             

                                                                                                                        

  Edition/Publication Year: 1997                               Publisher:                                               
                                                               CTB/McGraw-Hill                                          

                                                                                                                        

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

  Testing month                                                Apr.              Feb.           Mar.        Mar.        Mar.

  SCHOOL SCORES\*                                                                                                       

  \% Below/Not proficient                                      5% or fewer       10.40%         18.20%      15.90%      12.50%

  \% Advanced/Proficient                                       95% or more       89.60%         81.80%      84.10%      87.50%

  \% At Advanced                                               65.10%            33%            41%         30%         

  Number of students tested                                    44                43             22          53          35

  Percent of total students tested                             97.72%            100%           100%        100.00%     90.90%

  Number of students alternatively assessed                    0                 0              0           0.00%       0.00%

  Percent of students alternatively assessed                   0                 0              0           0.00%       0.00%

                                                                                                                        

  SUBGROUP SCORES                                                                                                       

  Subject: READING                                                                                                      

  \% Below/Not proficient                                      11%               60% or more    60% or more             

  \% Advanced/Proficient                                       89%               40% or more    40% or more             

  \% At Advanced                                               22%                                                      

  Number of students tested                                    9                 6              4                       

  1\.                                                                                                                   
  \_\_\_\_Disabled\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                            

  \% Below/Not proficient                                      25%                                                      

  \% Advanced/Proficient                                       76%                                                      

  \% At Advanced                                               25%                                                      

  Number of students tested                                    4                                                        

  SUBGROUP SCORES                                                                                                       

  1\. \_\_\_\_Low Income\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                            

  \% Below/Not proficient                                      4.80%                                        33.3%       

  \% Advanced/Proficient                                       95.20%                                       66.7%       

  \% At Advanced                                               66.70%                                                   

  Number of students tested                                    21                                           18          

  SUBGROUP SCORES                                                                                                       

  1\.                                                                                                                   
  \_\_\_\_Migrant\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                             

  \% Below/Not proficient                                      0                                                        

  \% Advanced/Proficient                                       100%                                                     

  \% At Advanced                                               75%                                                      

  Number of students tested                                    4                                                        

                                                                                                                        

  STATE SCORES                                                                                                          

  \% Below/Not proficient                                      20.90%            26.20%         26.10%      25.40%      28.80%

  \% Advanced/Proficient                                       79.10%            73.80%         73.90%      74.60%      71.20%

  \% At Advanced                                                                                                        
  ------------------------------------------------------------ ----------------- -------------- ----------- ----------- -----------

  ------------------------------------------------------------ ----------------- -------------- ----------- ----------- -----------
                                                               Grade: 4          Test: Terra                            
                                                                                 Nova CAT/6                             
                                                                                 (2001-2004),                           
                                                                                 SBA (2005)                             

                                                                                                                        

  Edition/Publication Year: 1992,2000, 2001                    Publisher:                                               
                                                               CTB/McGraw-Hill                                          

                                                                                                                        

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

  Testing month                                                Apr.              Feb.           Mar.        Mar.        Mar.

  SCHOOL SCORES\*                                                                                                       

  \% Below/Not proficient                                      6.50%             19.00%         22.60%      \*          \*

  \% Advanced/Proficient                                       93.50%            81.00%         77.40%                  

  \% At Advanced                                                                                                        

  Number of students tested                                    47                21             62                      

  Percent of total students tested                             97.87%            95%            98%                     

  Number of students alternatively assessed                    0                 0              0                       

  Percent of students alternatively assessed                   0                 0              0                       

                                                                                                                        

  SUBGROUP SCORES                                                                                                       

  1\. \_\_Alaska Native/Am. Indian\_\_\_\_\_(Specify                                                                    

  \% Below/Not proficient                                      40% or fewer                     50%                     

  \% Advanced/Proficient                                       60% or more                      50%                     

  \% At Advanced                                                                                                        

  Number of students tested                                    5                                8                       

  1\.                                                                                                                   
  \_\_\_\_Disabled\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                            

  \% Below/Not proficient                                      40% or fewer                                             

  \% Advanced/Proficient                                       60% or more                                              

  \% At Advanced                                                                                                        

  Number of students tested                                    5                                                        

  SUBGROUP SCORES                                                                                                       

  1\. \_\_\_\_Low Income\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                            

  \% Below/Not proficient                                      13.60%                                                   

  \% Advanced/Proficient                                       86.40%                                                   

  \% At Advanced                                                                                                        

  Number of students tested                                    22                                                       

  SUBGROUP SCORES                                                                                                       

  1\.                                                                                                                   
  \_\_\_\_Hispanic\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                            

  \% Below/Not proficient                                                                       40% or                  
                                                                                                fewer                   

  \% Advanced/Proficient                                                                        60% or more             

  \% At Advanced                                                                                5                       

  Number of students tested                                                                                             

                                                                                                                        

  STATE SCORES                                                                                                          

  \% Below/Not proficient                                                        29.20%         28.70%                  

  \% Advanced/Proficient                                                         70.80%         71.30%                  

  \% At Advanced                                                                                                        

                                                                                                                        

  \* Scores not available in proficient/not proficient format.                                                          
  ------------------------------------------------------------ ----------------- -------------- ----------- ----------- -----------

  ------------------------------------------------------------ ----------------- -------------- ----------- ----------- -----------
  Subject: READING                                             Grade: 5          Test: Terra                            
                                                                                 Nova CAT/6                             
                                                                                 (2001-2004),                           
                                                                                 SBA (2005)                             

                                                                                                                        

  Edition/Publication Year: 1992,2000, 2001                    Publisher:                                               
                                                               CTB/McGraw-Hill                                          

                                                                                                                        

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

  Testing month                                                Apr.              Feb.           Mar.        Mar.        Mar.

  SCHOOL SCORES\*                                                                                           \*          \*

  \% Below/Not proficient                                      20.80%            13.20%         14.00%                  

  \% Advanced/Proficient                                       79.20%            86.80%         86.00%                  

  \% At Advanced                                                                                                        

  Number of students tested                                    24                68             43                      

  Percent of total students tested                             100.00%           100%           100%                    

  Number of students alternatively assessed                    0.00%             0              0                       

  Percent of students alternatively assessed                   0.00%             0%             0%                      

                                                                                                                        

  SUBGROUP SCORES                                                                                                       

  1\. \_\_Alaska Native/Am. Indian\_\_\_\_\_(Specify                                                                    

  \% Below/Not proficient                                      60% or more       50%            38%                     

  \% Advanced/Proficient                                       40% or fewer      50%            63%                     

  \% At Advanced                                                                                                        

  Number of students tested                                    4                 8              8                       

  1\.                                                                                                                   
  \_\_\_\_Disabled\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                            

  \% Below/Not proficient                                      60% or more                                              

  \% Advanced/Proficient                                       40 % or fewer                                            

  \% At Advanced                                                                                                        

  Number of students tested                                    5                                                        

  SUBGROUP SCORES                                                                                                       

  1\. \_\_\_\_Low Income\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                            

  \% Below/Not proficient                                      40% or fewer                                             

  \% Advanced/Proficient                                       60% or more                                              

  \% At Advanced                                                                                                        

  Number of students tested                                    7                                                        

  SUBGROUP SCORES                                                                                                       

  1\.                                                                                                                   
  \_\_\_\_Hispanic\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                            

  \% Below/Not proficient                                                        40% or fewer                           

  \% Advanced/Proficient                                                         60% or more                            

  \% At Advanced                                                                                                        

  Number of students tested                                                      6                                      

                                                                                                                        

  STATE SCORES                                                                                                          

  \% Below/Not proficient                                      22.50%            29.00%         29.80%                  

  \% Advanced/Proficient                                       77.50%            71.00%         70.20%                  

  \% At Advanced                                                                                                        

  \* Scores not available in proficient/not proficient format.                                                          
  ------------------------------------------------------------ ----------------- -------------- ----------- ----------- -----------

  ------------------------------------------------------------ ----------------- -------------- ----------- ----------- -----------
  Subject: WRITING                                             Grade: 3          Test:                                  
                                                                                 BENCHMARKS                             
                                                                                 (2001-2004),                           
                                                                                 SBA (2005)                             

  Edition/Publication Year: 1997                               Publisher:                                               
                                                               CTB/McGraw-Hill                                          

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

  Testing month                                                Apr.              Feb.           Mar.        Mar.        Mar.

  SCHOOL SCORES\*                                                                                                       

  \% Below/Not proficient                                      2.30%             31.30%         40.90%      31.70%      42.50%

  \% Advanced/Proficient                                       97.70%            68.80%         59.10%      68.30%      57.50%

  \% At Advanced                                               53.50%            4%             14%         5%          

  Number of students tested                                    43                48             22          63          44

  Percent of total students tested                             100.00%           100%           100%        100.00%     90.90%

  Number of students alternatively assessed                    0                 0              0           0.00%       0.00%

  Percent of students alternatively assessed                   0.00%             0              0           0.00%       0.00%

                                                                                                                        

  SUBGROUP SCORES                                                                                                       

  1\. \_\_Alaska Native/American Indian\_\_(Specify                                                                     

  \% Below/Not proficient                                      0%                50%            60% or more             45%

  \% Advanced/Proficient                                       100%              50%            40% or more             55%

  \% At Advanced                                               33%                                                      

  Number of students tested                                    9                 6              4                       9

  SUBGROUP SCORES                                                                                                       

  1\.                                                                                                                   
  \_\_\_\_Disabled\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                            

  \% Below/Not proficient                                      25%                                                      

  \% Advanced/Proficient                                       75%                                                      

  \% At Advanced                                               25%                                                      

  Number of students tested                                    4                                                        

  SUBGROUP SCORES                                                                                                       

  1\. \_\_\_\_Low Income\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                            

  \% Below/Not proficient                                      4.80%                                        38.9%       50%

  \% Advanced/Proficient                                       95.20%                                       61.1%       50%

  \% At Advanced                                               47.60%                                                   

  Number of students tested                                    21.00%                                       18          18

  SUBGROUP SCORES                                                                                                       

  1\.                                                                                                                   
  \_\_\_\_Migrant\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                             

  \% Below/Not proficient                                      25.00%                                                   

  \% Advanced/Proficient                                       75.00%                                                   

  \% At Advanced                                               25%                                                      

  Number of students tested                                    4                                                        

                                                                                                                        

  STATE SCORES                                                                                                          

  \% Below/Not proficient                                      25.20%            41.20%         40.20%      42.00%      46.50%

  \% Advanced/Proficient                                       74.80%            58.80%         59.80%      58.00%      53.30%

  \% At Advanced                                               27.20%                                                   
  ------------------------------------------------------------ ----------------- -------------- ----------- ----------- -----------

  -------------------------------------------------------------- ----------------- -------------- ----------- ----------- -----------
  Subject: WRITING                                               Grade: 4          Test: Terra                            
                                                                                   Nova CAT/6                             
                                                                                   (2001-2004),                           
                                                                                   SBA (2005)                             

                                                                                                                          

  Edition/Publication Year: 1992,2000, 2001                      Publisher:                                               
                                                                 CTB/McGraw-Hill                                          

                                                                                                                          

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

  Testing month                                                  Apr.              Feb.           Mar.        Mar.        Mar.

  SCHOOL SCORES\*                                                                                             \*          \*

  \% Below/Not proficient                                        10.9              14.3           19.4                    

  \% Advanced/Proficient                                         89.1              85.7           80.6                    

  %At Advanced                                                                                                            

  Number of students tested                                      46                21             62                      

  Percent of total students tested                               97.87             95             98                      

  Number of students alternatively assessed                      0                 0              0                       

  Percent of students alternatively assessed                     0                 0              0                       

                                                                                                                          

  SUBGROUP SCORES                                                                                                         

  1\. \_\_\_Alaska Native/Am. Indian\_\_(Specify                                                                          

  \% Below/Not proficient                                        50                               50                      

  \% Advanced/Proficient                                         50                               50                      

  %At Advanced                                                                                                            

  Number of students tested                                      8                                8                       

  SUBGROUP SCORES                                                                                                         

  1\.                                                                                                                     
  \_\_\_Disabled\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                            

  \% Below/Not proficient                                        40 or fewer                                              

  \% Advanced/Proficient                                         60 or more                                               

  %At Advanced                                                                                                            

  Number of students tested                                      5                                                        

  SUBGROUP SCORES                                                                                                         

  1\. \_\_\_\_Low Income\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify       22.7                                                     

  \% Below/Not proficient                                        77.3                                                     

  \% Advanced/Proficient                                                                                                  

  %At Advanced                                                   22                                                       

  Number of students tested                                                                                               

  SUBGROUP SCORES                                                                                                         

  1\. \_\_\_Hispanic\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                          

  \% Below/Not proficient                                        40 or fewer                      40 or fewer             

  \% Advanced/Proficient                                         60 or more                       60 or more              

  %At Advanced                                                                                                            

  Number of students tested                                      4                                5                       

                                                                                                                          

  STATE SCORES                                                                                                            

  %Below/Not proficient                                          23.7              23.1           23.2                    

  \% Advanced/Proficient                                         76.3              76.9           76.8                    

  \* Scores not available in proficient/not proficient format.                                                            
  -------------------------------------------------------------- ----------------- -------------- ----------- ----------- -----------

  ------------------------------------------------------------ ----------------- -------------- ----------- ----------- -----------
  Subject: WRITING                                             Grade: 5          Test: Terra                            
                                                                                 Nova CAT/6                             
                                                                                 (2001-2004),                           
                                                                                 SBA (2005)                             

  Edition/Publication Year: 1992,2000, 2001                    Publisher:                                               
                                                               CTB/McGraw-Hill                                          

                                                                                                                        

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

  Testing month                                                Apr.              Feb.           Mar.        Mar.        Mar.

  SCHOOL SCORES\*                                                                                           \*          \*

  \% Below/Not proficient                                      20.80%            14.70%         11.60%                  

  \% Advanced/Proficient                                       79.20%            85.30%         88.40%                  

  \% At Advanced                                                                                                        

  Number of students tested                                    24                68             43                      

  Percent of total students tested                             100.00%           100%           100%                    

  Number of students alternatively assessed                    0.00%             0              0                       

  Percent of students alternatively assessed                   0.00%             0%             0%                      

                                                                                                                        

  SUBGROUP SCORES                                                                                                       

  1\. \_\_Alaska Native/Am. Indian\_\_\_\_\_(Specify                                                                    

  \% Below/Not proficient                                      60% or more       38%            25% or                  
                                                                                                fewer                   

  \% Advanced/Proficient                                       40% or fewer      63%            75 % or                 
                                                                                                more                    

  \% At Advanced                                                                                                        

  Number of students tested                                    4                 8              8                       

  1\.                                                                                                                   
  \_\_\_\_Disabled\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                            

  \% Below/Not proficient                                      60% or more                                              

  \% Advanced/Proficient                                       40% or fewr                                              

  \% At Advanced                                                                                                        

  Number of students tested                                    5                                                        

  SUBGROUP SCORES                                                                                                       

  1\. \_\_\_\_Low Income\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                            

  \% Below/Not proficient                                      40% or fewer                                             

  \% Advanced/Proficient                                       60% or more                                              

  \% At Advanced                                                                                                        

  Number of students tested                                    7                                                        

  SUBGROUP SCORES                                                                                                       

  1\.                                                                                                                   
  \_\_\_\_Hispanic\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Specify                                                            

  \% Below/Not proficient                                                        40% or fewer                           

  \% Advanced/Proficient                                                         60% or more                            

  \% At Advanced                                                                                                        

  Number of students tested                                                      6                                      

                                                                                                                        

  STATE SCORES                                                                                                          

  \% Below/Not proficient                                      24.60%            22.90%         23.80%                  

  \% Advanced/Proficient                                       75.40%            77.10%         76.20%                  

  \*Scores not available in proficient/not proficient format.                                                           
  ------------------------------------------------------------ ----------------- -------------- ----------- ----------- -----------