##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Dr. Sharon
Knudson\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [Jessup Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [6113 Evers Boulevard]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Cheyenne Wyoming]{.underline} \_\_\_\_[82009-3243\_\_\_­\_]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(307) 771-2570]{.underline} Fax [(307)-771-2574]{.underline}

Website/URL [Laramie1.k12.wy.us/jessu p]{.underline} Email
[Knudsons@laramie1.k12.wy.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\_\_\_\_\_[3/25/03]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

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

Name of Superintendent [Mr. Dan D. Stephan]{.underline}

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

District Name [Laramie County School District Number One]{.underline}
Tel. [(307)-771-2380)]{.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 Mrs. Jan Stalcup

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

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

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

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

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

1\. Number of schools in the district: \_[26]{.underline}\_\_ Elementary
schools

\_\_[0]{.underline}\_\_ Middle schools

\_\_[3]{.underline}\_\_ Junior high schools

\_\_[3]{.underline}\_\_ High schools

\_[32]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: [\_\$6380]{.underline}\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
[\_\$7496]{.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
>
> \[X \] Small city or town in a rural area
>
> \[ \] Rural

4\. [\_\_6\_\_\_]{.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 enrolled at each grade level or its equivalent in
applying school:

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

  **K**       12        24                     **36**       **7**                             0

  **1**       21        19                     **40**       **8**                             0

  **2**       20        23                     **43**       **9**                             0

  **3**       25        22                     **47**       **10**                            0

  **4**       20        29                     **49**       **11**                            0

  **5**       27        29                     **56**       **12**                            0

  **6**       30        26                     **56**       Other                             0

                                    **TOTAL                                                   327
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [92.7]{.underline} % White

the students in the school: [.9]{.underline} % Black or African American

[3.7]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_[6.1162]{.underline}\_%

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 14
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 06
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        20
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    327
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .061162
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    6.1162
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_[4.587]{.underline}\_\_\_\_\_\_%

\_\_[15]{.underline}\_\_\_Total Number Limited English Proficient

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

Specify languages: Spanish

Korean

9\. Students eligible for free/reduced-priced meals:
\_\_\_[3.6]{.underline}\_\_\_%

\_\_\_[12]{.underline}\_\_\_Total Number Students Who Qualify

> If this method is not a reasonably 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:
\_\_\_\_[7]{.underline}\_\_\_%

\_\_\_[23]{.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.

\_\_[0]{.underline}\_Autism \_\_[1\_]{.underline}Orthopedic Impairment

\_\_[0]{.underline}\_Deafness \_\_[5]{.underline}\_Other Health Impaired

\_\_[0]{.underline}\_Deaf-Blindness \_\_[6]{.underline}\_Specific
Learning Disability

\_\_[1]{.underline}\_Hearing Impairment \_\_[8]{.underline}\_Speech or
Language Impairment

\_\_[0]{.underline}\_Mental Retardation \_\_[0]{.underline}\_Traumatic
Brain Injury

\_\_[0]{.underline}\_Multiple Disabilities \_\_[2]{.underline}\_Visual
Impairment Including Blindness

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 \_\_[14]{.underline}\_\_\_
\_\_\_[0]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_[1]{.underline}\_\_\_
\_\_\_[3]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[4]{.underline}\_\_\_
\_\_\_[2]{.underline}\_\_\_\_

> Support staff \_\_\_[0]{.underline}\_\_\_
> \_\_\_[8]{.underline}\_\_\_\_
>
> Total number \_\_[20]{.underline}\_\_\_ \_\_[13]{.underline}\_\_\_\_

12\. Student-"classroom teacher" ratio: \_\_[23:1]{.underline}\_\_\_\_\_

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 96%         96.7%       96.17%      96.61%      96.83%

  Daily teacher attendance 95.2%       95.9%       96.5%       95.2%       96.1%

  Teacher turnover rate    6.7%        6.7%        20%         14%         14%

  Student dropout rate     N/A                                             

  Student drop-off rate    N/A                                             
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[PART III -- SUMMARY]{.underline}**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately**

**475 words). Include at least a summary of the school's mission or
vision in the statement**

**and begin the first sentence with the school's name, city, and
state.**

Jessup Elementary in Cheyenne, Wyoming is built around a common vision:

> *Jessup's learning community is a nurturing environment that embraces
> mutual respect, multiple*
>
> *educational opportunities, ownership of learning, and a commitment to
> lifelong learning.*
>
> ...VISION STATEMENT

Sharing a common vision, the Jessup community of staff, parents, and
students developed the following mission statement to serve as the core
of our school and the common bond that unifies our daily activities.

## *Our mission is to create a learning environment where each person is accountable for:*

+---------------------------------+------------------------------------+
| ## *Acqu                        | -   *Setting and achieving goals*  |
| iring academic skills for life* |                                    |
|                                 | -   *Interacting responsibly and   |
| -   *Demonstrating problem      |     respectfully* *toward self,    |
|     solving skills*             |     others, and the environment*   |
|                                 |                                    |
|                                 | > *\...* MISSION STATEMENT         |
+---------------------------------+------------------------------------+

Jessup's mission permeates all aspects of the school environment.

-   ***Acquiring academic skills for life***

Our classrooms seek to teach academics as an element of understanding,
living in, and interacting with the world. First graders learn about
diversity by developing demographic charts of our school population.
Third graders learn about pro-active conservation by designing,
building, and maintaining the school's National Wildlife Bird Habitat.
Students learn about nutrition by actually cooking and eating healthy
foods. All of our school action plans from reading and writing to
mathematics support students in acquiring academic skills and applying
them to life.

-   ***Setting and achieving goals***

Jessup's school environment is designed to impart the value of positive
goals and the individual responsibility and discipline required to
achieve them. Our independent reading program, this year titled *Room by
Room,* stands as a prime example of this focus. Each year all students
set individual goals in reading. Working with their teachers and
families, each student develops a plan for achieving his/her goals.
Teachers monitor student progress frequently, while parents and
community volunteers provide each student additional support and
motivation. In April, we celebrate their accomplishments.

-   ***Demonstrating problem solving skills***

Students at Jessup learn to use education and a sense of community as
tools to actively address problems in their world. After September 11,
2002, students organized a "Nickels for New York and Pennies for the
Pentagon" project. Student Council collected the money and parents
assisted. After two-weeks, these funds were placed in containers; and
classes used math problem-solving strategies to estimate the amount
raised. (Teachers researched these problem-solving strategies during a
staff development activity). Second graders took the funds to a bank (a
community partner), and counted the money with bank personnel. Jessup
made a \$1000 contribution to the Red Cross.

-   ***Interacting responsibly and respectfully toward self, others, and
    the environment***

Responsibility and respect are ingrained in Jessup's school culture
through activities organized by the Caring Community Committee. The
committee implements a three-part plan: 1.building critical life skill
assets, 2.service to the world around us, and 3.maintaining a supportive
learning environment. A recent school-wide event involved creating a
stick sculpture. Each student and staff member created a stick with
personal meaning, wrote a descriptive paragraph about their stick, and
shared with a multi-age group. In a school-wide assembly, the sculpture
was dedicated with the brass plaque: "We stick together." Together, we
strive to develop in children a passion for learning, respect for
themselves and others, and pro-active engagement in the world.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

#### 

#### Public Schools

1.  **The school must show assessment results in reading (language arts
    or English) and mathematics for at least the last three years using
    the criteria determined by the CSSO for the state accountability
    system. For formatting, if possible use the sample tables (no charts
    or graphs) at the end of this application. Limit the narrative to
    one page and describe the meaning of the results in such a way that
    someone not intimately familiar with the tests can easily understand
    them. Attach all test data to the end of this application and
    continue to number the pages consecutively.**

Jessup Elementary fourth grade students have taken a two-part state
assessment in March for the last four years. The Wyoming Comprehensive
Assessment System (WyCAS) was designed to assist in determining how well
students in grades 4, 8, and 11 master the state standards in
reading/language arts and mathematics. Results are reported for schools,
districts, and the state overall. Every tested student and parents also
receive results from the assessment.

The WyCAS assessment has two parts: the standards-based assessment
developed specifically for WyCAS and the norm-referenced CTB TerraNova
assessment. The standards-based assessment includes four types of
items: 1. multiple choice items with four possible responses,
2.constructed-response items that require a brief (half-page) response
or solution to a problem, 3.extended-response items requiring a more
extended response (full-page) or more in-depth solution to a problem,
and 4.writing prompts to measure a student's ability to communicate in
written form. The TerraNova has multiple choice items only. The entire
assessment takes approximately nine hours.

Standards-based assessment in reading, writing, and mathematics provides
a scaled score ranging from 200 to 280. The four categories for scores
are Novice, Partially Proficient, Proficient, and Advanced.

Range of scores on Standards-Based WyCAS

  ---------------- ------------------ ------------------ ----------------
                   Reading            Mathematics        Writing

  Novice           200-219            200-219            200-219

  Partially        220-239            220-239            220-239
  Proficient                                             

  Proficient       240-256            240-259            240-258

  Advanced         Above 256          Above 259          Above 258
  ---------------- ------------------ ------------------ ----------------

Since the assessment was first administered in March, 1999, all Jessup
fourth graders except one have taken WyCAS. This student was exempted
because there was no state alternative assessment at that time; this
student's progress was assessed using appropriate district assessments.
Disaggregation by ethnic/racial or socioeconomic groups is not outlined
in the data table since sample size numbers are very small (below ten
percent at fourth grade for the last four years).

Jessup's school improvement plan has student goals in reading
comprehension, writing, and mathematics. Our scores on the Wyoming
Comprehensive Assessment and our building and district assessments
support a continued focus on three goals. In reading, an analysis of the
subtests indicates we should continue to emphasize instruction in
teaching non-fiction. In writing, we are researching best practice for
instruction in content areas such as mathematics. In mathematics, we
continue to focus on how skills in computational fluency support problem
solving and how to communicate mathematical problem solving.

2.  **Show in one-half page (approximately 200 words) how the school
    uses assessment data to understand and improve student and school
    performance**.

Teachers use formative and summative assessments to adjust and improve
classroom instruction in all content areas on a daily and weekly basis.
Individual student progress is monitored, and teachers provide
correctives and enrichments as an integral part of standards-based unit
and lesson plan design. The principal monitors this assessment data
frequently to ensure alignment across grade levels and that all students
are making steady progress. Also, the Jessup Building Intervention Team
monitors the progress of at-risk students in core skill areas and
provides additional support when needed.

In the spring and fall, the Jessup North Central Accreditation (NCA)
Steering Committee reviews school, grade level, and subgroup progress on
district and state assessments. This information is used by the Profile
Committee to update Jessup's profile. The Profile Committee meets with
the action teams in reading, writing, and math to update and revise our
school improvement plan based on this data. The budget and professional
development plan are also revised if necessary.

The NCA Steering Committee and Action Plan Teams continue to monitor
student progress throughout the school year at quarterly meetings. For
example, the computational fluency section of our mathematics action
plan was strengthened after reviewing fall 2002 assessment data. A grant
was written to provide additional funds for student materials, and
embedded professional development assisted teachers and
paraprofessionals in providing instruction and guidance to students.

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

Assessment results on teacher-made assessments at all grade levels are
sent home on a weekly basis. Parent/teacher/student conferences occur at
the end of the first quarter and 100 percent of Jessup parents/guardians
participate. Midterms are sent home in grades four through six; report
cards are sent home quarterly. Individual conferences and phone calls
are conducted as needed; a parent log documents those contacts. Weekly
newsletters and hallway bulletin boards communicate group progress.

Individual students assist in monitoring their own progress through
self-assessments and conferences with teachers. Supplementary programs
such as *Accelerated Reader* provide instant feedback to students about
their progress. School-wide celebrations communicate progress on school
learning goals.

Grade level and school progress on district and state assessments are
published in Jessup's weekly parent/community newsletter, the *Jaguar
Journal.* In the fall when individual student WyCAS scores arrive,
parent sessions are held to explain the results. This information is
also available on Jessup's website. The profile section of Jessup's
school improvement plan has data tables outlining achievement data for
the last five years. This plan is available upon request from the Jessup
office.

4.  **Describe in one-half page how the school will share its successes
    with other schools.**

Jessup staff share school successes as instructors at the district,
state, and national level. Three primary teachers are instructors for
*Bridges,* one of them at a national level. Another teacher is a Writing
Project instructor while others teach a community college course and a
standards-based class to new teachers. Jessup staff conducted parent
training in literacy at Title I schools this winter. Teachers present
instructional strategies at district monthly literacy and mathematics
meetings. Two staff are now trained as principals and applying for
principal positions. Another teacher is part of a pilot UW mathematics
master's program to develop a graduate program for training teachers in
how to teach mathematics.

Jessup is part of a professional development school partnership with the
University of Wyoming. In this partnership, pre-service or student
teachers work with Jessup teachers and learn instructional strategies
that are successful with students. This University of Wyoming
partnership is part of a larger professional development school network
that shares innovative practices for improving student achievement.

Jessup staff welcome other schools that are interested in our success,
and teachers present at conferences. For example, this spring, a
teacher/parent team of eight from another Wyoming school will observe in
classrooms, have an opportunity to ask questions, and receive a packet
of information about our school. Often, this visit is the start of an
ongoing relationship. In February, two Jessup staff presented at the
National Title I 2003 Conference. Through these and other opportunities
for sharing, the Jessup learning community will continue to be committed
to improving student achievement and performance for all students.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

1.  **Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.**

Curriculum and instruction at Jessup are a complex, dynamic system of
learning experiences designed to assist all students in meeting district
and state standards and to support students in achieving Jessup's
mission and vision. Other content areas such as social studies, science,
and health are often integrated into the core curriculum or may be
taught separately. Physical education, art, and music are classes taught
by content area specialists for an hour each week. Spanish class is a
recent addition to the curriculum in primary grades, and the classroom
teacher is the instructor. Service learning is an integral part of the
school-wide plan. Students have opportunities for enrichment with
activities such as Geography Bee, History Day, Science Fair, and Student
Council. Technology is an important tool that is integrated into the
curriculum.

Through backwards mapping from the standards, teachers create units and
lessons that support student achievement. Lessons are adjusted for
individual student needs and interests. Professional development
activities have examined research on how the brain constructs knowledge
and how to provide a brain friendly environment. Recommendations are
being incorporated into classrooms and school-wide.

Jessup's classrooms have changed over the last four years as
teacher-made, school, district, and state assessments are analyzed each
fall and spring by the NCA school improvement teams, and best practice
and evidence based curriculum and instruction are now in place. Changes
are evident in all content areas. The following is a summary of some of
the changes that are occurring in the core curriculum.

**Reading** Guided reading groups and accountable time for independent
reading are now the norm. There is an increased focus on teaching
strategies for reading non-fiction text. Flexible grouping for decoding
and comprehension strategies occurs in every classroom. Students having
difficulty in decoding and comprehension participate in additional
instruction over an extended time period such as in-school extra time,
second immersions, after school tutors, and district summer school. A
revised independent reading program emphasizes individual goal setting,
and parent/community support assists students in meeting their goals.

**Writing** Five years ago, the Jessup staff was trained in the Six
Traits of Writing. Instruction in Six Traits is implemented and assessed
in all classrooms. Daily oral language is an instructional tool.
Journaling occurs on a regular basis and independent and interactive
writing are a part of the daily routine. The Six Traits of Writing are
imbedded into all curricular subjects, which means that social studies
and science projects often have an assessment of the Six Traits.
District and state assessments utilize the Six Traits framework.

**Mathematics** A balanced mathematics framework emphasizes
computational fluency and communication skills as necessary components
for problem solving. Arithmetic Developed Daily (ADD) is utilized in
classrooms from third through sixth grade. Bridges is implemented in
kindergarten through second grades, Investigations in third through
fifth grades, and Connected Mathematics in sixth grade. Great Source
math handbooks and Addison Wesley materials lend additional curricular
support.

As a community, we focus on being an adaptive school, a school that
changes to meet the needs of our students. Each part of our learning
community is representative of us collectively. Jessup's School
Improvement Plan preface has this quote:

*When a group of people come to share a vision...each sees his or her
own picture. Each vision represents the whole image from a different
point of view. When you add up the pieces of the hologram, the image
does not change fundamentally, but rather becomes more intense, more
lifelike, and more real in the sense that people can truly imagine
achieving it. The vision no longer rests on the shoulders of one person
(or group), but is shared and embodies the passion and commitment of all
participants.* (Senge, 1990, p. 317)

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

Jessup uses the Laramie County School District \# 1 *Balanced Literacy*
*Framework* from kindergarten through sixth grade to organize reading
instruction and curriculum into three major areas:

Within this framework, students learn decoding and comprehension skills
using a wide variety of fiction and non-fiction texts at their reading
level. Students' independent reading time is built into the school day.
One way teachers monitor this time is student reading logs. An open
library concept assures that students always have new texts available,
and a supplemental reading program, *Accelerated Reader*, allows
students to check their literal comprehension. Both classroom libraries
and the school library are kept current through grant and PTO dollars as
well as general funds. Honors lists of books provide additional
challenge for students. The different purposes of reading are
highlighted through celebrations of reading throughout the year.

The instruction of decoding and comprehension reading strategies is very
systematic. Teachers use knowledge gained from running records, TOPS
reports, informal assessments, and other student authentic assessment
data to form flexible student groups focused on skills and strategies
particular to student needs. Lesson and unit plan designs include
corrective and enrichments. Students needing additional resources or
extended time for reading work with the core skills tutor, primary
reading teachers trained in Collaboration Literacy Intervention Program
(CLIP) strategies, paraprofessionals or parent volunteers, and/or attend
summer school. The Jessup NCA reading action team oversees and monitors
the implementation of the reading section of the school improvement
plan.

2.  **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.**

During the past four years, the Jessup learning community planned and
implemented a mathematics framework that focuses on district and state
standards. Staff analyzed the revised National Council of Teachers of
Mathematics (NCTM) 2000 Content and Process standards and aligned the
cognitive complexity implied by the verbs in those standards to our
instruction and curriculum. Teachers' content knowledge expanded as we
addressed the question of what to teach and how to teach it. Ongoing
professional development and parent involvement continue to be key
components in Jessup's math program.

Two years ago, an analysis of our student data indicated a need to
adjust our framework for problem solving by providing effective
instruction in computational fluency. Fluency refers to the flexibility,
accuracy, and efficiency with which students apply their knowledge of
number sense and patterns. This became a professional development focus
as we searched for instructional and curricular materials that used the
"three languages" of mathematics: visual models, numbers, and words.
Using funds provided by a grant, Math Fact Crates were developed,
complete with games and activities to promote both conceptual and
procedural knowledge. One teacher's action research project is working
with a small group of intermediate students to develop efficient
computational fluency strategies.

Instruction and curricular materials are designed and implemented to
support Jessup's mission. Students are actively engaged in meaningful
mathematics *via* problem solving, communicating their reasoning, and
representing results. Mathematics is connected to other subject areas to
help students see the purpose of mathematics in their lives. We are
finding that increasing students' appreciation and achievement in
mathematics is a complex challenge!

3.  **Describe in one-half page the different instructional methods the
    school uses to improve student learning.**

At Jessup, we enjoy and celebrate learning. On a visit to Jessup, you
would observe school-wide and individual projects that allow students to
work at their instructional level yet may be required of all students
(i.e. Young Authors). There are choices of culminating assignments that
assess skills and standards (i.e. History Day). Technology is a valuable
tool that is systematically integrated into our school day from
kindergarten through sixth grades so a student in a classroom might be
using an Alpha-Smart while others develop a power point in the computer
lab. Cooperative learning activities that encourage students to work
together in responsible ways cross grade levels when sixth graders work
with their first grade buddies. Field trips and special events like an
immersion week on the culture in Australia help students understand the
world around them.

The differentiated instruction model outlined by Tomlinson is integral
to our instructional planning for all students. With unit and lesson
plan adjustments in content, process, and product, individual interests
and learning styles are accommodated. Learning contracts are sometimes
used to structure learning for individual students and are especially
valuable for helping students develop study skills.

Complex thinking tasks are modeled and taught. For example, all of our
fifth graders develop an individual science experiment after careful
instruction in the process of scientific inquiry. Community experts
assist each student in evaluating his/her experiment. Experiments are
revised and prepared for a school-wide audience, using technology to
create attractive displays. Other students have a knowledge base for
appreciating the science fair because scientific inquiry is a part of
our science program using Full Option Science System (FOSS) materials.

Our school-wide theme, *Patterns and Connections Among us, our
community, and our world*, reminds us to help students connect their
learning. As a staff, we are collectively responsible for educating all
students. This presents a challenge as we continually look for
instructional strategies that build on what students already know and
encourage them to learn more about the world around them.

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

Jessup's professional development plan connects directly to the three
goals (reading, writing, and math) in the North Central Accreditation
(NCA) School Improvement Plan. This professional development plan
includes the target area goal for students and an outline for staff
activities, participants, resources, timelines, and follow-up needed to
support students in achieving the school improvement goals. When
reviewing our school improvement plan, we always check to see if our
current professional development activities are making an impact on
student learning and achievement.

Jessup teachers participate in job embedded, ongoing professional
development. Grade level teachers share a common planning time. Weekly
teachers' meetings for 45 minutes usually focus on an area of the school
action plan. Computational fluency and strategies for teaching
non-fiction reading are key topics for this year. Also, book studies are
utilized to focus staff discussions. Books like *Strategies That Work*
by Harvery and Goudvis*, Elementary and Middle School Mathematics* by
Van De Walle*, 10 Best Teaching Practices* by Tileston,*,* and *Tribes*
by Gibbs develop a common vocabulary and understanding. District
teachers on special assignment, (TOSAs), work with teachers in the
classroom by modeling and observing lessons. Teachers, individually or
in teams, develop standards-based units and conduct action research as
part of the teacher evaluation system. During a day at the beginning and
the end of the year and four half days during the year, teachers and
paraprofessionals participate in whole group extensions that analyze
student achievement and instructional strategies that support student
learning.

**WYOMING COMPREHENSIVE ASSESSMENT**

**PART I**

**[FORMAT FOR WYOMING CRITERION-REFERENCED TESTS]{.underline}**

The Data Display Table is illustrated on the following page.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade\_\_\_[4]{.underline}\_\_\_\_ Test\_\_ [Wyoming Comprehensive
Assessment System (WyCAS) ReadingTest]{.underline} \_\_ \_

Edition/publication year\_\_[1999 (first one)]{.underline} Publisher
[Measured Progress \_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

What groups were excluded from testing?
\_\_\_\_[0]{.underline}\_\_\_\_\_\_ Why, and how were they
assessed?\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_[no groups have been excluded\_\_\_(one student was excluded
in 1999-2000 due to the disability for which at the time there was no
alternative
assessment)]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Number excluded\_\_\_[0]{.underline}\_\_\_\_\_ Percent
excluded\_\_\_\_[0]{.underline}\_\_\_

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

##### PART II

##### [FORMAT FOR DISPLAYING WYOMING ASSESSMENT REFERENCED AGAINST NATIONAL NORMS: *CTB:TerraNova*]{.underline}

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade\_\_\_[4]{.underline}\_\_\_\_ Test [CTBS-Survey
TerraNova\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/publication year\_\_[1997]{.underline}\_\_\_\_\_\_ Publisher
\_\_[CTB/McGraw- Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they
assessed?\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_[no groups have been excluded\_\_\_(one student was excluded
in 1999-2000 due to the disability for which at the time there was no
alternative assessment)]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one) NCEs Scaled scores
[\_\_\_\_\_\_\_]{.underline} Percentiles [X
\_\_\_\_\_\_\_\_]{.underline}

##### JESSUP ELEMENTARY

##### READING DATA DISPLAY TABLE: Wyoming Comprehensive Assessment

##### Fourth Grade Results

+-----------------------------+-------+-------+-------+-------+-------+
|                             | **2   | **2   | **1   | **1   | **1   |
|                             | 001-2 | 000-2 | 999-2 | 998-1 | 997-1 |
|                             | 002** | 001** | 000** | 999** | 998** |
+-----------------------------+-------+-------+-------+-------+-------+
| ###### Testing month        | **Ma  | **Ma  | **Ma  | **Ma  | **No  |
|                             | rch** | rch** | rch** | rch** | State |
|                             |       |       |       |       | T     |
|                             |       |       |       |       | est** |
+-----------------------------+-------+-------+-------+-------+-------+
| **SCHOOL SCORES**           |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **TOTAL (Average Scaled     | **    | **    | **    | **    |       |
| Score)**                    | 257** | 253** | 240** | 244** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| > **At or Above Basic       | **    | *     | *     | *     |       |
| > (percent of students)**   | 100** | *94** | *87** | *96** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| ###                         | *     | *     | *     | *     |       |
| ###  At or Above Proficient | *83** | *72** | *53** | *66** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| #######  At Advanced        | *     | *     | *     | *     |       |
|                             | *56** | *43** | *15** | *18** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Number of students        | *     | *     | *     | *     |       |
| tested**                    | *48** | *35** | *47** | *50** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Percent of total tested** | **    | **    | *     | **    |       |
|                             | 100** | 100** | *98** | 100** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Number of students        | **0** | **0** | **1** | **0** |       |
| excluded**                  |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Percent of students       | **0** | **0** | **2** | **0** |       |
| excluded**                  |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **SUBGROUP SCORES**         |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **1. Free or Reduced Lunch  | **-** | **9** | *     | **2** |       |
| (percent of students)**     |       |       | *11** |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| > **At or Above Basic       | **-** | **-** | *     | **-** |       |
| > (percent of students)**   |       |       | *40** |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| ###                         | **-** | **-** | *     | **-** |       |
| ###  At or Above Proficient |       |       | *20** |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| ######  At Advanced         | **-** | **-** | **    | **-** |       |
|                             |       |       | N/A** |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
|                             |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **STATE SCORES**            |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
|                             |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **TOTAL (Average Scaled     | **    | **    | **    | **    |       |
| Score)**                    | 236** | 236** | 234** | 236** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **At or Above Basic**       | *     | *     | *     | *     |       |
|                             | *80** | *82** | *77** | *83** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| ###                         | *     | *     | *     | *     |       |
| ###  At or Above Proficient | *44** | *45** | *38** | *44** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| ######  At Advanced         | *     | *     | *     | *     |       |
|                             | *14** | *13** | *11** | *10** |       |
+-----------------------------+-------+-------+-------+-------+-------+

#####  

######## READING TerraNova: National Percentile Ranks

######## Fourth Grade Results

+-----------------------------+-------+-------+-------+-------+-------+
|                             | **2   | **2   | **1   | **1   | **1   |
|                             | 001-2 | 000-2 | 999-2 | 998-1 | 997-1 |
|                             | 002** | 001** | 000** | 999** | 998** |
+-----------------------------+-------+-------+-------+-------+-------+
| ###### Testing month        | **Ma  | **Ma  | **Ma  | **Ma  | ###   |
|                             | rch** | rch** | rch** | rch** | ##### |
|                             |       |       |       |       | # No  |
|                             |       |       |       |       | State |
|                             |       |       |       |       |  Test |
+-----------------------------+-------+-------+-------+-------+-------+
| **SCHOOL SCORES**           |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Total Score**             | *     | *     | *     | *     |       |
|                             | *86** | *84** | *60** | *66** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Number of students        | *     | *     | *     | *     |       |
| tested**                    | *48** | *35** | *47** | *50** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Percent of total tested** | **    | **    | *     | **    |       |
|                             | 100** | 100** | *98** | 100** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Number of students        | **0** | **0** | **1** | **0** |       |
| excluded**                  |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Percent of students       | **0** | **0** | **2** | **0** |       |
| excluded**                  |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **SUBGROUP SCORES ( if      |       |       |       |       |       |
| subgroup too small not      |       |       |       |       |       |
| reported)**                 |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **1. Free or Reduced        | **-** | **-** | *     | **-** |       |
| Lunch**                     |       |       | *35** |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
|                             |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **STATE SCORES**            |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Total Score**             | *     | *     | *     | *     |       |
|                             | *60** | *58** | *55** | *58** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **SUBGROUP SCORES**         |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **1. Free or Reduced        | *     | *     | *     | *     |       |
| Lunch**                     | *49** | *47** | *44** | *46** |       |
+-----------------------------+-------+-------+-------+-------+-------+

**WYOMING COMPREHENSIVE ASSESSMENT**

**PART I**

**[FORMAT FOR WYOMING CRITERION-REFERENCED TESTS]{.underline}**

The Data Display Table is illustrated on the following page.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade\_\_\_[4]{.underline}\_\_\_\_ Test\_[Wyoming Comprehensive
Assessment System (WyCAS) Mathematics Test]{.underline}\_

Edition/publication year [1999]{.underline} [(first one)]{.underline}
Publisher [Measured
Progress\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

What groups were excluded from testing?\_\_\_[0]{.underline} \_\_\_ Why,
and how were they assessed?\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_[no groups have been excluded\_\_\_(one student was excluded
in 1999-2000 due to the disability for which at the time there was no
alternative
assessment)]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Number excluded\_\_\_[0]{.underline}\_\_\_\_\_ Percent
excluded\_\_\_\_[0]{.underline}\_\_\_

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

##### PART II

##### [FORMAT FOR DISPLAYING WYOMING ASSESSMENT REFERENCED AGAINST NATIONAL NORMS: *CTB:TerraNova*]{.underline}

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade\_\_\_[4]{.underline}\_\_\_\_ Test [CTBS-Survey
TerraNova\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/publication year\_\_[1997]{.underline}\_\_\_\_\_\_ Publisher
\_\_[CTB/McGraw- Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they
assessed?\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_[no groups have been excluded\_\_\_(one student was excluded
in 1999-2000 due to the disability for which at the time there was no
alternative assessment)]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one) NCEs Scaled scores
[\_\_\_\_\_\_\_]{.underline} Percentiles [X
\_\_\_\_\_\_\_\_]{.underline}

##### JESSUP ELEMENTARY

##### MATHEMATICS DATA DISPLAY TABLE: Wyoming Comprehensive Assessment

######## Fourth Grade Results

+-----------------------------+-------+-------+-------+-------+-------+
|                             | **2   | **2   | **1   | **1   | **1   |
|                             | 001-2 | 000-2 | 999-2 | 998-1 | 997-1 |
|                             | 002** | 001** | 000** | 999** | 998** |
+-----------------------------+-------+-------+-------+-------+-------+
| ###### Testing month        | **Ma  | **Ma  | **Ma  | **Ma  | **No  |
|                             | rch** | rch** | rch** | rch** | State |
|                             |       |       |       |       | T     |
|                             |       |       |       |       | est** |
+-----------------------------+-------+-------+-------+-------+-------+
| **SCHOOL SCORES**           |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **TOTAL (Average Scaled     | **    | **    | **    | **    |       |
| Score)**                    | 244** | 244** | 227** | 239** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| > **At or Above Basic       | *     | *     | *     | *     |       |
| > (percent of students)**   | *85** | *91** | *66** | *84** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| ###                         | *     | *     | *     | *     |       |
| ###  At or Above Proficient | *63** | *54** | *28** | *58** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| #######  At Advanced        | *     | *     | **2** | **8** |       |
|                             | *23** | *20** |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Number of students        | *     | *     | *     | *     |       |
| tested**                    | *48** | *35** | *47** | *50** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Percent of total tested** | **    | **    | *     | **    |       |
|                             | 100** | 100** | *98** | 100** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Number of students        | **0** | **0** | **1** | **0** |       |
| excluded**                  |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Percent of students       | **0** | **0** | **2** | **0** |       |
| excluded**                  |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **SUBGROUP SCORES**         |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **1. Free or Reduced Lunch  | **-** | **9** | *     | **2** |       |
| (percent of students)**     |       |       | *11** |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| > **At or Above Basic       | **-** | **-** | *     | **-** |       |
| > (percent of students)**   |       |       | *40** |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| ###                         | **-** |       | *     | **-** |       |
| ###  At or Above Proficient |       |       | *20** |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| ######  At Advanced         | **-** | **-** | **    | **-** |       |
|                             |       |       | N/A** |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
|                             |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **STATE SCORES**            |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
|                             |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **TOTAL (Average Scaled     | **    | **    | **    | **    |       |
| Score)**                    | 231** | 231** | 228** | 231** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **At or Above Basic**       | *     | *     | *     | *     |       |
|                             | *69** | *70** | *63** | *72** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| ###                         | *     | *     | *     | *     |       |
| ###  At or Above Proficient | *33** | *33** | *27** | *35** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| ######  At Advanced         | **7** | **7** | **5** | **6** |       |
+-----------------------------+-------+-------+-------+-------+-------+

######## MATHEMATICS TerraNova: National Percentile Ranks

######## Fourth Grade Results

+-----------------------------+-------+-------+-------+-------+-------+
|                             | **2   | **2   | **1   | **1   | **1   |
|                             | 001-2 | 000-2 | 999-2 | 998-1 | 997-1 |
|                             | 002** | 001** | 000** | 999** | 998** |
+-----------------------------+-------+-------+-------+-------+-------+
| ###### Testing month        | **Ma  | **Ma  | **Ma  | **Ma  | ###   |
|                             | rch** | rch** | rch** | rch** | ##### |
|                             |       |       |       |       | # No  |
|                             |       |       |       |       | State |
|                             |       |       |       |       |  Test |
+-----------------------------+-------+-------+-------+-------+-------+
| **SCHOOL SCORES**           |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Total Score**             | *     | *     | *     | *     |       |
|                             | *83** | *81** | *63** | *75** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Number of students        | *     | *     | *     | *     |       |
| tested**                    | *48** | *35** | *47** | *50** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Percent of total tested** | **    | **    | *     | **    |       |
|                             | 100** | 100** | *98** | 100** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Number of students        | **0** | **0** | **1** | **0** |       |
| excluded**                  |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Percent of students       | **0** | **0** | **2** | **0** |       |
| excluded**                  |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **SUBGROUP SCORES ( if      |       |       |       |       |       |
| subgroup too small not      |       |       |       |       |       |
| reported)**                 |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **1. Free or Reduced        | **-** | **-** | *     | **-** |       |
| Lunch**                     |       |       | *42** |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
|                             |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **STATE SCORES**            |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Total Score**             | *     | *     | *     | *     |       |
|                             | *63** | *61** | *58** | *59** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **SUBGROUP SCORES**         |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **1. Free or Reduced        | *     | *     | *     | *     |       |
| Lunch**                     | *53** | *48** | *46** | *45** |       |
+-----------------------------+-------+-------+-------+-------+-------+

**WYOMING COMPREHENSIVE ASSESSMENT**

**PART I**

**[FORMAT FOR WYOMING CRITERION-REFERENCED TESTS]{.underline}**

The Data Display Table is illustrated on the following page.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade\_\_\_[4]{.underline}\_\_\_\_ Test\_\_\_ [Wyoming Comprehensive
Assessment System (WyCAS) Writing Test]{.underline} \_\_

Edition/publication year\_\_\_[1999 (first one)]{.underline}\_ Publisher
[Measured
Progress\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

What groups were excluded from testing? \_\_\_[0]{.underline}\_\_\_ Why,
and how were they assessed?\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_[no groups have been excluded\_\_\_(one student was excluded
in 1999-2000 due to the disability for which at the time there was no
alternative
assessment)]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Number excluded\_\_\_[0]{.underline}\_\_\_\_\_ Percent
excluded\_\_\_\_[0]{.underline}\_\_\_

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

##### PART II

##### [FORMAT FOR DISPLAYING WYOMING ASSESSMENT REFERENCED AGAINST NATIONAL NORMS: *CTB:TerraNova*]{.underline}

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade\_\_\_[4]{.underline}\_\_\_\_ Test [CTBS-Survey
TerraNova\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/publication year\_\_[1997]{.underline}\_\_\_\_\_\_ Publisher
\_\_[CTB/McGraw- Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they
assessed?\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_[no groups have been excluded\_\_\_(one student was excluded
in 1999-2000 due to the disability for which at the time there was no
alternative assessment)]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one) NCEs Scaled scores
[\_\_\_\_\_\_\_]{.underline} Percentiles [X
\_\_\_\_\_\_\_\_]{.underline}

**JESSUP ELEMENTARY**

##### WRITING DATA DISPLAY TABLE: Wyoming Comprehensive Assessment

######## Fourth Grade Results

+-----------------------------+-------+-------+-------+-------+-------+
|                             | **2   | **2   | **1   | **1   | **1   |
|                             | 001-2 | 000-2 | 999-2 | 998-1 | 997-1 |
|                             | 002** | 001** | 000** | 999** | 998** |
+-----------------------------+-------+-------+-------+-------+-------+
| ###### Testing month        | **Ma  | **Ma  | **Ma  | **Ma  | **No  |
|                             | rch** | rch** | rch** | rch** | State |
|                             |       |       |       |       | T     |
|                             |       |       |       |       | est** |
+-----------------------------+-------+-------+-------+-------+-------+
| **SCHOOL SCORES**           |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **TOTAL (Average Scaled     | **    | **    | **    | **    |       |
| Score)**                    | 259** | 255** | 246** | 246** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| > **At or Above Basic       | **    | *     | *     | *     |       |
| > (percent of students)**   | 100** | *97** | *94** | *96** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| ###                         | *     | *     | *     | *     |       |
| ###  At or Above Proficient | *92** | *83** | *64** | *72** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| #######  At Advanced        | *     | *     | *     | *     |       |
|                             | *48** | *46** | *28** | *14** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Number of students        | *     | *     | *     | *     |       |
| tested**                    | *48** | *35** | *47** | *50** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Percent of total tested** | **    | **    | *     | **    |       |
|                             | 100** | 100** | *98** | 100** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Number of students        | **0** | **0** | **1** | **0** |       |
| excluded**                  |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Percent of students       | **0** | **0** | **2** | **0** |       |
| excluded**                  |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **SUBGROUP SCORES**         |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **1. Free or Reduced Lunch  | **-** | **9** | *     | **2** |       |
| (percent of students)**     |       |       | *11** |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| > **At or Above Basic       | **-** | **-** | *     | **-** |       |
| > (percent of students)**   |       |       | *80** |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| ###                         | **-** | **-** | *     | **-** |       |
| ###  At or Above Proficient |       |       | *20** |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| ######  At Advanced         | **-** | **    | **    | **-** |       |
|                             |       | N/A** | N/A** |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
|                             |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **STATE SCORES**            |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
|                             |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **TOTAL (Average Scaled     | **    | **    | **    | **    |       |
| Score)**                    | 235** | 237** | 233** | 235** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **At or Above Basic**       | *     | *     | *     | *     |       |
|                             | *81** | *83** | *74** | *83** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| ###                         | *     | *     | *     | *     |       |
| ###  At or Above Proficient | *43** | *45** | *36** | *41** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| ######  At Advanced         | **8** | **9** | *     | **6** |       |
|                             |       |       | *10** |       |       |
+-----------------------------+-------+-------+-------+-------+-------+

######## 

######## WRITING TerraNova: National Percentile Ranks

######## Fourth Grade Results

+-----------------------------+-------+-------+-------+-------+-------+
|                             | **2   | **2   | **1   | **1   | **1   |
|                             | 001-2 | 000-2 | 999-2 | 998-1 | 997-1 |
|                             | 002** | 001** | 000** | 999** | 998** |
+-----------------------------+-------+-------+-------+-------+-------+
| ###### Testing month        | **Ma  | **Ma  | **Ma  | **Ma  | ###   |
|                             | rch** | rch** | rch** | rch** | ##### |
|                             |       |       |       |       | # No  |
|                             |       |       |       |       | State |
|                             |       |       |       |       |  Test |
+-----------------------------+-------+-------+-------+-------+-------+
| **SCHOOL SCORES**           |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Total Score**             | *     | *     | *     | *     |       |
|                             | *84** | *73** | *78** | *75** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Number of students        | *     | *     | *     | *     |       |
| tested**                    | *48** | *35** | *47** | *50** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Percent of total tested** | **    | **    | *     | **    |       |
|                             | 100** | 100** | *98** | 100** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Number of students        | **0** | **0** | **1** | **0** |       |
| excluded**                  |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Percent of students       | **0** | **0** | **2** | **0** |       |
| excluded**                  |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **SUBGROUP SCORES ( if      |       |       |       |       |       |
| subgroup too small not      |       |       |       |       |       |
| reported)**                 |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **1. Free or Reduced        | **-** | **-** | *     | **-** |       |
| Lunch**                     |       |       | *43** |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
|                             |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **STATE SCORES**            |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **Total Score**             | *     | *     | *     | *     |       |
|                             | *59** | *56** | *55** | *56** |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **SUBGROUP SCORES**         |       |       |       |       |       |
+-----------------------------+-------+-------+-------+-------+-------+
| **1. Free or Reduced        | *     | *     | *     | *     |       |
| Lunch**                     | *48** | *44** | *43** | *43** |       |
+-----------------------------+-------+-------+-------+-------+-------+