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

***U**.S. Department of Education*

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

Name of Principal [MRS. SANDRA M. HILL]{.underline}

Official School Name [DELTA JUNCTION ELEMENTARY]{.underline}

School Mailing Address [PO BOX 270 5226 NISTLER
ROAD\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

[DELTA JUNCTION ALASKA 99737-0270]{.underline}

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\* [140020]{.underline}

Telephone [(907) 895-4696]{.underline} Fax [(907) 895-4051]{.underline}

Web site/URL
<http://www.dgsd.k12.ak.us/education/school/school.php?sectionid=2>

> E-mail [shill@dgsd.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. PJ FORD SLACK]{.underline}

District Name [DELTA/GREELY SCHOOL DISTRICT]{.underline} Tel.
[(907-895-4658)]{.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 [DELTA/GREELY SCHOOL DISTRICT SCHOOL
BOARD]{.underline}

President/Chairperson MR. RICHARD MAUER

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

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

(School Board President's/Chairperson's Signature

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

\_\_\_\_\_ Middle schools

\_\_ [1]{.underline} Junior high schools

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

\_\_\_ [4]{.underline} Other

\_\_ [7]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$10,939.52]{.underline}

Average State Per Pupil Expenditure: [\$11,162]{.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 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**    8         6                      **14**       **7**                             

  **K**       31        40                     **71**       **8**                             

  **1**       32        30                     **62**       **9**                             

  **2**       44        24                     **68**       **10**                            

  **3**       31        26                     **57**       **11**                            

  **4**       34        27                     **61**       **12**                            

  **5**       29        33                     **62**       **Other**                         

  **s6**                                                                                      

                                    **TOTAL                                                   395
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [88]{.underline} % White

the school: [4]{.underline} % Black or African American

[3]{.underline} % Hispanic or Latino

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

[3]{.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:
\_\_\_[12]{.underline}\_\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      27
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      21
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    48
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 395
                            the school as of October 1  

  **(5)**                   Total transferred students  .1215
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           12.15
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

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

Specify languages: Russian, Spanish

9\. Students eligible for free/reduced-priced meals:
\_\_\_[50]{.underline}\_\_\_\_\_%

Total number students who qualify: \_\_\_[186]{.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: \_\_\_
[15]{.underline}\_ %

\_\_\_ [61]{.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 \_\_[1]{.underline}\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[4]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness [38]{.underline} Specific Learning Disability

\_\_[1]{.underline}\_Emotional Disturbance [14]{.underline} Speech or
Language Impairment

[2]{.underline} Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_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}\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_[19]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[8]{.underline}\_\_\_
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_[12]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[5]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_ [45]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 \_\_[21-1]{.underline}\_

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

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

  Daily student attendance  91 %        91 %        91 %        92 %        91 %

  Daily teacher attendance  97 %        96 %        97 %        98 %        98 %

  Teacher turnover rate     1 %         1 %         0 %         1 %         0 %

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

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

**PART III - SUMMARY**

Delta Elementary is a pre-kindergarten through fifth grade school in
Delta/Greely School District. Located at the end of the Alaska Highway
in the community of Delta Junction, Delta Elementary welcomes 395
awesomely diverse students to school each morning. The positive
reputation of Delta Elementary, the availability of employment and the
opportunity to live the Alaskan adventure has made the Delta community a
desired place to live and raise a family.

Delta Elementary has the feel of a neighborhood school even though 99%
of our students are bussed and come from diverse social and economic
backgrounds. Grandparents of many of our students homesteaded the land
their homes are built on. Thirty-two per cent of our students are from
Slavic immigrant families who began to relocate to the area 12-15 years
ago. Fort Greely, a Missile Defense Base located five miles from school,
brings the mobile and diverse military child to our student body.

The character of Delta Elementary is one of caring, high standards and
community. There is an understanding in our school that every adult is
responsible for every child. Therefore, everyone emphasizes academic
success, a strong work ethic and responsible citizenship for every
student and staff member. Our mission is; *To provide each student with
educational opportunities to acquire knowledge, values and skills
necessary to become a responsible and productive member of the
community. The means for achieving this are offering quality instruction
and challenging, real-world experience with family and community
involvement*." As Husky Pups it is our vision that "*everything is
"Paw"sible at* *Delta Elementary*". We believe that with academic and
social growth, personal responsibility for one's actions, and sense of
being valued, everything is possible. Visitors to our school have often
commented that we are one of Alaska's "hidden" jewels. They are struck
by the warmth, caring, and professional competence they experience as
they mingle in our office, classrooms or on the playground.

Our staff takes the role we play in developing the citizens and leaders
of tomorrow very seriously. We recognize that professional development
for all staff is an important part in moving from a "good school to a
great school". Delta Elementary has the good fortune of being in a
district where staff collaboration is valued. School is dismissed one
hour early every Wednesday in order to provide staff with time to "talk
about their students and what they need to succeed." Delta teachers are
eager to refine and/or learn new strategies that improve student
achievement. The depth of collegial conversations and the sharing of
"best practices" have increased as we strive to educate the whole child
while helping students exceed state standards and realize their
potential.

The academic performance of our students is a reason for celebration,
but we are equally proud of our students as citizens. Whether it is a
field trip to Fairbanks for a play or a walk to the local drive-in for
ice cream our students model mutual respect and personal responsibility.
The eagerness with which our students are willing to give to others is
seen in our annual Jump For Heart Campaign and St. Jude Math-A-Thon. Our
student donation to the local Food Drive is a major factor in the
drive's success. We bear witness to the quality of young people that
will someday lead this nation.

The partnership between home and school is a major factor in our
school's success. Volunteerism and participation is high. On any given
day you will see parents in our school supporting the efforts of our

teachers. Our parent organization, PRIDE, provides additional financial
and manpower support to reading, technology and physical activities.
Parents provide the academic and social support our students need to
thrive. Delta Elementary is a great place to be on a school day. It is a
great place to learn and a rewarding place to work.

**PART IV-INDICATORS OF ACADEMIC SUCCESS**

**1. Assessment:** More then fifteen years ago the citizens of Alaska
began the journey of reforming their educational system. They had a
vision of high standards, high academic achievers and excellent
teachers. The Alaska Standards; Content and Performance Standards for
Alaska Students, are the 'nuts and bolts' of that reform movement. To
further define what Alaskans thought their students should know and be
able to do, Grade Level Expectations were developed. The Grade Level
Expectations in reading, math, writing and science are linked to the
Alaska Standards. To learn more about Alaska's educational reform, the
Alaska Standards and Alaska's assessment system go to:
[http://www.eed.state.ak.us](http://www.eed.state.ak.us/).

Delta Elementary student performance is assessed annually in grades 3,
4, and 5 using the Alaska Standards Based Assessment. The assessment is
used to determine the proficiency of our students against the Alaska
Standards. There are four performance levels in the assessment:
advanced, proficient, below proficient, and far below proficient. Each
level has a cut score that is determined by a committee of educational
stakeholders. It is our goal that 100% of our students score
"proficient" when measure by the Alaska Standards Based Assessment
(SBA), a criterion-referenced test. In addition to the SBA, fifth
graders in Alaska public schools are assessed using the Terra Nova/Cat
6, a national norm referenced test.

Prior to the Spring of 2005 and the assessing of students in grades 3-9
using the SBA, Alaska used various formats for assessing their students.
Some years only one grade level was tested using a standards based
assessment (Benchmark) while another grade level used a norm-referenced
test. This information is further presented in the data tables of this
application or on the state web site.

Delta Elementary has seen a steady growth of academic achievement over
the past three to five years as measured on the SBA. The number of our
students meeting or exceeding the proficient level in reading, math and
writing has increased (84% in 2006) while the number of students scoring
at far below proficient has decreased (3.4% in 2006). In 2006 our
students also scored higher than the state average in reading and
writing. Our math scores were three points below the state average.
Reading instruction has been our school's major focus over the past
three years and it is the area where we have seen the greatest gains.
While our math scores have not kept pace with the growth in reading,
grades three and five did make significant gains. With the adoption of a
new math curriculum and a greater focus on math instruction we hope to
see an increase in our math scores. We will pay particular attention to
fourth grade math scores where we saw a slight decrease in achievement
levels for the 2006 testing year.

We are particularly proud of the academic growth in the sub-group of
English Language Learners (ELL). The gap between these learners and
those students without special needs has narrowed significantly. The
2006 SBA results showed 80% of our ELL students meeting or exceeding
state standards in reading; 82% in writing; and 78% in math. We have
noted that as our girls reach 5^th^ grade their reading scores are
slightly decreasing. We think a major factor contributing to this
decline is the excessive absences our females have as they get older,
this is especially seen in our ELL population.

While the data generated from the SBA and Terra Nova/Cat 5 clearly
indicates the academic growth of Delta Elementary students, we know that
it takes our music, art, physical education, enrichment, counseling and
parent program to pass on a successful, happy, healthy student. It takes
a whole school to provide a learning environment where **"**everything
is "paw"sible" for every child. We are very proud that Delta Elementary
has such a learning community.

**2**. **Using Assessment Results:** Analyzing assessment results and
using the results to focus on learning and instruction has dominated the
professional conversations in our school during the most recent years.
From these conversations have grown the understanding that assessment
must begin early, be varied, always ongoing, and the results used to
promote academic growth. It is vital that we assess what we teach and
what we want students to know and be able to do.

Our SPED pre-school uses a battery of assessments to build Individual
Educational Programs for students. As students enter kindergarten the
Alaska Developmental Profile becomes the first page of a Literacy
Assessment Folder that travels with the student. Assessments in the
folder will include: the Dynamic Indicators of Basic Early Literacy
(DIBELS), STAR Early Literacy , Scholastic Reading Inventory, placement
tests and end-of-year tests from the district reading series, McGraw
Hill, and several teacher administered assessments to include anecdotal
notes from observations, plus annual writing samples. In second grade we
add the results of the CAT/6:Terra Nova (standardized) to give us a feel
for where our students are achieving in comparison to the rest of the
nation. Data from the Idea Proficiency Test is used to access many of
our ESL students to determine their proficiency in English.

At the end of the school year all staff meet to review student
assessment data to determine student placement in our reading program
and to assign Title 1 or tutoring help. This annual review also allows
us to look at instruction and create a plan for the upcoming year. This
plan and the data are again reviewed at the beginning of the new school
year. During the year staff meets collaboratively each month for the
purpose of looking at student assessment data and structuring the
instruction necessary for every student's growth.

By the time our students reach third grade and are required to take the
Alaska Standards Based Assessment their assessment portfolio reveals
where they are in meeting the Alaska Grade Level Expectations and
scoring proficient on the state assessment. The student knows what
he/she has achieved and teachers know what instruction is needed in
order to achieve student success.

**3. Communicating Assessment Results:** Open and honest communication
between home and school is essential to the success of all students and
is achieved in a variety of ways. When a child registers at Delta
Elementary parents are made aware of our electronic student information
program (Power School) and their ability to track their child's grades.
Although formal Parent Teacher Conferences are held twice a year, we
encourage parents to come to school, phone or e-mail teachers with
questions about their child's academic progress. They are also urged to
attend the school's monthly parent meeting where school assessment is
discussed. At the October meeting our annual School Report Card is
presented. The report shares with parents the state assessment scores
plus awards and comments from our parent and community surveys. This
information is also available on the Delta Greely School District
website as well as the Alaska Education website.

Friday folders in the primary grades and agendas in grades four and five
provide parents with an easy way to talk to their child about assessment
results and communicate with the classroom teacher. Both formal and
informal assessment results are presented to parents at Parent Teacher
Conferences where the data shows parents where their child is succeeding
in meeting the state grade level expectations. This venue is an
excellent opportunity to explain student assessments and answer any
questions parents may have.

The school newsletter, local media, as well as the school marquee keeps
our parents and our community informed about their school. This open
on-going dialogue promotes a working climate agreeable to everyone.

**4. Sharing Success:** Delta Elementary teachers are eager to share the
success of our students and staff. We never make a presentation or share
an experience that we don't gain something from the experience. The
collegial relationship between the elementary staff and our colleagues
from other schools in the district is great. Our staff members are often
presenters during district collaboration or district staff development.
Some members of this talented staff have been tapped to present at state
conference or attend state sponsored workshops. Recently a member of our
staff was selected to participate in a state reading program that
trained teachers to teach reading to Alaskan teachers. The training
presented "best practices" in reading and provided an opportunity for
sharing successful strategies in reading.

Our teachers are active members of district committees and state boards.
They provide a strong and informed voice in knowing what works and does
not work in providing a successful school program.

Recently our staff was trained on how to use Elluminate, a web based
program that opens up a whole new way of sharing with colleagues across
town or around the world.

We are fortunate to have on staff a Disney Teacher, Alaska Principal of
the Year, Five District Teachers of the Year and a member of the 2006
USA Today "All-USA Teacher Team". This recognition of our staff and
school has provided many opportunities for sharing with other schools
and organizations. Our school and our programs have been presented in
workshops and publications.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:** Delta Elementary teachers are responsive to a
standards based curriculum as is outlined in the district curriculum
guide. The curriculum is aligned to the Alaska Content Standards and the
Alaska Grade Level Expectations in reading, writing, math and science.
The state of Alaska has yet to develop grade level expectations for
social studies. We have loosely aligned social studies to the content
standards. Elementary classroom teachers in our district are routinely
responsible for all of these subject areas. Instruction in music, art
and physical fitness is delivered by specialists. Instructional
materials and programs have been adopted in an effort to provide every
student the opportunity to score "proficient" on the Alaska Standards
Based Assessment. The focus is on educating the whole child, preparing
them to be happy functioning citizens with skills that will get them a
job. Never do we accept being "proficient" on the state test as the best
we can be.

In an effort to better meet the needs of diverse classrooms we provide a
leveled reading program. A daily ninety minute block is reserved for
teaching reading. Every instructional staff member is responsible for
the instruction and assessment of a reading group. A morning and an
afternoon reading block is reserved and during this time students are
moving all over our building headed to a reading group where instruction
is on their level and success is within their reach. Some grade level
teachers have adopted this model for math instruction as well. After
school programs like reading tutoring, Big Brothers and Big Sister,
Photo and Yearbook Club and Little Dribblers fill a void that many of
our students have in their lives.

Support for our at-risk students, 50% free or reduced lunch and 32%
bilingual, is provided in part by a very ambitious Title 1 program. Our
ELL teacher collaborates and plans for instruction that fosters the
learning of English within the instructional day. We are fortunate to
have a very qualified elementary counselor on staff that meets with our
students in the classroom as well as with individual students. His work
in Play Therapy is a huge asset when providing for the needs of our
students and their families.

Delta Elementary uses the Addison Wesley math series as the core for our
math program. To ensure that our math instruction is aligned to the
Alaska Grade Level Expectations the series is supplemented by
Accelerated Math and teacher made lessons. Math vocabulary is an
instructional focus at all grade levels. "Best practices" in math
instruction are an on-going professional development goal in our
building.

Social Studies instruction is often integrated with reading and writing.
Primary grades develop the curriculum around themes and topics as
delineated by the district curricula. In grades 3-5 we heavily
supplement the social studies text with current events and specifically
designed projects.

Delta Elementary is fortunate to be housed in a beautiful new building.
In addition to being the most beautiful building in our community we
have the perks of new construction, like wireless connectivity. Every
classroom has a pod of four computers, a staff computer and the ability
to use three mobile computer labs with 32 laptops available. The central
focus of our technology program is integration of technology into all
curricular instruction.

Our library is at the hub of our literacy program. During once a week
visits our students are enriched by a growing collection of fiction/non
fiction literature and research programs. Students are motivated to read
for pleasure through programs like Battle of the Books and Scholastic
Reading Counts. Reading Rockets is a school wide program that has
everyone in the library checking out a book. Students earn points for
reading and are recognized at monthly award assemblies.

All students participate in music and art activities instructed by
specialist. Students are exposed to art history and an array of art
activities. The rewards of our art program are the wonderful art
displays throughout the school and the number of our students who are
recognized for their art projects. Our music program is the "hit" of the
community. Our annual holiday musical, performed by the entire student
body, is the event of the season. We are always amazed at the talent our
students display during this production.

Physical education at Delta Elementary is our "super star". Our teacher
and her program have received national recognition and awards. The
philosophy of this award winning program is one of "being healthy and
having fun". Students go to physical education twice a week knowing they
are going to move and have fun. Through teacher collaboration the gym is
often an exciting extension of the classroom curriculum. The entire
school is involved in a walking program that often has parents and
community members joining us. Family Fun Nights for every grade level
brings parents and children together through physical activity. Husky
Pups go outside to move and play in temperatures to -20 degrees during
the winter months. We believe that being healthy, active and having fun
contributes to fewer discipline concerns and the total success of our
students.

**2. Reading:** At Delta Elementary, we believe that the ability to read
is the most precious gift we can give a child. We regard the continuous
teaching of "reading" across all curricula as a core belief and it is an
area where we have seen our greatest academic success. In spite of our
performance on the Alaska Standards Based Assessment, we continually
place reading high on our list of professional development goals. We are
continually looking at best practices and implementing new strategies to
meet the reading needs of our students. Our commitment to teaching
reading is evidenced by the large amount of time we commit to
professional development and collaboration. Professional visitors to the
school often remark that they can "feel" the teaching of good reading
going on.

Our reading program is based on the district-wide McGraw Hill series.
The series provides us a common instructional blueprint across grade
levels. However, we recognize that no single series contains all the
elements of a balanced literacy program and as such we supplement
materials to support the gaps in phonics and literature instruction. Our
students are vigorous users of Scholastic Reading Counts. This appetite
for reading is supported by a growing number of books in the library
with Lixil codes on them. Leveled libraries in the Title 1 room and
individual classrooms provide our students with a "text rich"
environment in which to grow and love reading. Applying writing and
speaking skills across all our academic instruction confirms our belief
that the teaching of "reading" is fundamental in all our instruction.

The implementation of our Walk-To-Read program has been the catalyst
that drives our success in reading. For ninety uninterrupted minutes
groups of students are receiving reading instruction at their working
level. Classrooms teachers, Title 1 staff, ELL staff and Special
Education staff all focus on one discipline, reading. Everywhere
students are making the link between real life experiences and print. We
use a variety of instructional strategies; guided reading, direct
instruction, partner reading, independent reading and Literature Circles
to create that link. Our commitment to constant collaboration and the
analysis of assessment guides the way to continuous growth in student
improvement.

**3. Science:** In our ever-shrinking global society, it is increasingly
important for students to realize and appreciate the role of science in
their lives. We know that the processes, values and attitudes we develop
in our students cannot be developed in isolation or out of context. We
know that in order to have real meaning and long-lasting application,
they must be built in the context of a student's experiences and how it
relates to his or her everyday life. Believing this, Delta Elementary
has undertaken a self examination of the way we deliver science
instruction in our classrooms. This undertaking has forced us to examine
our own attitude toward science and the climate we create for open
inquiry.

A major factor driving our self evaluation was the Alaska Standards Base
Assessment, which in 2008 will include science. It was evident to us
that we needed a core blueprint for providing science instruction at all
grade levels and one that aligned, as best any series can, to the Alaska
Science Grade Level Expectations. The district adoption of the Harcourt
Brace series "Science Anytime" provided us a model for science learning.
The model fosters student inquiry and wonder. It assists in guiding
students in formulating plans for investigation and conducting hands-on
activities. Students are encouraged to summarize, make connections and
demonstrate their progress in science. The opportunity to share and
decide how to apply science ideas to everyday life is allotted a large
quantity of time, something we felt was important. To reconcile the gaps
in the Harcourt Brace series we supplement with individual learning
units and the use of technology. Integrating clips from United Steaming
or virtually dissecting an owl pellet can be magic in a third grade
science class.

Candidly, we still feel we are not delivering the science program our
students deserve or need to be successful. We have placed science at the
forefront of our staff development over the next two years. The learning
curve is high and it will take time but I have never known this skilled
staff to settle for less then the best when it comes to providing for
the success and well being of our students.

**4. Instructional Methods:** At Delta Elementary we celebrate the
diversity of our students and seek to provide instruction that enhances
their learning style and strengthen the style were learning is more
difficult. To effectively meet the needs of our students we utilize a
variety of instructional methods. Standards for instructions are clearly
communicated to all stakeholders. We have worked hard to align
instructional vocabulary, especially in reading, math and science, in an
effort to ensure that students build a knowledge base that is consistent
from year to year.

We believe that intervening early in a child's schooling is vital to
his/her success. We meet monthly to discuss the data in our literacy
folders and the needs of individual students. If needed we adjust
instruction to meet the student's need or make referral to Title 1,
reading tutoring or special education. The structure of our reading
program allows for small groups where direct instruction is delivered.
This model is replicated for math instruction at third, fourth and fifth
grade. To meet the needs of our student achievers we provide an
enrichment program where instruction is small group projects or
individualized. On any given day you would observe teachers in our
classrooms reviewing, linking prior knowledge and instructing in whole
groups. To re-enforce, remediate or enrich teachers pull students into
small groups and provide direct instruction. Small collaborative
learning groups, individualized instruction and group projects can also
be observed. The use of technology to delivery or enhance instructions
is providing students with yet another means by which to succeed.
Assessment --driven instruction allows our students to assess, plan and
measure their own success. We also see parents as teachers and work with
them to find an instructional method that works for them and their
child.

We are keenly aware that we have a responsibility to provide instruction
that meets the needs of every student in our school. This necessitates
us to constantly look to best practices in instruction and to refine our
instructional delivery in an effort to meet the academic, cultural and
moral needs of our students.

**5. Professional Development:** Professional development efforts often
originate with a need or a desire to improve instruction. The majority
of District wide professional development activities stem from a staff
development plan developed by teachers and administration and is usually
focused on a certain curricular discipline, such as math, writing,
technology, etc. In an effort to see professional development as more
then a "drive by" happening our focus for growth has been for an entire
school year. By presenting, practicing and reviewing over an extended
time frame it is our hope that our efforts in professional development
will be sustainable. Because we are somewhat isolated, 100 miles to our
neighboring school district, the District generously supports staff
attendance at state and national conferences, visitation to other
schools and classes that train as well as provide an opportunity to earn
credits for re-certification. Often the best professional development we
have is when we get together as a District to collaborate on a variety
of topics related to instruction, student growth and student success.

Delta Elementary staff embraces the opportunity to learn and evaluate
strategies, programs and materials that will improve their teaching. We
feel strongly that we must continue to grow individually and as a staff.
We share each others strengths by truly having an open door to all our
colleagues. Our weekly early release time provides an opportunity for
staff to present successful strategies, new materials, and knowledge. We
take this time to work in our Critical Friends groups, discussing and
assessing our personal teaching styles and student concerns. We find
this professional development activity real, immediate and rewarding. We
promote a healthy life style for staff by having exercising groups,
social events, and time for celebrating each others successes.

**PART IV-ASSESSMENT RESULTS**

**Results of State Criterion-Referenced Tests**

**Subject [Reading]{.underline}\_ Grade [3]{.underline} Test:\_[Alaska
Standards Based Assessments]{.underline}**

**Edition/Publication Year: [2004]{.underline}\_ Publisher[: Data
Recognition Corporation]{.underline}**

  --------------------------------------------- ----------- ----------- -----------
                                                2005-2006   2004-2005   2003-2004

  Testing month                                 April       March       March

  **SCHOOL SCORES\***                                                   

  \% "Proficient" plus "Advanced" State         86%         85%         76%
  Standards                                                             

  \% "Advanced" State Standards                 38%         44%         

  Number of students tested                     58          60          42

  Percent of total students tested              100%        100%        100%

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0%          0%          0%

                                                                        

  SUBGROUP SCORES                                                       

  1.[Low Income]{.underline}                                            

  \% "Proficient" plus "Advanced" State         80%         77%         
  Standards                                                             

  \% "Advanced" State Standards                 17%         31%         

  Number of students tested                     30          35          

  2[.Limited English Proficient]{.underline}                            

  \% "Meeting" plus "Exceeding" State Standards 82%         67%         

  \% "Exceeding" State Standards                18%         24%         

  Number of students tested                     22          21          

  3\. [Students with Disabilities]{.underline}  *\* Less                
                                                than 10                 
                                                students*               

  \% "Proficient" plus "Advanced" State                                 
  Standards                                                             

  \% "Advanced" State Standards                                         

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

**Subject [Math]{.underline}\_ Grade [3]{.underline} Test:\_[Alaska
Standards Based Assessments]{.underline}**

**[Edition/Publication Year: 2004\_ Publisher]{.underline}**: Data
Recognition Corporation

  --------------------------------------------- ----------- ----------- -----------
                                                2005-2006   2004-2005   2003-2004

  Testing month                                 April       March       March

  **SCHOOL SCORES\***                                                   

  \% "Proficient" plus "Advanced" State         83%         77%         76%
  Standards                                                             

  \% "Advanced" State Standards                 29%         30%         

  Number of students tested                     58          60          42

  Percent of total students tested              100%        100%        100%

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0%          0%          0%

                                                                        

  SUBGROUP SCORES                                                       

  1.[Low Income]{.underline}                                            

  \% "Proficient" plus "Advanced" State         73%         74%         
  Standards                                                             

  \% "Advanced" State Standards                 13%         26%         

  Number of students tested                     30          35          

  2[.Limited English Proficient]{.underline}                            

  \% "Proficient" plus "Advanced" State         86%         62%         
  Standards                                                             

  \% "Advanced" State Standards                 18%         24%         

  Number of students tested                     22          21          

  3\. [Students with Disabilities]{.underline}                          

  \% "Proficient" plus "Advanced" State         *\* Less                
  Standards                                     than 10                 
                                                students*               

  \% "Advanced" State Standards                                         

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

**Subject [Reading]{.underline}\_ Grade [4]{.underline} Test:\_[Alaska
Standards Based Assessments]{.underline}**

**Edition/Publication Year: [2004]{.underline}\_ Publisher[: Data
Recognition Corporation]{.underline}**

  --------------------------------------------- ----------- ----------- -----------
                                                2005-2006   2004-2005   2003-2004

  Testing month                                 April       March       March

  **SCHOOL SCORES\***                                                   

  \% "Proficient" plus "Advanced" State         86%         88%         
  Standards                                                             

  \% "Advanced" State Standards                 35%         25%         

  Number of students tested                     65          49          

  Percent of total students tested              100%        100%        100%

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0%          0%          0%

                                                                        

  SUBGROUP SCORES                                                       

  1.[Low Income]{.underline}                                            

  \% "Proficient" plus "Advanced" State         75%         87%         
  Standards                                                             

  \% "Advanced" State Standards                 19%         27%         

  Number of students tested                     36          30          

  2[.Limited English Proficient]{.underline}                            

  \% "Proficient" plus "Advanced" State         75%         88%         
  Standards                                                             

  \% "Advanced" State Standards                 20%         6%          

  Number of students tested                     20          17          

  3\. [Students with Disabilities]{.underline}                          

  \% "Proficient" plus "Advanced" State         *\* Less                
  Standards                                     than 10                 
                                                students*               

  \% "Advanced" State Standards                                         

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

**Subject [Math]{.underline} \_ Grade [4]{.underline} Test:\_[Alaska
Standards Based Assessments]{.underline}**

**Edition/Publication Year: [2004]{.underline}\_ Publisher[: Data
Recognition Corporation]{.underline}**

  --------------------------------------------- ----------- ----------- -----------
                                                2005-2006   2004-2005   2003-2004

  Testing month                                 April       March       March

  **SCHOOL SCORES\***                                                   

  \% "Proficient" plus "Advanced" State         80%         61%         
  Standards                                                             

  \% "Advanced" State Standards                 34%         27%         

  Number of students tested                     65          49          

  Percent of total students tested              100%        100%        100%

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0%          0%          0%

                                                                        

  SUBGROUP SCORES                                                       

  1.[Low Income]{.underline}                                            

  \% "Proficient" plus "Advanced" State         75%         67%         
  Standards                                                             

  \% "Advanced" State Standards                 25%         33%         

  Number of students tested                     36          30          

  2[.Limited English Proficient]{.underline}                            

  \% "Proficient" plus "Advanced" State         70%         53%         
  Standards                                                             

  \% "Advanced" State Standards                 35%         24%         

  Number of students tested                     20          17          

  3\. [Students with Disabilities]{.underline}                          

  \% "Proficient" plus "Advanced" State         *\* Less                
  Standards                                     than 10                 
                                                students*               

  \% "Advanced" State Standards                                         

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

**Subject [Reading]{.underline}\_ Grade [5]{.underline} Test:\_[Alaska
Standards Based Assessments]{.underline}**

**Edition/Publication Year: [2004]{.underline}\_ Publisher[: Data
Recognition Corporation]{.underline}**

  --------------------------------------------- ----------- ----------- -----------
                                                2005-2006   2004-2005   2003-2004

  Testing month                                 April       March       March

  **SCHOOL SCORES\***                                                   

  \% "Proficient" plus "Advanced" State         85%         82%         
  Standards                                                             

  \% "Advanced" State Standards                 28%         29%         

  Number of students tested                     58          56          

  Percent of total students tested              100%        100%        100%

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0%          0%          0%

                                                                        

  SUBGROUP SCORES                                                       

  1.[Low Income]{.underline}                                            

  \% "Proficient" plus "Advanced" State         76%         77%         
  Standards                                                             

  \% "Advanced" State Standards                 17%         29%         

  Number of students tested                     29          35          

  2[.Limited English Proficient]{.underline}                            

  \% "Proficient" plus "Advanced" State         80%         56%         
  Standards                                                             

  \% "Advanced" State Standards                 11%         0%          

  Number of students tested                     19          16          

  3\. [Students with Disabilities]{.underline}                          

  \% "Proficient" plus "Advanced" State         *\* Less                
  Standards                                     than 10                 
                                                students*               

  \% "Advanced" State Standards                                         

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

**Subject [Math]{.underline} \_ Grade [5]{.underline} Test:\_[Alaska
Standards Based Assessments]{.underline}**

**[Edition/Publication Year: 2004\_ Publisher]{.underline}**: Data
Recognition Corporation

  --------------------------------------------- ----------- ----------- -----------
                                                2005-2006   2004-2005   2003-2004

  Testing month                                 April       March       March

  **SCHOOL SCORES\***                                                   

  \% "Proficient" plus "Advanced" State         79%         72%         
  Standards                                                             

  \% "Advanced" State Standards                 35%         30%         

  Number of students tested                     58          57          

  Percent of total students tested              100%        100%        

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0%          0%          0%

  **SUBGROUP SCORES**                                                   

  1.[Low Income]{.underline}                                            

  \% "Proficient" plus "Advanced" State         72%         67%         
  Standards                                                             

  \% "Advanced" State Standards                 35%         28%         

  Number of students tested                     29          36          

  2[.Limited English Proficient]{.underline}                            

  \% "Proficient" plus "Advanced" State         79%         56%         
  Standards                                                             

  \% "Advanced" State Standards                 37%         13%         

  Number of students tested                     19          16          

  3\. [Students with Disabilities]{.underline}                          

  \% "Proficient" plus "Advanced" State         *\*Less                 
  Standards                                     than 10                 
                                                students*               

  \% "Advanced" State Standards                                         

  Number of students tested                                             

                                                                        

                                                                        

                                                                        

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

**TERRA NOVA/CAT6 ASSESSMENT RESULTS**

**Because Alaska does not require schools to report disaggregated
national data, information for sub-groups taking the Terra Nova/CAT/6 is
not available for reporting.**

**Prior to 2004-2005 Alaskan fourth graders were assessed using only the
Terra Nova/CAT 6.**

**Subject: [Reading Composite]{.underline} Grade\_[4]{.underline}\_\_
Test: [Terra Nova CAT/6]{.underline}**

**Edition/Publication Year[2000]{.underline}\_\_\_ Publisher[: CTB
McGraw Hill]{.underline}**

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

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 005- | 004- | 003- | 002- | 001- |
|                                 | 2006 | 2005 | 2004 | 2003 | 2002 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 |      |      |      |      | M    |
|                                 |      |      |      |      | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   |      |      | 59   | 44   | 59   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      | 41   | 49   | 52   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     |      |      | 100% | 100% | 100% |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            |      |      | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           |      |      | 0%   | 0%   | 0%   |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

**Subject: [Math Composite]{.underline} Grade\_[4]{.underline}\_\_ Test:
[Terra Nova CAT/6]{.underline}**

**Edition/Publication Year[2000]{.underline}\_\_\_ Publisher[: CTB
McGraw Hill]{.underline}**

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

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 005- | 004- | 003- | 002- | 001- |
|                                 | 2006 | 2005 | 2004 | 2003 | 2002 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 |      |      |      |      | M    |
|                                 |      |      |      |      | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   |      |      | 65   | 62   | 73   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      | 41   | 49   | 52   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     |      |      | 100% | 100% | 100% |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            |      |      | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           |      |      | 0%   | 0%   | 0%   |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

**Subject: [Reading Composite]{.underline} Grade\_[5]{.underline}\_\_
Test: [Terra Nova CAT/6]{.underline}**

**Edition/Publication Year[2000]{.underline}\_\_\_ Publisher[: CTB
McGraw Hill]{.underline}**

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

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 005- | 004- | 003- | 002- | 001- |
|                                 | 2006 | 2005 | 2004 | 2003 | 2002 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 |      |      |      |      | M    |
|                                 |      |      |      |      | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 59   | [49] | 46   | 44   | 61   |
|                                 |      | {.un |      |      |      |
|                                 |      | derl |      |      |      |
|                                 |      | ine} |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 58   | 56   | 57   | 62   | 27   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100% | 100% | 100% | 100% | 100% |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0%   | 0%   | 0%   | 0%   | 0%   |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

**Subject: [Math Composite]{.underline} Grade\_[5]{.underline}\_\_ Test:
[Terra Nova CAT/6]{.underline}**

**Edition/Publication Year[2000]{.underline}\_\_\_ Publisher[: CTB
McGraw Hill]{.underline}**

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

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 005- | 004- | 003- | 002- | 001- |
|                                 | 2006 | 2005 | 2004 | 2003 | 2002 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 |      |      |      |      | M    |
|                                 |      |      |      |      | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 47   | 49   | 43   | 41   | 61   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 48   | 55   | 57   | 62   | 27   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100% | 100% | 100% | 100% | 100% |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0%   | 0%   | 0%   | 0%   | 0%   |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+