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

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

**Cover Sheet**

Name of Principal [Mr. Dan Neal]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [252 N. Center St.]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Fordland MO]{.underline}
\_\_\_\_\_\_\_\_\_\_[65652-0055]{.underline}\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 417 ) 767-2307 F]{.underline}ax [( 417 ) 767-4267]{.underline}

Website/URL [www.fordland.k12.mo.us]{.underline} Email
[dneal@fordland.k12.mo.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)

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

Name of Superintendent [Mr. William Marcus]{.underline}

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

District Name [Fordland R-III Schools]{.underline} Tel. [( 417 )
767-2298]{.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. Vickie
Cantrell\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

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

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

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

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

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

\_\_[0]{.underline}\_\_ Junior high schools

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

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

2\. District Per Pupil Expenditure: [\$6174]{.underline}\_\_\_\_\_

Average State Per Pupil Expenditure: [\$6991]{.underline}\_\_\_\_\_

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

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

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

4\. [24]{.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**       31        27                     **58**       **7**                             

  **1**       25        21                     **46**       **8**                             

  **2**       17        20                     **37**       **9**                             

  **3**       20        25                     **45**       **10**                            

  **4**       27        23                     **50**       **11**                            

  **5**       20        29                     **49**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   285
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of \_\_\_[98]{.underline} % White

the students in the school: \_\_\_[1]{.underline} % Black or African
American

[\_\_\_1]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_[9]{.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 9
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 19
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        28
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    298
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .09
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    9
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: \_\_\_[1]{.underline}\_\_\_\_

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals:
\_\_\_[54]{.underline} \_\_%

\_\_\_[162]{.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:
\_\_\_[16]{.underline}\_\_\_%

\_\_\_[47]{.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.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_ [1]{.underline} \_Deafness \_\_[6]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[15]{.underline}\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_[23]{.underline}\_Speech or Language
Impairment

\_ [2]{.underline} \_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_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}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_[16]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[7]{.underline}\_\_\_
\_\_\_\_[7]{.underline}\_\_\_

Paraprofessionals \_\_[11]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[6]{.underline}\_\_\_
> \_\_\_\_[2]{.underline}\_\_\_
>
> Total number \_\_[41\_]{.underline}\_\_ \_\_\_\_[9]{.underline}\_\_\_

12\. Student-"classroom teacher" ratio: \_[19:1]{.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 95%         96%         95.4%       94.5%       95%

  Daily teacher attendance 95%         98%         96%         97%         96.5%

  Teacher turnover rate    0%          7%          8%          5%          5%

  Student dropout rate                                                     

  Student drop-off rate                                                    
  ------------------------ ----------- ----------- ----------- ----------- -----------

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

Fordland Elementary School, located in Fordland, Missouri, is very proud
of its students, parents, staff, administration, and community. The
students, parents, staff, administration, and community in turn are very
proud of Fordland Elementary. Our school is a safe, cheerful place where
teachers, staff, and administration work hard to see that every child
has a chance to grow and develop into the finest and most productive
person he or she can be. We sincerely care about our students and want
to see each child succeed. The eagle is the Fordland school mascot, and
it has often been said that Fordland Elementary is where we teach our
\"little eagles\" how to fly.

Our school motto is, \"Education: An American Essential.\" This slogan
embodies our school\'s main priority and focus: academic excellence.
Academic excellence is promoted by a determined and cooperative effort
to reach all students and to see that they develop to their fullest
potential.

Fordland Elementary School serves 293 kindergarten through fifth grade
students. Many students live on family farms located in Webster County.
Since Fordland Elementary is located in a low socioeconomic area,
fifty-five percent of the student population is eligible for free or
reduced-price meals. Twenty-eight percent of students qualify for Title
I Reading services, and twenty percent qualify for Title I Math
services. Maximal use must be made of the instructional day, since
eighty-five percent of students ride one of seven bus routes and have
limited transportation for after-school activities. To some, these
percentages may seem quite high, but to the faculty and staff of
Fordland Elementary, these percentages provide incentive to work even
harder to grant students access to the highest level of education
possible.

Helping students realize their full academic potential begins with
building self-esteem. Our school has many student recognition programs
and incentives to build students\' confidence and self-esteem. The
relatively small size of our school also plays a role in building
students\' self-esteem. Our school is small enough for the principal and
staff to know all students. This has a tremendous influence on a
student\'s sense of worth and belonging.

Another way we at Fordland Elementary help students realize their full
academic potential is by presenting them with high expectations. Our
school is small, but our expectations are big. We believe that high
expectations guarantee success for all students, regardless of
socioeconomic status and limited experiential or culturally diverse
backgrounds.

Teachers use performance-based instructional learning activities, while
incorporating innovative teaching techniques proven to be successful in
the classroom. Despite low socioeconomic conditions, Fordland Elementary
educators are driven to provide the highest level of education possible
to our students. This is evident in our quality programs and high
assessment scores. Fordland Elementary students consistently rank high
in test scores and go on to become successful students and productive
members of society.

Communication and cooperation among the students, parents, staff,
administration, and community of Fordland Elementary exhibit the unity
that is typical of small communities in rural America. The idea of
\"neighbors helping neighbors\" in our rural community permeates into
our school community through administration helping staff and teachers
helping students; it is our hope that this will eventually lead to
students helping others and giving back to the community.

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

**1.** Fordland Elementary has been recognized by the Missouri
Department of Education for the past three years as a \"Top 10 Most
Improved School\" based on the following criteria: the increased
percentage of students who scored at the two highest levels on the state
MAP assessment and the decreased percentage of students who scored at
the two lowest levels.

In test data presented at the end of the application, Fordland
Elementary showed yearly increases in the three categories presented: At
or Above Basic, At or Above Proficient, and At Advanced. For example,
over a three-year period, the percentage of students scoring in At or
Above Basic in Communication Arts increased from 70% in 2000 to 79% in
2001 and 92% in 2002. In those same years, the scores for Mathematics
went from 65% to 95% and 89%. The score in 2001 was slightly higher than
that of 2002 due to the larger increase in the At or Above Proficient
level. Increases in the At or Above Proficient category in Mathematics
for those years were 17%, 57%, and 66%. The percentages for
Communication Arts in 2000, 2001, and 2002 were 28%, 28%, and 60%. In
the Advanced level for those same years, scores increased from 2% to 4%.
In Mathematics, scores rose from 5% to 32% over the three-year period.

Fordland Elementary also performed well as compared to state scores. In
Mathematics, state scores at the At or Above Basic level ranged from 78%
to 79%. In those same years, Fordland scores increased from 65% to 89%.
In Communication Arts, state scores went from 70% to 74%. Fordland
scores increased from 70% to 92% during that period. For the At or Above
Proficient level in Mathematics, state scores went from 37% to 38%,
while Fordland scores ranged from 28% to 60% at the same level over the
last three years. In the At Advanced level for Communication Arts, state
scores remained at 2% for the three-year period, while Fordland scores
doubled from 2% to 4%. For the Advanced level in Mathematics, state
scores remained steady at 8%, while Fordland scores increased from 5% to
32%.

**1a.** There was only one subgroup that comprised sufficient numbers to
be statistically significant. In the socioeconomic subgroup, scores over
the last three years in the At of Above Basic level ranged from 54% to
82% in the third year. State scores in this area ranged from 64% to 67%.
In the At or Above Proficient category, Fordland scores ranged from 18%
to 59%. State scores in this same period ranged from 21% to 23%. In the
At Advanced level, Fordland scores went from 7% to 18%, while state
scores in all three years were 3%.

In the Communication Arts area, Fordland scores for the three-year
period went from 56% to 89% in the At or Above Basic level. State scores
in this level were 55% to 61%. For the At or Above Proficient level,
Fordland scores rose from 20% to 58%, while state scores were 18% to
22%. At the Advanced level, Fordland scores ranged from 4% to 5%. State
scores in this area were less than 1%.

**1b.** All groups were included in state testing. Two students were not
included in totals in 2000-2001 due to being absent or not making enough
valid attempts in order to receive a MAP score.

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

Assessment results are provided to administrators, counselors, teachers,
and specific committees for an in-depth, structured analysis of data.
There is a focus on specifics within the assessment data to determine
the strengths and deficits of student and/or school achievement. After
careful examination, recommendations and action plans are presented to
the local school board.

The school utilizes a computer-generated database, **Clear Access**,
which allows manipulation of the state assessment (MAP) data. **Clear
Access** allows committees and/or teachers to focus on specific content
and/or process standards peculiar to a specific building and/or specific
student. **Clear Access** disaggregates the district\'s assessment data
and allows the extrapolation of the data. Over the past three years, the
MAP scores have been plotted to determine needs in the building and
individual classrooms. For example, after content analysis of MAP
scores, it was determined that our reading and writing curriculum needed
to be strengthened. The **Four Blocks Literacy Model** was researched
and adopted. In-service training was scheduled and consequently student
achievement in these areas was dramatic.

A multiple approach is taken to determine ways of improving student
scores in all areas. Curriculum will be revisited to determine
alignment. Teaching strategies are reviewed to determine appropriateness
and effectiveness. Assessment practices are also reviewed for
commonality with current state assessment. Next, assessment committees
check for congruency among the written, taught, and tested curricula.
The assessment data determines the changes the district makes in
curriculum alignment, teaching methods, and testing practices.

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

Assessment data is given out each year, beginning with Parent Teacher
Conferences. These conferences are held during one evening and the
following day so as many parents as possible are able to attend.
Teachers inform students and parents of current classroom grades and
distribute standardized testing results from the Stanford-9, Terra Nova,
Missouri Assessment Program, and Otis-Lennon School Ability Test (grades
3 and 5) with an explanation of the results. If desired, parents may
further discuss the interpretation of the results with the teacher,
principal, or counselor. The teachers and staff at Fordland Elementary
keep an open line of communication throughout the year with parents and
the community to ensure students perform to the highest standards. In
addition, the principal makes a report to the Fordland R-III school
board each month. He communicates the building accomplishments,
assessment data, and goals for the current and upcoming school year. The
principal also shares assessment data with parents at the Title I annual
review meetings and at a Parent-Teacher Organization meeting.

From weekly to yearly assessment, teachers and staff at Fordland
Elementary ensure that students and parents receive and interpret
assessment procedures and results. Communication is given in the form of
weekly and mid-quarter progress reports, informal and formal assessment
data, telephone calls, e-mail, and school and district newsletters. The
local newspapers report on general assessment results and notify parents
of important dates and avenues to access assessment information. In
addition, the principal and counselor send notes home to inform parents
concerning upcoming district and state assessments.

The curriculum objectives are furnished yearly to all families. Students
and parents are frequently provided with information regarding student
progress in meeting identified standards and goals. The District Report
Card information is available on the district website or by request;
this informs parents and community members of progress being made. This
information is also published in local newspapers to inform all area
citizens.

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

Fordland Elementary will share its successes with other schools in a
variety of ways. Locally, the Fordland R-III School District will issue
news releases to the area media, including four area newspapers and
three regional television stations. Successes will also be shared
through the Fordland R-III School District website and our District
Report Card.

Fordland Elementary will publicize its successes statewide through news
releases from the Missouri Department of Elementary and Secondary
Education (DESE). DESE will report our successes on the department\'s
website and through its own news release. Additionally, articles will be
submitted to the [Missouri Assessment Program]{.underline} newsletter
and the Missouri Association of Elementary School Principals magazine,
[Elementary Principal]{.underline}.

**[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.**

Teachers at Fordland Elementary believe that all core areas of study
should be filled with significant content. However, a deeper belief is
that students should develop the ability to process the content and use
higher thinking skills to solve problems through thinking, reading, and
writing in all areas of the curriculum. Teachers are trained to provide
quality performance-based learning activities, authentic assessments,
and scoring guides in their classrooms that allow students to
demonstrate their complete mastery. All curricula are aligned with the
high standards of the Missouri Show-Me Standards.

A balanced approach of instruction in communication arts provides
students with phonics and comprehensive strategies, as well as exposure
to a variety of literature genres. Fordland provides this balanced
approach by utilizing the **Four Blocks** and **Building Blocks Literacy
Models** in kindergarten through third grade and **Modified Four
Blocks** in fourth and fifth grades. **Accelerated Reader**, a computer
managed reading program, is also an integral part of our reading program
in grades 2-5.

Teachers incorporate mathematics throughout the curriculum to ensure
high achievement of students. Basic computational skills, number sense,
geometric and spatial sense, data, patterns and relationships,
mathematical systems, and discrete mathematics are included in the
curriculum. Fordland teachers develop readiness through hands-on
activities, problem solving, performance assessments, scoring guides,
and mastery of basic mathematical skills.

Science is integrated with all other content areas through the use of
thematic units. Math and technology are strongly tied to the elementary
science curriculum. The curriculum encourages students to be actively
engaged in the scientific process. Kindergarten and first grade students
begin to develop science concepts through observation, vocabulary, and
inquiry skills. Through investigation of the world around them, students
use observation to create answers to questions. Second through fifth
grades focus on conducting investigations and presenting results.

In social studies, Fordland Elementary focuses on basic learning in the
areas of citizenship, geography, economics, history, and democratic
values that students need to participate successfully in a diverse
society. At all grade levels, social studies is connected to language
arts through printed research and the Internet. Many literature
experiences are available through trade books relating to an area of
study.

Fordland Elementary strongly believes the arts to be an integral part of
a comprehensive curriculum. Students receive direct instruction in art
and music with lessons based, developmentally and sequentially, on
history, appreciation, perception, and creative expression. Both the art
and music teachers collaborate with classroom teachers to integrate the
arts into the regular classroom curriculum, while providing diverse
multi-cultural experiences through choice of artwork and songs.

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

**Reading Curriculum --** Fordland Elementary students are achieving
high levels in communication arts. The core subjects are enhanced
through the use of a varied curriculum with meaningful activities in the
areas of reading, writing, speaking, and listening. In kindergarten,
literature and phonics are the core of the communication arts program.
Instruction is provided through an active hands-on approach. **Morning
Message**, in grades kindergarten through five, gives students practice
editing sentences for capitalization, punctuation, grammar, and
spelling. Writing across the curriculum emphasizes writing in all the
content areas.

A balanced approach of instruction in communication arts provides
students with phonics and comprehension strategies, as well as exposure
to a variety of literature genres. Fordland Elementary provides this
balanced approach by utilizing the **Building Blocks**, **Four Blocks**,
and **Modified Four Blocks** for upper grades. The \"four blocks\" are
guided reading, self-selected reading, writing, and working with words,
which represent four different approaches to teaching children to read.
Teachers read to their students daily. Reading support is gained through
**Title I** reading classes, which apply push-in and pullout strategies.
**Reading Recovery** is an intense one-on-one reading program designed
to remediate first grade students showing evidence of reading
difficulties. **Reading Buddies** and upper elementary students provide
students with peer tutoring and one-on-one practice necessary for
student success.

**Accelerated Reader**, a computer managed reading program, is
incorporated in grades 2-5. **Pizza Hut BOOK IT!**, a reading incentive
program, and **Reading Circle Certificates** provide motivation for
student reading. An **Incentives for School Excellence (ISE) grant** was
written by a Fordland kindergarten teacher. This grant, entitled
**\"Read with Me,\"** was written to improve parental involvement and
increase reading readiness skills by having children bring literature
into their homes.

**3. 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.**

Fordland Elementary\'s math curriculum relates directly to essential
skills and knowledge based on our school\'s mission statement, which is
to provide an education for all students that will prepare them for
work, citizenship, and life-long learning. The basic premise of our math
curriculum focuses on the many reasons why students should study
mathematics. Three important reasons are: math\'s contribution to the
development of reasoning and independent thinking, math\'s fundamental
role in other disciplines, and math\'s practical uses in everyday life.
The math curriculum is aligned with the Missouri Show-Me Standards and
provides a strong foundation. Teachers incorporate mathematics through
the curriculum to ensure high achievement of students. Basic
computational skills, number sense, geometric and spatial sense, data,
patterns and relationships, mathematical systems, and discrete
mathematics are included in the curriculum, following the scope and
sequence across grade levels. Fordland teachers develop readiness
through hands-on activities, problem solving, performance assessments,
scoring guides, workplace readiness skills, technology, and mastery of
basic skills. Teachers provide additional help for students utilizing
**Title I Math**, the **Accelerated Math** computer program, after
school tutoring, cooperative learning, peer tutoring, high school A+
program student tutoring, summer school, and numerous supplemental
activities and materials. We believe all students can learn and hold
them to the highest expectations of learning. Through the use of our
math curriculum, which has been aligned and strongly articulated, we are
able to prepare students for life-long learning and help students to
master essential skills and knowledge based on our school\'s mission and
beliefs.

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

Fordland Elementary utilizes the following instructional methods to
improve student learning: direct instruction, cooperative learning,
individualized instruction, flexible grouping, peer tutoring,
experiments, hands-on activities, computers, performance-based
instruction and assessments, scoring guides, higher-order critical
thinking skills, media, Internet-based learning, problem-based learning,
authentic simulations, constructed responses, daily directed study,
focused independent study, varied use of technology, integrative
instruction, heterogeneous grouping, multi-sensory approaches, graphic
organizers, multiple intelligence approaches, and the use of inclusion.

Academic success has been improved by the implementation of sound
instructional methods, a solid curriculum, and the use of **Four
Blocks**, **Reading Recovery**, **Accelerated Reader**, **Accelerated
Math**, **Title I Reading**, and **Title I Math**.

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

Professional development is provided to faculty members at various
levels within the building, district, or outside the district. Attending
workshops on proven research-based programs is strongly encouraged by
the Fordland R-III School District. Representatives from Fordland
Elementary serve on the district\'s professional development committee,
which meets each month. The committee determines the professional
development needs of the staff through the use of a yearly survey. Each
year, teachers rank their needs for future topics and evaluate the
professional development program. The principal also contributes
additional insight into the needs of the staff. Two other factors guide
participation in professional development: (1) Training must be aligned
with student learning needs as outlined in our **Comprehensive School
Improvement Plan (CSIP).** (2) Faculty and administration review student
assessment results to determine student growth, as well as areas of
strengths and deficits in the curriculum. This information is then used
to determine areas in need of professional development.

**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\_\_\_[3]{.underline}\_\_\_ Test [Missouri Assessment Program
(MAP)]{.underline}\_\_\_\_\_\_\_\_

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

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_[No groups were excluded from some form of MAP
testing.]{.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.

The state assessment system referred to as the MAP (Missouri Assessment
Program) currently assesses students in communication arts in grades 03,
07, and 11 and mathematics in grades 04, 08, and 10. An achievement
level, measuring student progress toward the Show-Me Standards, is
determined. Levels of achievement are identified by one of five
descriptors -- Step 1, Progressing, Nearing Proficient, Proficient, or
Advanced.

**General Descriptions**

*Step 1:* Students are substantially behind in terms of meeting the
Show-Me Standards. They demonstrate only a minimal understanding of
fundamental concepts and little or no ability to apply that knowledge.

*Progressing:* Students are beginning to use their knowledge of simple
concepts to solve basic problems, but they still make many errors.

*Nearing Proficient:* Students understand many key concepts, although
their application of that knowledge is limited.

*Proficient:* This is the desired achievement level for all students.
Students demonstrate the knowledge and skills called for by the Show-Me
Standards.

*Advanced:* Students demonstrate in-depth understanding of all concepts
and apply that knowledge in complex ways.

**Data Display Table for Reading (language arts or English)**

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

  Testing month                                          April       April       April                   

  SCHOOL SCORES                                                                                          

  Total                                                                                                  

  At or Above Basic                                      92%         79%         70%                     

  At or Above Proficient                                 60%         28%         28%                     

  At Advanced                                            4%          0%          2%                      

  Number of students tested                              52          47          43                      

  Percent of total students tested                       100%        100%        100%                    

  Number of students excluded                            0           2           0                       

  Percent of students excluded                           0%          4.1%        0%                      

  SUBGROUP SCORES                                                                                        

  1.\_\_[Socioeconomic]{.underline}\_\_\_\_\_\_\_                                                        
  (specify subgroup)                                                                                     

  At or Above Basic                                      89%         78%         56%                     

  At or Above Proficient                                 58%         36%         20%                     

  At Advanced                                            5%          0%          4%                      

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                                                                  

  At or Above Basic                                                                                      

  State Mean Score                                       74%         71%         70%                     

  At or Above Proficient                                                                                 

  State Mean Score                                       35%         32%         32%                     

  At Advanced                                                                                            

  State Mean Score                                       1.8%        1.8%        1.6%                    
  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(a) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

**Data Display Table for Mathematics**

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

  Testing month                                          April       April       April                   

  SCHOOL SCORES                                                                                          

  Total                                                                                                  

  At or Above Basic                                      89%         95%         65%                     

  At or Above Proficient                                 66%         57%         17%                     

  At Advanced                                            32%         29%         52%                     

  Number of students tested                              53          44          57                      

  Percent of total students tested                       100%        100%        100%                    

  Number of students excluded                            0           0           0                       

  Percent of students excluded                           0%          0%          0%                      

  SUBGROUP SCORES                                                                                        

  1.\_[Socioeconomic]{.underline}\_\_\_\_\_\_\_\_                                                        
  (specify subgroup)                                                                                     

  At or Above Basic                                      82%         96%         54%                     

  At or Above Proficient                                 59%         42%         18%                     

  At Advanced                                            18%         31%         7%                      

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                                                                  

  At or Above Basic                                                                                      

  State Mean Score                                       79%         80%         78%                     

  At or Above Proficient                                                                                 

  State Mean Score                                       38%         38%         37%                     

  At Advanced                                                                                            

  State Mean Score                                       7.7%        8.2%        8%                      
  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(b) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)