##### U.S. Department of Education (REVISED) March 28, 2005

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mr. Patrick Fortney]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address[1501 E. 6^th^ Street]{.underline}

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

[Sterling Illinois ­­­­­ 61081-2700]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 815) 625-1449]{.underline} Fax [(815) 622-4196]{.underline}

Website/URL [www.sterlingschools.org/lincoln
/](http://www.sterlingschools.org/lincoln/) E-mail
[pfortney@sterlingschools.org]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Wil Booker]{.underline}

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

District Name [Sterling CUSD #5]{.underline} Tel. [(815)
626-5050]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Peter Wilkinson]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(SchoolBoardPresident's/Chairperson'sSignature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 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 1998.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

(Based on 2003-2004 School Report Card, unless otherwise noted)

**DISTRICT**

1\. Number of schools in the district: [\_\_4]{.underline}\_\_
Elementary schools

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

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

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

\_\_\_\_\_ Other (Briefly explain)

\_\_[6]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_[\$6,699.09 (2003-2004
Operating)]{.underline}

Average State Per Pupil Expenditure:
\_\_\_[\$8,181]{.underline}\_(2003-2004 Operating)

**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\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

[2]{.underline} 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:

As of Oct 1, 2004

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

  **K**                                                     **7**                             

  **1**                                                     **8**                             

  **2**                                                     **9**                             

  **3**       47        68                     **115**      **10**                            

  **4**       61        57                     **118**      **11**                            

  **5**       49        51                     **100**      **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   333
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [73]{.underline} % White

the students in the school: [5]{.underline} % Black or African American

[21]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[8]{.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.)
>
> 2003-2004 data

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

  **(2)**     Number of students who transferred 20
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        34
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    **323**
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .105
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    10.5
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_\_\_[0]{.underline}\_\_\_%

\_\_\_[0]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_[0]{.underline}\_\_\_

Specify languages: Hindi, Spanish

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

2003-2004 Data 147 Total Number Students Who Qualify

10\. Students receiving special education services: [19%]{.underline}

As of Oct 1, 2004 62 Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

1 Autism 0 Orthopedic Impairment

0 Deafness 3 Other Health Impaired

0 Deaf-Blindness 21 Specific Learning Disability

0 Hearing Impairment 14 Speech or Language Impairment

2 Mental Retardation 0 Traumatic Brain Injury

19 Multiple Disabilities 1 Visual Impairment Including Blindness

1 Emotional Disturbance

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

    **Number of Staff**

    \*2004-2005

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

Administrator(s) [1]{.underline} [0]{.underline}

Classroom teachers [13]{.underline} [0]{.underline}\_\_\_

Special resource teachers/specialists [3]{.underline} [4]{.underline}

Paraprofessionals [3]{.underline} [0]{.underline}

> Support staff [4]{.underline} [0]{.underline}
>
> Total number [24]{.underline} \_\_\_[4]{.underline}\_\_\_

12\. Average school student-"classroom teacher" ratio:
[25:1]{.underline}

\*The ratio is based on 318 students. Fifteen of Lincoln students attend
programs outside of the building. However, their test scores are counted
with Lincoln School.

13\. Show the attendance patterns of teachers and students as a
percentage.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance  96          96          95          96          96

  Daily teacher attendance  95          N/A\*       N/A\*       N/A\*       N/A\*

  Teacher turnover rate     N/A\*       N/A\*       N/A\*       N/A\*       N/A\*
  ------------------------- ----------- ----------- ----------- ----------- -----------

\*This information was not computed by the district during those years.

**PART III ‑ SUMMARY**

The Lincoln Elementary School Mission Statement reads as follows: The
Lincoln Elementary School staff, together with parents and community,
will provide each student with a quality education in a safe, inclusive,
and caring environment. This mission, coupled with the district's
overriding philosophy that all students can learn, truly guides
decision-making in our building and promotes the concept of life-long
learning.

Lincoln School is located at 1501 E. 6^th^ Street in Sterling, Illinois.
The current Lincoln Elementary School was built in 1952 and replaced the
former Lincoln School, which was situated where our present playground
is located. During its earlier years, Lincoln School was primarily
utilized as a neighborhood school.

Formerly, Lincoln Elementary School was a K-6 building. In the mid
nineties, Challand Junior High School adopted a middle school
philosophy, which moved our sixth grade students to Challand Middle
School. In 2003, the District transitioned to attendance centers, and
Lincoln became an intermediate elementary building. Lincoln and
Jefferson Schools' students were combined to create the Lincoln School
we have today, housing third, fourth and fifth grade students. Since the
onset of attendance centers in the fall of 2003, Lincoln's student
population has increased and changed to include 3^rd^, 4^th^, and 5^th^
graders who live north of the Rock River, east of Locust Street, south
of Lynn Boulevard and west of Freeport Road. Boundaries have been
expanded to include children from the outlying neighborhoods of Grimes,
Emerson, Como, Indian Ridge, and Galt.

We currently serve 318 students at Lincoln School. Of those 318
students, Lincoln serves 114 third graders, 110 fourth graders, and 94
fifth graders. Our special education resource program services 33
students. We also have an accelerated fifth grade class which services
19 students. Those students are accelerated to the 6^th^ grade
curriculum in the areas of Language Arts and Mathematics. Aside from the
fifth grade accelerated class, class sizes range from 22-28. Our
students range in age from 7-12 years.

Thirty staff members serve Lincoln School students: 21 certified staff
and 7 support staff. The faculty averages 14.8 years of teaching
experience in the Sterling School District. All certified staff hold
Bachelor's degrees, 84% have hours beyond their initial degree, and 42%
hold Master's degrees.

Lincoln School has a school-wide Title I program and has utilitized a
class reduction grant to reduce class size at the third grade level. Our
Special Education and Title I teachers spend at least 70% of their day
assisting students within the regular classroom setting.

Demographically, Lincoln Elementary School continues to be a very
diverse school. Racial/ethnic background of our students consists of the
following: 73.4% white, 21.1% Hispanic, 4.6% black, 0.6% Asian/Pacific
Islander, and 0.3% Native American. Approximately, 45% of Lincoln
students are identified as coming from low-income families. Our mobility
rate is 7.5%.

Student attendance is always a key piece of data, and it is always of
greatest concern. Our attendance rate for 2003-2004 was 96.4%, with a
chronic truancy rate of 0.6%.

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

1.  **School Assessment Results**

Lincoln School staff administers three standardized tests: the Iowa Test
of Basic Skills (ITBS), along with the Cognitive Abilities Test (CogAT),
and the Illinois Standards Achievement Test (ISAT). The ITBS and CogAT
are administered to all 4^th^ graders each fall. ISAT is given to all
3^rd^ and 5^th^ graders in the spring.

Illinois students at 3^rd^ and 5^th^ grades take the ISAT in reading,
mathematics, and writing. This test measures the extent to which
students are meeting the Illinois Learning Standards. ISAT performance
level descriptions are divided into 4 areas:

**Exceeds Standards:** Student work demonstrates advanced knowledge and
skills in the subject. Students creatively apply knowledge and skills to
solve problems and evaluate the results.

**Meets Standards:** Student work demonstrates proficient knowledge and
skills in the subject. Students effectively apply their knowledge and
skills to solve problems.

**Below Standards:** Student work demonstrates basic knowledge and
skills in the subject. However, because of gaps in learning, students
apply knowledge and skills in limited ways.

**Academic Warning:** Student work demonstrates limited knowledge and
skills in the subject. Because of major gaps in learning, students apply
knowledge and skills ineffectively.

Lincoln Elementary School's successes on ISAT have made it eligible for
the No Child Left Behind (NCLB) Blue Ribbon School Status, which is
based on successful test scores. The most notable area of success for
Lincoln School was in the area of mathematics, where 89.5% of its 3^rd^
graders met or exceeded the Illinois Learning Standards and 85.8% of its
5^th^ graders met or exceeded the Illinois Learning Standards. Another
notable success was in the area of writing, where 82.3% of all 3^rd^
graders tested met or exceeded the Illinois Learning Standards and 75.8%
of all 5^th^ graders tested met or exceeded the Illinois Learning
Standards. In the area of reading, 71.1% of the 3^rd^ graders tested met
or exceeded the Illinois Learning Standards, and 68.3% of 5^th^ graders
tested met or exceeded the Illinois Learning Standards.

A major subgroup identified at Lincoln School is the economically
disadvantaged. In 3^rd^ grade, 60.7% of the economically disadvantaged
students met or exceeded the Illinois Learning Standards in reading
while the state average for the same subgroup was 46.2%. In 5^th^ grade,
59.1% of the economically disadvantaged students met or exceeded the
Illinois Learning Standards in reading while the state average for the
same subgroup was 42.2%.

In the gender subgroup, Lincoln School's males and females continue to
score higher than the state average in reading, writing, and math. In
addition to this success, our Hispanic subgroup (which is 21.1% of our
student population) also scored higher than the state average in math
and writing at both the 3^rd^ and 5^th^ grade levels. Even though all
subgroups are not reported on the Illinois School Report Card, we
continue to monitor their performance.

We are very proud of our continued improvement in student achievement.
Our dedicated staff continues to monitor and analyze the scores to
ensure that we are creating a learning environment that meets the
academic needs of all students.

Additional information on the state assessment system may be found on
the ISBE Web site at <http://www.isbe.net/assessment/default.htm>.

**2. Using Assessment Data**

Historically, Sterling Community Unit School District #5 (CUSD #5), of
which Lincoln Elementary is a part, has used the Lincoln-Baldridge
continuous improvement model. Site-based management has been a critical
part of that model and a critical part of Sterling Schools. Our building
formed a school improvement team composed of representatives from
Lincoln, including the building administrator, teachers, educational
support personnel, parents, and students (when appropriate). This team
gathered and analyzed data, and it also identified strengths and areas
needing improvement. Based on the data collected, school committees were
developed to address identified areas of weakness. This collaboration
resulted in a data-driven action plan that, in turn, drives the school's
budget.

Lincoln School uses a wide range of data to consistently monitor student
achievement. The types of data analyzed include: standardized testing
results (ITBS/CogAT, ISAT, Gates-MacGinitie), Scholastic Reading
Inventory (SRI), Accelerated Reader (AR), stakeholder surveys,
discipline, attendance, and mid-quarterly and quarterly grades.

Based on data analysis, activities and programs have been implemented to
improve student achievement and promote student success. These programs
include:

-   Title I Support Services

-   Curriculum alignment meetings to bring us closer to state standards

-   Project SOON (after-school tutoring program), in conjunction with
    Sterling Township.

-   Extended summer learning programs in reading and math

-   PEN Day (school-wide [p]{.underline}ersuasive,
    [e]{.underline}xpository, [n]{.underline}arrative writing day)

-   "Turn Off Your TV and Read" nights

-   "Before school" reading enrichment programs

-   Math, reading, and writing family nights

-   Six Hour Reading Club (library reading incentive club)

-   After school computer club

-   Book exchanges

-   Book fairs in conjunction with our PTO and sister school

-   Presentations by Sterling Public Library staff

**3. Communicating Student Performance**

A central focus of Lincoln administration and staff has been to
communicate student performance with all stakeholders: parents,
students, and the community. This key goal has been accomplished through
a variety of methods that enhance communication.

Before the school year begins, we hold parent-teacher conferences to
establish a positive partnership with the home setting. At this initial
meeting, and because we are a Title I school, the Title I Learning
Contract is signed by all parents, students, teachers, and
administration. We also invite all stakeholders to the Lincoln Open
House early in the year to continue establishing a bond with the home.
In the fall of each year, and as needed throughout the year, we discuss
each student's academic progress through parent-teacher conferences. In
addition to quarterly midterm reports and quarterly report cards, our
parents receive printed reports of ISAT and ITBS/CogAT scores.
Accelerated Reader and Scholastic Reading Inventory reports are also
distributed to parents. Another tool we have found invaluable is the
homework planner where daily assignments, notes, and communication to
parents are recorded. Each month our principal sends home a school
newsletter. To further promote parental involvement, we offer monthly
PTO meetings, PE / Music Family Nights, as well as Family Math and
Reading Nights at school.

Students at Lincoln take an active part in their own learning. They set
individual and class learning goals and work to achieve them. Many
students keep student data folders where they graph and chart individual
scores. Class averages are posted around the room as a way for
individual scores to be compared to the whole group. Weekly assessments
in reading, spelling, vocabulary, and math facts help keep students
apprised of their own progress. It has been proven that students who
take ownership in their learning are more successful in school.

Our community is well-informed about Lincoln School's and the district's
student performance. Our school administrator attends monthly school
board meetings that are open to the public. The district's website,
[www.sterlingschools.org](http://www.sterlingschools.org/), has a wealth
of information posted, including the state-mandated Illinois School
Report Card and a direct link to the Lincoln School homepage. Channel 11
televises school board meetings, school programs, and a calendar of
events. It also offers an up-to-date Power Point presentation for each
school in the district. Our local newspaper*, The Daily Gazette*,
reports our school events and academic performance. Lincoln's Academic
Spotlight informs the Board of Education and community about great
things that are happening at Lincoln School. In addition, Quarterly
Review Reports on the progress of our School Improvement Plan are
presented at board meetings throughout the year, and one school board
member regularly attends our School Improvement Committee meetings. As
another way of communicating with the community, our school has a
representative on the Community Partnership for Student Achievement
committee, which meets monthly.

**4. Sharing Success with Other Schools**

We believe sharing our successes with other schools is a responsibility
of a Blue Ribbon School. Our partnership with Large Unit District
Associations (LUDA) provides a data communication pathway to and from
other schools of our size. This pathway allows us to exchange
information with other districts to successfully meet our student goals
and objectives. Sterling C.U.S.D. #5 is a member of the Consortium for
Educational Change (CEC) comprised of fifty-three districts in Illinois.
CEC offers leadership training for administrators and staff. This
provides dialogue for the betterment of student performance through
sharing staff development resources.

Several Lincoln staff members have been designated as in-district
consultants who provide professional growth to all six schools in our
district as well as other districts. This consultation occurs during
teacher institute days, early-out days, and Sterling Schools' Summer
Symposium. The symposium is open to staff, parents, community leaders,
and educators of surrounding districts. Teachers also continually share
information about Lincoln's practices while attending university
classes. Lincoln School shares its successes through its representation
at CPSA - the local community partnership for student achievement.
Teachers network with other districts through the Standards-Aligned
Classroom Initiative, a program made available by the local ROE. The
final product of each Standards-Aligned Classroom team is presented to
other districts at a conference and submitted to the ISBE website. We
have also had extended dialogue with other school districts,
specifically Rock Island and Dixon, advising them of our success in
forming attendance centers.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Lincoln's Core Curriculum**

Lincoln School staff believes all students can learn. Our overall goal
is to provide a comprehensive curriculum that sets high expectations,
provides meaningful experiences, and creates successful learning
opportunities for all learners. Lincoln School follows the curriculum
guidelines set by CUSD #5, which is aligned to the Illinois Learning
Standards. Our school offers a full elementary curriculum, which
includes Language Arts (reading, spelling, writing, grammar, speaking,
and listening) Math, Science, Social Studies, P.E., Music, and Fine
Arts.

Our Language Arts program uses a comprehensive and balanced reading
approach that is researched-based and combines skills development with
great literature and language-rich activities. Reading themes are
integrated throughout other core curriculum areas. We use a combination
of Scholastic and Harcourt Brace materials for this program.

Houghton-Mifflin Mathematics is the textbook we use in grades three
through five. Teachers emphasize the use of problem solving strategies,
hands-on manipulatives, development of math facts, basic computation
skills, and application of everyday math. Written extended math
responses are developed using a six-step math problem solving process
and rubric. A K-5 standards-aligned curriculum map has been developed
for pacing skills and concepts instruction in a user-friendly quarterly
timeline.

In Science, our district has developed hands-on learning kits that
engage all students in active learning. These kits hold student interest
and thereby increase student learning. To improve and expand our Science
curriculum, we have recently adopted a new textbook series, which is
aligned to Illinois Learning Standards. The science kits currently used
will be modified and correlated to the new textbooks.

Lincoln School's Social Studies curriculum is also aligned with the
Illinois Learning Standards. Our social studies themes focus on
communities, states & regions, and American history. Students
participate in various enrichment activities, including the National
Geographic Bee, News Bowl Contests, Agriculture in the Classroom
presentations, and University of Illinois Extension programs.

Our building's P.E., Music, and Fine Arts curricula are aligned to the
Illinois Learning Standards, as well. The Lincoln Physical Education
program is a comprehensive movement-exploration curriculum of
self-testing tasks, rhythms, dance, sport skills, and games that promote
lifetime fitness, health and a positive image for each participant. In
Music, our school offers both vocal and instrumental instruction.
Students are exposed to a variety of music, rhythm, movement, and dance.
They also have an opportunity to join the district's elementary band or
orchestra and receive individual, small group, and whole group
instruction. Our Fine Arts program engages students in drama, visual
arts, poetry, and dance activities. Our specialists in these areas
integrate core curriculum into their respective areas of instruction.

**2. Lincoln's Reading Curriculum**

Lincoln Elementary School uses a comprehensive and balanced reading
approach which is research-based, standard-aligned, and combines skill
development with great literature and language-rich activities. The
third grade teachers use the Scholastic Reading program, and Harcourt
Brace is used in the 4^th^ and 5^th^ grades. Our literacy program
involves reading, writing, grammar, spelling, speaking, and listening.
To enhance the curriculum, supplemental materials and services have been
integrated. They include, but are not limited to, trade books, the
Scholastic Shoe Box library, take-home books, weekly current events
newspapers, phonics, Accelerated Reader, Title I Reading, Special
Education Resource, Speech and Language Therapy, accelerated programs,
and regular use of library/computer lab services. Common reading
assessments such as AR, SRI, end-of-the-selection tests, and unit tests
are emphasized in our building. Data comparison of these assessments is
used in our school improvement process to evaluate student performance
and drive our improvement action plan.

Students engage in read-alouds, shared reading, guided reading,
literature circles, and independent reading opportunities. Teachers
apply best practices to develop key reading strategies and build
vocabulary knowledge. The staff uses a variety of whole class, small
group, and individualized instruction to meet the diverse learning needs
of all students. Close communication and collaboration among all staff
provide reinforcement of skills and remedial support. This support
provides individual and small group learning opportunities so all
children can become successful readers.

**3. Lincoln's Writing Curriculum**

Lincoln School has always believed in the importance of good writing
skills.

In the past, the Lincoln staff was teaching the mechanics of writing
through the use of Daily Oral Language and grammar textbooks. Students
were also engaged in journal and letter writing, including writing to
pen pals, and writing of various subject reports. After reviewing our
data and standardized scores in writing, the staff decided that a
school-wide structured and systematic approach to teaching writing was
necessary to improve student performance. In order to find the right
approach, we looked at other schools that were having success in writing
and discussed their strategies and techniques with them in detail.

A decision was made to implement Judith Gould's Four-Square Writing
Method as a major component of our language arts program. A strong
commitment to staff development was essential to the success of the
Four-Square Writing Method. This training took place during our extended
Wednesday staff meetings, and the method was embraced school-wide.

Persuasive, expository, and narrative writings were integrated into
different units of study in reading, science, and social studies. Weekly
practice was devoted to these types of essays. Students were taught to
use the ISAT writing rubric to evaluate their writings. Each month, we
devoted one day to PEN Day. On this day, all students were given a
writing prompt and asked to develop it within a forty-minute setting.
This practice helped students and staff to monitor student progress and
prepare students for the actual testing situation they would encounter
during ISAT testing.

Ultimately, student success in writing has soared. Collaboration between
Lincoln School and our K-2 sister school, Jefferson Elementary, will
assist us in keeping this success alive. Our success in writing proves
that all students can learn, and our staff strives to provide students
with opportunities to communicate in a variety of ways.

**4. Instructional Methods**

Knowing that students have different learning styles and multiple
intelligences, teachers use a variety of instructional methods and
strategies to reach all learners. Teachers routinely present visual,
auditory, kinesthetic, and tactile lessons within the classroom setting.
Direct instruction and modeling to the whole group, small groups, and
individuals can be observed in the classrooms as well as cooperative
learning, peer tutoring and independent study. Teachers provide adequate
guided practice to reinforce concepts taught, followed by independent
practice.

To support student learning, collaboration between the classroom
teachers and all specialists has proven to be an essential component of
the success of our students. These specialists include: the P.E., Music,
and Fine Arts teachers, Special Education teachers, Title I reading
support teacher, and Speech & Language Pathologist. Other support
personnel who enhance our learning environment include the librarian,
computer aide, Title I program aide, Americorps aides, and parent
volunteers.

Other common practices used at Lincoln School include:

-   Quality Tools

    -   Student data portfolios

    -   Graphing of assessment results

    -   Plus/Delta charts for reflection and improvement

    -   Student Goals and Action Plan

    -   School-wide pledge

    -   Graphic Organizers

    -   Flow charts

-   Technology

    -   Cable and Internet access

    -   TV / VCRs, LCD Projectors, T-Views,

    -   Scanners and printers

    -   Listening stations and video-taping

```{=html}
<!-- -->
```
-   Project SOON (after school tutoring)

-   Experiential learning

    -   Conflict Resolution training

    -   Anti-bullying training

    -   Assemblies and guest speakers

    -   Field trips

    -   Community service projects, such as food drives

```{=html}
<!-- -->
```
-   Four-Square writing

-   Six-step problem solving method

-   [A]{.underline}rithmetic [D]{.underline}one [D]{.underline}aily

-   [D]{.underline}aily [O]{.underline}ral [L]{.underline}anguage

-   Learning centers

-   Reduction of class size through grant acquisition

-   Word Walls

**5. Professional Development Program**

Lincoln School is proud of its professional development programs that
have impacted student achievement. Tenured master teachers are assigned
to new teachers to assist them in developing their instructional
techniques and skills. This mentor program also acclimates new teachers
to the school's curriculum, policies, procedures, and state learning
standards. This role-modeling has a positive impact on student
achievement.

The entire staff at Lincoln School is engaged in professional
development. Topics for professional growth are determined each year
based on our School Improvement Plan. Teachers are also encouraged to
attend conferences, workshops, and training sessions pertinent to the
students' needs. Information learned from these trainings positively
impact student learning.

Ongoing training is received from a variety of venues, including
Sterling Schools' Summer Symposium, Regional Office of Education,
university graduate-level courses, and educational seminars and
conferences offered locally and nationally. This investment in ongoing
training has produced a resource of teachers as in-district consultants.
Training in best practices in teaching and learning has proven to
increase student achievement.

Teacher institute days and early-outs allow for guest speakers and
professional presenters to provide staff development. Topics for these
trainings have included ISAT Language Arts and Math rubrics, Accelerated
Reader, Scholastic Reading Inventory, Four-Square Writing, Quality
Tools, Framework for Understanding Poverty, Standards Aligned Classroom
Initiative (1^st^ year and 2^nd^ year teams), Integrating Technology in
the Classroom Curriculum, K-12 Alignment, and Grade-level networking. We
firmly believe that this strategy for professional training has
contributed to improved test scores.

**Subject** Math **Grade** 3 **Test** Illinois Standards Assessment Test
(ISAT)

**Edition/Publication Year** 1999-2004 **Publisher** Illinois State
Board of Education

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        April       April       April       April       April

  **SCHOOL SCORES**                                                                    

  \% At or Above Warning               100         100         100         100         100

  \% At or Above Below Standards       98          100         98          97          93

  \% At or Above Meets Standards       90          84          77          82          71

  \% At or Above Exceeds Standards     44          26          22          23          11

  Number of students tested            115         43          51          39          45

  Percent of students tested           100         100         100         100         98

  **SUBGROUP SCORES**                                                                  

  **1. White**                                                                         

  \% At or Above Warning               100         100         100         100         NA\*\*

  \% At or Above Below Standards       99          100         97          96          NA\*\*

  \% At or Above Meets Standards       89          86          81          86          NA\*\*

  \% At or Above Exceeds Standards     48          35          28          31          NA\*\*

  Number of students tested            91          29          32          29          NA\*\*

  **2. Hispanic**                                                                      

  \% At or Above Warning               100                     100                     NA\*\*

  \% At or Above Below Standards       94                      100                     NA\*\*

  \% At or Above Meets Standards       94                      66                      NA\*\*

  \% At or Above Exceeds Standards     31                      13                      NA\*\*

  Number of students tested            16          9\*         15          9\*         NA\*\*

  **3. Students with Disabilities**                                                    

  \% At or Above Warning               100         100                                 NA\*\*

  \% At or Above Below Standards       96          100                                 NA\*\*

  \% At or Above Meets Standards       80          75                                  NA\*\*

  \% At or Above Exceeds Standards     28          8                                   NA\*\*

  Number of students tested            25          12          6\*         7\*         NA\*\*

  **4. Low SES**                                                                       

  \% At or Above Warning               100         100         100         100         NA\*\*

  \% At or Above Below Standards       96          100         100         100         NA\*\*

  \% At or Above Meets Standards       88          74          74          64          NA\*\*

  \% At or Above Exceeds Standards     29          13          13          14          NA\*\*

  Number of students tested            56          23          23          19          NA\*\*

                                                                                       

  **STATE SCORES (Overall)**                                                           

  \% At or Above Warning               100         100         100         100         100

  \% At or Above Below Standards       93          93          93          92          90

  \% At or Above Meets Standards       79          76          74          74          69

  \% At or Above Exceeds Standards     33          31          30          28          23
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\*Subgroups of less than 10 are not reported by the state.

\*\*In 1999-2000, subgroup data is not available.

**Subject** Reading **Grade** 3 **Test** Illinois Standards Assessment
Test (ISAT)

**Edition/Publication Year** 1999-2004 **Publisher** Illinois State
Board of Education

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        April       April       April       April       April

  **SCHOOL SCORES**                                                                    

  \% At or Above Warning               100         100         100         100         100

  \% At or Above Below Standards       98          100         98          98          95

  \% At or Above Meets Standards       71          68          53          65          67

  \% At or Above Exceeds Standards     25          16          10          15          9

  Number of students tested            114         43          51          46          44

  Percent of students tested           100         100         100         100         98

  **SUBGROUP SCORES**                                                                  

  **1. White**                                                                         

  \% At or Above Warning               100         100         100         100         NA\*\*

  \% At or Above Below Standards       98          100         100         100         NA\*\*

  \% At or Above Meets Standards       76          79          66          71          NA\*\*

  \% At or Above Exceeds Standards     28          24          16          21          NA\*\*

  Number of students tested            90          29          32          34          NA\*\*

  **2. Hispanic**                                                                      

  \% At or Above Warning               100                     100                     NA\*\*

  \% At or Above Below Standards       100                     93                      NA\*\*

  \% At or Above Meets Standards       50                      33                      NA\*\*

  \% At or Above Exceeds Standards     13                      0.0                     NA\*\*

  Number of students tested            16          9\*         15          9\*         NA\*\*

  **3. Students with Disabilities**                                                    

  \% At or Above Warning               100         100                                 NA\*\*

  \% At or Above Below Standards       94          100                                 NA\*\*

  \% At or Above Meets Standards       58          42                                  NA\*\*

  \% At or Above Exceeds Standards     0.0         0.0                                 NA\*\*

  Number of students tested            24          12          6\*         7\*         NA\*\*

  **4. Low SES**                                                                       

  \% At or Above Warning               100         100         100         100         NA\*\*

  \% At or Above Below Standards       96          100         91          94          NA\*\*

  \% At or Above Meets Standards       61          65          57          52          NA\*\*

  \% At or Above Exceeds Standards     11          9           13          5           NA\*\*

  Number of students tested            56          23          23          14          NA\*\*

                                                                                       

  **STATE SCORES (Overall)**                                                           

  \% At or Above Warning               100         100         100         100         100

  \% At or Above Below Standards       93          92          93          93          94

  \% At or Above Meets Standards       65          62          62          62          62

  \% At or Above Exceeds Standards     23          22          19          19          21
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\*Subgroups of less than 10 are not reported by the state.

\*\*In 1999-2000, subgroup data is not available.

**Subject** Math **Grade** 5 **Test** Illinois Standards Assessment Test
(ISAT)

**Edition/Publication Year** 1999-2004 **Publisher** Illinois State
Board of Education

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        April       April       April       April       April

  **SCHOOL SCORES**                                                                    

  \% At or Above Warning               100         100         100         100         100

  \% At or Above Below Standards       98          96          98          98          100

  \% At or Above Meets Standards       86          71          73          63          60

  \% At or Above Exceeds Standards     19          9           8           0           2

  Number of students tested            120         45          48          49          45

  Percent of students tested           100         100         100         100         92

  **SUBGROUP SCORES**                                                                  

  **1. White**                                                                         

  \% At or Above Warning               100         100         100         100         NA\*\*

  \% At or Above Below Standards       98          94          97          100         NA\*\*

  \% At or Above Meets Standards       86          75          78          71          NA\*\*

  \% At or Above Exceeds Standards     22          12          5           0           NA\*\*

  Number of students tested            86          33          37          34          NA\*\*

  **2. Hispanic**                                                                      

  \% At or Above Warning               100                                 100         NA\*\*

  \% At or Above Below Standards       100                                 91          NA\*\*

  \% At or Above Meets Standards       85                                  36          NA\*\*

  \% At or Above Exceeds Standards     11                                  0           NA\*\*

  Number of students tested            27          9\*         7\*         10          NA\*\*

  **3. Students with Disabilities**                                                    

  \% At or Above Warning               100                     100         100         NA\*\*

  \% At or Above Below Standards       89                      90          88          NA\*\*

  \% At or Above Meets Standards       61                      60          50          NA\*\*

  \% At or Above Exceeds Standards     0                       10          0           NA\*\*

  Number of students tested            18          4\*         10          11          NA\*\*

  **4. Low SES**                                                                       

  \% At or Above Warning               100         100         100         100         NA\*\*

  \% At or Above Below Standards       100         96          95          95          NA\*\*

  \% At or Above Meets Standards       75          68          69          59          NA\*\*

  \% At or Above Exceeds Standards     7           0           5           0           NA\*\*

  Number of students tested            44          22          19          22          NA\*\*

                                                                                       

  **STATE SCORES (Overall)**                                                           

  \% At or Above Warning               100         100         100         100         100

  \% At or Above Below Standards       97          96          95          95          94

  \% At or Above Meets Standards       72          68          63          61          57

  \% At or Above Exceeds Standards     12          10          8           6           5
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\*Subgroups of less than 10 are not reported by the state.

\*\*In 1999-2000, subgroup data is not available.

**Subject** Reading **Grade** 5 **Test** Illinois Standards Assessment
Test (ISAT)

**Edition/Publication Year** 1999-2004 **Publisher** Illinois State
Board of Education

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        April       April       April       April       April

  **SCHOOL SCORES**                                                                    

  \% At or Above Warning               100         100         100         100         100

  \% At or Above Below Standards       99          100         100         100         99

  \% At or Above Meets Standards       68          60          50          55          57

  \% At or Above Exceeds Standards     28          18          15          48          13

  Number of students tested            120         45          48          49          45

  Percent of students tested           100         100         100         100         92

  **SUBGROUP SCORES**                                                                  

  **1. White**                                                                         

  \% At or Above Warning               100         100         100         100         NA\*\*

  \% At or Above Below Standards       99          100         100         100         NA\*\*

  \% At or Above Meets Standards       71          67          54          56          NA\*\*

  \% At or Above Exceeds Standards     30          21          16          24          NA\*\*

  Number of students tested            86          33          37          34          NA\*\*

  **2. Hispanic**                                                                      

  \% At or Above Warning               100                                 100         NA\*\*

  \% At or Above Below Standards       100                                 100         NA\*\*

  \% At or Above Meets Standards       63                                  45          NA\*\*

  \% At or Above Exceeds Standards     19                                  9           NA\*\*

  Number of students tested            27          9\*         7\*         11          NA\*\*

  **3. Students with Disabilities**                                                    

  \% At or Above Warning               100                     100         100         NA\*\*

  \% At or Above Below Standards       65                      100         93          NA\*\*

  \% At or Above Meets Standards       39                      30          23          NA\*\*

  \% At or Above Exceeds Standards     11                      10          10          NA\*\*

  Number of students tested            18          4\*         10          11          NA\*\*

  **4. Low SES**                                                                       

  \% At or Above Warning               100         100         100         100         NA\*\*

  \% At or Above Below Standards       100         100         100         100         NA\*\*

  \% At or Above Meets Standards       59          50          37          50          NA\*\*

  \% At or Above Exceeds Standards     11          9           11          9           NA\*\*

  Number of students tested            44          22          19          22          NA\*\*

                                                                                       

  **STATE SCORES (Overall)**                                                           

  \% At or Above Warning               100         100         100         100         100

  \% At or Above Below Standards       98          99          99          99          100

  \% At or Above Meets Standards       61          60          59          59          59

  \% At or Above Exceeds Standards     25          23          22          25          20
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\*Subgroups of less than 10 are not reported by the state.

\*\*In 1999-2000, subgroup data is not available.