**U. S Department Of Education, Revised 4-28-06**

**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

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

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

Name of Principal [Mr. Jerry M.
Barnum\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [Harwood Elemementary
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address ­­\_[110 Freedland
Drive\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

\_\_\_\_[Harwood]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[ND]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[58042-4100]{.underline}

City State Zip Code+4 (9 digits total)

County \_\_[Cass \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline} School
Code Number\*\_[09-006-3500]{.underline}

Telephone [( 701 ) 356-2040]{.underline} Fax [( 701 )
356-2049]{.underline}

Website/URL
[http://www.west-fargo.k12.nd.us/schools/harwood/]{.underline} Email
[barnum@west-fargo.k12.nd.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\_[February 7, 2005\_\_\_\_\_\_\_\_\_\_]{.underline}

![](media/image1.wmf)(Principal's Signature)

Name of Superintendent\* [Dr. Charles Cheney]{.underline}

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

District Name [West Fargo Public School District]{.underline} Tel. [(
701 ) 356-2001]{.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. Duane
Hanson\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_\_\_[5\_]{.underline}
Elementary schools

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

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

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

\_\_\_[2]{.underline}\_ Other

\_\_\_[9]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: [\_\_\_\$5,958]{.underline}\_\_\_\_

Average State Per Pupil Expenditure: [\_\_\_\$7,252]{.underline}\_\_\_\_

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

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

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

4\. \_\_[23]{.underline}\_\_ Number of years the principal has been in
her/his position at this school.

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

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

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

  **PreK**                                                  **7**                             

  **K**                                                     **8**                             

  **1**       18        25                     **43**       **9**                             

  **2**       9         15                     **24**       **10**                            

  **3**       20        14                     **34**       **11**                            

  **4**       14        10                     **24**       **12**                            

  **5**       10        14                     **24**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   149
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [96]{.underline}\_\_\_\_ % White

the students in the school: [3 \_\_\_\_]{.underline} % Black or African
American

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

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[2]{.underline}\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      3
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      0
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

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

  **(4)**                   Total number of students in 162
                            the school as of October 1  

  **(5)**                   Total transferred students  .02
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           2
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_[1]{.underline}\_\_\_%

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

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

Specify languages: Krahn

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[3]{.underline}\_\_\_%

Total number students who qualify: \_\_\_\_[4]{.underline}\_\_\_

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

10\. Students receiving special education services:
\_\_\_[13]{.underline}\_\_\_%

\_\_\_[19]{.underline}\_\_\_Total Number of Students Served

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

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

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

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

\_\_[1]{.underline}\_Emotional Disturbance \_[12]{.underline}\_Speech or
Language Impairment

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

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

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

**Number of Staff**

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

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

Classroom teachers \_\_\_[7]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_

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

Paraprofessionals \_\_\_[3]{.underline}\_\_\_
\_\_\_\_[1]{.underline}\_\_\_

> Support staff \_\_\_[3]{.underline}\_\_\_
> \_\_\_\_[5]{.underline}\_\_\_
>
> Total number \_\_[13]{.underline}\_\_ \_\_\_[14]{.underline}\_\_\_

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

students in the school divided by the FTE of classroom teachers:
\_\_[21.1]{.underline}\_

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

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

  Daily student attendance  98 %        98 %        97 %        98 %        \%

  Daily teacher attendance  99 %        99 %        99 %        99 %        \%

  Teacher turnover rate     0 %         0 %         13 %        0 %         \%

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

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

**Part III -- Summary**

The staff and students of Harwood Elementary are honored to have been
selected by the North Dakota Department of Public Instruction as this
year's elementary school nomination for the *No Child Left Behind-Blue
Ribbon School Program*. Having scored in the top ten percent of all
elementary schools in the state of North Dakota in both reading and math
for the past three years is certainly noteworthy, but as this
application will hopefully demonstrate, our students' success in school
is directly related to active parental support and involvement, high
expectations by the teachers, and students who are willing to expend the
extra effort necessary to succeed in school and in life.

Harwood Elementary School, comprised of grades one through five and
located in the community of Harwood in southeastern North Dakota, is one
of six elementary schools in the West Fargo Public School District.
Harwood School students come from predominantly middle class families
living in the community of Harwood and surrounding rural areas.

Located in a small community with the resources of a large school
district, the Harwood School is a central hub for activities and a focal
point for families. Parents have high expectations for their children
and support the school in its efforts to challenge children to excel to
their potential. For the past seven years, Harwood has had 100%
face-to-face Parent-Teacher conferences, both fall and spring. Teachers
and parents collaborate to ensure that this goal is attained. Events at
the school during the school day are well-attended as parents adjust
their work schedules to support their children. Two yearly evening
all-school music concerts had to be moved to a middle school auditorium
in order to accommodate the large audiences attending.

Parental support is also evident in the manner which the Harwood
Parent-Teacher Organization (PTO) assists instruction. The PTO has
supported the school library by donating funds to purchase books and
materials for student research projects. Recently over \$800 was
contributed to a "books on tape" collection, and twice each year a
PTO-sponsored bookfair allows teachers to purchase hundreds of dollars
in books for the classrooms. The school's Accelerated Reader program,
used to encourage recreational reading and to improve comprehension, is
also evidence of parental commitment. The PTO initially purchased the
program for the school and yearly purchases additional quizzes, of which
there are over 2500 quizzes available. Annual PTO contributions to the
school's educational program over the last four years range from \$4670
to \$12,320.

Teachers at Harwood set high standards for the students and for
themselves. Respect for others is so critical for success in school and
in life, and teachers model respect and students emulate their example.
Student progress in their studies is closely monitored, and regular
communication with the parents is expected. Through the use of
differentiated curriculum and effective reading practices to be noted
later, teachers challenge students at all levels to improve and excel.
Teachers have been actively involved in the delineation of district
standards and benchmarks in language arts, math, social studies and
science, and regularly integrate them across the curriculum.

Foremost in the rationale for why the Harwood School is successful are
the students themselves. Visitors are quick to note their eagerness to
learn, and often when students attend functions outside the school
teachers are complimented on their polite demeanor. In collaboration
with a local retirement facility, Harwood children are assigned
"buddies" and once a month visit them monthly and invite them to their
school functions. Yearly, first graders entertain the elderly with their
rendition of "The Nutcracker". Recently the students raised over \$1000
to assist the Red Cross in providing relief for hurricane victims. These
small examples of service exemplify the values these children place in
serving others and in expecting more of themselves and are in keeping
with the mission of Harwood Elementary: to encourage all students to
reach their fullest potential socially, physically and academically
through the team efforts of staff, students, and the community.

**IV - Indicators of Academic Success**

[1. Assessment Results]{.underline}

Following is a rubric that delineates students' performance on the North
Dakota State Assessment (See Section VII) and the standards mastered to
achieve or exceed proficiency:

[Performance Levels: Reading]{.underline}

[Advanced:]{.underline} Students interpret the main idea, identify the
narrator, analyze events, and sequence sentences complex tests:
determine and interpret the meaning of complex tests; evaluate a variety
of clues and analyze figurative language; use specific details to make
inferences and prior knowledge to make connections and to explain story
content; use deductive reasoning and context clue analysis to draw
accurate conclusions from complex details; use context clues to
determine the meaning of unknown words. These students have exceeded
proficiency.

[Proficient:]{.underline} Students identify specific details and
determine the main idea in complex tests; sequence events of simple
texts and make predictions; recall story sequence with details and
demonstrate knowledge of cause and effect; interpret characters'
emotions and identify the purpose of a simple story; interpret the
language of poetry and identify two or more details in a poem; examine a
variety of clues to clarify understanding; use context clues to
determine the meaning of words.

[Partially Proficient:]{.underline} Students make an inference from a
simple text; recall simple story sequence; draw conclusions about
characters.

[Novice:]{.underline} Students determine the main idea of a simple text;
identify specific characters and their traits and a detail in a poem;
connect personal experience to a simple text; use supporting details to
connect a simple text and picture.

[Performance Levels: Mathematics]{.underline}

[Advanced:]{.underline} Students identify number sentences; subtract
dollars, cents; use estimation; divide whole numbers; use computation,
place value, properties of odd, even numbers; compare strategies;
explain and order fractions; explain number meaning; relate
multiplication and division; use a grid; manipulate variables; interpret
data and draw conclusions; find probability, use conversions; use grid
with distance, time; find perimeter; use money; measure, compare
lengths; solve for unknown variables; extend complex patterns; identify
pattern rule. These students have exceeded proficiency.

[Proficient:]{.underline} Students name place values; use fractions,
identify number sentence, operation; locate whole numbers, operation;
locate whole numbers, decimals on number line; add, multiply whole
numbers, fractions; identify fractional part; estimate weight; combine
two-and-three-dimensional shapes; identify parallel lines, lines of
symmetry, organize, display, interpret data; draw conclusions; predict,
explain outcomes; find length, width with ruler, add, multiply money;
determine elapsed time, use map scale; find area of irregular shapes;
identify, use rules; extend patterns.

[Partially Proficient:]{.underline} Students add money; identify
operations; use strategy; estimate length, name place values; respect
simple fractions, identify relevant information; identify, compare
two-and-three-dimensional shapes; solve for unknown variables.

[Novice:]{.underline} Students compare numbers on a graph; identify
geometric shapes, interpret, display data from a bar graph; identify
appropriate measurement tools.

Information on the state assessment system may be found at
[http://www.dpi.state.nd.us/dpi/reports/Profile/index.shtm]{.underline}.

Students who exceed the 85^th^% a standardized achievement test , and
achieve a grade point average of at least 3.5 (A-)on a 4.0 scale are
awarded the President's Award for Educational Excellence. In 2004-05 40%
of the exiting fifth graders qualified for the award.

Other assessments in reading and mathematics include:

1.  Dynamic Indicators of Basic Early Literacy Skills (DIBELS), measures
    to evaluate students' mastery or knowledge of early indicators of
    reading acquisition, including initial sound, letter naming phonemic
    segmentation, nonsense word and oral reading fluencies. 87% of
    Harwood students achieved proficiency these basic indicators in
    2004-05.

2.  Reading Recovery, a systematic process for screening students to
    determine students not meeting critical milestones in early literacy
    and providing them with one-to-one direct instruction. 100% of
    students initially screened and served have successfully excited the
    program for the last four years.

3.  Diagnostic Planning, On-going Assessment, End-of-Theme Assessments,
    and Periodic Assessments in the school reading series provide data
    for current and future teachers.

4.  In math, students are pre-tested in each unit to determine students
    needing differentiated (advanced or remediation) curriculum and a
    post test is given to all students following unit instruction.
    Regular progress assessments are administered and students requiring
    additional support are provided direct instruction.

[2. Using assessment data.]{.underline}

State assessment results are disseminated to the students' past, present
and future teachers for analysis. Deficiencies in a particular standard
indicate a need to strengthen the curriculum and focus teacher
instruction. Noting a weakness in subtests in the area of written
language, classroom teachers designated this as a targeted area for
improvement in the North Central Accreditation process and students are
assessed by the teachers at the beginning, middle and end of each school
year. Specialists monitor student results and Title 1 services are
considered if students fall below the 35^th^ percentile. Criterion
referenced assessment-those which are a regular part of the curriculum,
are aligned with the state standards and re-teaching, if required,
affords the students other opportunities to master the content.

[3. Communicating student performance]{.underline}

Parents require and receive regular feedback on their children's
performance. Midterm reports are sent home each quarter, as are report
cards. Parent-teacher conferences are regularly scheduled twice per
year, and teachers and parents regularly communicate through email or
other means to keep parents abreast of student performance. A parent
report is distributed to inform of the students' progress on the North
Dakota assessment, and a PowerPoint presentation of the test results is
presented to the parents at the fall Back-to-School night general
assembly. The Harwood School students' performance is compared to the
West Fargo School District students, and to the achievement of students
across the state, and an analysis of strengths and weaknesses is
discussed with parent to provide them with a more through understanding
of how well the school is providing for the educational advancement of
the students of Harwood. In addition, an Annual Yearly Progress report
from the ND Department of Public Instruction is sent home each year
along with a letter of explanation.

[4. Sharing results with others]{.underline}

Being nominated for this award by the Department of Public Instruction
is an honor in and of itself, and we would be more that happy to share
what we consider to be the crucial elements of school success,
particularly active, involved and dedicated parents and school staff. In
this metropolitan area of 150,000 people, education is particularly
important to families, and the example provided by the community of
Harwood will be shared at every opportunity. We will post this report on
the Harwood School website, and provide information to the four local
television stations and two newspapers proclaiming our pride in our
students' achievements.

**Part V -- Curriculm and Instruction**

[Part V 1-Curriculum]{.underline}

Harwood's curriculum is aligned to the school district standards, ND
standards and National Standards in Math, Language Arts, and Science. We
strive to determine specifically what our students should know and be
able to do. Rather than letting the curriculum guide our instruction, we
are using standards and benchmarks and student achievement to determine
instruction.

[Reading]{.underline}: Our district has established a 90% literacy goal
for children exiting third grade. Our district uses the Houghton Mifflin
reading curriculum. Our instruction uses research-based methodologies.
The implementation of this program, endorsed by the school board and
supported by administration, provides for intervention of students at
risk. This is a balanced literacy approach, which includes Read Alouds,
Shared Reading, Guided Reading, Independent reading, Book Talks,
Language Exploration, Shared Writing, Guided Writing, Independent
Writing and Interactive Writing.

[Mathematics:]{.underline} Our school uses the Addison Wesley
mathematics curriculum. Students are pretested before a unit of study.
This allows us to differentiate instruction for those students who have
mastered concepts. Utilizing differentiated instruction that is uniform
in presentation allows us to monitor progress. We are convinced that
differentiation has given all students an opportunity to excel in
mathematics. 100% of students who received differentiated instruction
scored 85% or higher on their chapter post-tests. Students scoring in
the lower percentiles on the paper and pencil tests could demonstrate
their mastery through alternate assessments. Because we are using
problem solving approaches and writing about math we have witnessed
continued student confidence and interest in math across all grade
levels.

[Physical Education]{.underline}: Students are provided with active
participation in a district physical education curriculum. Students are
pretested and post tested in fitness and encouraged to participate
outside of the classroom in regular fitness programs. Students are
instructed in life long physical activities at all grade levels, for
example tennis, bowling, cross-country skiing. 36% of Harwood students
received the National Physical Fitness Award in 2005.

[Music:]{.underline} Music instruction includes performance and musical
theory instruction. Students are provided with several opportunities to
perform outside of the classroom setting. Harwood produces two
all-school music performances. Music performances by Harwood students
are a community event. Alumni and families throughout our community
regularly attend these productions.

[Science:]{.underline} Harwood School uses a variety of approaches in
teaching science concepts at all grade levels and employs the
Silver-Burdette-Ginn Science "Discovery Works" series. Active
participation emphasizing observation and recording of data allows our
students to explore earth science, physical science and life science.
Partnerships with NDSU provide our students with opportunities to study
science concepts that connect them to the world. Our school has an
active garden setting supported by several community partnerships. This
garden brings science to our backyard as students study different
aspects of our living world and plants indigenous to North Dakota.

[Technology:]{.underline} Students are instructed in using
"Kidspiration" and "Inspiration", computer programs which allow students
to create presentation and documents. Students are given opportunities
to use available technology for presentations. Our school has a 15 unit
computer lab, 15 wireless units and one computer per classroom. Students
at all grade levels utilize the technology such as digital cameras,
scanners and other AV technology to enhance their learning. Every
classroom is connected to the Internet and the computer wired to a large
monitor to provide visual images during instruction. Teachers bookmark
websites and incorporate them into their lesson plans. The school
district has a subscription to United Streaming, a selection of grade
level appropriate video clips utilized in all areas of the curriculum.

[Social Studies]{.underline}: our district uses McGraw-Hill curriculum.
Students are provided with direct access to the internet and teachers
supplement instruction with activities aligned to the state social
studies standards. Students are provided with technology such as "Google
Earth" and United Streaming, a visual online teaching tool that provides
immediate access for understanding and comprehending difficult concepts.
The Social Studies curriculum is enhanced through the use of "Newspapers
in Education", a program that provides multiple copies of a local
newspaper. Our school is committed to providing students with
information surrounding major current events. Students are provided with
opportunities to participate in social studies aligned competitions
throughout our area. A school sponsored geography bee is a highlight.

[Art:]{.underline} Under the tutelage of a certified art instructor,
students are taught in their classrooms a district elementary art
curriculum that in includes all of the national art standards. Students
receive instruction in art vocabulary, techniques, elements, cultural
relationships, art history, art purpose and they learn the connections
between art and other disciplines at graduated levels of difficulty
depending the students' developmental level. The school also sponsors a
"Professional Artist in Residence" who for two weeks each year teaches
elements of water coloring. Student art is displayed in the school
"gallery", with pieces rotated regularly. High school artists' works are
also displayed and rotated through all the elementary schools annually.

[Part V 2a-Reading]{.underline}

In Kindergarten students at risk students are provided Home School
Connection (a teacher visits to the home) and parent training. In first
grade, students are provided early intervention programs that include
Reading Recovery and student/tutor assisted reading instruction (PALS).
First, second and third grades use small group Guided Reading
instruction. Guided reading instruction assures us that all students are
instructed at their level of reading. In grades four and five students
needing specialized curriculum are provided with additional
in-classroom, small group instruction. Particular emphasis is placed on
certain critical strategies of reading: prediction/inference,
summarizing, evaluating, questioning, clarifying, and monitoring as well
the development of strategies necessary to become an effective writer.
Students are provided with opportunities to write for different
audiences and in different and original formats. Last year five of our
students were awarded prizes at the local, state and national level for
their written compositions. Oral language and performance is emphasized
and taught at each grade level. Students are given frequent
opportunities to perform plays for large audiences.

[Part V 3-Curriculum area of Harwood's Choosing-Math]{.underline}

Mathematics instruction in Harwood and throughout the West Fargo School
District from grades K-12 have adopted a mathematical methodology that
includes the implementation of standards and benchmarks at every grade
level, and the promotion and utilization of a universal mathematical
language that is shared at every level. Terms such as *variable,
minuend*, and *equality statement* are introduced and reinforced,
beginning in grade one. Use of mathematical journals helps students
reflect, summarize, and generalize math lessons. This also provides
cross-curricular instruction connecting literacy and math. Math
instruction is enhanced with a fast paced program that tests students'
knowledge of basic facts and allows them to chart their individual
progress, set goals for improvement and personally record their results.

[Part V 4-Instructional Methods]{.underline}

Instruction at Harwood has transformed from teacher-centered instruction
to standards-based instruction. Students are more actively involved in
the learning process, and the instructional philosophy is based not on
what teachers teach, but on what children need to know. Our instruction
uses research-based methodologies that include multi-modality
instruction, hands-on exploration opportunities, and active student
participation. As delineated in the professional development narration,
enhancement of instructional methodologies is critical to our teachers
professional growth and the resulting student success.

[Part V 5-Professional Development]{.underline}

Harwood Elementary School staff development is primarily provided in the
school district professional development plan. Over the past several
years the district has focused on standards implementation and
curriculum alignment in the content areas of math and English language
arts. Time has been spent working within and across grade levels to
define and align content to standards. Considerable effort has been
expended defining and writing a curriculum standards document for use as
a grade level curriculum guide. Teachers were provided training to
delineate effective math instructional techniques in order to improve
overall student math performance with a concentration on special needs
and English Language Learner students. Many other professional
development opportunities are offered by the district throughout the
school year, including standards based instruction through the Institute
for Excellence in Science and Mathematics; Curriculum Mapping with Heidi
Hayes Jacobs; 4MAT (instructional techniques); Jill Eggleton balanced
literacy workshops; Thinking Strategies for Mastering Math; Cooperative
Learning techniques; and Unwrapping Standards. Formal and informal
ongoing professional support and training continues in the areas of
balanced literacy (phonemic awareness, phonics, fluency, vocabulary, and
comprehension) through mentoring, classroom visits, observations,
modeling, guidance in designing classroom curriculum to meet student
needs, guidance in leveled assessment, by primary and intermediate
literacy coaches. Grade level support groups and collegial book talks
support the balanced literacy effort in the school district.

**Part VII -- Assessment results**

> **North Dakota State Assessment**
>
> **Annual Yearly Progress**
>
> **Harwood Grade Four, 2002-2004 (Only grade tested)**
>
> **Grade Five, 2004-2005 (Highest Grade tested)**

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

  Testing month                          October     February    March       March

  **SCHOOL SCORES-READING**                                                  

  \% At or Above Proficiency             100         93          90          87

  \% Advanced                            29          21          20          13

  \% Proficient                          71          72          70          73

  \% Partially Proficient                0           7           10          13

  \% Novice                              0           0           0           0

  Percent of total students tested       100         100         100         100

  Number of students alternatively       0           0           0           0
  assessed                                                                   

  Percent of students alternatively      0           0           0           0
  assessed                                                                   

  Number of students tested              28          19          30          15
  -------------------------------------- ----------- ----------- ----------- -----------

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

  Testing month                          October     February    March       March

  **SCHOOL SCORES-MATH**                                                     

  \% At or Above Proficiency             96          79          73          80

  \% Advanced                            29          21          27          47

  \% Proficient                          68          59          47          33

  \% Partially Proficient                4           21          23          20

  \% Novice                              0           0           3           0

  Percent of total students tested       100         100         100         100

  Number of students alternatively       0           0           0           0
  assessed                                                                   

  Percent of students alternatively      0           0           0           0
  assessed                                                                   

  Number of students tested              28          19          30          15
  -------------------------------------- ----------- ----------- ----------- -----------