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

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_X\_ Elementary
\_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mr. Steve Goldade]{.underline}

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

Official School Name \_\_\_\_\_\_\_\_\_\_\_\_[Mendota
Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_[1979 Summit
Lane]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_\_[Mendota
Heights]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[MN]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[55118-4155]{.underline}\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_[Dakota]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_\_\_\_[0197]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 651 ) 405-2451]{.underline} Fax [( 651 )
405-2891]{.underline}

Website/URL <http://mendota.isd197.org/index.html> E-mail
<goldades@isd197.org>

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\* Mr. John Longtin

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

District Name [West St. Paul/Mendota Height/Eagan]{.underline} Tel. [(
651 ) 681-2313 \_\_\_\_\_\_\_\_\_\_\_]{.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 [Dr. Lani Bennett]{.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)

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

1.  The school has some configuration that includes grades K-12.
    (Schools 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\_\_ Elementary schools

\_\_\_2\_\_ Middle schools

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

\_\_\_1\_\_ High schools

\_\_\_\_\_ Other

\_\_\_\_8\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\_\$11,398\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\_\$10,379\_\_\_

**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
>
> \[X\] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [6 \_\_\_\_\_\_]{.underline} Number of years the principal has been
in her/his position at this school.

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

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

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

  **PreK**    20        41                     **61**       **7**                             

  **K**       36        30                     **66**       **8**                             

  **1**       45        34                     **79**       **9**                             

  **2**       37        29                     **66**       **10**                            

  **3**       32        36                     **68**       **11**                            

  **4**       43        36                     **79**       **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   419
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of 89[\_\_\_\_]{.underline} % White

the students in the school: 04 % Black or African American

[05]{.underline} % Hispanic or Latino

01 % Asian/Pacific Islander

01 % 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:
\_\_\_\_\_5\_\_\_%

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

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

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

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

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

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

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

8\. Limited English Proficient students in the school: \_\_\_3\_\_\_\_%

\_\_10\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_10\_\_\_\_\_

Specify languages: Spanish, Russian, Somali, Vietnamese, Arabic,
Laotian, Hindu

9\. Students eligible for free/reduced-priced meals: \_\_\_12\_\_\_\_\_%

Total number students who qualify: \_\_\_43\_\_\_\_\_

> 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: \_\_\_17\_\_\_\_\_%

\_\_\_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. Do not add additional categories.

16\_\_Autism 1\_\_\_Orthopedic Impairment

\_\_\_\_Deafness 2\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness 10\_\_\_Specific Learning Disability

2\_\_\_Emotional Disturbance 17\_\_\_Speech or Language Impairment

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

> 14\_\_Mental Retardation \_\_\_\_Visual Impairment Including Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) \_\_\_\_1\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_15\_\_\_\_ \_\_\_\_\_5\_\_\_

Special resource teachers/specialists \_\_\_6\_\_\_\_ \_\_\_\_5\_\_\_\_

Paraprofessionals \_\_\_19\_\_\_\_ \_\_\_\_1\_\_\_\_

> Support staff \_\_\_\_1\_\_\_ \_\_\_\_7\_\_\_\_
>
> Total number \_\_\_\_42\_\_\_ \_\_\_\_\_18\_\_\_

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

students in the school divided by the FTE of classroom teachers:
\_\_24:1\_\_

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   96%         95%         96%         95%         96%

  Daily teacher attendance   93%         92%         93%         92%         93%

  Teacher turnover rate      \<5%        \<5%        \<5%        \<5%        \<5%

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

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

**PART III ‑ SUMMARY**

Mendota Elementary is a school for prekindergarten through fourth grade
students with an enrollment of 361 K-4 students and 42 preschool
students. Approximately 21 of our K-4 students are enrolled as part of
the district's special education/autism program, which is housed at
Mendota. The school is part of Independent School District 197, which
has schools in West St. Paul, Mendota Heights, and Eagan. The area is a
first-ring suburb of St. Paul, Minnesota, with rapidly changing
demographics that include an aging population and an influx of
immigrants. The eight schools that make up School District 197 include
five neighborhood elementary schools, two middle schools and one high
school.

Mendota's mission is to promote lifelong learning, recognize
individuality, and provide challenging experiences. In order to achieve
our mission, we have created a learning environment that is safe,
nurturing, and academically challenging for our students. Cornerstones
of the school's success are a strong curriculum with built-in
opportunities for differentiation; a mature, team-oriented teaching
staff; an active site council; and extensive parental involvement and
support.

Our students study a rich curriculum that includes reading/language
arts, math, science, social studies, Spanish, physical education,
computers, art, and music. The curriculum is well-organized at the
district level, where each subject area is on a five-year review cycle
to ensure all materials adhere to current best practices and meet
individual student needs. Extensive staff development accompanies the
introduction of new materials and stresses differentiation and high
expectations for all learners. At Mendota, we use a variety of
approaches to meet the individual needs of students, including
experiential learning and cooperative learning. For example, our outdoor
science lab and regular trips to the nearby Dodge Nature Center provide
hands-on learning experiences that cannot be provided in a classroom.
Cooperative learning helps students learn to work together and know that
they are valued members of the school community. We also have special
education and intervention programs to help meet the needs of individual
students. We are continuously working to improve the learning
environment at Mendota.

The staff is organized into grade-level teams with coordinated
team-planning time. In addition, Mendota has established Professional
Learning Communities to further the integration of technology, the
promotion of writing, the embracing of multiculturalism, and the
importance of positive behavior/intervention. Representatives also
attend district-wide cohorts in differentiation and subject-specific
content areas, and a mentoring program ensures teachers with less than
five years of experience receive the support and training required to
develop top-notch teachers.

The Mendota Site Council is composed of parents and staff members who
plan the daily schedule, provide feedback to the principal, determine
dates for conferences/ open houses, and oversee the yearly PTA
instructional fund. The Site Council also helps plan school-wide
curriculum extensions, such as the poetry and jazz residencies offered
last year and the school-wide study of countries/cultures represented in
our student body (Puerto Rico, Somalia, Italy and the Dakota/Ojibwa are
featured this year).

Parent involvement benefits Mendota on many levels. In addition to
classroom help as teachers and tutors, parents help with PTA events,
school activities, administrative tasks, and much more. Parents have
been the driving force in the success of our Cougar Fitness Club, an
after-school activity that promotes physical fitness, as well as a
renewed emphasis on development of the whole child, reflected in ways
ranging from healthier food choices at school to extensive after-school
enrichment activities that target myriad interests. Our PTA raises about
\$30,000 a year, much of which is dedicated to curriculum extensions
like field trips and assemblies and after-school enrichment programs.
These funds also provide scholarships so every student has the
opportunity to pursue special interests and develop special talents.

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

**1.** **Assessment Results**

The State of Minnesota sets performance levels for schools and students
in Minnesota and assesses progress with the Minnesota Comprehensive
Assessments. Information about the assessment program in Minnesota can
be found on the Minnesota Department of Education website at
http://education.state.mn.us/html/mde_home.htm.

Students at Mendota take the Minnesota Comprehensive Assessments in
grade three. There are two tests: a reading test and a math test. The
tests are scored and students are placed in one of five levels. Levels 1
and 2 are not passing levels. Levels 3, 4 and 5 are considered to be
passing levels. Level 3 demonstrates success on grade-level material,
Level 4 demonstrates work above grade level, and Level 5 demonstrates
superior performance, well beyond what is expected at the grade level.

The State of Minnesota combines the scores of students in Levels 3, 4
and 5 to show the percent of students who achieve a passing score.
Comparing the percent of students in Minnesota who pass and the percent
of students at Mendota who pass is a good indication of the achievement
of students at Mendota Elementary. Even more telling, however, is a
comparison of the percent who scored at Level 5, the highest level. The
results from the 2005 Minnesota Comprehensive Assessments are as
follows:

Grade 3 Reading Percent passing in Minnesota: 78

> Percent Passing at Mendota: 91

Percent at Level 5 in Minnesota: 24

> Percent at Level 5 at Mendota: 51

Grade 3 Math Percent passing in Minnesota: 78

> Percent Passing at Mendota: 95

Percent at Level 5 in Minnesota: 24

> Percent at Level 5 at Mendota: 68

The percent of students passing the two tests in Minnesota is 78%. The
percent of Mendota students passing the tests is 91% (reading) and 95%
(math). The percent of students demonstrating superior performance by
scoring at the highest level is 24% in Minnesota. At Mendota, it is 51%
in reading and an astounding 68% in math.

The Minnesota Comprehensive Assessments have nine different strands in
reading. The Mendota percentages on these strands are as follows:
Literal Comprehension -- 89; Interpretation & Evaluation -- 84; Literary
Passages - 91; Information/Practical Passages - 86; Main Idea - 89;
Information Processing - 89; Inference -83; Compare/Contrast -- 95; and
Analysis -- 80.

Math assessments are also analyzed by strands on the Minnesota
Comprehensive Assessments. The third grade math strand scores at Mendota
are: Shape, Space & Measurement -- 89; Number, Sense & Data
Categorization -- 91; Problem Solving -- 90; Procedures & Concepts --
90; Number Sense -- 92; and Data Categorization -- 89.

No Child Left Behind legislation identifies categories of students in
schools, and assessment results are shown for each of these groups. Each
year when the results of the MCAs are released, the entire staff
examines the results to see what we can learn about our school. Ten
percent of the students tested in 2005 were Special Education students,
which was our largest subgroup. The only groups with enough students to
be considered valid are All Students and White Students.

All district fourth graders take the Cognitive Abilities Test (CoGAT)
and the Iowa Tests of Basic Skills (ITBS). These tests are particularly
useful to us because they predict how well students will do based on
their cognitive abilities and then test their actual knowledge of basic
skills. Mendota's test results were high: Reading scores averaged 85%,
Language scores averaged 72%, Math scores averaged 85%, and Core scores
averaged 83% (combination of previous three sub tests) Most gratifying
to the Mendota staff was the fact that students scored 6 percentage
points higher on the ITBS Core Tests than predicted by the CoGAT scores,
underscoring the school community's philosophy and practice of having
high expectations for all learners.

**2.** **Using Assessment Results**

At Mendota Elementary we believe that using assessment results to
improve student achievement is critical. First, the testing data will be
presented and explained to all teachers. Teachers will have the chance
to formulate observations about the data. We celebrate successes and
create and action plan to address needed improvement areas. Secondly,
grade level teams will look at the data and follow the same process
described about. Yearly building goals and grade level goals are based
on annual testing data. Finally, individual teachers will examine the
testing data decide how it can impact curriculum and personal teaching
strategies. Yearly professional goals are partially based on annual
testing data.

**3.** **Communicating Assessment Results**

At Mendota Elementary we believe that communicating our school
performance is important. In addition to the principal's weekly
newsletter and our website, both of which keep parents informed of our
assessment results and activities, we have a school brochure that paints
a broad picture of our philosophy and curriculum and summarizes the
previous year's assessment results. We also submit press releases to the
local papers to keep the broader community informed and encourage
families and community members to visit the district website, where
detailed assessment information on each school is available
(www.isd197.org). The school district website includes the MCA scores of
each school and provides a direct link to the state's website and
official "school report card" for each school.

The assessment information we provide directly to parents includes state
tests like the Minnesota Comprehensive Assessments (MCA), which are
given to third graders, and district tests like the Iowa Tests of Basic
Skills (ITBS) and the Cognitive Ability Tests, which in our district are
given to all fourth graders. Detailed reports on the ITBS are mailed to
each parent, including information on how the results can be used to
strengthen learning. State, district and classroom assessments are also
discussed in detail with parents during quarterly conferences. If a
parent is unable to come to the school for a conference, we go to them,
ensuring 100 percent contact with the parents of our students.

School District 197 communicates information about school performance to
our communities using a variety of methods. Weekly and biweekly
community newspapers include The Sun, The Southwest Review, and The
Villager. These three newspapers are good vehicles for communication to
the community, and our assessment reports are reported regularly in
them. Two newspapers with statewide circulation, The Pioneer Press and
The Star Tribune, publish MCA assessment results by district for the
entire state. The district also uses direct mailings to all residents
within the district's boundaries to communicate information about school
and district performance and student activities. In the fall, the
district publishes an "Annual Report on Curriculum, Instruction and
Student Achievement" which explains all assessment vehicles used in the
district and charts assessment results for the previous year. This
report is mailed to every resident and is also available on the website.

**4.** **Sharing Success**

Our school believes it is important to share our success with other
schools. We have shared information with other teachers in the school
district at quarterly grade level meetings and through the district wide
Monday memo. In addition we have shared program ideas with other
schools, specifically we have shared our after school enrichment program
and fitness club with other schools. We have partnered with another
district elementary schools to provide pen pals, field trips, and
fitness programs. Other schools in the state have inquired about our
school since being identified with high test scores on the Minnesota
Comprehensive Assessments. One school outside of our area visited and
completed a school tour and informational interview with some Mendota
staff members.

**PART V -- CURRICULUM AND INSTRUCTION**

**1.** **The School's Curriculum**

At Mendota Elementary, students study a rich and rigorous curriculum
based on the high standards set by the State of Minnesota and by School
District 197. The standards of School District 197 are based on the
district's mission statement: "Our goal is to provide a supportive and
challenging learning environment that assures lifelong success and high
achievement for all community learners." The Curriculum Department also
has a mission statement: "to improve student achievement through the
development of quality curriculum and the support of effective
instruction." A curriculum review cycle ensures that students receive
the most up-to-date educational program possible. During the past five
years, the district has implemented new curriculum at the elementary
level in science, phonics, writing, mathematics, social studies, music,
art, and handwriting. Extensive staff development accompanies the
introduction of each new program.

**Early Learning** --- Mendota's preschool programs provide a "bridge to
school" through half-day programs. Our programs lay the foundation for
future school success by encouraging personal, social and physical
development; language development; pre-reading and pre-writing skills;
mathematical and scientific thinking; and enthusiasm for social studies,
music and art.

**Reading/Language Arts** -- At Mendota Elementary School we use a
balanced literacy model that stresses all students reading at their
instructional level and differentiated instruction to challenge each
student and meet individual needs. In the core subject areas of reading
and writing, our balanced literacy model emphasizes viewing, speaking,
listening, presenting, writing, and reading as well as an ongoing
process of assessment.

**Math** -- The mission of the mathematics curriculum is to instill in
each student the skills and reasoning ability to appreciate math as an
integral part of our everyday life. We provide a wide variety of
opportunities that require creative problem solving, the use of
mathematical tools, and communication. At each level, students learn
real-life applications in the following content areas: numeration;
operations and computation; patterns, functions, and algebra; geometry;
measurement and reference frames; and data and chance.

**Science** -- The elementary science program in District 197 focuses on
standards and inquiry-based science concepts, which are continued
through the fifth-grade level. The program is hands-on, allowing
students to try activities that demonstrate principles in physical
science, earth science, life science, and environmental science. Science
units are enhanced at each grade level with field trips to the Dodge
Nature Center (2-3 times per year for each class).

**Social Studies** - District 197 has chosen the Scott Foresman Social
Studies program that integrates social sciences and related fields of
study to support the framework of the national curriculum standards.
Each grade covers the topics of citizenship, culture, economics,
geography, government, history and science/technology. The program
allows students to draw upon their expanding knowledge base to better
understand issues, concepts, problems, and perspectives.

**Art** -- At Mendota, we believe that a comprehensive, well-organized
art program should guide students in their personal discovery of visual
arts. Through the study of art and artists of different cultures and
historical periods, students gain significant understanding of
themselves and others. Our students create, read, write, listen, talk
and learn about art during their weekly class. This encourages critical
and creative thinking while building an awareness of art in everyday
life.

**Music** -- Mendota students enjoy the opportunity to discover, learn,
develop and refine their musical knowledge and skills. This leads to an
appreciation of music and the deeper meaning it communicates as well as
its lifelong value. Students receive 90 minutes of music instruction per
week. Rhythm, melody, harmony, tone color, expression, and form are
introduced and developed; movement is used to help students internalize
the concepts of music. Students are exposed to musical symbols,
orchestral instruments, great composers and their music, and a wide
variety of musical styles. Our music curriculum (textbooks and CDs) from
Silver Burdett was adopted in 2005.

**Physical Education** -- Mendota works hard to develop lifelong fitness
in students so that they can enjoy being active and have positive
self-images. Units and activities include fitness games, cooperative
activities, manipulative, object control, hand-eye coordination, sports,
and individual recreation activities. We also stress the joy of physical
fitness with nontraditional activities (students love the school's
climbing wall and aerobic steps).

**Spanish** -- All Mendota students learn Spanish! We introduce them to
the Spanish language through songs, stories, games, and cultural
activities. Components of the program include vocabulary, cultural
awareness, and respect of differences. Our goals are to instill a love
of languages and cultures in our students and inspire them to continue
studying a foreign language after they've left Mendota.

**Media/Computers** -- The library media program ensures that students
and staff are effective users of ideas and information. Students come to
the media center on a regular basis, splitting time between the library
and the computer lab. Students are also encouraged to come to the center
individually or with their class as needed. Our mobile computer lab
features laptop computers purchased by the PTA, allowing computers to be
an integral part of daily class work.

**Special Programs** --

-   Special Education -- Special Education is specially designed
    instruction based on each child's needs. As required by law, the
    district provides a free, appropriate public education to students
    with disabilities. The district provides a variety of services so
    children may receive an education in the least restrictive
    environment. Mendota is home to the district's autism program.

-   Health Services -- Our school nurse and paraprofessional provide a
    variety of services, including emergency care, annual vision/
    screenings, and classroom instruction on health issues.

-   English as a Second Language -- The English Language Learners
    Program offers English language instruction as well as academic
    support in reading and writing to students who do not yet speak
    English proficiently.

Although School District 197 establishes a curriculum for each of these
areas of study, teachers and administrators at Mendota can determine the
instructional delivery systems and strategies used to help students
learn, drawing on the strengths of our mature teaching cadre and their
team-oriented approach to curriculum delivery.

**2a.** Reading

In the core subject areas of reading and writing, we use the balanced
literacy model, which emphasizes viewing, speaking, listening,
presenting, writing, and reading as well as an ongoing process of
assessment. Basic texts are Houghton Mifflin anthologies, which allow
students to read at their instructional level. Although this series is
the base of the reading program for School District 197, we use a
variety of other reading materials to supplement the Houghton Mifflin
reading series. We have a library of leveled reading books in each
classroom. We assess students with various reading assessments and then
we use books at their level to help students learn to read. The research
is clear that reading instruction must be done with the student's
reading level in mind. Students will not effectively learn if the books
they are reading are too easy or too hard.

Our balanced literacy model includes these specific components:

> • Guided reading
>
> • Shared reading
>
> • Independent reading
>
> • Language experience
>
> • Read aloud
>
> • Spelling and word study
>
> • Modeled writing
>
> • Independent writing
>
> • Shared or group writing

We also use the Accelerated Reader as a supplemental reading program
coordinated by the media center. Students choose books at the
appropriate level, read them, and take computerized comprehension
quizzes. Children in grades 2-4 are given individualized book level and
point total goals each quarter. They strive to maintain a minimum
average of 85 percent correct on all tests.

**3.** **Other curriculum area: Mathematics**

Mendota is committed to giving each student a high-quality math
curriculum. We are also committed to supporting teachers in their
efforts to use the best instructional practices possible. After two
years of research, the District 197 math committee chose *Everyday
Mathematics*, a standards-based math curriculum developed at the
University of Chicago for students in prekindergarten-grade five. The
program was fully implemented in the fall of 2002. In the fall of 2003,
the Pre-Kindergarten *Everyday Mathematics* program was implemented in
early childhood to ensure a smooth transition from early learning to
kindergarten. At each level, students learn real-life applications in
the following content areas:

• Numeration

• Operations and computation

• Patterns, functions, and algebra

• Geometry

• Measurement and reference frames

• Data and chance

Our approach to mathematics illustrates how this curriculum area
supports our mission to promote lifelong learning, recognize
individuality, and provide challenging experiences. At each level,
students learn that math is fun and has multiple applications in daily
life. Each unit has games and activities that engage students in
cooperative learning. At Mendota, we believe learning must be active.
One reason our students excel in math at every grade level is that
practical applications are stressed. For example, difficult data and
chance concepts might be reinforced through a game that requires the
charting of results. How successful has this approach been? More than
two-thirds of our students scored at Level 5, the highest level on the
Minnesota Comprehensive Assessment, demonstrating superior performance,
well beyond what is expected at the grade level. Math scores throughout
the district are substantially higher than state averages.

**4.** **Instructional Methods**

As Mendota Elementary strives to meet the educational needs of all
students, a variety of instructional methods are used. Teachers have
been trained in Responsive Classroom and use the methodology from the
program to build a community of learners in their classroom. The
classroom rituals and routines that are a part of instruction give the
students responsibility for their learning. Teachers have high
expectations for students. Teachers employ a variety of methods such as
cooperative learning, small and large group instruction, inquiry based
science lessons, etc. Grade level teachers work together to plan
instruction and assessments. Teachers continue to monitor student
progress to keep instruction focused on individual student needs. There
is basic skill support for students needing additional assistance. A
homework club is offered after school to provide students with their
classroom assignments and with skills that they are having difficulty
with.

**5.** **Professional Development**

Mendota Elementary and Independent School District 197 are committed in
providing high quality professional development for staff. We believe
that the best way to improve student achievement is to improve the
professional knowledge of the teachers. Mendota has a comprehensive
staff development plan that is updated annually. Mendota teachers
participate in a range of professional development opportunities.
Teacher attendance at local and regional conferences is supported by the
site and district budget. Site monies are available to every teacher.
Teachers are encouraged to attend conferences that offer topics that
support building and district initiatives. Staff development
opportunities in the past year included: phonics instruction, writing
instruction, differentiation of instruction, and literacy. New ideas and
strategies learned at conferences are shared at staff meetings.

Mendota has many talented staff members who have shared their expertise
and demonstrated leadership by planning and implementing book studies
and cohort learning opportunities. All staff members play an active role
in the staff development sessions. Mendota has taken half of each
district staff development day to have training for teachers that are
tailored to the specific needs of the site. The site staff development
advisory committee plans activities for the half days as well as
oversees all staff development requests and opportunities. Mendota
supports new teachers through a mentoring and induction program that
focuses on includes content knowledge, classroom management strategies
and peer observation and coaching.

**PART VII -- ASSESSMENT RESULTS**

**MENDOTA ELEMENTARY SCHOOL**

**Report of Results on State Criterion-Referenced Assessments**

**Subject[: Reading]{.underline} Grade[: 3]{.underline} [Test: Minnesota
Comprehensive Assessment]{.underline}**

**Edition/Publication Year: [2005]{.underline} Publisher: [Minnesota
Department of Education]{.underline}**

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

  Testing month                        April       March       April       March       March

  **SCHOOL SCORES**                                                                    

  \% At or Above Level 1               100.00      100.00      100.00                  

  \% At or Above Level 2               94.93       98.00       94.00                   

  \% At or Above Level 3 (Proficient)  91.14       93.00       90.00                   

  \% At or Above Level 4               83.54       86.00       76.00                   

  \% At or Above Level 5               50.63       32.00       32.00                   

  Number of students tested            79          62          76                      

  Percent of total students tested     95.18       95.38       96.2                    

  Number of students alternatively     4           3           3                       
  assessed                                                                             

  Percent of students alternatively    4.82        4.62        3.8                     
  assessed                                                                             

                                                                                       

  **STATE SCORES**                                                                     

  \% At or Above Level 1               100.00      100.00      100.00                  

  \% At or Above Level 2               90.9        88.00       88.00                   

  \% At or Above Level 3 (Proficient)  78.4        73.00       73.00                   

  \% At or Above Level 4               65.1        60.00       56.00                   

  \% At or Above Level 5               23.9        23.00       17.00                   
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

No AYP subgroup (race/ethnicity, special education, ELL or SES) data are
reported due to state requirements for minimum group size to provide
statistical stability and student confidentiality.

**Subject[: Mathematics]{.underline} Grade[: 3]{.underline} [Test:
Minnesota Comprehensive Assessment]{.underline}**

**Edition/Publication Year: [2005]{.underline} Publisher: [Minnesota
Department of Education]{.underline}**

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

  Testing month                        April       March       April       March       March

  **SCHOOL SCORES**                                                                    

  \% At or Above Level 1               100.00      100.00      100.00                  

  \% At or Above Level 2               98.7        96.00       97.00                   

  \% At or Above Level 3 (Proficient)  94.81       93.00       89.00                   

  \% At or Above Level 4               90.9        81.00       82.00                   

  \% At or Above Level 5               67.53       54.00       38.00                   

  Number of students tested            77          62          76                      

  Percent of total students tested     92.77       95.38       96.2                    

  Number of students alternatively     6           3           3                       
  assessed                                                                             

  Percent of students alternatively    7.23        4.62        3.8                     
  assessed                                                                             

                                                                                       

  **STATE SCORES**                                                                     

  \% At or Above Level 1               100.00      100.00      100.00                  

  \% At or Above Level 2               93.9        92.00       93.00                   

  \% At or Above Level 3 (Proficient)  77.5        70.00       72.00                   

  \% At or Above Level 4               65.5        55.00       57.00                   

  \% At or Above Level 5               24.4        15.00       14.00                   
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

No AYP subgroup (race/ethnicity, special education, ELL or SES) data are
reported due to state requirements for minimum group size to provide
statistical stability and student confidentiality.