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

*U.S. Department of Education*

**Cover Sheet**

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

Name of Principal: [Mr. Mahlon Carothers]{.underline}

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

Official School Name [Maple Valley Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address: [501 S. 7^th^ Street]{.underline}

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

[Mapleton Iowa 51034-1138]{.underline}

City State Zip Code+4 (9 digits total)

County
\_\_\_\_[Monona]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\* [4033]{.underline}

Telephone [( 712 ) 881-1317]{.underline} Fax [( 712 )
881-1316]{.underline}

Web Address URL: [www.maple-valley.k12.ia.us]{.underline} E-mail
[mcarothers@maple-valley.k12.ia.us]{.underline}

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

Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. Steve Oberg]{.underline}

District Name [Maple Valley Community School District]{.underline} Tel.
[( 712 )881-1315 ext. 1001]{.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. Dale Wimmer]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(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 on the same campus with one principal, even K-12 schools,
    must apply as an entire school.)

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

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

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

\_\_\_[1]{.underline}\_ High schools (whole-grade shared high school)

\_\_\_[1]{.underline}\_\_Other (whole-grade shared middle school)

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

2\. District Per Pupil Expenditure: [\$5056]{.underline}

Average State Per Pupil Expenditure: [\$4965]{.underline}

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

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

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

4\. [16]{.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**       18        11                     **29**       **8**                             

  **1**       9         14                     **23**       **9**                             

  **2**       16        8                      **24**       **10**                            

  **3**       14        18                     **32**       **11**                            

  **4**       22        14                     **36**       **12**                            

  **5**       15        19                     **34**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   178
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [95]{.underline}% White

the school: [0]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

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

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      9
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      3
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    12
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 178
                            the school as of October 1  

  **(5)**                   Total transferred students  0.0674
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           7
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [0.6]{.underline}
%

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

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

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals: [44]{.underline}%

Total number students who qualify: [78]{.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: [14]{.underline} %

[25]{.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.

0 Autism 0 Orthopedic Impairment

0 Deafness 2 Other Health Impaired

0 Deaf-Blindness 13 Specific Learning Disability

2 Emotional Disturbance 7 Speech or Language Impairment

0 Hearing Impairment 0 Traumatic Brain Injury

> 1 Mental Retardation 0 Visual Impairment Including Blindness
>
> 0 Multiple Disabilities

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

12. **Number of Staff**

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

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

Classroom teachers [9]{.underline} [0]{.underline}

Special resource teachers/specialists [5]{.underline} [0]{.underline}

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

> Support staff [6]{.underline} [0]{.underline}
>
> Total number [21]{.underline} [0]{.underline}

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [20:1]{.underline}

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

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

  Daily student attendance  96%         96%         95%         96%         95%

  Daily teacher attendance  91%         90%         91%         92%         91%

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

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

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

**PART III ‑ SUMMARY**

"The board of education, staff, and volunteers of the Maple Valley and
Anthon-Oto Community Schools shall be responsible for developing the
intellectual, physical, emotional, social, and creative skills which
will enable students to become productive, caring citizens in an ever
changing world."

The mission of Maple Valley schools encompasses all district buildings,
including Maple Valley Elementary. All stakeholders in our school system
are important factors determining the level of development our students
reach, beginning with the parents. At Maple Valley elementary we
recognize the value of families in the social, emotional and physical
realms for all students, but especially for those birth to age three.
Newly added in the fall of 2006 was an Early Childhood/Special Education
Pre-School program with an ECSE licensed teacher. This program allows us
to serve children age three to five in both a regular education and
special education setting. As young children become school-ready, we
know that supporting our families with an early childhood program helps
our future students begin their intellectual journey in a school
environment. Children in this program continue to become more adept with
emotional, social, creative and physical skills. We are anxious to
analyze performance data as these young children become primary grade
students in our district. An additional service we are providing this
year is a Wrap-Around day care program to assist families with parents
who work hours beyond the regular school day. Families can take
advantage of this grant-funded program that runs from 7:00 am to 5:30 pm
which is safe and child-centered.

When children formally enter Maple Valley Elementary they are met with
supportive, caring, well-educated staff members as well as loving
support staff members. Families may choose to place their children in
traditional single-grade classrooms, of which we have a Kindergarten
through fifth grade. They may also choose K/1, 2/3 and 4/5 multi-age
classrooms for their children. Their journey to becoming productive,
caring citizens through our school system has begun! The elementary
curriculum includes the areas of reading, language arts, mathematics,
social studies, science and technology. Add to this academic list the
areas of vocal music, physical education, instrumental music, art, and
Spanish and students are supplied with multiple opportunities to find
their passions. Two Special Education teachers and three Title I Reading
teachers are also on staff to assist students with special needs.
Teachers and support staff work diligently every day to provide all the
students with meaningful lessons geared toward developing intellectual
and creative skills. Just one trip down any hallway will show a visitor
that Maple Valley Elementary students are developing their intellectual,
physical, emotional, social and creative skills.

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

1.  **Assessment Results:**

Maple Valley Elementary student scores for math in the third grade in
2003 showed 55% of the students were proficient based on the Iowa Tests
of Basic Skills. This has risen to 75% proficient in 2006. The fourth
graders in 2003 had 75% proficient and by 2006 there were 86% of the
fourth graders proficient in math based on the ITBS. Fifth graders in
2003 were proficient at a rate of 70% and in 2006 this increased to 91%,
also based on the ITBS. Reading scores for third grade rose from 59% to
81% proficient from 2003 to 2006. Fourth grade reading scores, although
not as dramatic, rose from 75% to 83% proficient. Fifth graders made the
most impressive improvement in reading moving from 69% proficient in
2003 to 97% proficient in 2006.

Fourth grade data from 2003 through 2006 shows the students who qualify
for free or reduced lunch are slightly below the entire group's
proficiency rate for both reading and math. Two years, 2004 and 2005,
the free or reduced lunch subgroup matched the proficiency rate for
reading based on the ITBS. The same subgroup scores for third and fifth
grades are available for only 2006 and the same statement can be made
for both reading and math except for one instance. In 2006 the free or
reduced lunch subgroup in fifth grade showed a proficiency rate of 100%,
which is higher than the entire group's rate of 97% for reading.

An additional subgroup Maple Valley offers for comparison is White
students. In reading the White students score within a 2 percent range
of the entire group. This is true as well for reading scores in all
three grade levels. The subgroups of White and Low SES are the only two
comparisons made as additional subgroup populations fall below a total
of 10 students. In an effort to maintain privacy we do not identify
subgroups in which the data could possibly refer directly to a student.

Gender group scores for grades three, four, and five indicate there is
an achievement gap. This gap however fluctuates with males out scoring
females versed to females outscoring males between academic areas. This
is the case with the 2005-06 3^rd^ graders. Twenty-one percent of the
male third graders scored at the advanced level in math, while 29% of
the females scored at the advanced level in reading the same year.
Fourth grade historical data shows that while males are as a group
scoring higher than females in reading, there are more fourth grade
females scoring at the advanced level than males. Math historical data
for fourth graders shows nearly equal proficiency rates for males and
females, however the most students scoring at the advanced level each
year alternates between the two groups. Both reading and math data for
fifth graders show some leveling out of the achievement gaps with nearly
the same rates of proficiency, both intermediate and advanced levels,
for males and females at Maple Valley Elementary.

2.  **Using Assessment Results:**

Maple Valley Elementary teachers are all part of a Learning Team which
meets during a late start one time per week. Each building in the
district is arranged in this manner and the Team Leaders from each team
meet monthly as the School Improvement Team. One function of the School
Improvement Team is to assist the district staff in understanding and
utilizing student achievement data. Decisions made by this team come
directly from input of the Team Leaders in regards to improvement goals,
assessment practices, and professional development. Each Learning Team
adds weekly to a "Data Wall" which is a folding cardboard display. Data
teams have chosen to analyze include formative assessment data,
teacher-designed assessments, standardized test results and non-academic
data such as interest inventories and personality studies. In
particular, the Maple Valley Elementary teachers used assessment data
from the Iowa Tests of Basic Skills in 2004 to develop a focus on an
area of weakness. The area found most in need of attention was that of
making inferences, primarily with non-fiction texts. Through this
analysis, the teachers researched best practices and found the Read
Aloud and Think Aloud methods to best fit the students' needs. Teachers
were trained to use Read Alouds during the 2004-05 school year and Think
Alouds during the 2005-2006. They continue to use these strategies today
and professional development providers for 2006-07 are training the
teachers to analyze their own Read/Think Aloud logs for use of quality
non-fiction, content area focus, language arts skill connection, and
conceptual questions. As these strategies become imbedded in our system,
we will begin to train students themselves to utilize the strategies on
their own. Our focus on non-fiction texts has shown to be beneficial for
student understanding and for raising student achievement in all
curricular areas. At times the implementation process felt tedious, but
the benefits to student learning have far outweighed the potential
drawbacks.

3.  **Communicating Assessment Results:**

Communication is a strength for our districts. Maple Valley CSD
whole-grade shares with a neighboring district, Anthon-Oto CSD, for
grades six through twelve. While each district maintains an elementary
building, both of these elementary levels feed into one middle school
and one high school. Communicating cross-district is an absolute must
for the success of all students. The School Improvement Team has members
from both districts, all serving as Team Leaders for their building
level team. Much assessment data is shared using the Data Walls and
Learning Team time, both in-district and cross-district. A Retreat is
held annually to set district goals and establish professional
development targets based on student data.

Each year the two districts together prepare an Annual Progress Report.
This report is distributed in it's entirety to community businesses and
in chunks to all stakeholders through a monthly newsletter. Newsletters
are delivered to every box holder in all of the towns served by the
districts. Maple Valley Elementary Title I teachers host a parent night
to highlight data and inform the public regarding services available for
struggling readers. All teachers host parent/teacher conferences twice
per year and make numerous contacts with families throughout the year.
Our elementary guidance counselor and early childhood teacher make home
visits, help arrange for services, and assist families with any issues
which may arise.

All Maple Valley Elementary teachers are currently receiving training
for utilizing formative assessments in mathematics based on the L-to-J
methodology. Students actively participate in L-to-J as they create
their own progress charts and class run charts. Teachers use a web-based
program developed by Knowledge Power to generate the graphs and data
needed to make instructional decisions and keep their students informed.

4.  **Sharing Success:**

Maple Valley teachers consistently share with Anthon-Oto teachers
through e-mail, instant messaging, phone calls and personal contacts.
Team Leaders meet together each month and successes are celebrated with
L-to-J data as well as other curriculum based measures. Four times
during this school year all the L-to-J schools in Northwest Area
Education Agency meet in Sioux City to share data, develop quizzes,
review curriculum and share challenges and successes. Currently in this
pilot Instructional Decision Making process there are five schools
represented.

Anthon-Oto Elementary continues to be a partner in sharing with Maple
Valley Elementary. The sharing agreement, which began in 1994, was
passed to include another four years. The School Improvement Team will
continue to represent both districts and allow for cross-district
communication. In addition to sharing success with Anthon-Oto, other
area schools are also involved with Maple Valley. In the fall of 2006
the first Education Forum was held in Mapleton. All districts that
border Maple Valley, their administrators and boards of education, were
invited to participate in a discussion and brainstorming session
regarding rural Iowa issues in education. Seven districts participated
with the facilitator being the Director of Northwest AEA. Districts are
excited to participate again in the 2007 Education Forum which will be
hosted in a different district's facilities.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:**

Mathematics: From the simplest to the most complex operation,
mathematics touches lives at every age. The primary focus of the math
curriculum is to help students learn the techniques of problem solving
and to be able to adapt and apply them to everyday situations. Today's
students must be able to transfer math skills to other disciplines and
to feel confident in their math skills. The use of formative assessment
in math K-12 is utilized to make instructional decisions based on the
individual student scores.

Science: MV believes that literacy in science is essential for all
citizens in a world shaped by science and technology. The main purposes
are to develop logical thought processes and to develop intellectual
skills that are basic to critical thinking, problem resolution, and
responsible decision making. Science students will make responsible
decisions concerning societal, technological, medical and environmental
problems that will impact their community and others throughout the
world.

Social Studies: MV will promote social studies, emphasizing citizenship
in a democratic society and as part of a global network. Social studies
draws upon past, present and future interrelationships of personal,
social and cultural experiences. The main mission is to develop
students' concepts and skills for effective participation as responsible
citizens at local, state, national an international levels.

Language Arts: MV believes that language is a process of receptive and
expressive communication. The program provides opportunities to refine
communication and critical thinking through integrated experiences which
nurture lifelong learning.

Fine Arts: MV promotes the Fine Arts as an integral part of basic
education. Only qualified teachers will teach in each of the
disciplines. The experience is fundamental and necessary in developing
full human potential. The actual practice and appreciation of the fine
arts can engage the imagination, foster flexible ways of thinking,
develop disciplined effort, build self-esteem, and offer aesthetic
experiences for the student.

Foreign Language: The purpose of foreign language is to broaden student
perspective through the study of a foreign language and culture and the
relationship to the students' own society. A foreign language allows
students to communicate with people of the world by helping them to
understand, speak, read, write and think in a foreign language. Our
mission is to provide students with knowledge and information about the
Spanish language and culture so that they may assimilate and understand
the differences between their society and the society of others.

Belief Statements: Mutual dignity, trust and respect among students and
staff are necessary to provide a safe and nurturing environment that is
conducive to learning. Cooperation and communication are essential
between families, students, school staff and community members. All
students can learn and attain their full potential intellectually,
emotionally, behaviorally and socially. All students will understand how
learning is necessary to achieve their present and future life goals.
All students will take responsibility and be held accountable for their
own learning and behavior.

**2a.** **Reading:**

The Maple Valley and Anthon-Oto Community Schools believe language is a
process of receptive and expressive communication. The language arts
program provides opportunities to refine communication

and critical thinking through integrated experiences which nurture
lifelong learning. Program standards include; reading fluently,
efficiently and with understanding for many purposes; writing with skill
for different purposes and audiences; listening and viewing to
comprehend, apply and evaluate both verbal and nonverbal information;
using spoken language and nonverbal language to communicate
appropriately; understanding the broad spectrum of literature, technical
writing, and media and its relationship to our own lives and to the
lives of others; and conducting research to support writing and
speaking.

Students at Maple Valley Elementary are engaged in a connected program
for reading which utilizes both guided reading strategies as well as a
workshop approach. Students have opportunities to be part of a multi-age
classroom, a single grade classroom, and/or a participant in the Title I
programs or Special Education services. The teachers have incorporated
meta-cognitive skills into the reading curriculum in an effort to
maintain focus on how children learn to read, comprehend and enjoy
books. The skills of meta-cognition are reinforced through the use of
researched based comprehension strategies, Read Aloud and Think Aloud.
Students are encouraged on a daily basis to visualize what they are
reading, summarize in their own words, and create connections to the
texts. These meta-cognitive skills, along with the strategies, were
chosen because they are scientifically researched based and are believed
to impact student achievement when fully implemented.

3.  **Additional Curriculum Area:**

The teachers of Maple Valley and Anthon-Oto, confident of the worth and
of the potential of all students, believe that mathematics is for life
and mathematics is part of life. From the simplest to the most complex
operations, mathematics touches every life at every age. The primary
focus of the math curriculum is to help students learn the techniques of
problem solving and to be able to adapt and apply them to everyday
situations. Today's students must be able to transfer math skills to
other disciplines and to feel confident in the math skills. Instruction
in mathematics proceeds from concrete to abstract, and emphasizes "doing
math" rather than simply "knowing math." Teaching math today must
incorporate a variety of teaching strategies. Program standards for
mathematics include all students understanding and applying;
problem-solving, reasoning and proof, communication, connection and
representation; number concepts; basic and advanced computation;
measurement and geometry concepts; basic and advanced properties of data
analysis, probability and statistics; and algebraic concepts.

4.  **Instructional Methods:**

Through the use of school-wide implementation of non-fiction Read Alouds
and Think Alouds we believe we have tapped a valuable set of strategies.
The decision to implement these strategies was made through careful
observation and data analysis beginning with 2001 data. These strategies
are not solely used in reading, they are designed to be used in all
content areas. Frequency data from first semester of 2006-07 school year
shows teachers have engaged students in a Read Aloud or Think Aloud in
the areas of social studies, science, math and health a total of 93
times in grades K-5. The teachers are currently working on learning how
to analyze their own implementation logs to determine the quality of the
non-fiction text and whether their questioning was conceptual or could
be improved.

Also through data analysis it was found that many upper elementary
students were struggling to commit basic math facts to memory. This was
especially evident as they entered sixth grade at our middle school.
Crawford Math Facts Made Easy has been implemented in grades 1-5 as well
as grades 6-8. "Automaticity" of the basic facts for all four operations
through 13 is the focus. Recognizing that knowledge of basic facts does
not alone create a proficient student, all the math teachers K-12 have
constructed quizzes based on the formative assessment strategy titled,
"L-to-J", in which teachers can base instructional decision on for their
students on a weekly basis. The quizzes are based on the mathematics
curriculum and allows the teacher to adjust instruction based on the
class as well as hold students accountable for past instruction.

5.  **Professional Development:**

Maple Valley Elementary professional development is designed based on
data analysis. The implementation of Read Alouds in the 2003-04 school
year was the professional development target, in 2004-2005 teachers
completed 4 cycles of implementation with assistance from AEA staff.
During the 2005-06 school year the target was the implementation of
Think Alouds. Currently teachers are using both strategies, completing
implementation logs for two cycles of each strategy and learning to
analyze their own logs with AEA assistance. These targets all focus on
non-fiction reading comprehension, which is a building goal to improve
upon. Teachers are part of a Learning Team which meets weekly during a
late start time for students. During their learning team a portion of
the agenda is the professional development target. This time also allows
for collaboration and reflection, as well as sharing of successes. Each
learning team has a leader who meets with all the other team leaders
monthly as part of the School Improvement Team. It is this team that
determines professional development targets, building goals, and makes
suggestions for researched-based strategies to use in the classroom.
This team is comprised of team leaders from both Maple Valley and
Anthon-Oto as well as administrators from both districts, and AEA
representatives.

**PART VII - ASSESSMENT RESULTS**

Subject: Math Grade: 3 Test: [Iowa Tests of Basic Skills
(ITBS)]{.underline}

Edition/Publication Year: [2001]{.underline} Publisher: [Riverside
Publishing and the University of Iowa]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles: Yes

+-------------------------------------+-------+-------+-------+-------+
|                                     | 2005  | 2004  | 2003  | 2002  |
|                                     | -2006 | -2005 | -2004 | -2003 |
+-------------------------------------+-------+-------+-------+-------+
| > Testing month                     | Feb.  | Feb.  | Feb.  | Feb.  |
+-------------------------------------+-------+-------+-------+-------+
| > \% "Intermediate" plus "High"     | 74    | 76    | 64    | 55    |
| > Standards                         |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > \% "High"                         | 16    | 19    | 20    | 8     |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students tested         | 31    | 37    | 35    | 38    |
+-------------------------------------+-------+-------+-------+-------+
| > 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                          |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > SUBGROUP SCORES                   |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| 1\. Low SES (specify subgroup)      |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "Intermediate" plus "High"       | 73    |       |       |       |
| Standards                           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "High" Standards                 | 13    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 15    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| 2\. White (specify subgroup)        |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "Intermediate" plus "High"       | 73    |       |       |       |
| Standards                           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "High" Standards                 | 13    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 30    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| 3\. Males (specify subgroup)        |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "Intermediate" plus "High"       | 69    |       |       |       |
| Standards                           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "High" Standards                 | 21    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 14    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| 4\. Females (specify subgroup)      |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "Intermediate" plus "High"       | 71    |       |       |       |
| Standards                           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "High" Standards                 | 12    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 17    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+

> \*Only Grade 4 subgroups were reported prior to 2005-06 as Annual
> Progress Report requirements for the state of Iowa

Subject: Reading Grade: 3 Test: [Iowa Tests of Basic Skills
(ITBS)]{.underline}

Edition/Publication Year: [2001]{.underline} Publisher: [Riverside
Publishing and the University of Iowa]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles: Yes

+-------------------------------------+-------+-------+-------+-------+
|                                     | 2005  | 2004  | 2003  | 2002  |
|                                     | -2006 | -2005 | -2004 | -2003 |
+-------------------------------------+-------+-------+-------+-------+
| > Testing month                     | Feb.  | Feb.  | Feb.  | Feb.  |
+-------------------------------------+-------+-------+-------+-------+
| > \% "Intermediate" plus "High"     | 81    | 73    | 73    | 59    |
| > Standards                         |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > \% "High"                         | 23    | 16    | 20    | 13    |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students tested         | 31    | 37    | 35    | 38    |
+-------------------------------------+-------+-------+-------+-------+
| > 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                          |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > SUBGROUP SCORES                   |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| 1\. Low SES (specify subgroup)      |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "Intermediate" plus "High"       | 73    |       |       |       |
| Standards                           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "High" Standards                 | 20    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 15    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| 2\. White (specify subgroup)        |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "Intermediate" plus "High"       | 80    |       |       |       |
| Standards                           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "High" Standards                 | 20    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 30    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| 3\. Males (specify subgroup)        |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "Intermediate" plus "High"       | 79    |       |       |       |
| Standards                           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "High" Standards                 | 14    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 14    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| 4\. Females (specify subgroup)      |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "Intermediate" plus "High"       | 82    |       |       |       |
| Standards                           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "High" Standards                 | 29    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 17    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+

> \*Only Grade 4 subgroups were reported prior to 2005-06 as Annual
> Progress Report requirements for the state of Iowa

Subject: Math Grade: 4 Test: [Iowa Tests of Basic Skills
(ITBS)]{.underline}

Edition/Publication Year: [2001]{.underline} Publisher: [Riverside
Publishing and the University of Iowa]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles: Yes

+-------------------------------------+-------+-------+-------+-------+
|                                     | 2005  | 2004  | 2003  | 2002  |
|                                     | -2006 | -2005 | -2004 | -2003 |
+-------------------------------------+-------+-------+-------+-------+
| > Testing month                     | Feb.  | Feb.  | Feb.  | Feb.  |
+-------------------------------------+-------+-------+-------+-------+
| > \% "Intermediate" plus "High"     | 86    | 91    | 75    | 75    |
| > Standards                         |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > \% "High"                         | 14    | 32    | 8     | 13    |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students tested         | 35    | 31    | 37    | 38    |
+-------------------------------------+-------+-------+-------+-------+
| > Percent of total students tested  | 100   | 100   | 97    | 100   |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students alternatively  | 0     | 0     | 0     | 0     |
| > assessed                          |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > Percent of students alternatively | 0     | 0     | 0     | 0     |
| > assessed                          |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > SUBGROUP SCORES                   |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| 1\. Low SES (specify subgroup)      |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "Intermediate" plus "High"       | 82    | 87    | 74    | 64    |
| Standards                           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "High" Standards                 | 5     | 20    | 5     | 7     |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 22    | 15    | 19    | 14    |
+-------------------------------------+-------+-------+-------+-------+
| 2\. White (specify subgroup)        |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "Intermediate" plus "High"       | 86    | 89    | 75    | 74    |
| Standards                           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "High" Standards                 | 14    | 25    | 8     | 15    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 35    | 28    | 36    | 34    |
+-------------------------------------+-------+-------+-------+-------+
| 3\. Males (specify subgroup)        |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "Intermediate" plus "High"       | 86    | 87    | 74    | 77    |
| Standards                           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "High" Standards                 | 19    | 20    | 11    | 18    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 21    | 15    | 19    | 22    |
+-------------------------------------+-------+-------+-------+-------+
| 4\. Females (specify subgroup)      |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "Intermediate" plus "High"       | 86    | 94    | 78    | 69    |
| Standards                           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "High" Standards                 | 7     | 25    | 6     | 12    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 14    | 16    | 18    | 16    |
+-------------------------------------+-------+-------+-------+-------+

Subject: Reading Grade: 4 Test: [Iowa Tests of Basic Skills
(ITBS)]{.underline}

Edition/Publication Year: [2001]{.underline} Publisher: [Riverside
Publishing and the University of Iowa]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles: Yes

+-------------------------------------+-------+-------+-------+-------+
|                                     | 2005  | 2004  | 2003  | 2002  |
|                                     | -2006 | -2005 | -2004 | -2003 |
+-------------------------------------+-------+-------+-------+-------+
| > Testing month                     | Feb.  | Feb.  | Feb.  | Feb.  |
+-------------------------------------+-------+-------+-------+-------+
| > \% "Intermediate" plus "High"     | 83    | 95    | 63    | 75    |
| > Standards                         |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > \% "High"                         | 12    | 27    | 13    | 16    |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students tested         | 35    | 31    | 37    | 38    |
+-------------------------------------+-------+-------+-------+-------+
| > Percent of total students tested  | 100   | 100   | 97    | 100   |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students alternatively  | 0     | 0     | 0     | 0     |
| > assessed                          |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > Percent of students alternatively | 0     | 0     | 0     | 0     |
| > assessed                          |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > SUBGROUP SCORES                   |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| 1\. Low SES (specify subgroup)      |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "Intermediate" plus "High"       | 73    | 93    | 63    | 57    |
| Standards                           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "High" Standards                 | 0     | 27    | 11    | 7     |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 22    | 15    | 19    | 14    |
+-------------------------------------+-------+-------+-------+-------+
| 2\. White (specify subgroup)        |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "Intermediate" plus "High"       | 83    | 93    | 64    | 76    |
| Standards                           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "High" Standards                 | 12    | 18    | 8     | 18    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 35    | 28    | 36    | 34    |
+-------------------------------------+-------+-------+-------+-------+
| 3\. Males (specify subgroup)        |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "Intermediate" plus "High"       | 86    | 100   | 52    | 73    |
| Standards                           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "High" Standards                 | 10    | 13    | 0     | 14    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 21    | 15    | 19    | 22    |
+-------------------------------------+-------+-------+-------+-------+
| 4\. Females (specify subgroup)      |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "Intermediate" plus "High"       | 79    | 87    | 78    | 75    |
| Standards                           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "High" Standards                 | 14    | 25    | 17    | 19    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 14    | 16    | 18    | 16    |
+-------------------------------------+-------+-------+-------+-------+

Subject: Math Grade: 5 Test: [Iowa Tests of Basic Skills
(ITBS)]{.underline}

Edition/Publication Year: [2001]{.underline} Publisher: [Riverside
Publishing and the University of Iowa]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles: Yes

+-------------------------------------+-------+-------+-------+-------+
|                                     | 2005  | 2004  | 2003  | 2002  |
|                                     | -2006 | -2005 | -2004 | -2003 |
+-------------------------------------+-------+-------+-------+-------+
| > Testing month                     | Feb.  | Feb.  | Feb.  | Feb.  |
+-------------------------------------+-------+-------+-------+-------+
| > \% "Intermediate" plus "High"     | 91    | 80    | 81    | 70    |
| > Standards                         |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > \% "High"                         | 29    | 25    | 44    | 63    |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students tested         | 34    | 36    | 38    | 24    |
+-------------------------------------+-------+-------+-------+-------+
| > 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                          |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > SUBGROUP SCORES                   |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| 1\. Low SES (specify subgroup)      |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "Intermediate" plus "High"       | 89    |       |       |       |
| Standards                           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "High" Standards                 | 28    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 18    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| 2\. White (specify subgroup)        |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "Intermediate" plus "High"       | 90    |       |       |       |
| Standards                           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "High" Standards                 | 29    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 31    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| 3\. Males (specify subgroup)        |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "Intermediate" plus "High"       | 93    |       |       |       |
| Standards                           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "High" Standards                 | 27    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 15    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| 4\. Females (specify subgroup)      |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "Intermediate" plus "High"       | 89    |       |       |       |
| Standards                           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "High" Standards                 | 32    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 19    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+

> \*Only Grade 4 subgroups were reported prior to 2005-06 as Annual
> Progress Report requirements for the state of Iowa

Subject: Reading Grade: 5 Test: [Iowa Tests of Basic Skills
(ITBS)]{.underline}

Edition/Publication Year: [2001]{.underline} Publisher: [Riverside
Publishing and the University of Iowa]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles: Yes

+-------------------------------------+-------+-------+-------+-------+
|                                     | 2005  | 2004  | 2003  | 2002  |
|                                     | -2006 | -2005 | -2004 | -2003 |
+-------------------------------------+-------+-------+-------+-------+
| > Testing month                     | Feb.  | Feb.  | Feb.  | Feb.  |
+-------------------------------------+-------+-------+-------+-------+
| > \% "Intermediate" plus "High"     | 97    | 78    | 70    | 69    |
| > Standards                         |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > \% "High"                         | 38    | 25    | 21    | 54    |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students tested         | 34    | 36    | 38    | 24    |
+-------------------------------------+-------+-------+-------+-------+
| > 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                          |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > SUBGROUP SCORES                   |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| 1\. Low SES (specify subgroup)      |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "Intermediate" plus "High"       | 100   |       |       |       |
| Standards                           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "High" Standards                 | 20    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 18    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| 2\. White (specify subgroup)        |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "Intermediate" plus "High"       | 97    |       |       |       |
| Standards                           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "High" Standards                 | 20    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 31    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| 3\. Males (specify subgroup)        |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "Intermediate" plus "High"       | 100   |       |       |       |
| Standards                           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "High" Standards                 | 40    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 15    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| 4\. Females (specify subgroup)      |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "Intermediate" plus "High"       | 95    |       |       |       |
| Standards                           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% "High" Standards                 | 37    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 19    |       |       |       |
+-------------------------------------+-------+-------+-------+-------+

> \*Only Grade 4 subgroups were reported prior to 2005-06 as Annual
> Progress Report requirements for the state of Iowa