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

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

**Cover Sheet**

Name of Principal [Mrs. Anne Gengenbacher]{.underline}

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

Official School Name [Silas Willard School]{.underline}

(As it should appear in the official records)

School Mailing Address [495 E. Fremont Street]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Galesburg
Illinois]{.underline}\_\_[61401-2837]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 309 ) 343-3917]{.underline} Fax [( 309 ) 343-1712]{.underline}

Website/URL <http://www.galesburg205.org/silas> Email
[agengenb@roe33.k.12.il.us]{.underline}

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

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

(Principal's Signature)

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

Name of Superintendent [Dr. Gary Harrison]{.underline}

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

District Name [C.U.S.D. #205]{.underline} Tel. [( 309 )
343-1151]{.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 Michael Panther]{.underline}

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

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

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

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

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

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

1\. Number of schools in the district:
\_\_\_[7]{.underline}\_\_Elementary schools

[\_\_\_2]{.underline}\_ Middle schools

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

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

[\_\_10\_\_]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\_\$6,492.00]{.underline}

Average State Per Pupil Expenditure: [\_\$7,926.00]{.underline}

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

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

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

4\. [3]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**       39        25                     **64**       **7**                             

  **1**       33        17                     **50**       **8**                             

  **2**       31        30                     **61**       **9**                             

  **3**       24        19                     **43**       **10**                            

  **4**       34        34                     **68**       **11**                            

  **5**       24        21                     **45**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   331
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [85]{.underline} % White

the students in the school: [12]{.underline} % Black or African American

[3]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_[18.2]{.underline} %

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 31
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 24
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        55
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    302
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .182
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    18.2%
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: [\_\_ 2\_\_\_\_]{.underline}

Specify languages: Spanish Korean

9\. Students eligible for free/reduced-priced meals:
\_\_\_[33]{.underline}\_\_\_%

\_\_[100\_\_\_]{.underline}Total Number Students Who Qualify

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

10\. Students receiving special education services:
[\_\_\_\_15]{.underline}\_\_%

[\_\_\_ 51]{.underline}\_Total Number of Students Served

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

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment
\_[21]{.underline}\_Emotional/Behavior Disorders

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

\_\_\_\_Deaf-Blindness \_[14]{.underline} Specific Learning Disability

\_\_[1]{.underline}\_Hearing Impairment \_[15\_]{.underline} Speech or
Language Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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

    **Number of Staff**

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

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

Classroom teachers \_\_[19]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_[10]{.underline}\_\_\_
[\_\_\_\_2\_\_\_]{.underline}

Paraprofessionals \_\_[10\_]{.underline} \_
\_\_\_\_[3]{.underline}\_\_\_

> Support staff \_\_\_[4]{.underline}\_\_\_
> \_\_\_\_[8]{.underline}\_\_\_\_
>
> Total number \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

12\. Student-"classroom teacher" ratio: [17\_\_]{.underline}

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

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

  Daily student attendance 95.9        95.7        96.2        96.0        96.6

  Daily teacher attendance 96.9        97.1        96.9        97.6        97.1

  Teacher turnover rate    5%          4.5%        5%          0%          6%

  Student dropout rate                                                     

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

**[PART III ‑ SUMMARY]{.underline}**

Silas Willard Elementary School is located Galesburg, Illinois. The
two-story brick building sits in an older, established residential area
of this Midwestern city. The oldest building in our district, Ronald
Reagan\'s name appeared on the first grade roll in 1917-1918. A true
neighborhood school all of our regular education students are within
walking distance.

As we stand on our rich tradition our vision is toward the future for
our three hundred thirty-one students. Our building mission statement
reflects our belief that all children can learn and achieve at the
highest levels given support and opportunity in a safe, caring
environment. Our energies are focused on helping our students become
responsible, productive citizens and life long learners.

Students are served in sixteen k-5 classrooms and in three,
emotional/behavior disorder program classrooms. The staff is a veteran
community of learners who are dedicated to their profession. Classroom
teachers, special education teachers, resource specialists,
instructional aides, program attendants, support staff, and parents are
all actively engaged in to pursuit of mission.

The active participation of the school community is by design. Long and
short-range goals are established and evaluated by the Building
Improvement Team, which is composed of representatives from all
stakeholder groups. This team is responsible for the School Improvement
Plan and its implementation. Decisions regarding curriculum and
instruction are based on data gathered from the analysis of test results
and surveys from stakeholder groups. Annually goals are set and targets
areas for student achievement are identified. Following a two-year focus
on mathematics, our target achievement area has shifted to writing.

All members of the Silas Willard School community are resources for
supporting student success. Classroom teachers' efforts are supported
through the work of instructional aides in grades K-3. The effectiveness
of our special education services is enhanced through inclusion
co-teaching and the availability of a program attendant to support
students in the regular classroom. Specialized teachers work with all
students in the areas of art, music, physical education and
library/media.

A key to the success of Silas Willard is a variety of programs, which
guide us in allocating our resources and promoting our positive climate.
One of these programs is the Flexible Services Delivery Model. FLEX
teams meet monthly to problem solve the unique and special needs of
individual students. A plan is developed and staff and time are assigned
to the interventions. In addition to regular staff these plans often
utilize secretaries, custodians, parent volunteers, and students. Our
Homework Help Program also supports intervention plans. Students in
grades one through five may receive additional support during these
after school sessions. Organized by our Parent Teacher Association, each
session is staffed by a primary teacher, upper grade teacher and adult
volunteers from the Knox County Area Project. A positive behavior and
support program Positively Awesome Wildcats (PAWS) stresses the
pro-active teaching of behavioral expectations and has created a very
positive school climate for learning.

In summary, Silas Willard School is a learning community focused on
success for all.

.

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

1\. Student achievement in the state of Illinois is measured using the
Illinois Standards Achievement Test (ISAT). Student performance on this
criteria based instrument is divided into four levels. These tests were
developed with the help of Illinois educators who teach the grade levels
and learning areas tested. Due to rounding, the sum of the percentages
in the four performance levels may not always equal 100.

The Illinois Standards Achievement Test (ISAT) measures individual
student achievement relative to the Illinois Learning Standards. The
results give parents, teachers, and schools one measure of student
learning and school performance

> Level 1 -- Academic Warning -- Student work demonstrates limited
> knowledge and skills in the subject. Because of major gaps in
> learning, students apply knowledge and skills ineffectively.
>
> Level 2 -- Below standards -- Student work demonstrates basic
> knowledge and skills in the subject. However, because of gaps in
> learning, students apply knowledge and skills in limited ways.
>
> Level 3 -- Meets standards -- Student work demonstrates proficient
> knowledge and skills in the subject. Students effectively apply
> knowledge and skills to solve problems.
>
> Level 4 -- Exceeds standards -- Student work demonstrates advanced
> knowledge and skills in the subject. Students creatively apply
> knowledge and skills to solve problems and evaluate results.

The ISAT tests are given in the areas of reading, writing, and
mathematics at grades 3, 5, and 8. The state of Illinois uses the total
percentage of students performing at Levels 3 and 4 as the indicator of
high academic success.

2\. ISAT test scores are disaggregated by grade level and individual
student and analyzed to identify strengths and weaknesses. Grade level
meetings are held to discuss results and compare these findings with the
results of our local language arts assessments and classroom
performance. At the classroom level, instructional efforts are focused
the needs identified.

At the building level, these scores are the benchmarks used to determine
building improvement goals for the entire school. Once the targeted
areas have been identified the improvement initiatives are begun. Over
the past three years this effort has followed a sequence of activities.
The initial activity has been the mapping of the subject area targeted.
This includes detailed descriptions of content, skills, and expectations
from all grade levels. The resulting map is analyzed for excesses and
omissions and shared with the faculty. The next activity has been to
work with the Standards Aligned Classroom Initiative teams to develop
units of study and instructional strategies, which target achievement in
our identified weak areas.

3.  As the stakeholders at Silas Willard are active participants to our
    students' achievement they are

likewise eager to share in their success. The school report card,
detailing ISAT results, is available on both the district and school web
sites. Local media routinely announces the performance of our schools to
the community and surrounding areas. The Illinois State Board of
Education School Improvement web site makes school performance data
readily available to all interested parties.

Quarterly progress reports to parents (Report cards) indicate progress
toward meeting and exceeding state goals and benchmark.

Results of our data analysis and our school improvement efforts are
shared and discussed by our Parent Teacher Organization. This input is
vital to our improvement efforts, as this active group supports programs
such as Homework Help, which provide direct interventions for students.
This community wide team approach to improving achievement has yielded
resources such as volunteer tutors, speakers, and parent information
pamphlets.

4\. Over the past three years Silas Willard has been involved in a
number of sharing activities within and outside our district. As pilot
and continuing participants in the Illinois Board of Education's
Standards Aligned Classroom Initiative we have had the opportunity to
attend and present at three Central Illinois Assessment Fairs.
Presentations have focused on our Standards/Expectations Based Report
Card, the use of student led rubrics for improvement in writing, and on
the mapping and focusing of the student writing curriculum at the
building level. In addition products such as our "Parent Guide to ISAT
Writing", and rubrics developed by teams have been shared with other
schools in our district.

An additional sharing has been done through the Illinois State Board of
Education web site. A component of the site's school improvement section
is the publication of standards aligned units of study. Eight such units
have been developed during curriculum work at Silas Willard.

Recognition as a NCLB-Blue Ribbon School would be shared in all the
above venues as validation and encouragement for targeted school
improvement efforts.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

1\. The curriculum of our district and school is comprehensive and
aligned to the State of Illinois goals, standards, and expectations.
Language arts, mathematics, social studies, science, health, and the
fine arts (art, music, physical education, and library/media) are
components at each grade level kindergarten through fifth. The teachers
and administrators who work with students have developed a very specific
curriculum for each subject area. Assisted by consultants, our educators
have identified what students are expected to know and be able to do.

Within each subject area are clearly defined performance skills that
students must possess to be competent in each of the subject areas. The
content of our curriculum is driven by our progress report to parents
(quarterly report card). The report card indicators are aligned with the
Illinois State Goals for Learning in all areas.

Performance skills in the areas of language arts for all grade levels
include: Chooses to read independently, Reads for understanding,
Justifies responses to information to information read, Reads and
responds to a variety of literature, writing based on audience and
purpose, Applies spelling strategies, listens attentively and actively,
and Responds to spoken and unspoken messages, and expresses spoken ideas
clearly.

Performance skills in mathematics for all grade levels include:
Demonstrates number sense, identifies and uses patterns, collects and
uses data, applies geometric concepts, and makes, uses, and estimates
measurements.

Student progress is reported using the following indicators/summaries:

A The student has demonstrated that he/she applies all of the
performance skills consistently and independently. He/she is able to
analyze and apply what he/she has learned in new situations with
elaboration. The student is also capable of evaluating his/her
completion of the learning task.

B The student demonstrates that he/she can apply all of the performance
skills consistently and independently. While the student can evaluate
their learning, they have not demonstrated that they can apply these
competencies in new situations with elaboration.

C The student has demonstrated that he/she can usually apply the
performance skills in certain assignments. The student receiving this
summary indicator sometimes requires additional guidance of the teacher.

D The student has demonstrated that he/she is beginning to apply the
performance skills on some assignments. The student receiving this
summary indicator always requires additional guidance from the teacher.

All of the instructional activities in the scope and sequence of the
curriculum target the grade level expectations.

2\. The reading curriculum reflects the belief that all children become
better readers and writers through systematic, multi-method, and
multilevel instruction. Children are exposed to a wide range of
literature experiences with a focus on building comprehension. Reading
instruction is based on a variety of formats and before- and after
activities. Habits of lifelong readers are developed through teacher
read-alouds and opportunities to read self-selected books at their
appropriate reading levels. Ideas for organization, conferencing, and
book sharing are provided. Children build a rich vocabulary through
interactive experiences, which incorporate phonemic awareness and word
study in context.

Exposure to all genres is achieved through the use of anthologies, trade
books, reference materials, and content area texts. Reading skills are
integrated across all subject areas at all grade levels.

Detailed expectations and extensive instructional activities have been
developed as resources for each grade level and progress is closely
monitored through the use of periodic core assessments.

3\. The mathematics curriculum is articulated through detailed
expectations for each grade level. The teachers and administrators who
work directly with each group of students developed a very specific
curriculum in mathematics. Assisted by consultants, our educators have
specifically identified what students should know and be able to do in
the area of mathematics for every grade level. These Performance Skills
and their assessment are aligned with the Illinois Learning Goals and
Standards.

Students' progress is reported for the following areas: demonstration of
number sense, identification and use of patterns, collection and use of
data, application of geometric concepts, and the ability to make,
estimate, and use measurements.

Because the conceptualization and use of mathematics is considered a
vital tool for the 21^st^ century, a problem solving conceptual
methodology forms the foundation of our mathematics curriculum. Detailed
mathematics expectation, activity, and assessment notebooks guide our
teachers through well-orchestrated concept and skill development.

Teaching strategies are varied; hands on, discovery, inductive
reasoning, direct instruction, and modeling. Materials resources are
rich and readily available. While the expectations are both highly
structured and highly challenging, the professional staff retains a high
degree of freedom in the instructional arena. Multiple textbooks are
available at each level and resource materials for "hands on" and
discovery are abundant.

The mathematics experiences needed to meet the expectations are
integrated throughout the content areas, often presented and reinforced
through thematic units of study.

4\. Because our curriculum expectations and assessments are aligned with
the Illinois Learning Standards our instructional models and support
structures address multiple modalities and learning styles. Standards
Aligned lesson plans include provisions for auditory, visual, and
kinesthetic learning styles and include alternative accommodations and
enrichment components.

A glimpse into any classroom at Silas Willard might reveal; small group
or individual guided instruction and activity, cooperative learning
groups in action, instructional aides and special education teachers
assisting with accommodations, students researching on-line references,
or even whole class instruction or discussion.

The instruction at Silas Willard is as diverse as the boys and girls who
walk into their school each morning. Participation in programs such as
Standards Aligned Classroom Initiative and the Flexible Service Delivery
Mode allow us to craft instruction to challenge all our students to
their full potential.

5\. In an ongoing effort to positively impact student achievement Silas
Willard has been involved in the Standards-Aligned Classroom (SAC)
Initiative for three years. SAC is the first project developed by the
statewide Professional Development System created by the Regional
Offices of Education and the Illinois State Board of Education.

Involvement in the program has resulted in the building of learning
teams within our building. The training these teams have received has
been designed to provide the participants with an understanding of how
to align classroom work and classroom level assessments with the
Illinois Learning Standards. In addition, the program is designed to
provide the school teams with the tools and resources to continue the
ongoing study of these areas here at our school.

As a result of this work, curriculum mapping has been done for our math
and writing areas. Standards aligned lesson plans, activities, and
assessment have been developed and integrated into each grade level. In
addition, as we have identified our targets for improvement, these have
also become the targets for professional development offerings.
Consultants from area providers have presented training for the entire
faculty and many staff members have focused their "Professional Growth
Plans" on our targeted areas.

We have found that our targets for improvement have focused our
professional development energies and the results have been rewarding.

# ILLINOIS STANDARDS ACHEIVEMENT TEST (ISAT) - GRADE 3 -- READING

Publication Year: 1999

  ------------------------- ---------------- --------------- --------------
                            2001-2002        2000-2001       1999-2000

  Testing month             April            April           February

  SCHOOL SCORES                                              

  TOTAL                                                      

  Academic Warning          0%               0%              0%

  Below standards           6.6%             17%             22%

  Meets standards           54.1%            54%             50%

  Exceeds standards         39.3%            29%             28%

  Percent of students       94.4%            92%             98%
  tested                                                     

  Percent of students       0                0               0
  excluded\*                                                 

  SUBGROUP SCORES                                            

  1\. Free/Reduced meals                                     

  Academic Warning          0                0               0

  Below standards           8.3%             13%             33.3%

  Meets standards           75%              50%             50%

  Exceeds standards         16.7%            38%             16.6%

  STATE SCORES                                               

  TOTAL                                                      

  Academic Warning          6.8%             7%              6%

  Below standards           31%              31%             32%

  Meets standards           43.6%            43%             41%

  Exceeds standards         18.6%            19%             21%
  ------------------------- ---------------- --------------- --------------

Only 3 years of ISAT data is available, as the prior testing data was
from the Illinois Goals Assessment Program and not comparable.

-   No students were excluded from testing. Some students not tested due
    to absences.

# ILLINOIS STANDARDS ACHEIVEMENT TEST (ISAT) - GRADE 3 -- MATHEMATICS

Publication Year: 1999

  ------------------------- ---------------- --------------- --------------
                            2001-2002        2000-2001       1999-2000

  Testing month             April            April           February

  SCHOOL SCORES                                              

  TOTAL                                                      

  Academic Warning          0%               3%              0%

  Below standards           0%               11%             12%

  Meets standards           44.3%            49%             48%

  Exceeds standards         55.7%            37%             40%

  Percent of students       94.4%            92%             98%
  tested                                                     

  Percent of students       0                0               0
  excluded\*                                                 

  SUBGROUP SCORES                                            

  1\. Free/Reduced meals                                     

  Academic Warning          0                0               0

  Below standards           0                13%             50%

  Meets standards           33.3%            50%             33.3%

  Exceeds standards         66.7%            38%             16.6%

  STATE SCORES                                               

  TOTAL                                                      

  Academic Warning          7.2%             8%              10%

  Below standards           18.6%            18%             21%

  Meets standards           43.9%            46%             46%

  Exceeds standards         30.3%            28%             23%
  ------------------------- ---------------- --------------- --------------

Only 3 years of ISAT data is available, as the prior testing data was
from the Illinois Goals Assessment Program and not comparable.

\* No students were excluded from testing. Some students not tested due
to absences.

# ILLINOIS STANDARDS ACHEIVEMENT TEST (ISAT) - GRADE 5 -- READING

Publication Year: 1999

  ------------------------- ---------------- --------------- --------------
                            2001-2002        2000-2001       1999-2000

  Testing month             April            April           February

  SCHOOL SCORES                                              

  TOTAL                                                      

  Academic Warning          0%               0%              0%

  Below standards           7.1%             25%             23%

  Meets standards           50%              33%             51%

  Exceeds standards         42.9%            42%             26%

  Percent of students       94.4%            100%            100%
  tested                                                     

  Percent of students       0                0               0
  excluded\*                                                 

  SUBGROUP SCORES                                            

  1\. Free/Reduced meals                                     

  Academic Warning          0                0               0

  Below standards           10%              40%             60%

  Meets standards           60%              40%             40%

  Exceeds standards         30%              20%             0

  STATE SCORES                                               

  TOTAL                                                      

  Academic Warning          1.5%             1%              0%

  Below standards           39.4%            40%             41%

  Meets standards           36.8%            34%             39%

  Exceeds standards         22.3%            25%             20%
  ------------------------- ---------------- --------------- --------------

Only 3 years of ISAT data is available, as the prior testing data was
from the Illinois Goals Assessment Program and not comparable.

\* No students were excluded from testing. Some students not tested due
to absences.

# ILLINOIS STANDARDS ACHEIVEMENT TEST (ISAT) - GRADE 5 -- MATHEMATICS

Publication Year: 1999

  ------------------------- ---------------- --------------- --------------
                            2001-2002        2000-2001       1999-2000

  Testing month             April            April           February

  SCHOOL SCORES                                              

  TOTAL                                                      

  Academic Warning          0%               0%              2%

  Below standards           16.1%            16%             25%

  Meets standards           73.2%            77%             71%

  Exceeds standards         10.7%            7%              3%

  Percent of students       94.4%            100%            100%
  tested                                                     

  Percent of students       0                0               0
  excluded\*                                                 

  SUBGROUP                                                   

  1\. Free/Reduced meals                                     

  Academic Warning          0                0               0

  Below standards           30%              30%             40%

  Meets standards           70%              70%             60%

  Exceeds standards         0                0               0

  STATE SCORES                                               

  TOTAL                                                      

  Academic Warning          5.2%             4%              6%

  Below standards           32%              34%             37%

  Meets standards           54.9%            55%             52%

  Exceeds standards         7.9%             6%              5%
  ------------------------- ---------------- --------------- --------------

Only 3 years of ISAT data is available, as the prior testing data was
from the Illinois Goals Assessment Program and not comparable.

\* No students were excluded from testing. Some students not tested due
to absences.