##### U.S. Department of Education September 2003

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

**Cover Sheet**

Name of Principal Mr. Raymond
Staatz[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [900 6^th^ Ave.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Pipestone MN 56164-1031]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 507 ) 825-6763]{.underline} Fax [( 507 ) 825-6757]{.underline}

Website/URL [www.pas.k12.mn.us]{.underline} E-mail
ray.staatz@pas.k12.mn.us

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

Date February 2, 2004\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* Mr. Jim Lentz

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

District Name [Pipestone Area Schools]{.underline} Tel. [( 507 )
825-5861]{.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 2/3/04\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (Superintendent's
Signature)

Name of School Board

President/Chairperson [Mr. Gary Gillen]{.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 acc[urate.]{.underline} Date
2/03/04\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

4.  The school has been in existence for five full years, that is, from
    at least September 1998.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_\_\_2\_\_Elementary schools

\_\_\_1\_ Middle schools

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

\_\_\_1\_ High schools

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

\_\_\_\_4\_ TOTAL

2\. District Per Pupil Expenditure: \_\_6,722\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_7,655\_\_\_\_\_\_\_\_\_\_

**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\. 13 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**                                                     **7**                             

  **1**                                                     **8**                             

  **2**       37        48                     **85**       **9**                             

  **3**       43        40                     **83**       **10**                            

  **4**       49        36                     **85**       **11**                            

  **5**                                                     **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   253
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

the students in the school: 1 % Black or African American

[1]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

2 % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_5\_\_\_\_%

> (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 5
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 8
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        13
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    253
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .05
              total in row (4)                   

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

8\. Limited English Proficient students in the school: \_\_\_1\_\_\_%

\_\_\_3\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_2\_\_\_\_\_

Specify languages: English, Spanish

9\. Students eligible for free/reduced-priced meals:
\_\_\_53.7\_\_\_\_\_%

\_\_133\_\_\_\_\_\_Total Number Students Who Qualify

> If this method does not produce 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: \_\_13\_\_\_\_\_\_%

\_ 34\_\_\_\_\_\_\_Total Number of Students Served

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

\_1 \_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_ 6_Other Health Impaired

\_\_\_\_Deaf-Blindness \_18 Specific Learning Disability

\_4\_\_Hearing Impairment \_12 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\_\_\_\_ \_\_\_\_0\_\_\_\_

Classroom teachers \_\_12\_\_\_\_ \_\_\_\_0\_\_\_\_

Special resource teachers/specialists \_\_ 3\_\_\_\_\_ \_\_\_10\_\_\_\_

Paraprofessionals \_\_ 9\_\_\_\_\_ \_\_\_\_0\_\_

> Support staff \_\_ 1\_\_\_\_ \_\_\_\_2\_\_\_\_
>
> Total number \_\_26\_\_\_ \_\_\_12\_\_

12\. Average school student-"classroom teacher" ratio: 22:1

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

  ------------------------ --------------------- --------------------- -------------------- -------------------- --------------------
                           2002-2003             2001-2002             2000-2001            1999-2000            1998-1999

  Daily student attendance [97.89]{.underline}   [96.56]{.underline}   [95.8]{.underline}   [96.1]{.underline}   [95.7]{.underline}

  Daily teacher attendance [99.0]{.underline}    [98.9]{.underline}    [99.0]{.underline}   [98.7]{.underline}   [98.5]{.underline}

  Teacher turnover rate    [0%]{.underline}      [0%]{.underline}      [8%]{.underline}     [0%]{.underline}     [0%]{.underline}

  Student dropout rate     [0%]{.underline}      [0%]{.underline}      [0%]{.underline}     [0%]{.underline}     [0%]{.underline}

  Student drop-off rate    1%                    1.4%                  1.5%                 1%                   0%
  ------------------------ --------------------- --------------------- -------------------- -------------------- --------------------

SUMMARY

Dolson Hill Elementary School could be described as a traditional small
community elementary program. This school year, we have approximately
255 students in grades two through four. The average student to homeroom
teacher ratio is about 21 to 1. Dolson Hill has typically four homerooms
per grade level. Of the students that we serve, approximately
fifty-three percent are eligible for free/reduced breakfast and lunch
programs. During the 2003-04 school years we had approximately 254
students enrolled in second through fourth grades.

The teaching staff has an average of twenty-three years teaching
experience. This broad based experience has enabled our staff to analyze
student needs based on our local and state standards. This process then
guides the staff in implementing improvements involving instruction and
curriculum development.

The curriculum used at Dolson Hill lays a firm foundation in the basics.
In addition to the subjects that are taught in the homeroom setting,
students have specialist teachers in Title One, Physical Education,
Music, Media, Gifted and Talented, Technology, Special Education and
LEP. All of the specialist and homeroom teachers are fully certified in
their respective teaching fields.

Grade level teams meet monthly on staff development days and after
school to discuss and develop strategies towards improving student
achievement. The district provides a monthly early release day that is
focused on providing training directly related to building and district
goals which lead to improved student learning. The district wide staff
development team meets twice each month to assess and plan for continual
staff improvement programs based on identified needs.

We believe as an elementary staff, our mission is to provide a
foundation of academic excellence which enables students to reach their
highest potential and become productive citizens. We believe that the
climate within our school system is an important factor that contributes
to academic improvement. Our school climate is established by a caring
and nurturing staff that implements programs and services that help
students grow and develop into effective and considerate learners.

Our elementary staff has incorporated visionary goals that include:

-Maintaining open communication among staff, students and parents

> -Believing that staff, students and parents are all held responsible
> for our
>
> own behaviors

-Students and staff who are actively engaged in attaining high academic
standards

-The district maintenance of current technology and curriculum materials

-Incorporating teaching methods that are supported by quality school
research

As a staff, we will continue to stay focused in providing
effective/progressive educational, social and psychological services to
our students. They are our future and deserve our best efforts.

## 

## Part IV - Indicators of Academic Success

1\. The 1997 Minnesota Statewide testing law called for the creation of
a comprehensive assessment system and the use of statewide tests. These
tests are part of the educational accountability system in Minnesota and
are referred to as the Minnesota Comprehensive Assessments ( MCA).

All public elementary schools in third grade take reading and mathematic
tests. Only those students in special education who are exempted as part
of their Individualized Learning Plans or 504 Plans and students with
limited English proficiency who have been in the U.S. for less than a
year are waived from taking the test.

The third grade reading tests include both fiction and nonfiction
selections. The areas included in the test are poems, recipes, a short
story, a set of directions, and a page from a grade level text book.
Students are asked to answer questions about the main ideas or the
author's purpose, make logical conclusions based on the selections, or
retell a story in their own words. The reading test has multiple and
short answer questions so schools can have information on the way
students perform on both types of responses.

The third grade mathematics tests include story problems that are solved
by applying the following concepts of shape, space, and measurement,
number sense, and chance and date handling. The mathematics test has
multiple and short answer questions so schools can have information on
the way students perform on both types of responses.

Students do not pass or fail the tests. The tests are part of the
educational accountability system in Minnesota. Schools use these
results to make curricular and instructional decisions for all students.

2\. The school uses the MCA data results to make curricular and
instructional decisions for all students. Improving school performance
began with our school organizing curriculum and grade level teams that
meet monthly in order to share assessment results discuss trends in
performance, and curriculum. At the beginning of the school improvement
process, we formed a committee of staff and community members who were
asked to read and discuss best practice research to help understand what
methods and strategies increase student achievement. The team's task was
to examine the test data and determine which areas were in need of
improvement. Grade level teams determined if the use of strategies or
materials were needed to supplement areas in our curriculum that were
identified as weaknesses based on state standards. The staff development
team used the information to provide training that met the needs of our
staff.

The early identification of strengths and weaknesses in our test results
assist our personnel in making the best decisions about curriculum and
instruction. Therefore, the staff is better able to prepare students to
meet the graduation standards. Consequently, our school provides
additional support services for those students who are working
significantly below grade-level in one or more content areas.

Our commitment to improving student performance is evidenced by the
following:

• implementation of an After School Program that provides remedial
support with basic

skills

• employment of certified teachers in our Title I reading and math
program

• implementation of Reading Recovery program services for at-risk first
graders

• funding a specialist to assist staff and students in implementing the
6-Traits of Writing

• hiring of classroom support staff that are highly qualified
para-educators.

3\. Data-driven decision-making, community involvement and public
reporting are key components in a continuous improvement process to
increase student learning. Information and assistance regarding district
and school level processes are available in a document called a Student
Accountability Report (SAR). This report contains the results of the
assessments and is provided to the public, by mailing it to every
household in the community.

Individual student test results are reported to parents as follows:

• School results are posted on the Minnesota Department of Education
website

• Individual student progress reports are provided to the school

> \- a copy is placed in the student's cumulative file
>
> \- a copy is mailed to the parent by the school district

• For students who fall below the target score of 1420, parents are
informed that if nothing changes in the student's performance they are
not on track to pass the Basic Standards Test (BST) given in the eighth
grade

• During Connecting Home and School day, which is held the first day of
school, parents are informed of state standards and testing requirements
during an orientation session.

4\. Dolson Hill Elementary will share its successes with other schools
through the use of a variety of methods. The school will use radio spots
to inform the public of our performance that will be broadcast to many
communities and schools throughout the area. The principal will share
the good news in our schools at monthly board meetings where the
information will be published in our local newspaper and read by other
communities and school personnel. We will make our school available to
other districts as a resource and share what we did to improve
performance. Teachers will model best teaching practices and strategies
by offering their services to teacher training programs from area
universities to provide field experiences for pre-student teaching and
student teaching opportunities in our school. The staff, when
appropriate, will participate in presenting at "Best Practice"
workshops/conferences. The school will utilize the "Review," that is
published by Southwest West Central Service Coop, as a means for our
district to share with other schools our successful practices and
accomplishments in their quarterly newsletter. The district maintains a
website that will provide information to the public regarding school
achievement.

# 

# 

#  Part V -- Curriculum and Instruction

1\. The curriculum establishes a foundation for the program goals,
program outcomes and learner outcomes. It incorporates state and local
standards. Teachers have reviewed the state standards and aligned the
content with classroom instruction. In the area of Language Arts, word
recognition, analysis and fluency, we use VOWAC, a structured phonics
program that incorporates different learning styles to teach word
analysis skills to all students. One minute timed fluency tests are used
with Title I and Special Education students in improve rate of reading
based on need. In the primary grades the Reading Recovery program
provides additional services to students in the lower ten percent of
grades one and two. Upper grade level teachers use balanced literacy
techniques and guided reading strategies. Teachers provide fifteen
minutes of Daily Oral Language practice to improve vocabulary and
grammar skills. Accelerated Reader is used to engage students in reading
trade books at their individual reading levels and is used to monitor
comprehension skills. Our reading anthology contains stories that are
literature based, rich in content, diverse in topics, and incorporate
both fiction and non-fiction type stories. Non-fiction reading is also
found in our Science and Social curriculum. Teachers engage students in
hands-on activities in both subjects that help them investigate not
memorize processes.

Teachers are a very key component in our writing curriculum because
grade level teams meet to collaborate on teaching methods and examine
student work using scoring criteria based on the 6 Trait model. Students
are asked to compose pieces using the four modes of writing. They follow
the writing process including pre-writing, drafting, editing, and
revising (peer and teacher), incorporating conventions. Students and
teachers are involved in assessing the student writing using a 6 Trait
rubric. Upper grade levels research a topic, write, and present a short
report. Our technology instructor collaborates with the classroom
teachers and supports writing through teaching students the use of
keyboarding and graphics skills. Our media specialist instructs students
in locating resources and researching skills.

In the area of Mathematics, we apply skills of mathematical
representation, communication and reasoning throughout our program.
Number sense, computing, and operations, geometry and measurement using
concrete objects, are highly stressed in our curriculum. Teachers have
supplemented our current math curriculum with strategies that help the
students understand place value and representing whole numbers in
various ways to quantify information and to solve real-world
mathematical problems. They provide students with a Problem of the Day
task and engage them in discussing different ways to solve problems.
This also provides students the opportunity to review skills over time.

Title One and Special education students receive support from certified
teachers providing activities that address individual learning needs. In
the classroom, reinforcement of the skills being taught is provided to
students through the use of para-educators. Teachers ask the students to
demonstrate mastery of the basic facts by using many strategies to help
students improve their rate of fluency while emphasizing the number of
facts they know and not how fast they achieve it. Teachers subscribe to
publications like Weekly Reader and the Scholastic magazine, and use
Science and Social texts to help students be involved in interpreting
data, charts, graphs, and patterns. This enables the students to
recognize that this information is found in sources other than math
textbooks.

We are fortunate to have a strong Children's Theatre in our small
community which provides our young children the opportunity to be a part
of three major plays throughout the year. The school district offers
music education four times per week by a licensed teacher to each grade
section which includes instruction on state level music standards. Art
application is part of our technology program in which each grade
section receives instruction from a certified teacher on a weekly basis.

2\. The reading curriculum at Dolson Hill Elementary includes the
following:

• HBJ Treasury of Literature, a literature based anthology

> • VOWAC, a program that teaches vowel patterns, spelling rules and the
> organization of sounds that can be spelled more than one way
>
> • Accelerated Reader, a computer assessment program for monitoring
> student comprehension skills using trade books at independent reading
> level
>
> • Balanced Literacy incorporating the use of Guided Reading and
> Reading Recover strategies that match students to their reading and
> writing levels

When selecting this curriculum it was important to the district that all
students:

• be provided the opportunity to read to their maximum potential

• use reading as an independent, life-long process for personal learning
and pleasure

• develop confidence and be successful in reading

• learn skills and strategies for gaining meaning from print using
real-language materials in

authentic situations

• be exposed to diverse genres of literature

• need positive role models, including parents, teachers, and peers, who
display the enjoyment

and value of reading

• study literature as a process for seeking answers rather than a set of
answers ending at a

literal level

3\. The science curriculum that we have implemented provides the
students with the opportunity to develop process skills as they actively
investigate concepts and evaluate the results of their investigations.
They develop critical thinking and scientific reasoning skills as they
respond to thought provoking questions.

In learning how to think scientifically, students need frequent
opportunities to develop process, critical thinking and scientific
reasoning skills that support scientific inquiry. Our school has
implemented a science curriculum that promotes hands-on activities by
providing our students with concrete experiences that make conceptual
development more meaningful. Contracting with the coop's "Ecology Bus",
provides tremendous enriching outdoor activities that aligns with our
basic science program. Supporting students to become involved in the
local and regional Science Fairs, by providing extra instruction and
assistance to them, aids in fostering an environment that is nurturing
and caring. The common themes or big ideas that permeate our science
curriculum are important aspects in developing critical thinking skills
that are promoted through classroom instruction.

4\. School personnel use a variety of instructional methods depending on
the developmental level of the students and subject matter being taught.
*Direct teaching* is used in subject matter where very specific learning
targets have been identified. Classroom teacher and support staff in the
Title One and Special Education programs use this method when specific
facts and basic skills are being target or reinforced. This can be
observed in practice or demonstrated in *lectures with discussion* type
activities in the classrooms. In classrooms, small groups of students
can be seen working on individual skills using *flexible learning*
groups which transform based on the needs of individual students.
Another effective method being used in specific situations and
classrooms is *cooperative learning*. The staff incorporates this method
in order to develop mutual responsibility for learning subject matter.
In order to implement this method effectively, staff and students need
time to prepare to learn how to work in groups. Staff members believe
this helps to prepare students to be able to work with others in
constructive ways as adults. Inviting *community experts* or *speakers*
helps expose the students to different opinions and perspectives on
subject matter and helps students see real-life application for their
learning. Teachers use *multi-media* such as video tapes, technology
programs, internet research and instructional games to stimulate
discussion or reinforce learning during teaching.

5\. For the past two years, our district has employed a curriculum
consultant to help us through the process of school improvement. We have
identified our purpose, visions, values and goals which are focused
toward improvement in student achievement and building positive
self-esteem. During this process, school improvement teams were formed
consisting of parents, school board members, certified and non-certified
staff. Their purpose was to focus on best practices research, local
survey information and student test data, all leading to implementing
strategies centered towards improving student achievement. Additionally,
school personnel have met by grade levels and departments to further
discuss and develop instructional plans and strategies leading to the
implementation of effective research based practices and embedding the
state standards. Staff has especially identified reading, math and
writing skills that have been designed into their specific curriculum
areas. The majority of our staff development has been focused on
defining context, process and content standards with the goal of
improving student learning. Personnel have reviewed state and local data
in determining learning priorities, monitor progress, in the search to
promote sustained continuous improvement.

  ---------------------------- ----------- ----------- ----------- ----------- --
                               **Grade 3                                       
                               Reading**                                       

                                                                               

  Minnesota Comprehensive      2002-2003   2001-2002   2000-2001   1999-2000   
  Assessment                                                                   

  Testing month                March       March       March       March       

  **SCHOOL SCORES**                                                            

  School Scale Score           1572        1527        1536        1512        

  \% At or Above Level IIb     90          82          80          82          
  (Basic)                                                                      

  \% At or Above Level III     75          78          81          86          
  (Proficient)                                                                 

  \% At Level IV (Advanced)    25          22          19          14          

  Total students in grade      86          95          110         113         

  Number of students tested    84          93          106         111         

  Number of students absent    0           0           2           0           

  \# of students using         2           2           2           2           
  alternate assessments                                                        

                                                                               

  SUBGROUP SCORES                                                              

  \% Eligible for Free and     42          40          37          29          
  Reduced                                                                      

  Average Scale Score          1536        1475        1528        1477        

  \% At or Above Level IIb     89          78          72          75          
  (Basic)                                                                      

  \% At or Above Level III     91          86          80          100         
  (Proficient)                                                                 

  \% At Level IV (Advanced)    9           14          20          0           

  Number of students tested    35          37          40          32          

                                                                               

  \% Ethnic Population         5           4           5           6           

  \% At or Above Level IIb     N/A         N/A         N/A         N/A         
  (Basic)                                                                      

  \% At or Above Level III     N/A         N/A         N/A         N/A         
  (Proficient)                                                                 

  \% At Level IV (Advanced)    N/A         N/A         N/A         N/A         

  Number of students tested    4           4           6           7           

                                                                               

  \% Special Education         8           8           13          12          
  Population                                                                   

  Average Scale Score          N/A         N/A         1228        1288        

  \% At or Above Level IIb     N/A         N/A         0           8           
  (Basic)                                                                      

  \% At or Above Level III     N/A         N/A         20          8           
  (Proficient)                                                                 

  \% At Level IV (Advanced)    N/A         N/A         0           0           

  Number of students tested    7           6           10          12          

                                                                               

                                                                               

  **STATE SCORES**                                                             

  State Scale Score            1517        1485        1487        1461        

  \% At or Above Level IIb     83          82          82          83          
  (Basic)                                                                      

  \% At or Above Level III     83          84          84          88          
  (Proficient)                                                                 

  \% At Level IV (Advanced)    17          16          16          12          

                                                                               

                                                                               
  ---------------------------- ----------- ----------- ----------- ----------- --

  ---------------------------- ----------- ----------- ----------- ----------- --
                               **Grade 3                                       
                               Math**                                          

                                                                               

  Minnesota Comprehensive      2002-2003   2001-2002   2000-2001   1999-2000   
  Assessment                                                                   

  Testing month                March       March       March       March       

  **SCHOOL SCORES**                                                            

  School Scale Score           1601        1565        1542        1538        

  \% At or Above Level IIb     82          84          87          83          
  (Basic)                                                                      

  \% At or Above Level III     77          84          84          89          
  (Proficient)                                                                 

  \% At Level IV (Advanced)    23          16          16          11          

  Total students in grade      86          95          110         113         

  Number of students tested    84          92          104         109         

  Number of students absent    0           1           2           0           

  \# of students using         2           2           2           1           
  alternate assessments                                                        

                                                                               

  SUBGROUP SCORES                                                              

  \% Eligible for Free and     44          33          38          29          
  Reduced                                                                      

  Average Scale Score          1553        1490        1519        1505        

  \% At or Above Level IIb     69          80          90          75          
  (Basic)                                                                      

  \% At or Above Level III     89          92          87          94          
  (Proficient)                                                                 

  \% At Level IV (Advanced)    11          8           13          6           

  Number of students tested    35          36          39          32          

                                                                               

  \% Ethnic Population         5           4           5           6           

  \% At or Above Level IIb     N/A         N/A         N/A         N/A         
  (Basic)                                                                      

  \% At or Above Level III     N/A         N/A         N/A         N/A         
  (Proficient)                                                                 

  \% At Level IV (Advanced)    N/A         N/A         N/A         N/A         

  Number of students tested    4           4           5           7           

                                                                               

  \% Special Education         8           8           13          12          
  Population                                                                   

  Average Scale Score          N/A         N/A         1329        1232        

  \% At or Above Level IIb     N/A         N/A         0           8           
  (Basic)                                                                      

  \% At or Above Level III     N/A         N/A         20          0           
  (Proficient)                                                                 

  \% At Level IV (Advanced)    N/A         N/A         0           8           

  Number of students tested    7           6           10          13          

                                                                               

                                                                               

  **STATE SCORES**                                                             

  State Scale Score            1541        1486        1494        1478        

  \% At or Above Level IIb     82          83          83          82          
  (Basic)                                                                      

  \% At or Above Level III     81          89          84          91          
  (Proficient)                                                                 

  \% At Level IV (Advanced)    19          11          14          9           

                                                                               

                                                                               

                                                                               
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