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

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

**Cover Sheet**

Name of Principal [Ms. Nancy Hatch]{.underline}

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

Official School Name [Joseph K. Lumsden Bahweiting Public School
Academy]{.underline}

(As it should appear in the official records)

School Mailing Address [1301 Marquette Avenue]{.underline}

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

[Sault Ste. Marie MI 49783-9533]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(906) 635-5055]{.underline} Fax [(906) 635-3805]{.underline}

Website/URL Email

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

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

District Name Tel. [( )]{.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

(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

1\. Number of schools in the district: **1**

2\. District Per Pupil Expenditure: **\$ 7,032**

Average State Per Pupil Expenditure: **\$ 7,381**

### SCHOOL

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

a.  **Small city or town in a rural area.**

4\. Number of years the principal has been in his position at this
school: **5**

5\. Number of students enrolled at each grade level:

+------------------+-------------+-------------------+-----------------+
| #### Grade       | **\# of     | **\# of Females** | **Grade Total** |
|                  | Males**     |                   |                 |
+------------------+-------------+-------------------+-----------------+
| K                | 14          | 12                | 26              |
+------------------+-------------+-------------------+-----------------+
| 1                | 18          | 17                | 35              |
+------------------+-------------+-------------------+-----------------+
| 2                | 19          | 18                | 37              |
+------------------+-------------+-------------------+-----------------+
| 3                | 10          | 11                | 24              |
+------------------+-------------+-------------------+-----------------+
| 4                | 18          | 17                | 35              |
+------------------+-------------+-------------------+-----------------+
| 5                | 11          | 12                | 23              |
+------------------+-------------+-------------------+-----------------+
| 6                | 7           | 8                 | 15              |
+------------------+-------------+-------------------+-----------------+
| 7                | 7           | 5                 | 12              |
+------------------+-------------+-------------------+-----------------+
| 8                | 2           | 7                 | 9               |
+------------------+-------------+-------------------+-----------------+
| **TOTAL STUDENTS |             |                   | 213             |
| ENROLLED IN THE  |             |                   |                 |
| APPLYING         |             |                   |                 |
| SCHOOL**         |             |                   |                 |
+------------------+-------------+-------------------+-----------------+

6\. Racial / ethnic composition of students in the school: **17% -
White**

> **1% - Black or African American**

**82% - American Indian**

7\. Student turnover, or mobility rate, during the past year: **8.51%**

8\. Limited English Proficiency students in the school: **36%**

Total Number of Limited English Proficient: **75**

Number of languages represented**: 1**

Specify language: **Ojibwe**

9\. Students eligible for free/reduced-priced meals: **82%**

Total Number Students Who Qualify: **166**

10\. Students receiving special education services: **16%**

> Total number of students served: **33**

11\. Indicate number of full time and part time staff in each category
below:

+-----------------------+-----------------------+-----------------------+
| #### CATEGORY         | #### FULL-TIME        | **PART-TIME**         |
+-----------------------+-----------------------+-----------------------+
| Administrators        | 3                     | -0-                   |
+-----------------------+-----------------------+-----------------------+
| Classroom Teachers    | 13                    | -0-                   |
+-----------------------+-----------------------+-----------------------+
| Special Resource      | 10                    | -0-                   |
| Teachers              |                       |                       |
+-----------------------+-----------------------+-----------------------+
| Paraprofessionals     | 13                    | -0-                   |
+-----------------------+-----------------------+-----------------------+
| Support Staff         | 13                    | -0-                   |
+-----------------------+-----------------------+-----------------------+
| Total Number          | 52                    | -0-                   |
+-----------------------+-----------------------+-----------------------+

12: Student "classroom teacher" ration: **1:20**

13\. Teacher and Student Attendance Patterns.

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

  Daily Student         94.15%          92.23%          93.64%          91.12%          92.43%
  Attendance                                                                            

  Daily Teacher         96%             93%             94.5%           92%             89%
  Attendance                                                                            

  Teacher Turnover Rate 0%              10%             10%             20%             30%
  --------------------- --------------- --------------- --------------- --------------- ---------------

# 

# [PART III SUMMARY: SCHOOL OVERVIEW]{.underline}

Joseph K. Lumsden Bahweting School (JKL), located at 1301 Marquette
Avenue in Sault Sainte Marie, MI, is a relatively new school with high
ambitions and expectations for student achievement.

The School is the result of the long held dreams of the Sault Ste. Marie
Tribal Community to provide a more effective, culturally sensitive
program for tribal youth who were failing to thrive in the local
educational system. Our guiding philosophy, as included in our Mission
Statement, is "We believe all students can learn and master basic
skills". Our Mission directs us to "Educate all students with high
levels of expectation in academic performance and thinking skills, while
fostering growth in social and emotional behaviors and attitudes." JKL
opened as a Bureau of Indian Affairs School in 1995 and became chartered
as a Public School Academy through Northern Michigan University in 1996.

JKL is a kindergarten through eighth grade system situated on Trust Land
of the Sault Sainte Marie Tribe of Chippewa Indians and is within one
mile of the Tribe's Reservation. Our enrollment fluctuates between
200-220 per year, with our current enrollment at 213. We serve a
primarily high poverty, minority student population. Our Native American
enrollment ranges from 73 --85% and annually our poverty rates range
from 75% - 85%. Thirty three percent (33%) of our students are
identified as LEP (Limited English Proficiency) and approximately 17 %
of the students receive Special Education Services. We follow the State
Model Curriculum and participate in the State Assessment and
Accreditation systems.

Annual goals are established through our Consolidated School Reform and
Improvement Plan, developed with school-wide participation. Our daily
operations, resource allocation decisions, instructional practices, and
support systems are all designed and coordinated to meet the goal of
assisting students to meet and exceed challenging curriculum standards
and benchmarks. The student / teacher ratio is 13:1. Each classroom
teacher is assisted by a Paraprofessional. Additionally, the school has
two Special Education teachers, two full-time Title I teachers (one
holding a Master's degree in Reading), a Gifted and Talented teacher,
two Ojibwe Culture teachers, a full-time Social Worker, an Intervention
Specialist, a computer teacher and computer technician, full-time
teachers for music and art, a full-time librarian and a full-time nurse.
The school offers a range of student extracurricular, athletic,
after-school, and summer programs and activities. Our Library houses an
inventory in excess of 10,000 holdings. We have a state of the art
computer technology lab, and a Science lab.

A Board of Directors comprised of members from the Tribal Board of
Directors, school parents, and community members, oversees school policy
and procedures. We have an active Parent Advisory Committee that makes
recommendations for school programs and procedures and promotes parent
involvement in academic and extracurricular programs.

Our success in progressing toward meeting our Mission is evidenced by
our high student retention and attendance rates, improved standardized
test scores, low teacher turnover, and high ratings on parent
satisfaction surveys. Community parents want their children to attend
JKL. Each year our classes are filled for the following year by late
spring or early summer.

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

2.  **Use of assessment data to understand and improve student and
    school performance.**

Student achievement data informs decisions at all levels of school
operations. Teachers employ multiple assessment measures to determine
student mastery of core content material in addition the MEAP (Michigan
Education Assessment Program) and MAT 8 (Metropolitan Achievement Test)
scores. This data determines our annual Consolidated School Reform and
Improvement Plan goals and guides our school wide decisions on
improvements in instructional methods and materials, allocation of
resources, staffing plans, student placement, remediation and enrichment
needs, and professional development.

Instructional staff utilize the Abante Curriculum/Standards Tracking
System to track the proficiency levels of students, individually and as
a class, on core curriculum benchmarks. This provides valuable
information to teachers for determining the information retained and
mastered by students, and areas that require re-teaching or individual
remediation.

Our Principal and teaching staff are trained to read standardized test
score analyses to determine areas requiring additional instruction to
improve student mastery of core content areas. Classroom teachers assess
the basic competency levels of every student in core content areas at
the beginning of each year so early intervention, referrals, and
instructional adjustments may be incorporated to promote learning and
mastery for all students.

3.  **Communicating student performance and data.**

Student performance is communicated through weekly reports to parents
and students, report cards, parent/ teacher conferences, newspaper
announcements and educational publications, and student achievement
recognition events.

Academic progress reports are sent home weekly to parents, and are given
to students in class. The reports are generated from *Making the Grade*
computer software, which informs the parents and students by subject,
the title of the lesson, whether the work was an assignment, test or
project, as well as the percentage and grade received. Report cards are
given to parents at the end of each nine-week marking period, as well as
a computer generated report from the curriculum tracking system,
*Abante.*

The school reports various student accomplishments to the local city
newspaper, *The Evening News,* and the Tribal newspaper, *Win Awenin
Nistitong,* such as honor roll, perfect attendance, citizenship awards,
standardized test scores, athletic and extra curricular accomplishments.
Standardized test scores and school achievements are also published in
the local ISD (the Sault Sainte Marie, MI Intermediate School District)
and the OIEP, Midwest Region *Weekly Post.*

Students are recognized at the end of marking period award assemblies
and School Board functions for honor roll, perfect attendance, and
citizenship activities. Parents and community members are invited to
these functions.

4.  **Describe how the school will share its successes with other
    schools.**

JKL shares its resources and success with other schools by offering
summer school programs to students from other schools, by offering
computer training through the Intermediate School District (ISD) on the
Abante Curriculum Tracking Program, participating with area teachers at
ISD workshops, and attending BIA conferences. JKL staff have been asked
on several occasions to serve as presenters at national BIA conferences
on student achievement. The school also donates desks, textbooks,
teaching supplies and computers that are not in use to St. Mary's
Parochial School, and shares its certified gym teacher with St. Mary's
School. To assist community early childhood education programs, JKL
seeks grants to provide funding to the Tribal Head Start Program,
includes Head Start staff in professional development activities where
appropriate, and makes donations of equipment and supplies to Head Start
when available.

Teachers from JKL have an opportunity to share teaching strategies,
knowledge and experience with teachers from the area schools at ISD
workshops, and with teachers from around the country at BIA conferences.
This also allows JKL's teachers to benefit from new ideas.

In the event that the school receives this award, the principal will
contact the ISD to arrange for JKL representatives to speak to the
school's successes at the District-wide Fall Professional Development
Conference, providing area teachers with meaningful information on how
to meet the State of Michigan's challenging benchmarks.

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

1.  **Describe the school's curriculum, including foreign languages and
    show how all students are engaged with significant content, based on
    high standards.**

Our belief that 'all students can learn and master basic skills'
mandates that we develop and implement researched based and 'best
practice' models and strategies to assist all children to meet
proficient and advanced levels of performance.

JKL Bahweting PSA has designed a school-wide curriculum to meet and
exceed the State of Michigan's Standards and Benchmarks. After
deliberation on available strategies and models, the staff chose an
Information-Driven Instruction Approach to teaching that aligns
instruction with State standards, and implements instruction,
assessment, and tracking of standards and benchmarks based on both
individual student and class performance.

This method, as mentored by Northern Michigan University Education
faculty, incorporates State curriculum standards into unit lesson plans,
determines instructional strategies that correspond to the principles of
best practice and authentic instruction, and develops authentic
assessments using all assessment information to improve instruction
methods and materials. School-wide curriculum is aligned to essential
standards necessary for progression, and curricular matrices map the
grade in which a concept is introduced and the later grade in which the
concept is to be mastered.

Students receive instruction in all core content areas of language arts,
mathematics, science, social studies, as well as technology, health,
art, music, life skills and career preparation, and Native American
history and language. Teachers use a variety of innovative and
traditional methods to enhance instructional delivery. Teachers are
encouraged to create learning experiences that engage students in the
Authentic Instruction Standards of Higher Order Thinking, Deep
Knowledge, Substantive Conversation, and Connections to the World Beyond
the Classroom.

Students who are not make progress in meeting curriculum objectives are
referred for remedial services including Title One, Lightspan,
Accelerated Reader, After School Tutoring and Summer School Enrichment.
Students who demonstrate advanced levels of proficiency are referred to
the Gifted and Talented Program where they receive individualized and
accelerated instruction beyond grade level standards.

The foreign language component is the Ojibwe language. Ojibwe, a variant
of the Algonquian language stock, is the Native language of a broad area
of the U.S. northern Midwest and Southern Ontario. The dialect of the
Ojibwe Language taught at JKL is Anishinaabemowin, which is particular
to Michigan's eastern Upper Peninsula and the Algoma region of Ontario.
Students in kindergarten through eighth grade are required to take
Ojibwe language classes. The Anishinaabemwin Language Standards are
based on the National and State Foreign Language Standards and include
cultural components.

The primary learners (K-2) begin with recognizing pictures, such as
shapes, colors, animals, numbers, etc., learn the days, weeks, months,
simple responses, and songs. The intermediate learners (3-5) progress
into written responses and engage in conversation. Advanced students
(6-8) translate from English to Anishinaabemowin, and the reverse. Each
class sings holiday songs in Anishinaabemowin at the Holiday Concert.

2.  **Describe the school's reading curriculum program and why it was
    chosen.**

The JKL Reading curriculum for all grades is based on the Michigan
Curriculum Framework and was chosen and developed specifically to meet
those criteria.

In kindergarten through third grade, the Michigan Literacy Progress
Profile (MLPP) is used to meet the State's benchmarks. This
comprehensive program addresses Phonemics Awareness, Oral Language, Oral
Reading Fluency, Running Records, Sight Word Proficiency, Comprehension,
and Writing. This system provides ready information to share with
parents and also provides staff with a clear picture of student ability
levels, growth, and direction for instruction. First grade also use the
Orton Gillingham reading strategy, Modern Curriculum Press for phonetic
instruction, the Silver-Burdett-Ginn Reading Series, *Literature Works,*
and kindergarten integrates the *Letter People Program* into the reading
curriculum. Grades one through three also use the Houghton-Mifflin
*Spelling + Vocabulary.* Also*,* Third grade uses the Houghton-Mifflin
*English* Series as well as the computer writing program, *Inspiration
7.0.*

Grades 4-8 use a variety of Reading strategies to meet the State
benchmarks, including the Houghton-Mifflin Reading Series, *Literature
Works,* the Houghton-Mifflin Series, *Spelling + Vocabulary* and the
Houghton Mifflin *English* Series*.* Teachers use a variety of novels
for cross-curricular integration, primarily with Social Studies. This
allows for more critical analysis of reading texts, including the theme,
story grammar, author's purpose, cause and effect, real-world
connections, contextual decoding, and personal reflection. The use of
multiple reading texts and strategies was adopted to address the variety
of State benchmarks, which no single text or strategy offered.

3.  **Describe one other curriculum area and how it relates to the
    school's mission.**

Our student educational outcomes, included in our Mission, direct us to
provide services so students 'can establish and pursue additional
educational goals and seek to learn continuously using appropriate
informational resources.'

Our technology curriculum focuses on providing skills students will use
to pursue additional learning and meet the real world needs of an
information-based society. Typing skills are taught and practiced
beginning in kindergarten. Curriculum standards intensely expose
students to Word Processing in second grade, spreadsheets and electronic
presentation software in third grade, database and html creation in
sixth grade, and graphic editing, design and layout in seventh and
eighth grade. Our entire technology curriculum is heavily research-based
providing students with a high degree of ability in seeking and
manipulating data obtained from the Internet.

With a variety of technologies available, educators are able to better
address the varied learning styles and multiple abilities of each
student. Networking and Internet access, including a portable Internet
lab with 25 laptops, provides students with curriculum, specific to
local and worldwide information, relevant to academic studies.
Student-to-student and teacher-to-teacher communication provides an
environment of immediate feedback and collaboration on projects and
curriculum issues. Administrators, teachers, students and community
organizations are able to share information and work in partnership
through these networks.

4.  **Describe the different instructional methods the school uses to
    improve student learning.**

JKL employs a variety of instructional strategies to ensure that all
students master core curriculum subjects. For Language Arts instruction,
lower elementary students engage in Structured Linguistics, phonemic
awareness, and Writer's Workshop. Students in grades three through eight
focus on the writing process including brainstorming, mind-mapping,
prewriting, drafting, peer and self-editing and the publishing process.
These grades also focus on researched-based writing including the
aforementioned, as well as paraphrasing, critical thinking and analysis,
citing all source types, and formatting.

Both Elementary and Middle school students engage in "hands on guided
practice" for math instruction. Each mathematical concept is introduced
with model-based construction using counter beads, counter blocks,
fraction pies, fraction bars, base-ten blocks, geo boards, protractors,
etc., and then students transfer this knowledge into practical math
application including the use and understanding of algorithms. Reading
comprehension within mathematical expressions in conjunction with
written responses to story problems and number sentences are stressed
within the delivery of the curriculum.

The science program is based on the Michigan Curriculum Framework, and
is Inquiry Based: "Minds On, Hands On." Students engage in the
Scientific Process through challenging experiments and theory-based
writing. Students learn through engagement, rather than direct
instruction.

**5. Describe the school's professional development program.**

Ongoing staff development is essential to student performance and is
strongly supported by JKL administrators and School Board. Annual staff
development goals and activities are a collaborative process and are
driven by student achievement results on teacher constructed and
standardized achievement tests, teacher input on self identified areas
of need, and administrative identified needs. School wide professional
development needs are determined through the School Improvement and
Reform process that includes professional development required of
teachers and support staff to improve student performance, and a
timeline for implementation.

Professional development activities occur in four ways: bringing
presenters to the school, encouraging teachers to attend district
workshops, financially supporting out-of-town professional development
trips, and teacher-to-teacher professional development.

New teachers and those with less than three years of experience are
assigned a 'veteran' teacher mentor to provide close and on-going
assistance. All teachers are allowed planning days each marking period
to develop unit plans, analyze student data, review instructional
materials, and develop assessment activities.

JKL has a Teaching Conference Policy wherein the teacher submits a
Conference Request Form stating how the conference will enhance student
learning and reinforces the State benchmarks, as well as all the details
of the conference. Upon the return from conferences, staff instructs
other staff for sustainable professional development. This may be done
at weekly staff meetings, grade-level meetings, or done in small groups
with teachers receiving release time to teach or attend, respectively.

**SUMMARY OF STUDENT DATA**

STATE CRITERION-REFERENCED TEST

TEST: Michigan Educational Assessment Program (MEAP)

**TEST DESCRIPTION:** The MEAP tests are aligned with the State Board of
Education adopted academic standards and curriculum framework. The tests
determine what students know and what students are able to do, as
compared to these standards. All public schools in Michigan test
students in the same grades, at the same time.

**TESTING MONTH:** January

**GROUPS EXCLUDED FROM TESTING AND WHY:** The only students excluded
from testing are special education students who have IEP's that specify
alternate assessment methods.

**READING AND MATHEMATICS TESTS**: These tests are administered to all
fourth and seventh grade students. The tests are based on the Michigan
Essential Goals and Objectives for Reading and Mathematics. The [Reading
Test]{.underline} assesses students' abilities in three categories:
constructing meaning, knowledge about reading, and attitudes and
self-perceptions. Constructed meaning questions address inter-sentence
items, text items, and beyond text items. The Knowledge about Reading
items measure students' knowledge about how reader, text, and contextual
factors influence their comprehension, and about strategy usage in
different reading situations. The Mathematics Test emphasizes problem
solving and process as well as content.

**SCORING:** Sores are reported as Satisfactory, Moderate, and Low.

#### 

#### MATHEMATICS

  ------------------ --------------- ------------------------------------------
  **Satisfactory**   520 or above    Student understands important mathematical
                                     concepts and can select and apply
                                     mathematical operations presented in both
                                     number sentences and word problems.

  **Moderate**       500 to 519      Student's mathematical understanding is
                                     slightly below the test standard set for
                                     students at this grade level.

  **Low**            499 and below   Student does not demonstrate grade level
                                     understanding.
  ------------------ --------------- ------------------------------------------

**READING**

+-----------------------------------+-----------------------------------+
| ### Satisfactory                  | 300 or above on both reading      |
|                                   | sections.                         |
+-----------------------------------+-----------------------------------+
| **Moderate**                      | 300 or above on either the story  |
|                                   | or the informational selection,   |
|                                   | not both.                         |
+-----------------------------------+-----------------------------------+
| **Low**                           | 299 or below on both reading      |
|                                   | selections.                       |
+-----------------------------------+-----------------------------------+

## MEAP GRADE FOUR MATHEMATICS

Scores are reported as percentages of all students who achieved at test
score levels.

+--------------------+---------+---------+---------+---------+--------+
|                    | **2001  | **2000  | **1999  | **1998  | *      |
|                    | -2002** | -2001** | -2000** | -1999** | *1997- |
|                    |         |         |         |         | 1998** |
+--------------------+---------+---------+---------+---------+--------+
| #                  |         |         |         |         |        |
|                    |         |         |         |         |        |
| # JKL PERCENTAGES  |         |         |         |         |        |
+--------------------+---------+---------+---------+---------+--------+
| \% Satisfactory    | 76.3    | 61.9    | 87.5    | 80.0    | 66.7   |
+--------------------+---------+---------+---------+---------+--------+
| \% Moderate        | 22.7    | 23.8    | 12.5    | 13.3    | 22.2   |
+--------------------+---------+---------+---------+---------+--------+
| \% Low             | 0       | 14.3    | 0.0     | 6.7     | 11.1   |
+--------------------+---------+---------+---------+---------+--------+
| \% of students     | 92      | 92      | 94      | 98      | 90     |
| tested             |         |         |         |         |        |
+--------------------+---------+---------+---------+---------+--------+
| \% Poverty Status  | 79      | 76      | 81      | 80      | 69     |
|                    |         |         |         |         |        |
| (Reduced/Free      |         |         |         |         |        |
| lunch)             |         |         |         |         |        |
+--------------------+---------+---------+---------+---------+--------+
| \% Minority Status | 90      | 86      | 89      | 98      | 100    |
|                    |         |         |         |         |        |
| (Native American)  |         |         |         |         |        |
+--------------------+---------+---------+---------+---------+--------+
| #                  |         |         |         |         |        |
|  STATE PERCENTAGES |         |         |         |         |        |
+--------------------+---------+---------+---------+---------+--------+
| \% Satisfactory    | 64.5    | 72.3    | 74.8    | 71.7    | 74.1   |
+--------------------+---------+---------+---------+---------+--------+
| \% Moderate        | 25.1    | 16.9    | 16.2    | 17.7    | 17.7   |
+--------------------+---------+---------+---------+---------+--------+
| \% Low             | 10.4    | 10.8    | 9.0     | 10.6    | 8.2    |
+--------------------+---------+---------+---------+---------+--------+

## MEAP GRADE FOUR READING

+--------------------+---------+---------+---------+---------+--------+
|                    | **2001  | **2000  | **1999  | **1998  | *      |
|                    | -2002** | -2001** | -2000** | -1999** | *1997- |
|                    |         |         |         |         | 1998** |
+--------------------+---------+---------+---------+---------+--------+
| #                  |         |         |         |         |        |
|                    |         |         |         |         |        |
| # SCORES           |         |         |         |         |        |
+--------------------+---------+---------+---------+---------+--------+
| #                  |         |         |         |         |        |
|                    |         |         |         |         |        |
| # JKL Percentages  |         |         |         |         |        |
+--------------------+---------+---------+---------+---------+--------+
| \% Satisfactory    | 45.5    | 40.0    | 54.2    | 73.3    | 33.3   |
+--------------------+---------+---------+---------+---------+--------+
| \% Moderate        | 36.4    | 5.0     | 20.8    | 6.7     | 6.7    |
+--------------------+---------+---------+---------+---------+--------+
| \% Low             | 18.2    | 55.0    | 25.0    | 20.0    | 20.0   |
+--------------------+---------+---------+---------+---------+--------+
| \% of students     | 92      | 92      | 94      | 98      | 90     |
| tested             |         |         |         |         |        |
+--------------------+---------+---------+---------+---------+--------+
| \% Poverty Status  | 79      | 76      | 81      | 80      | 69     |
|                    |         |         |         |         |        |
| (Reduced/Free      |         |         |         |         |        |
| lunch)             |         |         |         |         |        |
+--------------------+---------+---------+---------+---------+--------+
| \% Minority Status | 90      | 86      | 89      | 98      | 100    |
|                    |         |         |         |         |        |
| (Native American)  |         |         |         |         |        |
+--------------------+---------+---------+---------+---------+--------+
| #                  |         |         |         |         |        |
|                    |         |         |         |         |        |
| #                  |         |         |         |         |        |
|  State Percentages |         |         |         |         |        |
+--------------------+---------+---------+---------+---------+--------+
| \% Satisfactory    | 56.8    | 60.5    | 58.2    | 59.4    | 58.6   |
+--------------------+---------+---------+---------+---------+--------+
| \% Moderate        | 23.4    | 22.6    | 23.8    | 25.5    | 26.0   |
+--------------------+---------+---------+---------+---------+--------+
| \% Low             | 19.8    | 16.9    | 18.1    | 15.1    | 15.4   |
+--------------------+---------+---------+---------+---------+--------+

## MEAP GRADE SEVEN / EIGHT MATHEMATICS \*

+--------------------+---------+---------+---------+---------+--------+
|                    | **2001  | **2000  | **1999  | **1998  | *      |
|                    | -2002** | -2001** | -2000** | -1999** | *1997- |
|                    |         |         |         |         | 1998** |
+--------------------+---------+---------+---------+---------+--------+
| #                  |         |         |         |         |        |
|                    |         |         |         |         |        |
| # SCORES           |         |         |         |         |        |
+--------------------+---------+---------+---------+---------+--------+
| #                  |         |         |         |         |        |
|                    |         |         |         |         |        |
| JKL Percentages    |         |         |         |         |        |
+--------------------+---------+---------+---------+---------+--------+
| \% Satisfactory    | 100     | \*\*    | 27.3    | 50.0    | 50.0   |
+--------------------+---------+---------+---------+---------+--------+
| \% Moderate        | 0       | \*\*    | 72.7    | 33.3    | 35.7   |
+--------------------+---------+---------+---------+---------+--------+
| \% Low             | 0       | \*\*    | 0       | 16.7    | 14.3   |
+--------------------+---------+---------+---------+---------+--------+
| \% of students     | 100     | 0       | 95      | 100     | 100    |
| tested             |         |         |         |         |        |
+--------------------+---------+---------+---------+---------+--------+
| \% Poverty Status  | 73      | 77      | 85      | 81      | 88     |
|                    |         |         |         |         |        |
| (Reduced/Free      |         |         |         |         |        |
| lunch)             |         |         |         |         |        |
+--------------------+---------+---------+---------+---------+--------+
| \% Minority Status | 100     | 94      | 82      | 86      | 87     |
|                    |         |         |         |         |        |
| (Native American)  |         |         |         |         |        |
+--------------------+---------+---------+---------+---------+--------+
| #                  |         |         |         |         |        |
|                    |         |         |         |         |        |
| #                  |         |         |         |         |        |
|  State Percentages |         |         |         |         |        |
+--------------------+---------+---------+---------+---------+--------+
| \% Satisfactory    | 53.8    |         | 62.8    | 63.2    | 61.4   |
+--------------------+---------+---------+---------+---------+--------+
| \% Moderate        | 22.6    |         | 23.5    | 23.0    | 24.1   |
+--------------------+---------+---------+---------+---------+--------+
| \% Low             | 23.6    |         | 13.7    | 13.8    | 14.5   |
+--------------------+---------+---------+---------+---------+--------+

\* Beginning in 2002, grade eight is tested in Mathematics instead of
grade seven.

\* State did not administer a Mathematics Test to seventh grade in 2001

**MEAP GRADE SEVEN READING**

+--------------------+---------+---------+---------+---------+--------+
|                    | **2001  | **2000  | **1999  | **1998  | *      |
|                    | -2002** | -2001** | -2000** | -1999** | *1997- |
|                    |         |         |         |         | 1998** |
+--------------------+---------+---------+---------+---------+--------+
| #                  |         |         |         |         |        |
|                    |         |         |         |         |        |
| # SCORES           |         |         |         |         |        |
+--------------------+---------+---------+---------+---------+--------+
| #                  |         |         |         |         |        |
|                    |         |         |         |         |        |
| Total School       |         |         |         |         |        |
| Percentages        |         |         |         |         |        |
+--------------------+---------+---------+---------+---------+--------+
| \% Satisfactory    | 75.0    | 42.9    | 54.5    | 42.9    | 28.6   |
+--------------------+---------+---------+---------+---------+--------+
| \% Moderate        | 16.7    | 42.9    | 9.1     | 14.3    | 42.9   |
+--------------------+---------+---------+---------+---------+--------+
| \% Low             | 8.3     | 14.3    | 36.4    | 42.9    | 28.6   |
+--------------------+---------+---------+---------+---------+--------+
| \% of students     | 95      | 90      | 95      | 100     | 100    |
| tested             |         |         |         |         |        |
+--------------------+---------+---------+---------+---------+--------+
| \% Poverty Status  | 73      | 77      | 85      | 81      | 88     |
|                    |         |         |         |         |        |
| (Reduced/Free      |         |         |         |         |        |
| lunch)             |         |         |         |         |        |
+--------------------+---------+---------+---------+---------+--------+
| \% Minority Status | 100     | 94      | 82      | 86      | 87     |
|                    |         |         |         |         |        |
| (Native American)  |         |         |         |         |        |
+--------------------+---------+---------+---------+---------+--------+
| #                  |         |         |         |         |        |
|                    |         |         |         |         |        |
| #                  |         |         |         |         |        |
|  State Percentages |         |         |         |         |        |
+--------------------+---------+---------+---------+---------+--------+
| \% Satisfactory    | 50.9    | 57.9    | 48.4    | 53.0    | 48.8   |
+--------------------+---------+---------+---------+---------+--------+
| \% Moderate        | 26.5    | 23.5    | 30.4    | 26.6    | 27.9   |
+--------------------+---------+---------+---------+---------+--------+
| \% Low             | 22.7    | 18.7    | 21.2    | 20.4    | 23.4   |
+--------------------+---------+---------+---------+---------+--------+

# SUMMARY OF STUDENT DATA

# NATIONAL NORMS ASSESSMENT

## MAT 7 & 8

**TEST:** **Metropolitan Achievement Test 7^th^ and 8^th^ Editions**

2000 Scores are based on 7^th^ Edition (1993 Normative Data)

2001 and 2002 Scores based on 8^th^ Edition (2000 Normative Data)

**PUBLISHER**: Harcourt Brace and Company

**GROUPS EXCLUDED FROM TESTING**: Special Education students with IEP's
that mandated an alternate assessment, or exclusion from standardized
assessment testing.

**TESTING PERIOD:** Spring

**READING AND MATHEMATICS:** The Reading tests are consistent with the
goals of the new Language Arts Standards of the International Reading
Association and the National Council of Teachers of English, as well as
the National Assessment of Educational Progress. The Early Literacy
component documents students' progress in phonemic awareness, concepts
of print, letter recognition, word recognition and sentence reading. The
Reading Vocabulary test at all levels measures student knowledge of
grade appropriate general and content area vocabulary. The Reading
Comprehension tests measures reading achievement with informational
selections and functional texts. The Mathematics test assesses
appropriate mathematics content and process skills at every level. The
test is aligned with the National Council of Teachers of Mathematics
Standards 2000 and assesses Problem Solving, Mathematical Procedures,
Language and Symbols, Mathematical Connections, and Tools and Models.

**SCORES REPORTED AS**: Percentages of students who scored at or above
the National 50^th^ percentile in the total content area. Scoring at or
above the 50^th^ percentile indicates solid academic performance and
readiness for progression to the next grade.

## MAT-8 READING

+-------------------------------+------------+------------+------------+
| **GRADE LEVEL SCORES**        | **2        | **2        | **1        |
|                               | 001-2002** | 000-2001** | 999-2000** |
+-------------------------------+------------+------------+------------+
| First Grade                   | 71         | 85         | \*         |
+-------------------------------+------------+------------+------------+
| Second Grade                  | 100        | 78         | \*         |
+-------------------------------+------------+------------+------------+
| Third Grade                   | 85         | 79         | \*         |
+-------------------------------+------------+------------+------------+
| Fourth Grade                  | 50         | 33         | 25         |
+-------------------------------+------------+------------+------------+
| Fifth Grade                   | 50         | 59         | 39         |
+-------------------------------+------------+------------+------------+
| Sixth Grade                   | 56         | 58         | 23         |
+-------------------------------+------------+------------+------------+
| Seventh Grade                 | 64         | 65         | 20         |
+-------------------------------+------------+------------+------------+
| Eighth Grade                  | 50         | 57         | 50         |
+-------------------------------+------------+------------+------------+
| \% Poverty Status             | 77         | 83         | 84         |
|                               |            |            |            |
| (Reduced/Free Lunch)          |            |            |            |
+-------------------------------+------------+------------+------------+
| \% Minority                   | 81         | 84         | 90         |
|                               |            |            |            |
| (Native American)             |            |            |            |
+-------------------------------+------------+------------+------------+
| \% of Students Tested         | 98         | 94         | 98         |
+-------------------------------+------------+------------+------------+

\* Test was not administered.

## MAT-8 MATHEMATICS

+-------------------------------+------------+------------+------------+
| **GRADE LEVEL SCORES**        | **2        | **2        | **1        |
|                               | 001-2002** | 000-2001** | 999-2000** |
+-------------------------------+------------+------------+------------+
| First Grade                   | 83         | 83         | \*         |
+-------------------------------+------------+------------+------------+
| Second Grade                  | 100        | 88         | \*         |
+-------------------------------+------------+------------+------------+
| Third Grade                   | 89         | 88         | \*         |
+-------------------------------+------------+------------+------------+
| Fourth Grade                  | 33         | 34         | 60         |
+-------------------------------+------------+------------+------------+
| Fifth Grade                   | 33         | 35         | 39         |
+-------------------------------+------------+------------+------------+
| Sixth Grade                   | 44         | 45         | 31         |
+-------------------------------+------------+------------+------------+
| Seventh Grade                 | 82         | 54         | 20         |
+-------------------------------+------------+------------+------------+
| Eighth Grade                  | 67         | 43         | 50         |
+-------------------------------+------------+------------+------------+
| \% Poverty Status             | 77         | 83         | 84         |
|                               |            |            |            |
| (Reduced/Free Lunch)          |            |            |            |
+-------------------------------+------------+------------+------------+
| \% Minority                   | 81         | 84         | 90         |
|                               |            |            |            |
| (Native American)             |            |            |            |
+-------------------------------+------------+------------+------------+
| \% of Students Tested         | 98         | 94         | 98         |
+-------------------------------+------------+------------+------------+

\* Test was not administered