##### *Revised 3/14/06*

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

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply)
\_[X]{.underline}\_ Elementary \_\_ Middle \_\_ High \_\_ K-12
\_\_Charter

Name of Principal [Mr. Terry Mathis]{.underline}

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

Official School Name [Ethan School District 17-1]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_\_\_\_\_\_\_\_[320 South 2^nd^ Box
169]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_[Ethan]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[South
Dakota]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[57334-0169]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
City State Zip Code+4 (9 digits total)

County
\_\_\_[Davison]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code
Number\*\_\_[17-1]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [(605) 227-4211]{.underline} Fax [(605) 227-4236]{.underline}

Website/URL [http://www.ethan.k12.sd.us]{.underline} E-mail
[Terry.Mathis@k12.sd.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Mr.Terry Mathis]{.underline}

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

District Name [Ethan School District 17-1]{.underline} Tel. [(605)
227-4211]{.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 Mr. Delmar Mueller

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)

*\*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 for Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

\_\_\_ Middle schools

\_\_\_\_ Junior high schools

\_\_\_\_ High schools

\_\_\_\_\_ Other

\_\_[1]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure:
\_\_\_[6709]{.underline}\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_\_[6724]{.underline}\_\_\_\_\_\_\_

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

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

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

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

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

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

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

  **PreK**    9         15                     **24**       **7**                             

  **K**       10        9                      **19**       **8**                             

  **1**       7         7                      **14**       **9**                             

  **2**       7         8                      **15**       **10**                            

  **3**       11        9                      **20**       **11**                            

  **4**       9         8                      **17**       **12**                            

  **5**       9         7                      **16**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   125
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [99]{.underline} % White

the students in the school: % Black or African American

\% Hispanic or Latino

\% Asian/Pacific Islander

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_[10]{.underline}\_\_\_\_%

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

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

  **(2)**                   Number of students who      5
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

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

  **(4)**                   Total number of students in 125
                            the school as of October 1  

  **(5)**                   Total transferred students  .104
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           10
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

Number of languages represented: \_\_\_[0]{.underline}\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[17]{.underline}\_\_%

Total number students who qualify: \_\_\_\_[17]{.underline}\_\_

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

10\. Students receiving special education services:
\_\_\_\_[8%]{.underline}

\_\_\_[8]{.underline}\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

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

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

\_\_\_\_Deaf-Blindness \_\_[4]{.underline}\_\_Specific Learning
Disability

\_\_\_\_Emotional Disturbance \_\_[3]{.underline}\_\_Speech or Language
Impairment

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

> \_\_[1]{.underline}\_\_Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

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

Classroom teachers \_\_\_[6\_\_\_]{.underline} [2\_\_\_]{.underline}

Special resource teachers/specialists \_\_\_\_[1]{.underline}
\_\_\_\_\_\_\_

Paraprofessionals \_\_\_\_[1]{.underline}\_ \_\_\_\_[1]{.underline}\_\_

> Support staff \_\_\_\_[2]{.underline}\_ \_\_\_\_\_[2]{.underline}\_
>
> Total number \_\_\_[11]{.underline} [\_\_5\_\_\_\_]{.underline}

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

students in the school divided by the FTE of classroom teachers:
\_\_\_[18:1]{.underline}

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

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

  Daily student attendance   99%         99%         97%         99%         98%

  Daily teacher attendance   94%         93%         95%         93%         94%

  Teacher turnover rate      28%         0%          0%          14%         0%

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

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

**PART III ‑ SUMMARY**

The Ethan School District is located in a town of 350 people and is a
small rural community that covers approximately 105 square miles.
Currently we have 125 students in our pre-K through fifth elementary
school. The community of Ethan is committed to educational excellence
for all students.

The belief of the Ethan Elementary School is that the best possible
education is the right and privilege of every student. The
responsibility of the school is to educate students within the context
of community values. The curriculum should be dynamic and progressive in
order to meet the changing needs of both the individual and the entire
student body. We are committed to promoting students who possess the
skills needed to succeed in an increasingly complex information society.

The school district recognizes the importance of striving toward
achieving the following goals:

Intellectual Development:

The school will foster critical thinking skills, creativity, love of
learning, positive study habits, test taking skills, time management,
organizational skills, the ability to follow directions, comprehension
of ideas and facts through reading, viewing, and listening and the
ability to communicate ideas and facts through written language, oral
language and other media.

Instructional Strategies:

The teacher will use a variety of methods based on sound learning
theories, encourage students to performance consistent with their
abilities, use self evaluation, and provide a classroom environment
which promotes an atmosphere of respect.

Social Development:

The school will foster mutual respect between students and staff,
socially acceptable behavior, a well developed set of personal values
and goals, and positive peer relationships.

Emotional Development:

The school will improve the emotional health of students through the
curriculum and counseling program and help students to develop a
positive self-concept and a sense of self-worth.

Citizenship Development:

The school will promote a patriotic attitude of respect for our country,
an appreciation of our American heritage, an attitude of civic
responsibility, and the ability to recognize the rights of all people
without discrimination.

Vocational Development:

The school will promote hands-on work experiences through the vocational
and S.T.E.P. programs, a strong work ethic, and a strong knowledge of
career choices.

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

1.  **Assessment Results:**

South Dakota has established a state assessment system to meet the
requirements of the Federal No Child Left Behind Act (NCLB). South
Dakota's assessment system is based on the Dakota STEP (State Test of
Educational Progress) for reading and math. The Dakota STEP test is a
criterion reference test, which means it measures a student's
achievement level. A student's results indicate whether or not a child
is performing below basic, basic, proficient, or advanced in reading and
math. The SD Department of Education determined the Dakota STEP scores
(achievement level) based on mastery of the state standards in math and
reading. The standards in these curriculum areas determine the skills
being taught at each of the grade levels in reading and math. The local
school districts teach to these standards. Each year the school and
students are to show annual yearly progress towards mastery of the
standards. An annual measurable goal has also been determined by the SD
Department of Education, and it rises each year. The challenge to the
student and school is to raise the student scores significantly so they
not only don't fall behind but they move into a higher achievement
level. The ultimate goal is to have all students performing at
proficient or advanced levels.

The State score ranges for each category are as follows for the 2005
spring test.

  ------------ ------------- ------------ ------------ ---------------- --------------
  **Tested     **Subtest**   **Below      **Basic**    **Proficient**   **Advanced**
  Grade**                    Basic**                                    

  3            Reading       533 or Below 534 -- 604   605 -- 661       662 or Above

  3            Math          531 or Below 532 -- 589   590 -- 643       644 or Above

  4            Reading       533 or Below 534 -- 594   595 -- 647       648 or Above

  4            Math          545 or Below 546 -- 613   614 -- 665       666 or Above

  5            Reading       602 or Below 603 -- 654   655 -- 712       713 or Above

  5            Math          607 or Below 608 -- 645   646 -- 698       699 or Above
  ------------ ------------- ------------ ------------ ---------------- --------------

The scores of our Ethan students indicate that we have shown annual
yearly progress since the inception of the Dakota STEP Test. Our
sub-group populations, which are defined by categories such as special
needs students, ethnicity, gender, and income level, are also showing
annual yearly progress. But in all cases, our student numbers are too
small to make this a valid indicator.

For more information on the state assessment program: Harcourt
Assessment, Inc. (Dakota Step and Stanford Achievement Test, Tenth
Edition.) [www.harcourt.com](http://www.harcourt.com/) SD Department of
Education, assessments.
<http://www.state.sd.us/deca/OCTA/assessment/index.asp>

2.  **Using Assessment Results:**

Each year after we have received the results of the Dakota Step test
given to us by the state in late March or early April, we have what we
call a data retreat. At this retreat, we look at the scores of
individuals, individual groups (such as grade 3 for example), and the
entire student body.

When we look at each individual, of course we are looking at how well
they did on the test. In the case of South Dakota students, they fall
into four categories: advanced, proficient, basic and below basic. When
looking at the data, we look for kids that we refer to as "bubble kids".
What I am referring to when I say "bubble kids" is the fact that we look
at the cut scores between each category. What we have seen is that the
kids that are five points on either side of the cut score are the
students that can move very easily. What we try to do is ear mark these
students to make sure they move in the upward direction. It is the goal
of South Dakota to have every student be advanced or proficient in math
and reading by the year 2014. It is the goal of the Ethan School
District to have every student be advanced or proficient every year. We
realize that this is a goal that is hard to attain, and even harder to
maintain, but we continue to work at reaching this goal on a yearly
basis.

When we look at individual groups or grades as the case may be, what we
are looking for are holes in our curriculum. We look to see if there are
areas in which the entire class does not excel. If such a area is found,
then the following academic year we make sure that we are covering this
area, to ensure that the void in the specific area is eliminated.

Last but not least, we look at more than one class at a time; we look at
the whole student body to see if we are poor at one certain standard in
every class. This helps us to determine what areas we need to have
in-service for our teaching staff.

3.  **Communicating Assessment Results:**

Our school district works very hard at making sure students, parents,
and the community know how well we are doing in the area of education.
There are really two areas when it comes to assessment of students: one,
daily assessments and tests used to determine a grade for each
individual student, and 2, the state assessment results.

When it comes to daily grades and assessments for students, we do many
things. We have two parent-teacher conference per school year where the
parents are able to come and speak with teachers. At each mid-term, we
send out what we call progress reports to let the parents know how their
son or daughter is doing in school, and we also have a online system,
and each parent has a password given to them. They can go online on a
daily basis and check to see how their son or daughter is doing. We
believe a major factor in our success is that we are a small community,
which helps in open communication between teachers and parents, keeping
each other aware of the needs of the students.

As far as state assessment results, we publish the results in our local
paper, all parents are sent a copy of their son's or daughter's results,
and each parent is given the website so they can look at how our school
did compared to all the other schools in the state of South Dakota.

4.  **Sharing Success:**

Success is all about sharing; first and foremost we share between each
other on our staff. This way we are able to find out what works for one
student, which may not work for another. As for sharing with other
school districts, the newspaper is our main source of sharing our
success with other school districts. Another great way, which we have
found very useful, is just round table discussion with other teachers
from different districts in the area. We also have Educational Service
Agencies in our state, and they are very good at sharing our success
stories with other districts in order to help them improve. They are
also a great resource that we use to maintain the success we have had
and continue improving in all areas of our academic curriculum.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:**

Our school's curriculum is centered on the core subjects of reading and
math. In reading, students in all the grades are focused on guided
reading, with phonemic skills being emphasized in grades K through 2.
The students are enthusiastic about reading as they engage in literary
circles, buzz sessions, and self-selection reading time in order to
build comprehension and vocabulary skills. Reading Counts has given
grades 1-5 an opportunity to read extensively at home and on their own,
taking quizzes to check comprehension, and reaching individualized
goals. Students also work collaboratively in centers that focus on
reading skills, writing, and independent research. These heterogeneous
groups of 2-4 students teaches students to work together, are flexible,
and increasing students' learning because, students are taking charge of
their own learning.

Math is a core subject aggressively taught, with each grade building on
the other. Students are encouraged to be able to solve problems found in
real life situations. Using a variety of manipulatives and real life
problems, children are taught the number system, math facts, place
values, and how to set up equations. They collaborate with each other to
work the problems and are challenged to be able to explain the results.
The knowledge of math strategies for solving problems gives students
responsibility for their own learning while building a strong
mathematical base. We want our students to be able to solve problems by
understanding, and taking the next step in their thinking that will
enable them to transfer their knowledge to solving more complex
problems.

Science is a subject where students explore the physical world,
discovering and applying knowledge gained to forming hypotheses and
conclusions in a logical manner. After certain concepts are understood,
the teacher often becomes the facilitator and guide, providing an
environment where students can study, experiment, and work on projects,
thus discovering and solving problems together.

Social studies is adapted to each grade level as students develop the
idea of community, starting at home and reaching outward. It is a
subject that seeks to help children value the contributions of others to
their own lives through reading the biographies and stories, writing and
researching, and performing authentic tasks such as interviewing
community members about the Dirty Thirties or taking pictures of the
community and its businesses, to develop an understanding and
appreciation for one's town, city, country and world.

Music is a very important component of our curriculum -- enriching the
other subjects. It seeks to involve our students in expressing their joy
of learning through movement and valuing the creative contributions of
others. Some studies have shown that music and the development of rhythm
helps to improve reading skills, so music is an integral part of our
curriculum.

Art is a self-expressive subject that involves the very heart of who a
student is and is another way of expression. Here students are
challenged to "see it a new way", be bold, and think outside the box.

Our foreign language is Spanish. The students are taught vocabulary by
lying down and drawing themselves and labeling their features and
clothing. Greetings, conversation, questions, and salutations all begin
the process of communicating. Students find joy in "talking" to the
teacher and each other, knowing there are others out there that really
speak this language.

We are proud of our elementary school and its curriculum. We believe in
high standards and take seriously the ways to make sure our students
achieve them. We hope to develop a passion for learning among our
students, helping them be self-regulated, set their own goals, and be
responsible learners. We want them to be able to transfer their
knowledge to solving problems, and be able to work with others in a
changing world. We are setting the stage for them to be life-long
learners with strong values.

2a. **(Elementary Schools)** **Reading:**

In the Ethan Elementary, we use the Scott Forsman Reading series and the
state standards to ensure we are teaching our students the skills they
need to become great readers. We have chosen this series because we feel
it helps guide us in teaching the fundamental skills needed to have our
students become excellent readers. The most important skills in reading
are phonemic awareness, phonics, fluency, vocabulary, and text
comprehension. All of these skills are incorporated into our curriculum
and supported by the Scott Forsman Reading series. We have an
experienced and highly trained staff that also incorporates Dibels
testing as well as DRA testing which helps level our young readers and
target our readers that may need a little extra help. By leveling our
young readers, we can have them reading books at their own comfort
level, which helps build confidence and improve fluency. With improved
confidence and fluency, students improve in their comprehension, which
gives reading more meaning. As we all know as educators, if we can give
kids meaning in what they are learning, they become more self-motivated
and teach themselves. Also by giving these tests we can determine if
certain students need to be tested for Special Education or put into
Title I for extra help. Both our Special Education and Title I
departments do an excellent job of helping students individually as well
as giving our teaching staff helpful hints on how to teach certain
students.

Spelling, grammar, and writing are also incorporated into the reading
curriculum; this also helps students develop meaning and purpose. We
also use a program that is called Reading Counts. This program tests
students after they read a book by giving them a quiz to test their
comprehension. We set goals for students to meet, and after meeting such
goals, we have rewards that they can win, which helps motivate students
to read outside of class. As we all know, practice is very important
when it comes to becoming a good reader.

Along with everything we do above, our teachers have silent reading,
reading groups, guided reading, literature circles, and, of course, read
to the students orally themselves. These strategies have helped our
elementary school become 100% advanced and proficient on our state
testing, but more importantly have helped our students become better
readers, which will give them the joy of reading for the rest of their
lives.

3.  **Mathematics, Science, Art, Etc.:**

Math is one of the major core curriculum subjects taught in the
elementary school. Because we believe in a dynamic and progressive
curriculum, math is taught and portrayed in that manner, always with a
vision of the future. Problem solving starts at the kindergarten level,
seeking to help a child visualize and understand the steps and
operations involved in solving a problem. The number system is vital for
being able to manipulate numbers to show percentages, money concepts,
comparisons, etc. In order to be successful students in middle school
and beyond, our elementary students are given a solid numerical
foundation on which to build. They begin to learn in the early grades to
analyze problems, and determine solutions through numerical means and
strategies. Using charts, patterns, tables, working backwards, looking
for patterns, making organized lists and estimating. They become adept
at figuring out how to solve problems while developing a strong "math
sense". They are taught the need to learn, to make the connections to
money, time, probability, and measurement that tie into the real world
of health, history, science, sports, social studies, and more. We want
to prepare them for the changing and competitive society in which they
live, so that success will be a continual part of their school
experience. Because we are sending them out into a complex informational
society, we believe our math program must provide them with a strong
mathematical and logical base, while also helping them to acquire those
higher level thinking skills necessary to accommodate what is ahead. Our
elementary grades provide opportunities in each class to learn and
practice good math strategies, cement the number facts to memory for
easy manipulation in problem solving problems, also providing time to
analyze how to solve problems, and creating steps to follow to get a
correct solution. We use both reading and writing skills to formulate
the steps in problem solving, while logically learning to calculate and
arrive at sensible answers. We want to keep the vision broad and
futuristic, but at basic and practical level, which is built on a solid
foundation.

4.  **Instructional Methods:**

The Ethan Elementary uses many instructional methods. Examples would be
learning centers, guided reading groups, small group activities,
hands-on approaches such as making words, games, and file folder
activities as well as math manipulatives which would include flashcards
and white board activities. We also use oral and written assessments and
motivational incentives. As mentioned before we use leveled books and
incorporate Reading Counts. Another method, is the use of computers in
the classroom. Students love it, and they become independent learners
that work at their own pace.

5.  **Professional Development:**

In many ways our size has great advantages, but in the area of staff
development it can be a disadvantage. In bigger schools, there are three
or four third grade teachers and they are able to discuss things among
themselves, which helps develop new teaching strategies. In a district
as small as ours, we only have one teacher for each grade so our
teachers don't have the advantage of discussing certain educational
strategies and methods with another teacher at their same grade level.
For this reason professional development is very important at our
district. In saying that it also is very difficult to have professional
development for such a small group of teachers, and make it meaningful
for all of them. What we have done and continue to do is to have teacher
in-services a minimum of twice a year. We also send teachers to
workshops individually throughout the year. This is determined by
discussions among staff and administration based on what all staff feel
they themselves and we as a whole need to continue to improve on. We
also depend heavily on our Educational Service Agency, which is a branch
of the state education department that offers us assistance in any area
of education that we may ask for, whether it be helping us write a
grant, to professional development ideas to help improve our staff. They
will come directly to our school district or have something set up for
us at their site which is located approximately fifty five miles from
our school. Also we do data retreats each year and bases on what we find
from looking at that data, we determine the areas in education that we
need to improve on and gear our professional development around those
data findings.

Subject\_\_[Reading]{.underline}\_\_\_\_
Grade\_\_\_[3rd]{.underline}\_\_\_ Test\_\_\_\_\_[Dakota
Step]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication
Year\_\_\_\_\_\_\_\_\_[Harcourt]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  Testing month                                          March       March       March                   

  **SCHOOL SCORES\***                                                                                    

  \% Advanced and proficient(at or above state standard) 100%        94%         100%                    

  \% Basic or below basic(below state standard)          0           6%          0%                      

  Number of students tested                              18          16          13                      

  Percent of students tested in grades 3-5               38%         41%         28%                     

  Percent of students above state standard               29%         29%         35%                     

  Number of students alternatively assessed              1           2           0                       

  \% of students alternatively assessed in 3rd grade     6%          12%         0                       

  SUBGROUP SCORES                                                                                        

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  \% At or Above Meets State Standards                                                                   

  \% At Exceeds State Standards                                                                          

  Number of students tested                                                                              

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  \% At or Above Meets State Standards                                                                   

  \% At Exceeds State Standards                                                                          

  Number of students tested                                                                              

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

Subject\_\_[Math]{.underline}\_\_\_\_ Grade\_\_\_[3rd]{.underline}\_\_\_
Test\_\_\_\_\_[Dakota
Step]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication
Year\_\_\_\_\_\_\_\_\_[Harcourt]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  Testing month                                          March       March       March                   

  **SCHOOL SCORES\***                                                                                    

  \% Advanced and proficient(at or above state standard) 100%        94%         92%                     

  \% Basic or below basic(below state standard)          0           6%          8%                      

  Number of students tested                              18          16          13                      

  Percent of students tested in grades 3-5               38%         41%         28%                     

  Percent of students above state standard               48%         49%         47%                     

  Number of students alternatively assessed              1           2           0                       

  \% of students alternatively assessed in 3rd grade     6%          12%         0                       

  SUBGROUP SCORES                                                                                        

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  \% At or Above Meets State Standards                                                                   

  \% At Exceeds State Standards                                                                          

  Number of students tested                                                                              

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  \% At or Above Meets State Standards                                                                   

  \% At Exceeds State Standards                                                                          

  Number of students tested                                                                              

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

Subject\_\_[Reading]{.underline}\_\_\_\_
Grade\_\_\_[4th]{.underline}\_\_\_ Test\_\_\_\_\_[Dakota
Step]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication
Year\_\_\_\_\_\_\_\_\_[Harcourt]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  Testing month                                          March       March       March                   

  **SCHOOL SCORES\***                                                                                    

  \% Advanced and proficient(at or above state standard) 100%        92%         86%                     

  \% Basic or below basic(below state standard)          0           8%          14%                     

  Number of students tested                              16          12          14                      

  Percent of students tested in grades 3-5               33%         31%         30%                     

  Percent of students above state standard               29%         27%         19%                     

  Number of students alternatively assessed              2           0           0                       

  \% of students alternatively assessed in 4th grade     12%         0           0                       

  SUBGROUP SCORES                                                                                        

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  \% At or Above Meets State Standards                                                                   

  \% At Exceeds State Standards                                                                          

  Number of students tested                                                                              

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  \% At or Above Meets State Standards                                                                   

  \% At Exceeds State Standards                                                                          

  Number of students tested                                                                              

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

Subject\_\_[Math]{.underline}\_\_\_\_ Grade\_\_\_[4th]{.underline}\_\_\_
Test\_\_\_\_\_[Dakota
Step]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication
Year\_\_\_\_\_\_\_\_\_[Harcourt]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  Testing month                                          March       March       March                   

  **SCHOOL SCORES\***                                                                                    

  \% Advanced and proficient(at or above state standard) 100%        100%        100%                    

  \% Basic or below basic(below state standard)          0           0%          0%                      

  Number of students tested                              16          12          14                      

  Percent of students tested in grades 3-5               33%         31%         30%                     

  Percent of students above state standard               46%         55%         55%                     

  Number of students alternatively assessed              2           0           0                       

  \% of students alternatively assessed in 4th grade     12%         0           0                       

  SUBGROUP SCORES                                                                                        

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  \% At or Above Meets State Standards                                                                   

  \% At Exceeds State Standards                                                                          

  Number of students tested                                                                              

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  \% At or Above Meets State Standards                                                                   

  \% At Exceeds State Standards                                                                          

  Number of students tested                                                                              

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

Subject\_\_[Reading]{.underline}\_\_\_\_
Grade\_\_\_[5th]{.underline}\_\_\_ Test\_\_\_\_\_[Dakota
Step]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication
Year\_\_\_\_\_\_\_\_\_[Harcourt]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  Testing month                                          March       March       March                   

  **SCHOOL SCORES\***                                                                                    

  \% Advanced and proficient(at or above state standard) 100%        91%         74%                     

  \% Basic or below basic(below state standard)          0           9%          26%                     

  Number of students tested                              14          11          19                      

  Percent of students tested in grades 3-5               29%         28%         41%                     

  Percent of students above state standard               29%         26%         9%                      

  Number of students alternatively assessed              0           0           0                       

  \% of students alternatively assessed in 5th grade     0           0           0                       

  SUBGROUP SCORES                                                                                        

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  \% At or Above Meets State Standards                                                                   

  \% At Exceeds State Standards                                                                          

  Number of students tested                                                                              

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  \% At or Above Meets State Standards                                                                   

  \% At Exceeds State Standards                                                                          

  Number of students tested                                                                              

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

Subject\_\_[Math]{.underline}\_\_\_\_ Grade\_\_\_[5th]{.underline}\_\_\_
Test\_\_\_\_\_[Dakota
Step]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication
Year\_\_\_\_\_\_\_\_\_[Harcourt]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  Testing month                                          March       March       March                   

  **SCHOOL SCORES\***                                                                                    

  \% Advanced and proficient(at or above state standard) 100%        91%         74%                     

  \% Basic or below basic(below state standard)          0           9%          26%                     

  Number of students tested                              14          11          19                      

  Percent of students tested in grades 3-5               29%         28%         41%                     

  Percent of students above state standard               46%         46%         29%                     

  Number of students alternatively assessed              0           0           0                       

  \% of students alternatively assessed in 5th grade     0           0           0                       

  SUBGROUP SCORES                                                                                        

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  \% At or Above Meets State Standards                                                                   

  \% At Exceeds State Standards                                                                          

  Number of students tested                                                                              

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  \% At or Above Meets State Standards                                                                   

  \% At Exceeds State Standards                                                                          

  Number of students tested                                                                              

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

**\*Change the sample table categories to use the state assessment
system's categories and terminology.**

Provide information in a table similar to the one above for all tests in
reading (language arts or English) and mathematics. Complete a separate
table for reading (language arts or English) and mathematics at each
grade. Explain any alternative assessments. See the sample table on page
4.

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state, for example, 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. If the state does not report scores using the
categories of basic, proficient, and advanced, use the state's
categories and report data for all levels. **Note that the reported
percentage of students scoring above the basic cutpoint should be
cumulative** and include students scoring at or above the "meets state
standard" level. For example, 91% are "at or above meets state
standards" and 42% are "at exceeds state standards."

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present at least three years of
comparable data to show decreasing disparity among subgroups. Some
subgroup examples are: (a) Socioeconomic Status \[e.g., eligible for
free and reduced-priced meals, not eligible for free and reduced-priced
meals\]; (b) Ethnicity \[e.g., White, Black or African American,
Hispanic or Latino, Asian/Pacific Islander, American Indian/Alaskan
Native\]; (c) Students with Disabilities.

> **[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

\[*Sample Data Display Table for Reading (language arts or English) and
Mathematics*\]

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate table for each test and grade level, and place it on
a separate page. Explain any alternative assessments.

Subject\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Grade\_\_\_\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_\_\_\_\_\_
Publisher\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     |      |      |      |      |      |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            |      |      |      |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           |      |      |      |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  1.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

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

  **NATIONAL MEAN SCORE**                                                          

  **NATIONAL STANDARD DEVIATION**                                                  
  -------------------------------- ----------- ----------- ----------- ----------- -----------