#####  REVISED 4.5.05

##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: [\_X\_]{.underline} Elementary \_\_
Middle \_\_ High \_\_ K-12

Name of Principal [Mrs. Cindy
Fischer\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [Pleasant View Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [W11141 County Road HH]{.underline}

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

[\_\_\_Antigo WI 54409-8809]{.underline}

City State Zip Code+4 (9 digits total)

County [\_\_Langlade \_]{.underline}School Code
Number\*[\_\_\_200]{.underline}

Telephone [( 715 ) 627-7700]{.underline} Fax [( 715 )
627-0457]{.underline}

Website/URL
[www.antigoschools.k12.wi.us/Schools/ElementarySchools/pv/index1.htm]{.underline}

E-mail <clfischer@antigoschools.k12.wi.us>

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. Larry Nelson]{.underline}

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

District Name [Unified School District of Antigo]{.underline} Tel. [(
715 ) 627-4355]{.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. Gary Kieper

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**

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 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 1999 and has not received the 2003 or 2004 *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: [\_\_8\_\_]{.underline}
Elementary schools

[\_\_1\_\_]{.underline} Middle schools

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

[\_\_1\_\_]{.underline} High schools

[\_\_2\_\_]{.underline} Other - Parochial

[\_12\_\_\_]{.underline}TOTAL

2\. District Per Pupil Expenditure: [\$10,479]{.underline}

\> from [Wisconsin Tax Payers' Alliance School Facts 2004]{.underline}

Average State Per Pupil Expenditure: [\$\_9,940]{.underline}

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

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

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

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

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

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

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

  **PreK**                                                  **7**                             

  **K**       12        6                      **18**       **8**                             

  **1**       10        8                      **18**       **9**                             

  **2**       5         5                      **10**       **10**                            

  **3**       14        7                      **21**       **11**                            

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

  **5**       7         10                     **17**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   101
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [97]{.underline} % White

the students in the school: % Black or African American

\% Hispanic or Latino

[2]{.underline} % 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:
[24]{.underline} %

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  12
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           12
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   24
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 101
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .24
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          24
  --------- -------------------------------------------- ------------------

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

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

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

Specify languages:

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

Total number students who qualify: [\_\_44\_\_]{.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: [4]{.underline} %

[4]{.underline} Total Number of Students Served

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

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

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

\_\_\_\_Deaf-Blindness \_\_\_\_Specific Learning Disability

\_\_\_\_Emotional Disturbance [X]{.underline} Speech or Language
Impairment

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

> \_\_\_\_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}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[2]{.underline}\_\_\_
[6]{.underline}

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[4]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number [12]{.underline} [7]{.underline}

12\. Average school student-"classroom teacher" ratio:
[17.5:1]{.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.)

  ---------------------- ----------- ----------- ----------- ----------- -----------
                         2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

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

  Daily teacher          98%         98%         98%         99%         99%
  attendance                                                             

  Teacher turnover rate  33%         0%          0%          17%         0%
  ---------------------- ----------- ----------- ----------- ----------- -----------

**Summary**

Pleasant View Elementary is a K-5 school located three miles southwest
of Antigo in an agricultural setting. We are one of eight elementary
buildings in the district and have a population of 105 students at the
present time. Our staff consists of a part-time principal, six classroom
teachers, a SAGE (Student Achievement Guarantee in Education) teacher, a
Title I teacher, and four support staff. Art, band, music, guidance, and
physical education are taught by traveling specialists.

Our site is composed of forty-three acres, which includes a butterfly
garden and a school forest with a nature trail. One of our unique
attractions is a DNR-registered wildlife museum, which includes
specimens from our local area, our state, and other environments. Local
taxidermists have donated services and community members have donated
specimens to provide us with our display pieces, which include swans,
armadillos, badgers, fish, birds of prey, otters, and many others. This
museum has been on site since 1977 when the principal started the
project.

There is a house located on site that is used for a variety of purposes.
The house has two sections of functional spaces. One half is a living
space with a kitchen, dining area, living room, bathroom, and bedrooms.
This area is used regularly by special education students from other
sites in the district for functional living skills. It is also used
occasionally by our staff and students for enrichment activities such as
cooking, and it houses our speech and language teaching station. The
second section of the house is set up as a workshop with a band saw, a
wood lathe, sander, and drill press. Special education students use the
area for occupational opportunities, and the space is also used for our
band instruction.

Our school has many programs in place to benefit all of our students. We
are a SAGE school, which means we receive funds from the state to ensure
that grades K -- 3 have a student to teacher ratio of about 15:1 and
receive materials to support these small class sizes. Students with
speech and language disabilities are provided with special education to
meet their needs. Title I services are provided for students meeting
qualifications through a targeted assistance model. We use Early
Intervention in Reading and guided reading to support student
achievement, and our Foster Grandparent program is a great asset for our
students. Art, guidance, music, band and physical education are taught
by a specialist weekly for all students. Sports include a fall soccer
team and winter basketball teams for boys and girls in 4^th^ and 5^th^
grade. School-wide activities like Accelerated Reader and DEAR (Drop
Everything And Read) are great motivators for our students.

Our school has earned the Department of Public Instruction award called
the New Wisconsin Promise Schools of Recognition Award for 2004-05. To
be eligible for this award, a school must be Title I eligible, be in the
top quartile of the state for free/reduced-lunch percentages, have
above-average student academic performance in reading and math on the
Wisconsin Knowledge and Concepts Exam (given the previous year to all
fourth graders), and have met adequate yearly progress indicators for
two or more consecutive years.

The vision of our school is this - Transforming the 3R's in education to
the 3R's of life: Responsibility, respect, and risk taking. We use this
vision to lead us in all that we do on a daily basis. We realize that
education is more than the information offered in a textbook, and we
strive to make each day a positive one for everyone in the building.

**INDICATORS OF ACADEMIC SUCCESS**

**1. Assessment Results**

WSAS is the Wisconsin Student Assessment System. At grades 4, 8, and 10,
the WSAS includes both regular assessments taken by nearly all students
and alternate assessments taken by certain students with limited English
proficiency or students with relatively severe disabilities. WSAS
regular assessments at these grades include two statewide programs: the
Wisconsin Knowledge and Concepts Examinations (WKCE) and WSAS
Supplemental Assessments. WSAS also includes Wisconsin Alternate
Assessments (WAA) for students with more severe disabilities and
students at early levels of English language proficiency.

The WKCE (Wisconsin Knowledge and Concepts Examination) is a statewide
standardized exam given each year to students in grades 4, 8, and 10.
The exam measures student achievement in five subject areas: reading,
language arts, mathematics, science, and social studies. Students also
provide a rough draft writing sample.

Proficiency levels describe how well students performed on the statewide
tests. The
[*advanced*](http://www.dpi.state.wi.us/oea/profdesc.html#general),
*proficient*, *basic*, *minimal performance*, and *pre-requisite skill*
proficiency levels are based solely on scores obtained on WSAS. For
example, students tested on WKCE received a scale score in each of the
five subjects. Each of the first four proficiency levels in each subject
and at each grade level is associated with a [range of
scores](http://www.dpi.state.wi.us/oea/profcat.html) on the WKCE.
Proficiency categories used in reporting WAA results for students with
limited English proficiency correspond to those set for WKCE. The fifth
level, *pre-requisite skill*, describes an achievement level below the
range tested on WKCE. The long-term goal is for all students in each
student group, except certain students with severe disabilities, to
progress to the proficient or advanced levels.

State scores at Pleasant View have maintained a high level over the past
three years. With the goal of having all students achieving in the
proficient or advanced levels, students have performed consistently in
reading with 85%, 100%, and 94% and in math with 85%, 87%, and 100% over
the last three years. A secondary goal in the assessment is to increase
the number of students moving to the next level of proficiency, which
was accomplished here. The number of students achieving at the advanced
level has significantly increased each year, moving in reading from 25%
to 61% to 71%, and in math going from 30% to 52% to 71%. The same is
true of our economically disadvantaged students scoring in the advanced
level: in reading they moved from 11% to 50% to 83% in the past three
years, and in math went from 22% to 83% for the next two years.

At Pleasant View our only subgroups that come in with a report, based on
the cell size, are for gender and economically disadvantaged. Our
results show no significant disparities. In the gender subgroup, males
and females typically are competitive: one year the males may outscore
the females, but the following year the positions change. Our
economically disadvantaged students often score the same (100%) or just
slightly below the level of their non-economically disadvantaged peers.
In order to accomplish this, students receive a lot of support through
classroom strategies, the Foster Grandparent program, Title I, and
parent involvement.

Information taken from and more information found at
<http://www.dpi.state.wi.us/oea/kce_q&a.html>.

**2. Assessment Data used for Student Improvement**

Results from the state assessment are used for a data retreat at both
the district and building level. Individuals are identified for remedial
plans based on poor scores. Specific content areas are examined for
trends across years, for trends within particular curriculum strands,
and for a comparison between our school and the state average. An item
analysis allows us to examine specific questions to reveal overarching
concepts that may be missed during instruction, allowing us to develop
new instructional strategies to improve student achievement. In addition
the data retreat information helps us identify an action plan for the
following year, either on a district or building level. For example, the
district identified a recurring weakness in students' writing skills, so
an initiative using the Six + 1 Writing Traits was begun three years ago
to remediate deficits. Math scores have been the focus for this year,
based on the results of the past few years of data. Resources are
allocated to improve instruction in the area of math with the goal of
increased student achievement.

Teachers use formal and informal, on-going assessments within the
classroom. To help them do this better, Professional Development Plans
are developed by each teacher annually, based on one of three areas;
content standards, the Wisconsin teacher standards, or the Six + 1
Writing Traits. The teachers' frame of reference is to take a risk and
do something differently, outlined in the Professional Development Plan,
which will benefit the students. This is completed and given to the
building administrator by October, assessed around the end of first
semester by the individual teacher, and evaluated with the teacher and
administrator together by the end of the year. The goal may be met by
the end of the year or continued the following year if necessary.

**3. Communication of student performance**

Student performance, including state assessment results, is communicated
with parents as well as the community as a whole. The state results come
back to the school with a parent report that is given to the parent to
explain how the child scored. The district uses data in the school
performance report, filed annually through the Department of Public
Instruction and published for public access. On a building level,
student performance is communicated to parents through a variety of
formal and informal reports, which include mid-quarter reports,
quarterly report cards, annual Parent-Teacher Conferences held in the
evening, telephone conversations on an as needed basis, daily assignment
notebooks in the upper grades, two-way communication logs in notebooks,
and personal contacts including visits and e-mail between the teacher
and parents. Title I provides parents with quarterly and year-end
reports, and special education uses a quarterly report as well. Students
are recognized for achievements in the school newsletter, and articles
are submitted to the local newspaper to bring awareness to the larger
community. Awards are hung in the hallways for visitors to see, and
reports are given at the Parent-Teacher Organization (PTO) meetings.

Students are given feedback about their performance through individual
conferences, reward systems within the classrooms, and individual
contract "negotiations."

The district web page is accessible for the community and includes
information about student performance, and the local newspaper uses a
weekly School Page to highlight school happenings.

**4. Sharing success**

Starting with the internal public and working outward, our teachers
share their successes with colleagues in the building as well as in the
district by attending conferences and then reporting back to others.
This may be done in writing, but it is more commonly done through a
verbal report at a staff meeting or conducting a "mini lesson" based on
the information learned. The district uses grade-level meetings on
in-service days to have collegial discussions, and teachers will discuss
what they've learned in conferences, strategies that work, or ask what
other people do in certain situations. Using colleagues as resources is
a great way to share between buildings.

Teachers are using technology to share ideas with each other. Programs
like virtual field trips and on-line courses allow teachers to send
ideas to one another. The district technology coordinator also posted
these on the district web page so more people could get to them.

Title I meetings are held monthly with the Title I coordinator and the
Title I staff. During these meetings, staff members share what they are
doing in the area of reading remediation.

Curriculum mapping is being utilized for teachers to be able to find
ideas for lessons, activities, or assessments, either within the
district or from others who use the process.

We recently won the New Wisconsin Promise Schools of Recognition Award
from our Department of Public Instruction. Besides the plaque for our
building and the check that we received, we were also given the
opportunity to publish key strategies for reading, math, and school
climate on the department's web page. Anyone who can log onto the DPI
website can view the answers to Pleasant View's questionnaire. The award
was also highlighted in our local newspaper, and discussions have taken
place at the district level with administrators from other buildings as
to what we do in our building that makes a difference for our students.

**Curriculum and Instruction**

**1. School's Curriculum**

The school's curriculum is like a spiral, covering many of the same
topics yet to a greater depth with each successive year.

The reading curriculum has the core areas of literature,
speaking/listening, written expression, and research skills.

The math curriculum involves a scope and sequence involving the core
areas of problem solving, numeration, algebraic symbolism, geometry,
organizing data, communication, measurement, and statistics and
probability.

The science standards revolve around the core topics of earth and space,
life sciences, physical sciences, and nature of science.

Social studies standards include core areas of geography, history of
Wisconsin, political science, economics, and behavioral sciences of
sociology, psychology, and anthropology.

The arts are offered through instruction with specialists in the areas
of art, music, and physical education. Each area follows standards as
outlined by their professional organizations.

In addition, non-core curriculum offerings are provided for all students
in the areas of health, library science, and character education through
the standards of the heart.

We incorporate a school-wide cultural study as part of our annual Action
Plan. One year we focused on global communities; another year we used
the United States as the theme. Classrooms conduct investigative
research and special readings, participate in activities of that chosen
culture, and we use pen pals to communicate with student peers. A
culminating activity is done so that the students can share what they've
learned with other students, either in writing, story telling, dance, or
project displays.

Standards describe our expectations of students. Academic standards
delineate the knowledge and skills students develop as a result of
classroom instruction. Standards of the heart address behavioral
expectations for students as we strive to help them develop as caring,
contributing, productive and responsible citizens. Assessments are the
many ways to check how well students are meeting expectations.
Meaningful assessment of learning occurs over time and through a variety
of measures. No one measure will tell us everything we need to know
about a students\' grasp of the standards. Successful schools give
careful attention to both daily; classroom assessments as well as
periodic statewide tests. Instruction is based on the state standards
for each curricular area. Annual assessments are given by the DPI in
grades 4, 8, and 10, which measure progress toward proficiency in the
standards attainment. Third-grade students are evaluated annually by the
DPI as well in a reading assessment called the Wisconsin Reading
Comprehension Test.

Wisconsin follows a Successful Schools approach. In the Fall of 2000,
the Department of Public Instruction published *Characteristics of
Successful Schools.* This publication describes the elements of a school
that is successful in educating the hearts and minds of all students.
The characteristics identified include Vision, Leadership, High Academic
Standards, Family and Community Partnerships, Professional Development,
and Evidence of Success. Successful Schools are dynamic places with high
expectations for everyone. Effective improvements happen planfully and
are built around goals that educators, parents and other community
members know and support.

Information taken from
<http://www.dpi.state.wi.us/sig/improvement/index.html>.

**2. Reading Curriculum**

A few years ago a committee of grade-level representatives decided on
the basal series we use because it offered a multi-step approach to
reading instruction. It encompasses whole language, guided reading,
intervention books, and phonemic awareness. One of the biggest
attractions for the series is the take-home books, which promotes
parental involvement.

Our staff has gone beyond what the series offers through a variety of
supplemental programs. Early Intervention in Reading is utilized for
remediation in the early grades. Title I support and remediation is
achieved with a targeted assistance model, and it offers Read-At-Home
kits on a weekly basis that use literature and accompanying activities
to support reading and promote parental involvement.

Leisure reading is promoted through a variety of activities. Accelerated
Reader, a point-based incentive program though the library, is very
popular and promotes a competition on an individual, school-wide, and
district-wide basis. We also have a daily twenty-minute block following
lunch called Drop Everything and Read, or DEAR time. Besides individual
reading during this time, we use buddy reading between grade levels,
classroom read-alouds, and individuals reading to the principal at least
once per year. Students in the upper grades have the opportunity to
participate in Battle of the Books, a district-wide and regional
competition based on literature. All students in grades K-3 are given
books at least once per year to keep through the Literacy Empowerment
organization. The library conducts Book Fairs twice annually, provides
activities and gives books to children in grades K and 3 through the
Reading Is Fundamental program, and offers browse time weekly for all
students. Teachers also offer book purchases through book club orders.

**3. Other Curriculum Area**

Our school uses character education each year as a part of our Action
Plan in our School Improvement Plan. Quarterly themes address topics
identified by the staff at the start of the year, and activities are
incorporated in each classroom to support the theme. Three school-wide
rules, based on respect and responsibility, are discussed with children
on the opening day of school, and are posted in the main hallway during
the year. All discipline conversations involve the school rules, and the
quarterly theme is incorporated during the appropriate time frame, i.e.,
honesty is emphasized during the specified quarter. An all-school
assembly is used as a culmination activity to pull together the ideas
from one quarter when we highlight what was learned and what students
positively demonstrated, and maybe where we could improve for the
specified trait. The second part of the 15-minute assembly is a kick-off
for the next quarter's theme, and we use this time to share ideas about
what types of behaviors depict the new trait of focus.

Resources are provided for the teachers that make lesson planning easy
for each of the character traits. Resource books offer bulletin board
ideas, role playing scenarios, quotes to support the theme, and
literature to demonstrate specific themes. Additional student books to
support the traits were purchased and have a special section on a
library shelf called the Good People Section. Videotapes and DVDs were
recently purchased that will support the character traits during our
rainy day activities when we can't go outside for recess due to
inclement weather.

Everyone in the building is involved with this curriculum. The
secretary, custodian, and cook expect the same things from the students
that are expected by the teachers or principal. The school newsletter
informs parents what the quarterly theme is so that they can support the
efforts at home. This follows our vision for transforming the 3R's in
education to the 3R's of life: Responsibility, respect, and risk taking.

**4. Instructional Methods to Improve Learning**

Instructional methods are ways that instruction is presented to
students. These fall into two categories: teacher-centered approaches
and student-centered approaches. There is not one \"best\" approach to
instruction. Some goals are better suited to teacher-centered approaches
while others clearly need student-centered approaches.

The staff uses a variety of research-based strategies to motivate all
learning styles. Teacher-centered approaches, such as direct
instruction, guided reading, and goal setting are commonly used for
introduction of material. Students are trained to use graphic
organizers, phonetic skills and sight word recognition, and visual
cues/representations for creating, storing and retrieving knowledge. For
student-centered approaches, teachers provide for discovery centers and
creativity during free play, cooperative learning activities, learning
centers incorporating technology and listening devices, and leisure
activities that promote academic learning ( i.e., board games, buddy
reading).

Remediation is achieved through after-school tutoring as needed,
individual or small group re-teaching, and peer tutors.

Our Foster Grandparent program is a great asset to our student
achievement. We also have parent volunteers and high school tutors who
help support student learning as well. This may mean oral spelling
practice, an extra read-through with a reading selection, math flashcard
practice, guiding a student through test preparation by helping the
student create a mnemonic device, or keeping a child on task during a
writing activity. Each contribution results in enhanced student
learning.

Our district is in its second year of curriculum mapping, which will
benefit instruction through horizontal alignment between buildings and
vertical alignment within buildings. The elementary teachers are
currently mapping math, and will complete reading or science next year.

**5. Professional Development Program**

The professional development approach incorporates a combination of
district-wide, building level, and personal interests. The district
offers a variety of in-service trainings, including sessions on
curriculum mapping, initiatives for the Six + 1 Writing Traits,
technology, and first aid and CPR. At the building level we conduct data
retreat sessions that allow the teachers to assess scores and decide on
the necessary changes in instruction that will help student achievement.
We examine results from a district, building, and individual student
level. Discussions revolve around the strengths observed and identifying
weaknesses; then teachers brainstorm and develop strategies for
improvement.

In addition, teachers annually select goals for a Professional
Development Plan within the framework of one of three areas: the
Wisconsin Teacher Standards, the Wisconsin Content Standards, or the
Six + 1 Writing Traits. Teachers are asked to take risks and do
something they've never done before for the overarching goal of
improving student learning. The goal is identified and strategies are
listed to accomplish the goal, and the plan is submitted to the
principal. The plan is self-assessed at mid-year and at the end of the
year. If goals are not met by the end of the year, they may be carried
over to the following year.

At the personal level, teachers are able to select conferences to attend
that may be an area of interest to them, but the conference needs to be
applicable to one of the goals identified for the building. To support
new teachers, either to the profession or to our district, we have an
award-winning mentoring program for three years of training. During this
time the mentoring committee matches up mentors and mentees, and
provides experiences that will develop awareness, build knowledge,
translate knowledge into practice, deepen understanding of new
approaches, and promote reflection about teaching practices and the
impact of student learning.

Another opportunity for teachers is the pursuit of a Masters degree
through on-site courses through Viterbo College (La Crosse, WI). A third
cohort is just starting, and teachers have been supported with
availability of classes, monetary compensation, and/or lane advancement
on the salary schedule.

**State of Wisconsin 2005 Blue Ribbon School Nominee Proficiency
Information**

School Name and District: Pleasant View Elementary, Antigo

Test Grade Level, Subjects, and Years of Data: Grade 4 Reading and
Mathematics, 2001-02 through 2003-04

School Percent Free and Reduced Price Lunches, 2003-04: 42%

Test Name and Publisher: Wisconsin Knowledge and Concepts Examinations
(WKCE), CTB/McGraw-Hill

  ------------------------------- ------------- ------------- ------------- ------------- ------------- -------------
                                  **Reading**                               **Math**                    

                                  **2003-04**   **2002-03**   **2001-02**   **2003-04**   **2002-03**   **2001-02**

  Month of Test Administration    February      November      November      February      November      November

  **School Information and                                                                              
  Scores:**                                                                                             

  \# FAY\* in school students     17            23            20            17            23            20
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  \% of all FAY students tested   100%          100%          100%          100%          100%          100%

  \% tested on WKCE scoring at or 100%          100%          100%          100%          100%          100%
  above Minimal                                                                                         

  \% tested on WKCE scoring at or 100%          100%          100%          100%          96%           100%
  above Basic                                                                                           

  \% tested on WKCE scoring at or 94%           100%          85%           100%          87%           85%
  above Proficient                                                                                      

  \% tested on WKCE scoring at or 71%           61%           25%           71%           52%           30%
  above Advanced                                                                                        

  Number of students alternately  0             0             0             0             0             0
  assessed\*\*                                                                                          

  \% of all students alternately  0%            0%            0%            0%            0%            0%
  assessed                                                                                              

  **School Scores by Student                                                                            
  Subgroup:\*\*\***                                                                                     

  *Black, non-Hispanic*                                                                                 

  \# FAY\* in school students     0             0             1             0             0             1
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  *White, non-Hispanic*                                                                                 

  \# FAY\* in school students     17            23            19            17            23            19
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  \% of all FAY students tested   100%          100%          \*            100%          100%          \*

  \% tested on WKCE scoring at or 100%          100%          \*            100%          100%          \*
  above Minimal                                                                                         

  \% tested on WKCE scoring at or 100%          100%          \*            100%          96%           \*
  above Basic                                                                                           

  \% tested on WKCE scoring at or 94%           100%          \*            100%          87%           \*
  above Proficient                                                                                      

  \% tested on WKCE scoring at or 71%           61%           \*            71%           52%           \*
  above Advanced                                                                                        

  Number of students alternately  0             0             \*            0             0             \*
  assessed\*\*                                                                                          

  \% of all students alternately  0%            0%            \*            0%            0%            \*
  assessed                                                                                              

  *Economically Disadvantaged*                                                                          

  \# FAY\* in school students     6             6             9             6             6             9
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  \% of all FAY students tested   100%          100%          100%          100%          100%          100%

  \% tested on WKCE scoring at or 100%          100%          100%          100%          100%          100%
  above Minimal                                                                                         

  \% tested on WKCE scoring at or 100%          100%          100&          100%          100%          100%
  above Basic                                                                                           

  \% tested on WKCE scoring at or 83%           100%          78%           100%          83%           78%
  above Proficient                                                                                      

  \% tested on WKCE scoring at or 83%           50%           11%           83%           83%           22%
  above Advanced                                                                                        

  Number of students alternately  0             0             0             0             0             0
  assessed\*\*                                                                                          

  \% of all students alternately  0%            0%            0%            0%            0%            0%
  assessed                                                                                              

  *Students with Disabilities*                                                                          

  \# FAY\* in school students     1             1             0             1             1             0
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  **State Scores**                                                                                      

  \# FAY\* in district students   56,022        57,026        58,196        56,022        57,026        58,196
  tested (WKCE [or]{.underline}                                                                         
  alternate)                                                                                            

  \% of all FAY in district       100%          99%           99%           100%          100%          99%
  students tested                                                                                       

  \% tested on WKCE scoring at or 100%          100%          100%          100%          100%          100%
  above Minimal                                                                                         

  \% tested on WKCE scoring at or 93%           93%           95%           84%           81%           95%
  above Basic                                                                                           

  \% tested on WKCE scoring at or 82%           81%           83%           74%           71%           72%
  above Proficient                                                                                      

  \% tested on WKCE scoring at or 44%           41%           19%           30%           30%           27%
  above Advanced                                                                                        

  \% of all students alternately  3%            2%            4%            2%            1%            3%
  assessed\*\*                                                                                          
  ------------------------------- ------------- ------------- ------------- ------------- ------------- -------------

\*FAY = Full Academic Year

\*\*Alternate assessments approved under the Wisconsin accountability
system are administered to qualified students with disabilities and
Limited English Proficient (LEP) students.

\*\*\*Per Wisconsin policy, test results for individual student
subgroups with fewer than six students are not released for public
consumption in order to protect student privacy. In addition, some test
results for other student subgroups are suppressed because their
performance of students can be inferred indirectly. Suppressed data are
noted within the table with an asterisk (\*).