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

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

**Cover Sheet**

Name of Principal **[Mrs. Deb
Sauter\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

Official School Name [**Lakewood Elementary
School**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

School Mailing Address [**5207 North Tischer Road**]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**[Duluth Minnesota 55804-3099\_\_\_\_\_\_\_\_\_\_\_]{.underline}** City
State Zip Code+4 (9 digits total)

Tel. [( **218** ) **525-0800**]{.underline} Fax [( **218** )
**525-0803**]{.underline}

Website/URL
**[www.duluth.k12.mn.us/lakewood/lakewood.html]{.underline}**

E-mail
**[Deb.Sauter@duluth.k12.mn.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Current Principal's Signature)

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

(Former Principal's Signature)

Name of Superintendent\* [**Mr. Julio Almanza**]{.underline}

District Name [**Duluth Public Schools**]{.underline} Tel. [**( 218** )
**336-8700**]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson **[Ms. Mary
Cameron\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

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

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

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

**PART 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 2003-2004 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 1998.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: **[13]{.underline}** Elementary
schools

**[4\_]{.underline}** Middle schools

\_\_\_ Junior high schools

**[3\_]{.underline}** High schools

\_\_\_ Other (Briefly explain)

**[20\_]{.underline}** TOTAL

2\. District Per Pupil Expenditure:
**[\$]{.underline}**\_\_**[9,298]{.underline}**\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
**[\$]{.underline}**\_**[10,536]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

4\. [**1**]{.underline} Number of years the principal has been in
her/his position at this school.

[**7**]{.underline} If fewer than three years, how long was the previous
principal at this school?

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

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

  **K**       26        25                     51           **7**                             

  **1**       25        19                     44           **8**                             

  **2**       25        13                     38           **9**                             

  **3**       36        23                     59           **10**                            

  **4**       29        19                     48           **11**                            

  **5**       27        33                     60           **12**                            

  **6**       0         0                      0            Other                             

                                    **TOTAL                                                   **300**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [.**976**]{.underline} % White

the students in the school: [**0**]{.underline} % Black or African
American

[**.003**]{.underline} % Hispanic or Latino

[**.010**]{.underline} % Asian/Pacific Islander

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_**[5.33]{.underline}\_\_\_\_**%

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred **9**
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred **7**
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        **16**
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    **300**
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     **.053**
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    **5.33**
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: \_\_\_**[1]{.underline}**\_\_\_\_\_
**Note: 1 student identified with a Home**

Specify languages: **Norwegian Language other than English but is not**

**Served as LEP.**

9\. Students eligible for free/reduced-priced meals:
\_\_\_[**21**\_]{.underline}\_\_\_\_%

\_\_\_**[63]{.underline}**\_\_\_\_\_Total Number Students Who Qualify

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

10\. Students receiving special education services:
\_**[12]{.underline}**\_\_\_\_\_%

\_**[36]{.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.

**[4]{.underline}** \_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness **[4\_]{.underline}** \_Other Health Impaired

\_\_\_\_Deaf-Blindness **[13]{.underline}**\_\_Specific Learning
Disability

\_\_\_\_Hearing Impairment **[15]{.underline}**\_\_Speech or Language
Impairment

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

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

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

    **Based on 2002-03 School Year Number of Staff**

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

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

Classroom teachers \_\_\_**[11]{.underline}\_\_**
\_\_\_**[2]{.underline}**\_\_\_

Special resource teachers/specialists [\_\_\_\_ **1**]{.underline}\_
\_\_\_**[7]{.underline}**\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_**[2]{.underline}**\_\_\_

> Support staff [\_\_\_\_ **3**]{.underline}\_
> \_\_\_**[1]{.underline}**\_\_\_
>
> Total number [\_\_\_ **15**]{.underline}\_\_ \_
> \_**[13]{.underline}**\_\_\_

12\. Average school student-"classroom teacher" ratio: \_\_**[25 to
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.)

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

  Daily student attendance **96.42**   **96.31**   **96.14**   **95.86**   **96.21**

  Daily teacher attendance **99.8**    **99.8**    **99.9**    **99.9**    **99.9**

  Teacher turnover rate    **7**       **31**      **14**      **14**      **28**

  Student dropout rate     NA          NA          NA          NA          NA

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

**PART III ‑ SUMMARY**

Lakewood Elementary School is located in the forested hills north of
Duluth, Minnesota, about five miles from the shores of Lake Superior.
Being part of school community that is influenced by participation in
both a urban school district and a rural township setting, Lakewood
benefits from both city sophistication and rural serenity. Duluth Public
Schools provide valid, standardized assessments that measure student
progress. Common, rigorous high standards of academic achievement have
been actualized through the development of grade appropriate learner
outcomes.

The feel of rural simplicity is experienced in the school setting, which
includes a 7.5-acre school forest with an interpretive nature trail
built and maintained by parents and community volunteers. Deer frequent
our playground. Our location behind Hawk Ridge, one of the top five
hawk-watch sites in the nation, allows us to observe thousands of
migrating hawks and eagles during September, October and November.
Moose, bear, wolves, cougar, and Canadian lynx have been sighted in the
area.

Lakewood has a rich history. The original school was a one-room
schoolhouse. Lakewood became part of the Duluth School District in 1972.
Serving five townships and covering 200 square miles, the school still
maintains the feel of a small neighborhood school. Our unique setting
results in a varied student body composition, with some students who can
claim that they are the third generation in the family to attend
Lakewood School, while others have relocated from the city, looking for
the benefits of a rural lifestyle.

The community enhances the quality of education at Lakewood. Lakewood
Township buildings are adjacent to the school. Students are able to
access soccer fields during the warmer months and hockey/ice skating
rinks during the winter. The township utilizes the school building to
house community events. Local businesses offer financial and in-kind
support. Community based funders enrich curriculum by sponsoring special
programs. Over the past ten years, the community has passed levies
totaling more than four million dollars that directly benefit Lakewood
by providing additional funding for specialists in the building and all
day kindergarten.

Lakewood staff is experienced, professional and hard working. Teachers
utilize clearly defined, spiraled curriculum. The district provides
research based instructional materials. Teachers enrich curriculum by
bringing in resources and implement the curriculum using a variety of
best practice teaching methods. Despite diverse teaching styles, the
staff is united in its goals and efforts. The staff maintains high
expectations for both academics and behaviors. These expectations are
clearly defined and communicated to ensure student success at Lakewood.

Lakewood parents complete the picture. Many parents are actively
involved both at home and in the school

setting. Parent volunteers tutor students who need extra help, assist
teachers with special projects and help

out in the media center. The PTSA organizes reading enrichment programs
such as Junior Great Books,

Discover a Book Club, and Prime Time Reading Night. The PTSA also
organizes events such as the Winter

Picnic, quarterly Book Fair, and the school carnival. There exists a
strong partnership between parents and

staff. Parent participation is integrated into curriculum instruction.
Learning is enhanced by parent

supervision of homework and participation in at-home reading activities.

**Lakewood owes its success to this strong partnership between child,
family, school and community**. This nomination is a reflection of
student success. We are honored for the recognition by the State of
Minnesota for the prestigious Blue Ribbon Schools Award nomination.
Through this united effort, Lakewood is able to achieve its mission to
**"*teach children, enabling each to maximize individual academic
strengths and to nurture each student in our rural environment promoting
the values of trustworthiness, respect, responsibility, fairness,
caring, and citizenship*."**

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

Minnesota Comprehensive Assessments (MCAs) are criterion-referenced
tests used by the state education department for system accountability
in high academic contents standards. Student results are reported as
levels. Students scoring at Level I are below grade level and need
supplementary instruction. Level II is split into two subgroups. Level
IIA are students scoring at or slightly below grade level. Level IIB
scores are students who are successful at grade level. Our goal is for
every student to score at Level IIB or higher. Those students who are
typically working above grade level and considered proficient are at
Level III. Level IV demonstrates advanced academic performance.

Grade 5 Reading Highlights

-   In 2003, Lakewood Elementary ranked in the top 5% of the state.

-   Over the last two years, 95% of the students are at basic
    proficiency (Level IIB).

-   Almost half of the students (45%) are at advanced proficiency (Level
    III).

-   The average scale score for Lakewood was above the state for the
    last five years.

-   In 2003, the students eligible for free and reduced priced meals had
    a scale score above the state average and well above the state's
    students eligible for free and reduced priced meals.

-   93% of the students eligible for free and reduced priced meals were
    at or above basic proficiency in wood.

-   In 2003, the percentage of students eligible for free and reduced
    priced meals who were basic, proficient and advanced were above the
    state's percentages for all students.

Grade 3 Reading Highlights

-   In 2003, Lakewood Elementary ranked in the top 6% of the state.

-   The average scale score for Lakewood was above the state for the
    last 5 years.

-   In 2003, 93% of all st5udents and 91% of students eligible for free
    and reduced priced meals were at the basic or higher levels.

-   In 2003, there were 20% more students eligible for free and reduced
    priced meals at the advanced level than the state's students
    eligible for free and reduced priced meals, and 10% than all the
    students in the state.

Grade 5 Math Highlights

-   In 2003, Lakewood Elementary ranked in the top 17% of the state.

-   The average scale score for Lakewood was above the state for the
    last 5 years.

-   In 2003, 93% of all students and 87% of students eligible for free
    and reduced priced meals were at the basic or higher levels.

-   In 2003, the students eligible for free or reduced priced meals had
    higher percentages of basic and proficiency than the state.

Grade 3 Math Highlights

-   In 2003, Lakewood Elementary ranked in the top 13% of the state.

-   The average scale score for Lakewood was above the state for the
    last 5 years.

-   90% of the students were at or above basic in 2003

-   In 2003, 24% of the Lakewood students were at advanced proficiency

-   Over the last two years, students eligible for free or reduced
    priced meals have substantially outperformed the state's students
    eligible for free or reduced priced meals in basic, proficient and
    advanced levels.

1\. *Show in one-half page how the school uses assessment data to
understand and improve student and school performance.*

Lakewood teachers use the Minnesota Comprehensive Assessment as a tool
to better understand individual

students and to determine educational plans. Staff members meet four
times annually with district reading,

math, and science specialists to synthesize the testing data with
current research. Teachers are trained to

correlate the achievement results of norm-referenced standardized tests
to the achievement levels

(proficiency levels) of the Minnesota Comprehensive Assessments.
Classroom teachers work cooperatively

with same grade teachers throughout the district to select materials and
strategies that match the needs of

our students. Teachers also use assessments passed on from the previous
year's teachers, and currently the

AYP documents (Minnesota's Adequate Yearly Progress Plan), in order to
map directions of study for

individuals. These practices help us focus resources where needed to
"predict" performances, differentiate

instruction, and ensure growth.

Assessments are used as a benchmark to identify gaps in learning and how
to best address any lagging areas.

For example, the third grade group was identified in kindergarten as
significantly below criteria. Teachers

worked proactively to secure grant funding for two successive summer
school programs for those identified

students. With the intensive regular classroom learning and the
additional summer support, those students are

successful, as reflected in the achievement data.

Equally important is the ability of teachers to gather information about
children on an informal level.

Teachers can recognize the spark of imagination or the sudden exuberance
that comes with reading fluency.

Daily notations of student progress are compiled to create small,
flexible instructional groups and to show

parents how to help at home.

*2. Describe in one-half page how the school communicates student
performance, including assessment data*

*to parents, students, and to the community.*

Lakewood utilizes a variety of means to communicate student and
performance data. Parents of third and fifth grade students receive
assessment results in a format that is easily understandable. Families
receive test results directly through the mail. Included are both
information about how to read and understand the assessment results and
the student scores. The results indicate which standards a child has/has
not met, and provides important diagnostic information. In many cases,
the Duluth School District summary data is broadcast on the local TV
stations. Detailed school and district test data is presented to the
Board of Education and included in the packets that are sent to all
principals and many community entities. School performance is
communicated in the Lakewood newsletter. The district internet site
allows viewers to access test data, program information, the school web
site, and more. School conferences are held twice a year with 98% parent
participation. Conferences are set early in the fall and at semester so
parents can access the information and discuss student goals as a team.
Samples of each student's individual work provide parents with
"evidence" that s/he is working toward predetermined district outcomes.
Students in intermediate grades use a daily planner/assignment sheet as
a means of daily parent/school communication as well as a means of
organizing their assignments. Friday folders are filled by parent
volunteers and used to bring school and community communications home on
a regular basis.

*3. Describe in one-half page how the school will share its successes
with other schools.*

Success at Lakewood is shared by posting events and test scores in the
local newspapers and on the internet. The school's mission statement and
goals in reading and math are found on the web page
([http://www.duluth.k12.mn.us](http://www.duluth.k12.mn.us/)).

The Lakewood staff members provide leadership and knowledge to other
schools by serving as trainers and members of district curriculum
committees in reading, math, science, social studies, and special
education. At these meetings curricula are studied and discussed.

Many education students from two universities and one college do their
student teaching and their undergraduate practice sessions at Lakewood.
This allows the staff an opportunity to model our successes for the next
generation of teachers.

Lakewood parents and PTSA members are active and spread the good news
about what is happening at Lakewood. The PTSA President attends citywide
meetings and keeps other schools updated on current events.

We recognize the responsibility that comes with the Blue Ribbon Award
nomination. The staff will continue to pursue best practice and document
successes so that other schools may replicate these achievements.

# 

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

Lakewood School's curriculum is based upon the High Standards for the
State of Minnesota and the Learner Outcomes for Duluth Public Schools.
We aspire to be one of the best school districts in the state at
preparing all students for successful lives. The district believes in
common, rigorous, standardized assessments that measure student progress
towards high standards.

Grade Level outcomes have been identified and describe what a student
should know and be able to do at each elementary grade level. The Grade
Level Outcomes also describe instructional materials used to achieve the
outcomes, assessment tools used to measure student achievement, and
Minnesota Graduation Standards. School activities, classroom or grade
level projects, homework, classroom work, special assignments, assigned
reading and writing projects all reflect the child's progress towards
the outcomes at his/her grade.

The goal of the Reading/Language Arts Program is for each student to
read and understand grade-appropriate English language text; write
clearly and coherently to communicate effectively for a variety of
audiences and purposes; speak clearly and effectively for a variety of
purposes and audiences; and actively listen to, view, and evaluate oral
communication and media.

Our Mathematics goal is for each student to spend time exploring
mathematical concepts in depth, use mathematical thinking to develop
problem solving strategies and computational fluency, solve meaningful
mathematical problems, and express his/her mathematical thinking through
drawing, writing, and discussing.

The Science curriculum at Lakewood School is partnered with reading and
math. Hands-on science activities enable students to use math and
reading knowledge in meaningful ways, for researching, measuring,
recording results as data, and making inferences about the subject
matter.

Learner Outcomes for Music, Art, Health, and Physical Education focus on
further developing the whole child. They serve as a medium upon which
tactile, visual, and auditory learners can be successful.

Additionally, classroom teachers have the flexibility to personalize
education by branching out creatively. Teachers tap into the children's
interests, current events, and local talent from the science, business,
and art communities. Special Education teachers coordinate with
classroom teachers to make learning inclusive for all students and
ensure that special needs children experience success.

Finally, children at Lakewood School strive to develop the skills
necessary to prepare them educationally and personally to be productive
members of a community as small as Lakewood or as big as their dreams.

*2. Describe in one-half page the school's reading curriculum, including
a description of why the school chose this particular approach to
reading*.

Lakewood's reading curriculum is based on a balanced approach to
reading. The program components include instruction on phonemic
awareness, phonics, fluency, vocabulary, text comprehension, and writing
in relation to reading. Teachers offer learning opportunities for
students that focus on reading strategies and skills through a balance
of instructional models including process/product, explicit instruction,
and investigation. Current best practice research about how to
successfully teach children to read is the underpinning of the reading
instruction. The research includes No Child Left Behind recommended
research documented in the 2000 report of the National Panel and Put
Reading First. Students participate in literacy curriculum at least 120
minutes a day of which 90 minutes are offered in a block. Students
engage in whole and small group and individual activities that research
has shown promote growth in reading achievement and a desire to read.
Guided reading and literature circles are part of our student's literacy
experience. Print resources, rich in content in both fiction and
nonfiction, are provided for students for reading in the classroom and
in the media center. All teachers read to students at least 20 minutes a
day. It is expected that students read independently daily both in
school (20 minutes) and out of school (30 minutes). Teachers adjust
instruction based on achievement results obtained from on-going
assessments. Exemplary instruction and high expectations are the core to
Lakewood's reading program. Teachers make solid curriculum decisions and
select instructional approaches aimed at having students realize their
individual literacy potential. The reading program is supported by
current best practice in research in reading.

*3. Describe in one-half page one other curriculum area of the school's
choice and show how it relates to essential skills and knowledge based
on the school's mission.*

Lakewood's science program correlates to this section of our mission
statement "...to maximize individual academic strengths and to nurture
each student in our rural environment..." At Lakewood, nurturing
students involves teaching respect for the natural world, which is in
our own backyard. Our 7.5 acre nature trail allows students and teachers
to learn essential skills through hands-on experiences in environmental
education. Students observe hawks, eagles, frogs, insects, wildflowers,
rocks, and study different habitats, including the wetland on our nature
trail. They make predictions and hypotheses based on their observations.
They record data on graphic organizers. They interpret and analyze data
using math and reading skills, including making inferences, drawing
conclusions, and the calculation of averages. Classes partner with the
naturalists at our local nature center to further these goals. The
hands-on Full Operation Science System (FOSS) completes our science
program with indoor hands-on activities. Our rural environment also
allows us to focus on essential healthy life styles. Students have
opportunities to learn and participate in activities such as hiking,
snowshoeing, ice skating, and skiing. Taking advantage of our northern
climate enhances our pursuit of science and health goals. Research
supports that this time spent outdoors nurtures children and improves
learning even for those students who may experience limited academic
success in a traditional classroom.

*4. Describe in one-half page the different instructional methods the
school uses to improve student learning*.

Lakewood strives to maximize student achievement by utilizing a variety
of instructional methods aimed at reaching students with different
learning styles. Staff members bring their own expertise and interests
to the classroom, integrating special units of study such as sign
language, foreign language, math contracts, environmental education and
more. An FM system for auditory enhancement clarifies instruction in a
number of classrooms. The Gifted and Talented Education staff and
Special Education staff work closely with classroom teachers to support,
strengthen and enrich skills needed for success at each grade level. A
full day kindergarten program is in place for students identified as
needing additional support. Specialists in art, physical education,
media and music work with students at all grade levels. Numerous math
and reading buddy programs benefit students by carefully pairing
children at different grade levels for skills practice, improved fluency
and comprehension growth. An active network of volunteers made up of
parents, community members, and university students help reinforce
instruction in the classroom as well as provide special programming such
as Junior Great Books. Service learning projects take learning out of
the classroom and instill in students values of citizenship, caring,
respect and responsibility. At Lakewood, these projects include roadside
cleanup, recycling, Save the Manatee Project, hat/mitten and food
collection for the needy, aiding fire victims in our community, just to
name a few.

*5. Describe in one-half page the school's professional development
program and its impact on improving student achievement.*

The Report of the National Reading Panel sites, "The primary purpose of
teacher education research

is to inform the effective practice of classroom teachers in order to
improve student performance".

Lakewood teachers support these findings through action. The average of
87.7 graduate level classes

beyond a bachelor's degree, and participation in 62 committees over the
last five years attests to the

degree of dedication to professional development. Teachers participate
yearly in local, state, and

national courses and use government funding (Title I, Title II) to
further assimilate research and best

practice techniques for classroom growth. Teachers combine test data
(Minnesota Comprehensive

Assessment) with robust research to align standards, invigorate lessons,
spiral curriculum, integrate

concepts, and foster a positive climate of learning for all children.

**[PART VI -- PRIVATE SCHOOL ADDENDUM]{.underline}** -- Not applicable.

**[PART VII - ASSESSMENT RESULTS]{.underline}**

+------------------------------------+----+----+----+----+----+-----+
| ##### Lakew                        |    |    |    |    |    |     |
| ood Achievement Results - Data Dis |    |    |    |    |    |     |
| play Table for Grade 3 READING MCA |    |    |    |    |    |     |
+------------------------------------+----+----+----+----+----+-----+
|                                    | 20 | 20 | 20 | 20 | 19 |     |
|                                    | 03 | 02 | 01 | 00 | 99 |     |
+------------------------------------+----+----+----+----+----+-----+
| Testing month                      | A  | M  | M  | M  | M  |     |
|                                    | pr | ar | ar | ar | ar |     |
|                                    | il | ch | ch | ch | ch |     |
+------------------------------------+----+----+----+----+----+-----+
| Average Scale Score                | 16 | 15 | 15 | 15 | 15 |     |
|                                    | 06 | 90 | 74 | 78 | 03 |     |
+------------------------------------+----+----+----+----+----+-----+
| Percent At or Above Basic (IIb,    | 9  | 7  | 7  | 8  | 7  |     |
| III, IV)                           | 3% | 9% | 6% | 5% | 0% |     |
+------------------------------------+----+----+----+----+----+-----+
| Percent At or Above Proficient     | 7  | 6  | 6  | 6  | 6  |     |
| (III, IV)                          | 8% | 4% | 4% | 5% | 0% |     |
+------------------------------------+----+----+----+----+----+-----+
| Percent At Advanced (IV)           | 2  | 3  | 3  | 2  | 1  |     |
|                                    | 7% | 0% | 1% | 2% | 7% |     |
+------------------------------------+----+----+----+----+----+-----+
| Number of Students Tested          | 59 | 47 | 58 | 41 | 53 |     |
+------------------------------------+----+----+----+----+----+-----+
| Percent of Students Tested         | 10 | 10 | 9  | 9  | na |     |
|                                    | 0% | 0% | 8% | 3% |    |     |
+------------------------------------+----+----+----+----+----+-----+
| Number of Students Excluded        | 0  | 0  | 1  | 3  | na |     |
+------------------------------------+----+----+----+----+----+-----+
| Percent of Students Excluded       | 0% | 0% | 2% | 7% | na |     |
+------------------------------------+----+----+----+----+----+-----+
| *SUBGROUP SCORE*                   |    |    |    |    |    |     |
+------------------------------------+----+----+----+----+----+-----+
| 1\. Eligible for Free/Reduced      |    |    |    |    |    |     |
| Lunch                              |    |    |    |    |    |     |
+------------------------------------+----+----+----+----+----+-----+
| Average Scale Score                | 15 | 15 | 14 | \* | 13 |     |
|                                    | 87 | 20 | 46 |    | 99 |     |
+------------------------------------+----+----+----+----+----+-----+
| Percent At or Above Basic (IIb,    | 9  | 7  | 4  | \* | 4  |     |
| III, IV)                           | 1% | 0% | 6% |    | 6% |     |
+------------------------------------+----+----+----+----+----+-----+
| Percent At or Above Proficient     | 8  | 6  | 3  | \* | 3  |     |
| (III, IV)                          | 2% | 0% | 8% |    | 1% |     |
+------------------------------------+----+----+----+----+----+-----+
| Percent At Advanced (IV)           | 2  | 0% | 8% | \* | 0% |     |
|                                    | 7% |    |    |    |    |     |
+------------------------------------+----+----+----+----+----+-----+
| Number of Students Tested          | 11 | 10 | 13 | 8  | 13 |     |
+------------------------------------+----+----+----+----+----+-----+
| 2\. Ineligible for Free/Reduced    |    |    |    |    |    |     |
| Lunch                              |    |    |    |    |    |     |
+------------------------------------+----+----+----+----+----+-----+
| Average Scale Score                | 16 | 16 | 16 | 16 | 15 |     |
|                                    | 11 | 09 | 08 | 01 | 37 |     |
+------------------------------------+----+----+----+----+----+-----+
| Percent At or Above Basic (IIb,    | 9  | 8  | 8  | 9  | 7  |     |
| III, IV)                           | 4% | 1% | 4% | 1% | 8% |     |
+------------------------------------+----+----+----+----+----+-----+
| Percent At or Above Proficient     | 7  | 6  | 7  | 7  | 7  |     |
| (III, IV)                          | 7% | 5% | 2% | 0% | 0% |     |
+------------------------------------+----+----+----+----+----+-----+
| Percent At Advanced (IV)           | 2  | 3  | 3  | 2  | 2  |     |
|                                    | 7% | 8% | 7% | 4% | 3% |     |
+------------------------------------+----+----+----+----+----+-----+
| Number of Students Tested          | 48 | 37 | 43 | 33 | 40 |     |
+------------------------------------+----+----+----+----+----+-----+
| **STATE SCORES**                   |    |    |    |    |    |     |
+------------------------------------+----+----+----+----+----+-----+
| Average Scale Score                | 15 | 14 | 14 | 14 | 14 |     |
|                                    | 17 | 86 | 87 | 61 | 28 |     |
+------------------------------------+----+----+----+----+----+-----+
| Percent At or Above Basic (IIb,    | 7  | 6  | 6  | 6  | 5  |     |
| III, IV)                           | 6% | 7% | 7% | 1% | 6% |     |
+------------------------------------+----+----+----+----+----+-----+
| Percent At or Above Proficient     | 5  | 4  | 4  | 4  | 4  |     |
| (III, IV)                          | 9% | 9% | 9% | 4% | 0% |     |
+------------------------------------+----+----+----+----+----+-----+
| Percent At Advanced (IV)           | 1  | 1  | 1  | 1  | 8% |     |
|                                    | 7% | 6% | 6% | 1% |    |     |
+------------------------------------+----+----+----+----+----+-----+
| Number of Students Tested          | 5  | 5  | 5  | 6  | 6  |     |
|                                    | 82 | 86 | 96 | 02 | 17 |     |
|                                    | 78 | 85 | 35 | 61 | 13 |     |
+------------------------------------+----+----+----+----+----+-----+
| Percent of Students Tested         | 9  | 9  | 9  | 9  | 9  |     |
|                                    | 8% | 5% | 5% | 6% | 6% |     |
+------------------------------------+----+----+----+----+----+-----+
| Number of Students Excluded        | 13 | 32 | 33 | 23 | 26 |     |
|                                    | 31 | 58 | 50 | 89 | 44 |     |
+------------------------------------+----+----+----+----+----+-----+
| Percent of Students Excluded       | 2% | 5% | 5% | 4% | 4% |     |
+------------------------------------+----+----+----+----+----+-----+
| *SUBGROUP SCORE*                   |    |    |    |    |    |     |
+------------------------------------+----+----+----+----+----+-----+
| 1\. Eligible for Free/Reduced      |    |    |    |    |    |     |
| Lunch                              |    |    |    |    |    |     |
+------------------------------------+----+----+----+----+----+-----+
| Average Scale Score                | 14 | 13 | 13 | 13 | 13 |     |
|                                    | 25 | 83 | 83 | 55 | 30 |     |
+------------------------------------+----+----+----+----+----+-----+
| Percent At or Above Basic (IIb,    | 5  | 4  | 4  | 3  | 3  |     |
| III, IV)                           | 7% | 6% | 7% | 9% | 5% |     |
+------------------------------------+----+----+----+----+----+-----+
| Percent At or Above Proficient     | 3  | 2  | 2  | 2  | 2  |     |
| (III, IV)                          | 8% | 8% | 8% | 4% | 1% |     |
+------------------------------------+----+----+----+----+----+-----+
| Percent At Advanced (IV)           | 7% | 7% | 6% | 4% | 3% |     |
+------------------------------------+----+----+----+----+----+-----+
| Number of Students Tested          | 1  | 1  | 1  | 1  | 1  |     |
|                                    | 80 | 76 | 77 | 82 | 85 |     |
|                                    | 43 | 16 | 11 | 83 | 39 |     |
+------------------------------------+----+----+----+----+----+-----+
| 2\. Ineligible for Free/Reduced    |    |    |    |    |    |     |
| Lunch                              |    |    |    |    |    |     |
+------------------------------------+----+----+----+----+----+-----+
| Average Scale Score                | 15 | 15 | 15 | 15 | 14 |     |
|                                    | 59 | 32 | 32 | 09 | 72 |     |
+------------------------------------+----+----+----+----+----+-----+
| Percent At or Above Basic (IIb,    | 8  | 7  | 7  | 7  | 6  |     |
| III, IV)                           | 5% | 6% | 6% | 2% | 6% |     |
+------------------------------------+----+----+----+----+----+-----+
| Percent At or Above Proficient     | 6  | 5  | 5  | 5  | 4  |     |
| (III, IV)                          | 9% | 8% | 8% | 4% | 8% |     |
+------------------------------------+----+----+----+----+----+-----+
| Percent At Advanced (IV)           | 2  | 2  | 2  | 1  | 1  |     |
|                                    | 2% | 0% | 0% | 5% | 0% |     |
+------------------------------------+----+----+----+----+----+-----+
| Number of Students Tested          | 4  | 4  | 4  | 4  | 4  |     |
|                                    | 00 | 05 | 13 | 13 | 24 |     |
|                                    | 64 | 63 | 50 | 82 | 03 |     |
+------------------------------------+----+----+----+----+----+-----+

> **\* = cell size limitation**

  -- ----------------------------------- ------- ------- ------- ------- ------- ------
     **Lakewood Achievement Results -                                            
     Data Display Table for Grade 3 MATH                                         
     MCA**                                                                       

                                         2003    2002    2001    2000    1999    

     Testing month                       April   March   March   March   March   

     Average Scale Score                 1630    1575    1575    1584    1549    

     Percent At or Above Basic (IIb,     90%     83%     74%     88%     69%     
     III, IV)                                                                    

     Percent At or Above Proficient      76%     72%     62%     63%     57%     
     (III, IV)                                                                   

     Percent At Advanced (IV)            24%     17%     24%     17%     18%     

     Number of Students Tested           59      47      58      41      51      

     Percent of Students Tested          100%    100%    98%     93%     na      

     Number of Students Excluded         0       0       1       3       na      

     Percent of Students Excluded        0%      0%      2%      7%      na      

     *SUBGROUP SCORE*                                                            

     1\. Eligible for Free/Reduced Lunch                                         

     Average Scale Score                 1513    1540    1424    \*      1401    

     Percent At or Above Basic (IIb,     73%     80%     54%     \*      46%     
     III, IV)                                                                    

     Percent At or Above Proficient      64%     70%     31%     \*      23%     
     (III, IV)                                                                   

     Percent At Advanced (IV)            18%     10%     0%      \*      0%      

     Number of Students Tested           11      10      13      7       13      

     2\. Ineligible for Free/Reduced                                             
     Lunch                                                                       

     Average Scale Score                 1657    1584    1620    1577    1600    

     Percent At or Above Basic           94%     84%     81%     91%     76%     

     Percent At or Above Proficient      79%     73%     72%     65%     68%     

     Percent At Advanced                 25%     19%     30%     15%     24%     

     Number of Students Tested           48      37      43      34      38      

     **STATE SCORES**                                                            

     Average Scale Score                 1541    1486    1494    1478    1460    

     Percent At or Above Basic (IIb,     74%     65%     66%     65%     58%     
     III, IV)                                                                    

     Percent At or Above Proficient      56%     48%     53%     47%     42%     
     (III, IV)                                                                   

     Percent At Advanced (IV)            19%     11%     14%     10%     9%      

     Number of Students Tested           58346   58653   59680   59923   61654   

     Percent of Students Tested          98%     95%     95%     96%     96%     

     Number of Students Excluded         1292    3290    3305    2763    2742    

     Percent of Students Excluded        2%      5%      5%      4%      4%      

     *SUBGROUP SCORE*                                                            

     1\. Eligible for Free/Reduced Lunch                                         

     Average Scale Score                 1440    1384    1391    1371    1353    

     Percent At or Above Basic (IIb,     57%     45%     46%     44%     38%     
     III, IV)                                                                    

     Percent At or Above Proficient      37%     29%     33%     27%     24%     
     (III, IV)                                                                   

     Percent At Advanced (IV)            9%      5%      6%      3%      3%      

     Number of Students Tested           15108   17658   17782   18166   18575   

     2\. Ineligible for Free/Reduced                                             
     Lunch                                                                       

     Average Scale Score                 1587    1533    1541    1527    1510    

     Percent At or Above Basic (IIb,     83%     74%     74%     74%     68%     
     III, IV)                                                                    

     Percent At or Above Proficient      65%     57%     61%     55%     51%     
     (III, IV)                                                                   

     Percent At Advanced (IV)            24%     14%     17%     12%     11%     

     Number of Students Tested           40012   40430   41266   41121   42230   
  -- ----------------------------------- ------- ------- ------- ------- ------- ------

> **\* = cell size limitation**

  ------------------------------------ ------- ------- ------- ------- ------- ------
  **Lakewood Achievement Results -                                             
  Data Display Table for Grade 5                                               
  READING MCA**                                                                

                                       2003    2002    2001    2000    1999    

  Testing month                        April   March   March   March   March   

  Average Scale Score                  1675    1671    1590    1619    1533    

  Percent At or Above Basic (IIb, III, 95%     96%     82%     94%     74%     
  IV)                                                                          

  Percent At or Above Proficient (III, 85%     89%     68%     83%     44%     
  IV)                                                                          

  Percent At Advanced (IV)             45%     40%     33%     30%     26%     

  Number of Students Tested            60      42      49      36      34      

  Percent of Students Tested           100%    100%    98%     84%     na      

  Number of Students Excluded          0       0       1       7       na      

  Percent of Students Excluded         0%      0%      2%      16%     na      

  *SUBGROUP SCORE*                                                             

  1\. Eligible for Free/Reduced Lunch                                          

  Average Scale Score                  1601    \*      1412    \*      \*      

  Percent At or Above Basic (IIb, III, 93%     \*      60%     \*      \*      
  IV)                                                                          

  Percent At or Above Proficient (III, 73%     \*      30%     \*      \*      
  IV)                                                                          

  Percent At Advanced (IV)             27%     \*      0%      \*      \*      

  Number of Students Tested            15      5       10      8       5       

  2\. Ineligible for Free/Reduced                                              
  Lunch                                                                        

  Average Scale Score                  1699    1678    1633    1621    1567    

  Percent At or Above Basic (IIb, III, 96%     95%     87%     96%     83%     
  IV)                                                                          

  Percent At or Above Proficient (III, 89%     92%     76%     86%     52%     
  IV)                                                                          

  Percent At Advanced (IV)             51%     43%     39%     29%     31%     

  Number of Students Tested            45      37      38      28      29      

  **STATE SCORES**                                                             

  Average Scale Score                  1566    1552    1545    1493    1451    

  Percent At or Above Basic (IIb, III, 81%     75%     74%     67%     60%     
  IV)                                                                          

  Percent At or Above Proficient (III, 67%     64%     63%     52%     55%     
  IV)                                                                          

  Percent At Advanced (IV)             25%     25%     24%     16%     12%     

  Number of Students Tested            61450   61217   63114   62203   61541   

  Percent of Students Tested           98%     95%     95%     na      93%     

  Number of Students Excluded          1408    3188    3429    na      4559    

  Percent of Students Excluded         2%      5%      5%      na      7%      

  *SUBGROUP SCORE*                                                             

  1\. Eligible for Free/Reduced Lunch                                          

  Average Scale Score                  1463    1431    1423    1371    1339    

  Percent At or Above Basic (IIb, III, 64%     54%     52%     44%     37%     
  IV)                                                                          

  Percent At or Above Proficient (III, 46%     40%     39%     29%     24%     
  IV)                                                                          

  Percent At Advanced (IV)             11%     10%     10%     5%      4%      

  Number of Students Tested            18966   18200   17895   17751   17763   

  2\. Ineligible for Free/Reduced                                              
  Lunch                                                                        

  Average Scale Score                  1613    1605    1596    1544    1499    

  Percent At or Above Basic (IIb, III, 88%     84%     83%     76%     69%     
  IV)                                                                          

  Percent At or Above Proficient (III, 77%     74%     73%     61%     53%     
  IV)                                                                          

  Percent At Advanced (IV)             31%     32%     30%     20%     14%     

  Number of Students Tested            42400   42592   44661   43905   43202   
  ------------------------------------ ------- ------- ------- ------- ------- ------

> **\* = cell size limitation**

  -- ----------------------------------- ------- ------- ------- ------- ------- ------
     **Lakewood Achievement Results -                                            
     Data Display Table for Grade 5 MATH                                         
     MCA**                                                                       

                                         2003    2002    2001    2000    1999    

     Testing month                       April   March   March   March   March   

     Average Scale Score                 1592    1527    1533    1496    1485    

     Percent At or Above Basic (IIb,     93%     71%     75%     69%     70%     
     III, IV)                                                                    

     Percent At or Above Proficient      76%     54%     62%     54%     48%     
     (III, IV)                                                                   

     Percent At Advanced (IV)            17%     15%     10%     13%     6%      

     Number of Students Tested           60      41      48      39      33      

     Percent of Students Tested          100%    98%     96%     91%     na      

     Number of Students Excluded         0       1       2       4       na      

     Percent of Students Excluded        0%      2%      4%      9%      na      

     *SUBGROUP SCORE*                                                            

     1\. Eligible for Free/Reduced Lunch                                         

     Average Scale Score                 1540    \*      1371    1419    \*      

     Percent At or Above Basic (IIb,     87%     \*      40%     50%     \*      
     III, IV)                                                                    

     Percent At or Above Proficient      67%     \*      20%     40%     \*      
     (III, IV)                                                                   

     Percent At Advanced (IV)            7%      \*      0%      10%     \*      

     Number of Students Tested           15      5       10      10      4       

     2\. Ineligible for Free/Reduced                                             
     Lunch                                                                       

     Average Scale Score                 1609    1525    1577    1523    1505    

     Percent At or Above Basic (IIb,     96%     72%     84%     76%     72%     
     III, IV)                                                                    

     Percent At or Above Proficient      80%     53%     73%     59%     52%     
     (III, IV)                                                                   

     Percent At Advanced (IV)            20%     14%     14%     14%     7%      

     Number of Students Tested           45      36      37      29      29      

     **STATE SCORES**                                                            

     Average Scale Score                 1533    1503    1492    1470    1416    

     Percent At or Above Basic (IIb,     77%     70%     67%     61%     52%     
     III, IV)                                                                    

     Percent At or Above Proficient      58%     53%     50%     45%     37%     
     (III, IV)                                                                   

     Percent At Advanced (IV)            18%     14%     13%     12%     6%      

     Number of Students Tested           61443   60832   62675   61675   61075   

     Percent of Students Tested          98%     95%     94%     94%     92%     

     Number of Students Excluded         1410    3573    3868    4021    5025    

     Percent of Students Excluded        2%      5%      6%      6%      8%      

     *SUBGROUP SCORE*                                                            

     1\. Eligible for Free/Reduced Lunch                                         

     Average Scale Score                 1436    1395    1383    1356    1313    

     Percent At or Above Basic (IIb,     58%     49%     45%     38%     30%     
     III, IV)                                                                    

     Percent At or Above Proficient      34%     30%     28%     24%     18%     
     (III, IV)                                                                   

     Percent At Advanced (IV)            7%      4%      4%      4%      2%      

     Number of Students Tested           18945   18043   17745   17541   17635   

     2\. Ineligible for Free/Reduced                                             
     Lunch                                                                       

     Average Scale Score                 1576    1549    1538    1517    1461    

     Percent At or Above Basic (IIb,     83%     80%     77%     71%     61%     
     III, IV)                                                                    

     Percent At or Above Proficient      65%     63%     60%     55%     44%     
     (III, IV)                                                                   

     Percent At Advanced (IV)            22%     18%     17%     16%     7%      

     Number of Students Tested           42288   42344   44335   43587   42863   
  -- ----------------------------------- ------- ------- ------- ------- ------- ------

> **\* = cell size limitation**
>
> **STATE CRITERION-REFERENCED TESTS**
>
> The Data Display Table is included in attachments.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade\_\_\_**[3]{.underline}**\_\_\_\_\_
> Test\_\_\_\_\_\_\_\_**[Math]{.underline}**
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year\_\_\_**[2003]{.underline}**\_\_\_\_\_
> Publisher \_\_**[MN Dept. of Children, Families &
> Learning]{.underline}**\_
>
> Number of students in the grade in which the test was administered
> \_**[59]{.underline}**\_\_\_\_
>
> Number of students who took the test \_**[59]{.underline}**\_\_\_\_
>
> What groups were excluded from testing? Why, and how were they
> assessed? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded\_\_\_**[0]{.underline}**\_\_\_\_\_ Percent
> excluded\_\_\_**[0]{.underline}**\_\_\_\_

**Achievement Level I**

Students scoring in this level have gaps in the knowledge and skills
necessary for satisfactory work, typically working significantly below
grade-level and need supplementary instruction.

# 

# Achievement Level IIA

Students scoring in this level have partial knowledge and some of the
skills necessary for achieving satisfactory work, typically working at
or slightly below grade-level and may benefit from supplemental
instruction.

# 

# Achievement Level IIB

Students in this level are working successfully at grade-level and are
on track to achieve basic proficiency. Students in this level typically
score between the 50^th^ and 74^th^ percentile on nationally
administered tests.

# 

# Achievement Level III

Students at this level demonstrate solid competence and are typically
working above grade level and would be considered proficient. Students
in this level are typically in the top 25% nationally.

# 

# Achievement Level IV

Students scoring in this level demonstrate advanced academic performance
that is well above grade-level expectations and would be considered
advanced. Students in this level are typically in the top 5-10%
nationally.

> **STATE CRITERION-REFERENCED TESTS**
>
> The Data Display Table is included in attachments.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade\_\_\_**[3]{.underline}**\_\_\_\_\_
> Test\_\_\_\_\_\_\_\_**[Reading]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year\_\_\_**[2003]{.underline}**\_\_\_\_\_
> Publisher \_\_**[MN Dept. of Children, Families &
> Learning]{.underline}**\_
>
> Number of students in the grade in which the test was administered
> \_**[59]{.underline}**\_\_\_\_
>
> Number of students who took the test \_**[59]{.underline}**\_\_\_\_
>
> What groups were excluded from testing? Why, and how were they
> assessed? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded\_\_\_**[0]{.underline}**\_\_\_\_\_ Percent
> excluded\_\_\_**[0]{.underline}**\_\_\_\_

**Achievement Level I**

Students scoring in this level have gaps in the knowledge and skills
necessary for satisfactory work, typically working significantly below
grade-level and need supplementary instruction.

# 

# Achievement Level IIA

Students scoring in this level have partial knowledge and some of the
skills necessary for achieving satisfactory work, typically working at
or slightly below grade-level and may benefit from supplemental
instruction.

# 

# Achievement Level IIB

Students in this level are working successfully at grade-level and are
on track to achieve basic proficiency. Students in this level typically
score between the 50^th^ and 74^th^ percentile on nationally
administered tests.

# 

# Achievement Level III

Students at this level demonstrate solid competence and are typically
working above grade level and would be considered proficient. Students
in this level are typically in the top 25% nationally.

# 

# Achievement Level IV

Students scoring in this level demonstrate advanced academic performance
that is well above grade-level expectations and would be considered
advanced. Students in this level are typically in the top 5-10%
nationally.

> **STATE CRITERION-REFERENCED TESTS**
>
> The Data Display Table is included in attachments.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade\_\_\_**[5]{.underline}**\_\_\_\_\_
> Test\_\_\_\_\_\_\_\_**[Math]{.underline}**
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year\_\_\_**[2003]{.underline}**\_\_\_\_\_
> Publisher \_\_**[MN Dept. of Children, Families &
> Learning]{.underline}**\_
>
> Number of students in the grade in which the test was administered
> **[47]{.underline}**\_\_\_\_
>
> Number of students who took the test **[47]{.underline}**\_\_\_\_
>
> What groups were excluded from testing? Why, and how were they
> assessed? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded\_\_\_**[0]{.underline}**\_\_\_\_\_ Percent
> excluded\_\_\_**[0]{.underline}**\_\_\_\_

**Achievement Level I**

Students scoring in this level have gaps in the knowledge and skills
necessary for satisfactory work, typically working significantly below
grade-level and need supplementary instruction.

# 

# Achievement Level IIA

Students scoring in this level have partial knowledge and some of the
skills necessary for achieving satisfactory work, typically working at
or slightly below grade-level and may benefit from supplemental
instruction.

# 

# Achievement Level IIB

Students in this level are working successfully at grade-level and are
on track to achieve basic proficiency. Students in this level typically
score between the 50^th^ and 74^th^ percentile on nationally
administered tests.

# 

# Achievement Level III

Students at this level demonstrate solid competence and are typically
working above grade level and would be considered proficient. Students
in this level are typically in the top 25% nationally.

# 

# Achievement Level IV

Students scoring in this level demonstrate advanced academic performance
that is well above grade-level expectations and would be considered
advanced. Students in this level are typically in the top 5-10%
nationally.

> **STATE CRITERION-REFERENCED TESTS**
>
> The Data Display Table is included in attachments.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade\_\_\_**[5]{.underline}**\_\_\_\_\_
> Test\_\_\_\_\_\_\_\_**[Reading]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year\_\_\_**[2003]{.underline}**\_\_\_\_\_
> Publisher \_\_**[MN Dept. of Children, Families &
> Learning]{.underline}**\_
>
> Number of students in the grade in which the test was administered
> \_**[47]{.underline}**\_\_\_\_
>
> Number of students who took the test \_**[47]{.underline}**
>
> What groups were excluded from testing? Why, and how were they
> assessed? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded\_\_\_**[0]{.underline}**\_\_\_\_\_ Percent
> excluded\_\_\_**[0]{.underline}**\_\_\_\_

**Achievement Level I**

Students scoring in this level have gaps in the knowledge and skills
necessary for satisfactory work, typically working significantly below
grade-level and need supplementary instruction.

# 

# Achievement Level IIA

Students scoring in this level have partial knowledge and some of the
skills necessary for achieving satisfactory work, typically working at
or slightly below grade-level and may benefit from supplemental
instruction.

# 

# Achievement Level IIB

Students in this level are working successfully at grade-level and are
on track to achieve basic proficiency. Students in this level typically
score between the 50^th^ and 74^th^ percentile on nationally
administered tests.

# 

# Achievement Level III

Students at this level demonstrate solid competence and are typically
working above grade level and would be considered proficient. Students
in this level are typically in the top 25% nationally.

# 

# Achievement Level IV

Students scoring in this level demonstrate advanced academic performance
that is well above grade-level expectations and would be considered
advanced. Students in this level are typically in the top 5-10%
nationally.