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

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

**Cover Sheet**

Name of Principal [Mr. Eric Sjogren]{.underline}

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

Official School Name [Ellinwood Grade School]{.underline}

(As it should appear in the official records)

School Mailing Address [310 East 6^th^ Street]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Ellinwood Kansas 67526-1457]{.underline}

City State Zip Code+4 (9 digits total)

Tel[. (620)564-2750]{.underline} Fax [(620)564-2667]{.underline}

Website/URL [http://www.usd355.org]{.underline} Email
[esjogren@usd355.org]{.underline}

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

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

(Principal's Signature)

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

Name of Superintendent [Mr. Darrel Kellerman]{.underline}

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

District Name [Ellinwood Public Schools USD \# 355]{.underline} Tel[.
(620) 564-3226]{.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 [Mr. Keith
Miller]{.underline}

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

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

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

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

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

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

\_\_[1]{.underline}\_\_ Middle schools

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

\_\_[1]{.underline}\_\_ High schools

\_\_[3]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: [\_\_\$8092.00]{.underline}\_\_\_

Average State Per Pupil Expenditure: [\_\_\$8484.92]{.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\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

[3]{.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**       11        15                     **26**       **7**                             

  **1**       13        14                     **27**       **8**                             

  **2**       11        9                      **20**       **9**                             

  **3**       19        13                     **32**       **10**                            

  **4**       16        24                     **40**       **11**                            

  **5**       14        21                     **35**       **12**                            

  **6**       20        20                     **40**       Other                             

                                    **TOTAL                                                   **220**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [94]{.underline} % White

the students in the school: [3]{.underline} % Black or African American

[2]{.underline} % Hispanic or Latino

[1]{.underline} % Asian/Pacific Islander

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_[11]{.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 10
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 16
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        26
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    228
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .11
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    11
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: \_\_\_[1]{.underline}\_\_\_\_\_

Specify languages: English

9\. Students eligible for free/reduced-priced meals:
\_\_\_[48]{.underline}\_\_\_\_\_%

\_\_[104]{.underline}\_\_\_\_\_\_Total Number Students Who Qualify

> If this method is not 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:
\_\_\_\_[15]{.underline}\_\_\_%

\_\_\_\_[34]{.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.

\_\_[1]{.underline}\_\_Autism \_\_[0]{.underline}\_\_Orthopedic
Impairment

\_\_[0]{.underline}\_\_Deafness \_\_[0]{.underline}\_\_Other Health
Impaired

\_\_[0]{.underline}\_\_Deaf-Blindness \_[11]{.underline}\_\_Specific
Learning Disability

\_\_[9]{.underline}\_\_Emotional Disability \_[13]{.underline}\_\_Speech
or Language Impairment

\_\_[0]{.underline}\_\_Hearing Impairment
\_\_[0]{.underline}\_\_Traumatic Brain Injury

\_\_[0]{.underline}\_\_Mental Retardation \_\_[0]{.underline}\_\_Visual
Impairment Including Blindness

\_\_[0]{.underline}\_\_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}\_\_
\_\_\_\_[0]{.underline}\_\_\_

Classroom teachers \_\_\_[13]{.underline}\_\_
\_\_\_\_[4]{.underline}\_\_\_

Special resource teachers/specialists \_\_\_\_[3]{.underline}\_\_
\_\_\_\_[6]{.underline}\_\_\_

Paraprofessionals \_\_\_\_[1]{.underline}\_\_
\_\_\_\_[0]{.underline}\_\_\_

> Support staff \_\_\_\_[5]{.underline}\_\_
> \_\_\_\_[9]{.underline}\_\_\_
>
> Total number \_\_\_[23]{.underline}\_\_ \_\_\_[19]{.underline}\_\_\_

12\. Student-"classroom teacher" ratio: \_\_[17:1]{.underline}\_\_

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

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

  Daily student attendance 97.3 %      96.6 %      96.3 %      95.9 %      96.5 %

  Daily teacher attendance 97.3 %      93.2 %      95.0 %      95.6 %      95.1 %

  Teacher turnover rate    20.0 %      24.0 %      12.5 %      12.0 %      12.5 %

  Student dropout rate                                                     

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

**[PART III -- SUMMARY]{.underline}**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.**

Ellinwood Grade School in Ellinwood, Kansas, has chosen the mission of
helping students become responsible, productive citizens who are
prepared to take the next step in the lifelong process of learning.

We aim to accomplish our mission in partnership with parents, community
organizations, and county and state agencies. Our school is set in a
rural community of approximately 2,200 people with an economy based
historically on agriculture and oil. With economic hardships has come a
decline in population and school enrollment. At the same time we have
seen an increase in the number of students on free and reduced lunches.
The population remains predominately white European with only a few
residents of other ethnicity.

Our school has been fortunate to attract and keep good teachers. A high
percentage of teachers who come to our building stay here until
retirement and some teachers have stayed in our building throughout
their entire teaching career. Teachers in our building cooperate well
with each other. Because research has shown that for young children
small class size is most effective, our school emphasizes small class
size and low teacher-student ratio. With the support of the school
board, we reduced class size several years ago by adding sections where
needed, and we have continued to keep our small class size even as the
district has had to look at staff reduction.

To the benefit of our students, this school district has committed to
wise and extensive use of technology. For several years Ellinwood Grade
School has used researched-based instructional software as part of the
curriculum materials, and our teachers have received training in using
the software. Currently each classroom has six student computers, all of
which are connected to the Internet. The students can learn keyboarding
with our age-appropriate keyboarding programs. Title I Math students use
Computer Curriculum Corporation software. All students use the STAR
diagnostic tool and read independently as part of the Accelerated
Reading program. Each classroom has a TV, a VCR, and an overhead
projector. Our mobile multi-media unit allows students in grades one
through six to prepare and present televised morning news broadcasts.

In each of our subject areas, we have been updating and aligning the
curriculum with state standards. We have considered scope and sequence
for each grade level. In choosing new textbook series and curriculum
software, we have been careful to select researched-based materials. The
process of improving the curriculum has enabled teachers of various
grade levels to communicate and plan with each other.

Because of our dedicated staff and supportive administration and school
board, Ellinwood Grade School has achieved both North Central
Accreditation and Quality Performance Accreditation. In 2002 we reached
the Standard of Excellence in mathematics on the state assessment and
received the Challenge Award, acknowledging the significant achievement
of our low socio-economic students. We continue to work toward helping
all students become responsible and productive citizens.

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

**For Public and Private Schools**

1.  **Show in one-half page (approximately 200 words) how the school
    uses assessment data to understand and improve student and school
    performance.**

Ellinwood Grade School makes use of data from various kinds of
assessment in order to understand and improve student and school
performance. Last year we updated our nationally norm-referenced test
materials from CTBS to the Terra Nova CAT Survey and changed our testing
date from spring to fall. We now test grades three through six; in
conjunction, we give [InView]{.underline}, an aptitude test, to grades
three and six. The test data is available by November so that students,
staff, and parents can see the results and make use of the information
during the current school year. In the spring we give various state
assessments. In both fall and spring we use Compass software to assess
reading and math in kindergarten through sixth grade.

We have been able to use assessment data not only to guide instruction
but also to update and align our curriculum to state standards. We honor
high-scoring students with President's Awards, Duke University's Talent
Identification Program awards, and state Certificates of Academic
Achievement. We look at low reading scores and provide two remediation
services based on Reading Recovery: (1) the Reading Acceleration Program
for the lower 20-30 percent of first- and second-grade readers, and (2)
the Quest Reading program for students in grades three through six
having the greatest needs but not qualifying for assistance from Special
Education. The counselor discusses assessment data with each sixth
grader as part of goal setting for the sixth grade year. Teachers look
at data for their current classes as well as for the classes they had
the previous year. We look at item analysis data and disaggregation data
to find areas of strength or weakness in reaching various subgroups and
in covering the curriculum.

2.  **Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.**

Ellinwood Grade School communicates its students' performance through
the use of a variety of media. As well as reporting at board meetings,
our administration publishes an annual School Improvement Progress
Report. This brochure is mailed to all the patrons of the district and
includes: student attendance, school accreditation status, policy of a
safe environment, summary of school profile, and state scores. In
addition, a School Site Council meets quarterly to facilitate input
among parents, community members, administrators, and teachers. Patrons
are encouraged to utilize the district web site, the monthly newsletter,
community newspaper, and the school marquis to be informed of student
activities within the district. Equally important, parents may access
their child's grades through the use of ProLink, a facet of our ProStar
data management system, enabling them to view academic performance at
their convenience and contact teachers via e-mail. To further enhance
communication, progress reports and grade cards are distributed on a
regular basis. Parent-Teacher Conferences are yet another outlet to
promote our students' performance through dialogue. Together, these form
a comprehensive communication system regarding student performance at
Ellinwood Grade School.

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

There are several ways Ellinwood Grade School has shared its successes
with other schools. First, a number of staff members have been
presenters at local and out-of-district in-services. Topics have
included ethnic heritage, rural farm life, Shurley English (a program
for grammar and writing instruction), paragraph organization, theme
writing, six-trait alignment, and classroom management. Also, the
Ellinwood Grade School staff has hosted visiting teams to observe
classroom instruction. Specifically, our school has adopted one of the
three math reform curriculums, Trailblazers, published by Kendall-Hunt.
As we are the only school in this area of the state to adopt this
innovative program, we will continue to be a site for other schools to
observe this math curriculum. At a state conference, Shirley Hugill, our
NCA visiting team chairperson, identified Ellinwood Grade School as an
exemplary school. She encouraged schools of other districts to visit our
building. Obviously, Ellinwood Grade School takes great pride in sharing
our accomplishments with others.

In the event that Ellinwood Grade School wins the Blue Ribbon Award, the
Kansas Department of Education will include our school in their monthly
publication called *Education Matters*. This is an electronic document
which will go by list serve to superintendents, principals, teachers,
and higher education institutions. This document will serve as a way to
communicate our successes with other schools across the state of Kansas.
We will also send presenters to state and national conferences.

Ellinwood Grade School will continue to have an open-door policy to
parents, community members, and visitors from other districts.

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

1.  **Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.**

In the past four years, Ellinwood Grade School embarked on a mission to
revise the curriculums of science, language arts, math, and social
studies. The need for these changes was driven by the process of
alignment of objectives to the school's mission and examination of
student achievement data. Evaluating samples of other district's
curriculum documents and utilizing a curriculum professional from our
educational service center helped to implement this process. Committees
were formed for each discipline, and the curriculum was realigned to
meet the state standards. The process of aligning the curriculum
involved discussions with staff to ensure that a continuum was followed
with no gaps or overlaps. At this point, resources at each grade level
were evaluated and updated to meet the needs of the student population.
These resources included textbooks, manipulatives, technology, and
classroom supplies. This process will be repeated every four years for
the core curricular areas.

In order to engage students with significant content, we implemented
research-based strategies to help achieve a higher standard on
assessments and teaching practices. Teachers are held accountable by a
variety of means. First, as documentation for the North Central
Accreditation process, monthly checklists are completed to ensure the
incorporation of graphic organizers, problem solving strategies,
computation-based activities, family math, Accelerated Reading, and
Compass (an integrated learning system) to help challenge students to
meet higher standards. Second, the administration supports
standards-based activities and conducts walk-throughs and evaluations to
validate teachers' effective practices. All in all, Ellinwood Grade
School teachers' philosophy centers upon meeting individual student
needs. These needs drive our plans for staff development and
instructional strategies.

Curriculum extends beyond the four walls of a self-contained classroom
and the nine- month traditional school year. Ellinwood Grade School
consistently has provided all students with innovative approaches to
learning. School-wide activities are implemented in a multi-aged,
thematic approach to fulfill our mission for life-long learners. All
students have participated in a variety of activities such as Math
Olympics, Einstein Day, Art Appreciation Day, A Day at the Oscars, and
Reading Fairs, all of which enhance their character and academically
competitive learning. In addition, we reach a diverse cross-section of
students by offering everything from Geography Bee, Spelling Bee, Math
Contest, and Quiz Bowl to upper-grade-level students. Lyceums
introducing multi-cultural speakers and community leaders such as Native
American Howard Lyons, Iroquois descendent, and Olympic Torch Carrier
Dale Magnett, enlightened students to a world outside their own.
Technology-based instruction, such as Compass, and gifted and talented
programs target individual personal growth. Teachers tutor individual
students outside the regular instructional time. Students who fail to
meet outcomes attend summer school as an intervention. All these
additional curricular opportunities promote citizenship, workplace
skills, interpersonal achievement and accountability.

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

Our reading curriculum at Ellinwood Grade School creates a unique
learning environment, providing for the many variables in learning to
read. Students are involved in an integrated approach to language arts.
The four blocks of reading instruction is a research-based method that
is both multi-sensory and multi-disciplinary. Our instruction draws from
these four blocks: words, supported reading, writing, and self-selected
reading. Students are instructed using a balanced literacy approach,
which includes the development of phonemic awareness, phonics skills,
guided reading and writing, shared reading and writing, and independent
reading. Students in grades three through six participate in Shurley
English. This method centers upon grammar and leads to more complex
sentence construction in student writing. The program is strong in
vocabulary development, and it gives students command of synonyms,
antonyms, and homonyms. In addition, students take a quarterly
evaluation using the STAR test, which assigns independent reading levels
for the nine-week period. Teachers then set reading goals to correspond
with each student's reading level. In all these ways, students utilize
individual learning styles as they improve reading skills, grammar,
spelling, writing organization, proofreading, and good penmanship.

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.**

Our mission statement emphasizes the need for students to become
life-long learners. The success of today's students in tomorrow's job
world will depend on their ability to solve real problems. For this
reason we have adopted one of the three math reform curriculums, Math
Trailblazers published by Kendall-Hunt. Students are immersed in complex
problem solving situations, which require them to use mathematical
skills in context. This approach, which starts with problem solving and
uses it to drive number sense, provides relevance for students. They
realize the need to handle the four number operations as the means of
accomplishing the goal---solving the problem. Trailblazers has also been
shown to complement other NTCM Standards such as communicating,
reasoning, and using mathematics across the curriculum. The emphasis on
these standards leads to the use of mathematics in daily life. Our staff
is reporting a heightened awareness in students; they understand the
"whys" before they delve into the "hows."

Another program we are using to implement strategies is Problem Solver
published by Creative Publications. Teachers use the four steps of
problem solving: find out, choose a strategy, solve it, and look back.
This curriculum arranges problems into ten strategy groups. It gives a
rich supply of problems and identifies the particular strategy that
would be most helpful. With this program backing up Trailblazers, we
know we have provided our learners with continuous practice in problem
solving and computation, the skills they will need to be successful in
the adult world.

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

The staff members at Ellinwood Grade School use a variety of
instructional methods that are developmentally appropriate. The
selection of instructional methods is based upon the learning needs of
our students. At Ellinwood Grade School teachers focus on the following
instructional methods: we activate prior knowledge by using pictures,
video clips, stories, music, scenarios, or journaling; direct teaching
begins by clarifying lesson objectives and targets learning outcomes
while teaching specific facts and basic skills; guided practice provides
opportunity for the students to experiment with the objective being
taught while the teacher checks for understanding; and independent
practice is initiated once students demonstrate mastery of the objective
being taught.

Other instructional methods are utilized as well. Cooperative learning
fosters mutual responsibility, acceptance of others' ideas, and
participation of all group members. Lecture with discussion provides an
opportunity for students to become more involved by questioning and
clarifying presented information. Brainstorming allows creative thinking
for new ideas, encourages low-risk participation, and creates a spirit
of cooperation as the spiraling draws on the group's knowledge.
Utilization of various media resources includes students and teachers
working together using PowerPoint to prepare and record daily school
news broadcasts. Six student computers in each classroom are used daily
for additional practice of objectives being taught, enrichment and
research. Online encyclopedias are introduced to students in the lower
grades. Internet research and word processing are implemented in the
upper grades. Teachers use the Classroom Performance System (a receiver
unit and set of infrared signal pads) to construct, organize and deliver
interactive questions in a competitive, fun and fast-paced learning
environment. The library media center provides support and resources for
all curricular areas.

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

Ellinwood Grade School staff members believe in the importance of
professional development, working toward the success of all students. As
a school we have participated in district--wide in-service that
encourages us to work together as a support team for each other.
Administration celebrates the accomplishments made in state testing and
credits all teachers and staff involved in educating the students.
Ellinwood Grade School has created a results-based staff development
action plan to guide us in achieving our goals for state accreditation.
The plan includes attending local teacher training on curriculum, such
as Trailblazers, and innovative strategies, such as graphic organizers.
We have utilized both specialists and our own professional staff for
these training sessions. Our action plans state that teachers will be
allowed time to collaborate over the new strategies being implemented.
Daily common grade level planning times allow for a new teacher to
consult with an experienced teacher. To stay abreast of successful
practices as well as improve our current practices, the district
Individual Development Plan encourages teachers to attend workshops,
train each other, and make school visits out of district. These plans
are evaluated at the end of each school year to make certain that we
will continue to meet student and faculty needs.

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

The Data Display Table is illustrated on the following page.

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\_\_\_[4]{.underline}\_\_\_\_ Test [Kansas Assessment Tests for
Mathematics]{.underline}

Edition/publication year [2003]{.underline} Publisher [Center for
Educational Testing and Evaluation]{.underline}

> [School of Education]{.underline}
>
> [The University of Kansas]{.underline}

What groups were excluded from testing? Why, and how were they
assessed?\_none\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Number excluded\_\_\_[0]{.underline}\_\_\_\_\_ Percent
excluded\_\_[0]{.underline}\_\_\_\_\_\_

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cut point used by
the state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cut points. Note that the reported percentage of
students scoring above the basic cut point should include students
scoring above the proficiency, and advanced cut points.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

Kansas uses five performance levels for its state assessments. They are,
advanced, proficient, satisfactory, basic and unsatisfactory. Students
are considered to have met the state standard when they perform at the
satisfactory level or above. Therefore, in equating the Kansas
performance levels to the national performance levels of basic,
proficient and advanced, Kansas students considered to be at the
"proficient" level would be those in the satisfactory and proficient
performance levels, which would be X% of students for Ellinwood Grade
School. Advanced students would be those in the advanced performance
level. Kansas students performing at the basic level would be those in
the basic performance level as defined by the state, and those in the
unsatisfactory level would be considered below basic.

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

Data Display Table for 4^th^ Grade Mathematics

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

  Testing month                      Mar.        Mar.        Mar.        Mar.        

  SCHOOL SCORES                                                                      

  Total                                                                              

  At or Above Basic                  39          35          33                      

  At or Above Proficient             37          23          25                      

  At Advanced                        16          1           7                       

  Number of students tested          39          39          37                      

  Percent of total students tested   100 %       100 %       100 %                   

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

  SUBGROUP SCORES                                                                    

  1 Males (specify subgroup)                                                         

  At or Above Basic                  18          18          12                      

  At or Above Proficient             17          11          10                      

  At Advanced                        7           1           2                       

  2\. Females (specify subgroup)                                                     

  At or Above Basic                  21          17          21                      

  At or Above Proficient             20          12          15                      

  At Advanced                        9           0           5                       

  3.\_Socio-economic Status (specify                                                 
  subgroup)                                                                          

  At or Above Basic                  22          16          17                      

  At or Above Proficient             20          10          10                      

  At Advanced                        7           0           2                       

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Basic                  88.3        87.9        85.7                    

  State Mean Score                                                                   

  At or Above Proficient             66.8        66.7        61.7                    

  State Mean Score                                                                   

  At Advanced                        17.8        16.5        13.5                    

  State Mean Score                                                                   
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(a) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

The Data Display Table is illustrated on the following page.

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 [Kansas Assessment Tests for
Reading]{.underline}

Edition/publication year [2003]{.underline} Publisher [Center for
Educational Testing and Evaluation]{.underline}

> [School of Education]{.underline}
>
> [The University of Kansas]{.underline}

What groups were excluded from testing? Why, and how were they
assessed?\_ [none]{.underline} \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Number excluded\_\_\_[0]{.underline}\_\_\_\_\_ Percent
excluded\_\_[0]{.underline}\_\_\_\_\_\_

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cut point used by
the state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cut points. Note that the reported percentage of
students scoring above the basic cut point should include students
scoring above the proficiency, and advanced cut points.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

Kansas uses five performance levels for its state assessments. They are,
advanced, proficient, satisfactory, basic and unsatisfactory. Students
are considered to have met the state standard when they perform at the
satisfactory level or above. Therefore, in equating the Kansas
performance levels to the national performance levels of basic,
proficient and advanced, Kansas students considered to be at the
"proficient" level would be those in the satisfactory and proficient
performance levels, which would be X% of students for Ellinwood Grade
School. Advanced students would be those in the advanced performance
level. Kansas students performing at the basic level would be those in
the basic performance level as defined by the state, and those in the
unsatisfactory level would be considered below basic.

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

Data Display Table for 5^th^ Grade Reading

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

  Testing month                      Mar.        Mar.        Mar.        Mar.        

  SCHOOL SCORES                                                                      

  Total                                                                              

  At or Above Basic                  35          38          45                      

  At or Above Proficient             27          29          27                      

  At Advanced                        4           2           6                       

  Number of students tested          35          40          52                      

  Percent of total students tested   100 %       100 %       100 %                   

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

  SUBGROUP SCORES                                                                    

  1\. Males (specify subgroup)                                                       

  At or Above Basic                  18          17          24                      

  At or Above Proficient             14          14          14                      

  At Advanced                        1           0           5                       

  2\. Females (specify subgroup)                                                     

  At or Above Basic                  17          21          21                      

  At or Above Proficient             13          15          13                      

  At Advanced                        3           2           1                       

  3\. Socio-Economic Status (specify                                                 
  subgroup)                                                                          

  At or Above Basic                  15          17          19                      

  At or Above Proficient             10          12          10                      

  At Advanced                        2           0           2                       

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Basic                  87.1        86.2        86.3                    

  State Mean Score                                                                   

  At or Above Proficient             62.4        63.6        62.3                    

  State Mean Score                                                                   

  At Advanced                        14.8        14.0        15.4                    

  State Mean Score                                                                   
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(b) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_\_[3]{.underline}\_\_\_\_\_ Current Test\_\_[Terra Nova CAT
Survey]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_[2^nd^/2001]{.underline}\_\_\_\_\_\_\_
Publisher \_[CTB
McGraw-Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_[none]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_[x]{.underline}\_\_\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

TN-CAT CTBS CTBS CTBS

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

  Testing month                                                       Sept.                         April          April          April

  **SCHOOL SCORES**                                                                                                               

  Total Score Reading                                                 59             No test        No Test        No Test        No Test

  Number of students tested                                           39                                                          

  Percent of total students tested                                    100 %                                                       

  Number of students excluded                                         0                                                           

  Percent of students excluded                                        0 %                                                         

  SUBGROUP SCORES                                                                                                                 

  1.\_[Males]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify   54%                                                               
  subgroup)                                                                                                                       

  2.\_[Females]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_ (specify    63%                                                               
  subgroup)                                                                                                                       

  3.\_[low SES]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_(specify     56%                                                               
  subgroup)                                                                                                                       

  4.\_[higher SES]{.underline}\_\_\_\_\_\_\_\_\_ (specify       62%                                                               
  subgroup)                                                                                                                       

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify subgroup)                                                                     
  ------------------------------------------------------------- ----- ----------- -- ----------- -- ----------- -- ----------- -- -----------

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_\_[3]{.underline}\_\_\_\_\_ Current Test\_\_[Terra Nova CAT
survey\_\_\_\_]{.underline}

Edition/publication year\_[2^nd^/2001]{.underline}\_\_\_\_\_\_\_
Publisher \_[CTB
McGraw-Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_\_[none]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_[x]{.underline}\_\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

TN-CAT CTBS CTBS CTBS

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

  Testing month                                             Sept.                         April          April          April

  **SCHOOL SCORES**                                                                                                     

  Total Score Mathematics                                   45             No Test        No Test        No Test        No test

  Number of students tested                                 39                                                          

  Percent of total students tested                          100 %                                                       

  Number of students excluded                               0                                                           

  Percent of students excluded                              0 %                                                         

  SUBGROUP SCORES                                                                                                       

  1.\_\_[Males]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_   45%                                                               
  (specify subgroup)                                                                                                    

  2.\_\_[Females]{.underline}\_\_\_\_\_\_\_\_\_\_     45%                                                               
  (specify subgroup)                                                                                                    

  3.\_\_[low SES]{.underline}\_\_\_\_\_\_\_\_\_\_     45%                                                               
  (specify subgroup)                                                                                                    

  4.\_\_[higher SES]{.underline}\_\_\_\_\_\_\_\_      45%                                                               
  (specify subgroup)                                                                                                    

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                                     
  subgroup)                                                                                                             
  --------------------------------------------------- ----- ----------- -- ----------- -- ----------- -- ----------- -- -----------

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_[4]{.underline}\_\_\_\_\_\_ Current Test\_\_[Terra Nova CAT
Survey]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_[2^nd^/2001]{.underline}\_\_\_\_\_\_\_
Publisher \_[CTB
McGraw-Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_[No groups were]{.underline}

[excluded, but one student in 1998 had an invalid
test]{.underline}.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_[x]{.underline}\_\_\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

TN-CAT CTBS CTBS CTBS

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

  Testing month                                             Sept.                            April             April             April

  **SCHOOL SCORES**                                                                                                              

  Total Score Reading                                       57                               56                58                61

  Number of students tested                                 40                               38                53                45

  Percent of total students tested                          100 %                            100 %             100 %             98 %

  Number of students excluded                               0                                0                 0                 1

  Percent of students excluded                              0 %                              0 %               0 %               2 %

  SUBGROUP SCORES                                                                                                                

  1.\_\_[Males]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_   53%                              51%               57%               59%   
  (specify subgroup)                                                                                                             

  2.\_\_[Females]{.underline}\_\_\_\_\_\_\_\_\_\_\_   61%                              59%               60%               64%   
  (specify subgroup)                                                                                                             

  3.\_\_[low SES]{.underline}\_\_\_\_\_\_\_\_\_\_     54%                              54%               53%               60%   
  (specify subgroup)                                                                                                             

  4.\_\_higher SE\_\_\_\_\_\_\_\_\_ (specify          62%                              58%               62%               62%   
  subgroup)                                                                                                                      

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                                              
  subgroup)                                                                                                                      
  --------------------------------------------------- ----- ----------- -- ----------- ----- ----------- ----- ----------- ----- -----------

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_[4]{.underline}\_\_\_ Current Test\_\_[Terra Nova CAT
Survey]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_\_[2^nd^ / 2001]{.underline}\_\_\_\_
Publisher [\_\_CTB
McGraw-Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_[None]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_[X]{.underline}\_\_\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

TN-CAT CTBS CTBS CTBS

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

  Testing month                                             Sept.                            April             April             April

  **SCHOOL SCORES**                                                                                                              

  Total Score Mathematics                                   60                               67                63                60

  Number of students tested                                 40                               38                53                45

  Percent of total students tested                          100%                             100%              100%              98%

  Number of students excluded                               0                                0                 0                 1

  Percent of students excluded                              0%                               0%                0%                2%

  SUBGROUP SCORES                                                                                                                

  1.\_[Males]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_   57%                              66%               62%               60%   
  (specify subgroup)                                                                                                             

  2.\_[Females]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_   63%                              68%               65%               60%   
  (specify subgroup)                                                                                                             

  3.\_[low                                            55%                              68%               61%               62%   
  SES]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                                               
  subgroup)                                                                                                                      

  4.\_[higher SES]{.underline}\_\_\_\_\_\_\_\_\_      66%                              66%               65%               58%   
  (specify subgroup)                                                                                                             

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                                              
  subgroup)                                                                                                                      
  --------------------------------------------------- ----- ----------- -- ----------- ----- ----------- ----- ----------- ----- -----------

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_\_[5]{.underline}\_\_\_\_\_ Current Test\_\_\_[Terra Nova CAT
Survey]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year [2^nd^/2001]{.underline}\_\_\_\_\_\_\_\_
Publisher \_\_[CTB
McGraw-Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_\_[none]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_[x]{.underline}\_\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

TNCAT CTBS CTBS CTBS

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

  Testing month                                               Sept.                            April             April          April

  **SCHOOL SCORES**                                                                                                             

  Total Score Reading                                         52             No Test           54                55             No Test

  Number of students tested                                   37                               52                47             

  Percent of total students tested                            100%                             100%              100%           

  Number of students excluded                                 0                                0                 0              

  Percent of students excluded                                0%                               0%                0%             

  SUBGROUP SCORES                                                                                                               

  1.\_\_\_[Males]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_   51%                              53%               52%                  
  (specify subgroup)                                                                                                            

  2.\_\_\_[Females]{.underline}\_\_\_\_\_\_\_\_\_       53%                              57%               61%                  
  (specify subgroup)                                                                                                            

  3.\_\_\_[low                                          48%                              50%               55%                  
  SES]{.underline}\_\_\_\_\_\_\_\_\_\_(specify                                                                                  
  subgroup)                                                                                                                     

  4.\_\_\_[higher                                       55%                              58%               56%                  
  SES]{.underline}\_\_\_\_\_\_\_\_(specify subgroup)                                                                            

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                                             
  subgroup)                                                                                                                     
  ----------------------------------------------------- ----- ----------- -- ----------- ----- ----------- ----- ----------- -- -----------

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_[5]{.underline}\_\_\_\_\_\_ Current Test\_\_\_[Terra Nova CAT
Survey]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_[2^nd^/2001]{.underline}\_\_\_\_\_ Publisher
\_\_[CTB McGraw-Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_\_[none]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_[x]{.underline}\_\_\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

TNCAT CTBS CTBS CTBS

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

  Testing month                                                       Sept.                            April             April          April

  **SCHOOL SCORES**                                                                                                                     

  Total Score Mathematics                                             52             No Test           54                57             No Test

  Number of students tested                                           37                               52                47             

  Percent of total students tested                                    100%                             100%              100%           

  Number of students excluded                                         0                                0                 0              

  Percent of students excluded                                        0%                               0%                0%             

  SUBGROUP SCORES                                                                                                                       

  1.\_\_[Males]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_(specify   51%                              52%               55%                  
  subgroup)                                                                                                                             

  2.\_\_[Femailes]{.underline}\_\_\_\_\_\_\_\_\_\_\_(specify    53%                              56%               62%                  
  subgroup)                                                                                                                             

  3.\_\_[low SES]{.underline}\_\_\_\_\_\_\_\_\_\_ (specify      53%                              52%               59%                  
  subgroup)                                                                                                                             

  4.\_\_[higher SES]{.underline}\_\_\_\_\_\_\_\_\_(specify      52%                              55%               57%                  
  subgroup)                                                                                                                             

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify subgroup)                                                                           
  ------------------------------------------------------------- ----- ----------- -- ----------- ----- ----------- ----- ----------- -- -----------

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_\_[6]{.underline}\_\_\_\_\_ Current Test\_\_\_[Terra Nova CAT
Survey]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_[2^nd^/2001]{.underline}\_\_\_\_\_\_\_
Publisher \_\_[CTB
McGraw-Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_[none]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_[x]{.underline}\_\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

TN-CAT CTBS CTBS CTBS

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

  Testing month                                                     Sept.                            April             April             April

  **SCHOOL SCORES**                                                                                                                      

  Total Score Reading                                               55                               55                52                48

  Number of students tested                                         41                               49                44                34

  Percent of total students tested                                  100%                             100%              100%              100%

  Number of students excluded                                       0                                0                 0                 0

  Percent of students excluded                                      0%                               0%                0%                0%

  SUBGROUP SCORES                                                                                                                        

  1.\_ [Males]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_(specify    55%                              53%               54%               51%   
  subgroup)                                                                                                                              

  2.\_\_[Females\_\_\_\_\_\_\_\_\_\_\_]{.underline}(specify   55%                              58%               51%               44%   
  subgroup)                                                                                                                              

  3.\_\_[low SES]{.underline}\_\_\_\_\_\_\_\_\_\_ (specify    53%                              51%               47%               47%   
  subgroup)                                                                                                                              

  4.\_\_[higher SES]{.underline}\_\_\_\_\_\_\_\_ (specify     57%                              57%               56%               50%   
  subgroup)                                                                                                                              

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify subgroup)                                                                            
  ----------------------------------------------------------- ----- ----------- -- ----------- ----- ----------- ----- ----------- ----- -----------

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_\_[6]{.underline}\_\_\_\_\_ Current Test\_\_\_[Terra Nova CAT
Survey]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_[2^nd^/2001]{.underline}\_\_\_\_\_\_\_
Publisher \_\_[CTB
McGraw-Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_\_\_\_[none]{.underline}\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_[x]{.underline}\_\_\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

TN-CAT CTBS CTBS CTBS

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

  Testing month                                               Sept.                            April             April             April

  **SCHOOL SCORES**                                                                                                                

  Total Score Mathematics                                     57             No Test           58                66                49

  Number of students tested                                   41                               49                44                34

  Percent of total students tested                            100%                             100%              100%              100%

  Number of students excluded                                 0                                0                 0                 0

  Percent of students excluded                                0%                               0%                0%                0%

  SUBGROUP SCORES                                                                                                                  

  1.\_[Males]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_   60%                              55%               66%               48%   
  (specify subgroup)                                                                                                               

  2.\_[Females]{.underline}\_\_\_\_\_\_\_\_\_\_\_       54%                              65%               66%               51%   
  (specify subgroup)                                                                                                               

  3.\_[low                                              52%                              59%               62%               46%   
  SES]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                                                 
  subgroup)                                                                                                                        

  4.\_[higher                                           60%                              58%               68%               51%   
  SES]{.underline}\_\_\_\_\_\_\_\_\_\_(specify                                                                                     
  subgroup)                                                                                                                        

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                                                
  subgroup)                                                                                                                        
  ----------------------------------------------------- ----- ----------- -- ----------- ----- ----------- ----- ----------- ----- -----------

**Norm-Referenced Testing Narrative**

Every spring for several years we administered the CTBS Complete Battery
as our assessment referenced against national norms. After our testing
in 2000, we decided to update our materials and, because of the many
state assessments in the spring, to change to a fall test date. Fall
testing gives teachers current data and affords them the opportunity to
adjust instructional strategies to meet the needs of their students. In
order to obtain reliable results while shortening our testing sessions,
we chose a survey edition. In 2001 we purchased the Terra Nova CAT
Survey and began fall testing. No students are excluded from testing.

The results of our testing show that our students nearly always average
above the mean on both reading and mathematics. Females have tended to
score higher than males on reading, but in last year's testing, sixth
grade males and females had the same mean NCE scores for reading.
Although we can perhaps attribute the males' lower score to
developmental issues, we still believe we can help males reach higher
level of achievement. In a five-year period from 1997-2002 the sixth
graders have improved in reading in all subgroups. This year we have had
two reading in-services with Pat Nippert, reading specialist from Smoky
Hills Resource Center and one in-service with Veronica Williams, Kansas
Department of Education Reading Program Consultant. These in-services
have helped our staff to develop a kindergarten through sixth grade
comprehensive literacy program designed to meet the needs of all types
of readers.

In mathematics, results are mixed, showing males and females performing
equally well.

Students who are on free or reduced lunches generally have had lower
scores on reading, but they have scored fairly evenly with other
students in mathematics. Over the 1997-2002 period we have seen improved
scores for males, females, lower and higher socio-economic status
populations at the sixth grade level in math. We have adopted
Trailblazers, a hands on approach to mathematics, to continue and build
upon the successes we have had in our math curriculum. Trailblazers
reaches all subgroups with comparable results.

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

Data Display Table for 4^th^ Grade Mathematics

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

  Testing month                      Mar.        Mar.        Mar.        Mar.        

  SCHOOL SCORES                                                                      

  Total                                                                              

  At or Above Basic                  100         89.7        89.2                    

  At or Above Proficient             94.9        59          67.6                    

  At Advanced                        41          2.6         18.9                    

  Number of students tested          39          39          37                      

  Percent of total students tested   100 %       100 %       100 %                   

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

  SUBGROUP SCORES                                                                    

  1 Males (specify subgroup)                                                         

  At or Above Basic                  100         90          85.7                    

  At or Above Proficient             94.4        55          71.4                    

  At Advanced                        38.9        5           14.3                    

  2\. Females (specify subgroup)                                                     

  At or Above Basic                  100         89.5        91.3                    

  At or Above Proficient             95.2        63.2        65.2                    

  At Advanced                        42.9        0           21.7                    

  3.\_Socio-economic Status (specify                                                 
  subgroup)                                                                          

  At or Above Basic                  100         84.2        94.4                    

  At or Above Proficient             90.8        52.6        55.6                    

  At Advanced                        31.8        0           11.1                    

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Basic                  88.3        87.9        85.7                    

  State Mean Score                                                                   

  At or Above Proficient             66.8        66.7        61.7                    

  State Mean Score                                                                   

  At Advanced                        17.8        16.5        13.5                    

  State Mean Score                                                                   
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(c) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

Data Display Table for 5^th^ Grade Reading

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

  Testing month                      Mar.        Mar.        Mar.        Mar.        

  SCHOOL SCORES                                                                      

  Total                                                                              

  At or Above Basic                  100         95          86.5                    

  At or Above Proficient             77.1        72.5        51.9                    

  At Advanced                        11.4        5           11.5                    

  Number of students tested          35          40          52                      

  Percent of total students tested   100 %       100 %       100 %                   

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

  SUBGROUP SCORES                                                                    

  1\. Males (specify subgroup)                                                       

  At or Above Basic                  100         94.4        85.7                    

  At or Above Proficient             77.8        77.8        50                      

  At Advanced                        5.6         0           17.9                    

  2\. Females (specify subgroup)                                                     

  At or Above Basic                  100         95.5        87.5                    

  At or Above Proficient             76.4        68.2        54.2                    

  At Advanced                        17.6        9.1         4.2                     

  3\. Socio-Economic Status (specify                                                 
  subgroup)                                                                          

  At or Above Basic                  100         89.5        82.6                    

  At or Above Proficient             66.7        63.2        43.5                    

  At Advanced                        13.3        0           8.7                     

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Basic                  87.1        86.2        86.3                    

  State Mean Score                                                                   

  At or Above Proficient             62.4        63.6        62.3                    

  State Mean Score                                                                   

  At Advanced                        14.8        14.0        15.4                    

  State Mean Score                                                                   
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(d) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)