##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[ X \]
Elementary \[ \] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal [Ms. Linda Stockwell]{.underline}

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

Official School Name [Washington Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_[1200 11^th^ Avenue NW
\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[\_Rochester, MN
55901-1715]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County \_\_[Olmsted]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
State School Code Number: 01-0535-152

Telephone [( 507 ) 281-6111 \_\_\_]{.underline} Fax [( 507 )
287-7846]{.underline}

Web site/URL: <http://www.rochester.k12.mn.us/school102> E-mail:
<listockwell@rochester.k12.mn.us>

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

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

(Principal's Signature)

Name of Superintendent: [Mr. Jerry Williams]{.underline}

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

District Name [Rochester Public Schools]{.underline} Tel. [( 507 )
328-3000]{.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. Cris Fischer

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

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    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: \_\_[15]{.underline}\_\_
Elementary schools

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

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

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

\_\_\_[6]{.underline}\_ Other

\_\_[28]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: [\_\_\$8,388
(SY2006)\_\_]{.underline}

Average State Per Pupil Expenditure: [\_\_\$8,680
(SY2005]{.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\. [11]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**    0         0                      **0**        **7**       0         0           0

  **K**       33        31                     **64**       **8**       0         0           0

  **1**       31        30                     **61**       **9**       0         0           0

  **2**       27        30                     **57**       **10**      0         0           0

  **3**       36        20                     **56**       **11**      0         0           0

  **4**       25        31                     **56**       **12**      0         0           0

  **5**       26        30                     **56**       **Other**   0         0           0

  **6**       0         0                      0                                              

                                    **TOTAL                                                   **350**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 77 % White

the school: 2 % Black or African American

1 % Hispanic or Latino

19 % Asian/Pacific Islander

0.3 % American Indian/Alaskan Native

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_\_**0.3**\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      0
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

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

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

  **(4)**                   Total number of students in 350
                            the school as of October 1  

  **(5)**                   Total transferred students  350
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           0.3%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: \_\_\_\_8\_\_\_%

\_\_\_[28]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_8\_\_\_\_\_

Specify languages: Lao, Vietnamese, Cambodian/Khmer, Spanish,
Hindu/Hindustani/Urdu, Chinese/Cantonese, Arabic, Japanese/Okinawan

9\. Students eligible for free/reduced-priced meals:
\_\_\_[13]{.underline}\_\_\_%

Total number students who qualify: \_\_\_[37]{.underline}\_\_\_(of 286
in gr. 1-5)

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

10\. Students receiving special education services: \_\_\_4\_\_\_\_%

\_\_13\_\_\_\_Total Number of Students Served

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

\_0\_\_\_Autism \_\_1\_\_Orthopedic Impairment

\_0\_\_\_Deafness \_1\_\_Other Health Impaired

\_0\_\_\_Deaf-Blindness \_\_2\_\_Specific Learning Disability

\_1\_\_\_Emotional Disturbance \_\_8\_\_Speech or Language Impairment

\_0\_\_\_Hearing Impairment \_\_1\_\_Traumatic Brain Injury

> \_0\_\_\_Mental Retardation \_\_0\_\_Visual Impairment Including
> Blindness
>
> \_0\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

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

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

Special resource teachers/specialists \_\_\_\_\_\_\_
\_\_\_\_[11\_]{.underline}\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_[5]{.underline}\_\_

> Support staff \_\_\_[3]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[17]{.underline}\_\_\_
> \_\_\_\_[16]{.underline}\_\_\_\_

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 \_\_[27:1]{.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. Also
explain a high teacher turnover rate.

  ---------------------- ----------- ----------- ----------- ----------- -----------
                         2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student          97%         96%         97%         97%         97%
  attendance                                                             

  Daily teacher          92%         93%         92%         96%         95%
  attendance                                                             

  Teacher turnover rate  4%          4%          15%         10%         3%
  ---------------------- ----------- ----------- ----------- ----------- -----------

**PART III -- SUMMARY**

Washington School Vision: *Fostering a thirst for knowledge*

Mission: *Washington is a Core Knowledge school where children build a
solid foundation of essential knowledge, skills, and character, which
develops well-educated citizens and continuous learners.*

Washington School is one of four elementary "choice" programs in the
Rochester Public Schools, a large and diverse district serving
approximately 16,000 students in southeastern Minnesota. As an
alternative to the curriculum offered in our district's neighborhood
schools, Washington's curriculum is based on the Core Knowledge
Sequence, a solid, sequential body of factual information that balances
content with high expectations for mastery of reading, writing, math,
and technology skills. Core Knowledge helps our school achieve its
mission of building "*a solid foundation of essential knowledge, skills
and character, which develops well-educated citizens and continuous
learners."* Washington serves 350 students in single-grade classrooms,
kindergarten through fifth grade. Our curriculum, small school size, low
student and staff mobility, focused learning environment, collaborative
relationships, academic culture, and strong home-school connections
provide a unique mix of essential elements that foster high student
achievement and a "thirst for knowledge."

Core Knowledge is a rich and rigorous body of information in American
and world history, geography, science, literature, music and art that
builds through the grades to become a solid foundation for life-long
learning. The engaging content of exciting historical events,
fascinating experiences in nature, magnificent works of art and music,
and beautifully-crafted classic literature captivates students'
imaginations and provides models for their own creative expression.

With very few exceptions, students who begin school at Washington as
kindergartners complete fifth grade at Washington. The size and
stability of student and staff populations promotes a focused and
productive learning environment that includes accountability,
familiarity, and meaningful academic and personal histories. In addition
to strong and supportive relationships, the character education program
helps provide a school environment that is orderly, respectful and
productive. The focus at Washington is on learning.

As a Professional Learning Community, the highly-qualified staff at
Washington is deeply committed to delivering the curriculum content and
continuously improving instruction. Teachers have studied and aligned
state, district, Core Knowledge, and testing requirements to determine
the scope and sequence of instruction. This process results in a deep
understanding of curriculum content and high expectations for student
achievement. Formative and summative assessment data are analyzed at
team, staff, and Site Council meetings to monitor student progress,
provide differentiated educational opportunities, and ensure high
academic achievement for all students.

Members of the Washington learning community have formed very effective
collaborative working relationships that reach from home to school and
across grade levels to support and address the needs of students. Our
school is guided by a Site Council, a group of elected parents,
teachers, and community members, who monitors achievement and sets
annual improvement goals. Students are involved in measuring their
learning progress and they are held responsible for completing their
learning tasks. Parents are informed about school activities and
expectations through newsletters, conferences, report cards, websites,
and long-range curriculum plans. They are expected to support the
students' completion of regular homework assignments. Parents also have
a strong presence as volunteers in the classrooms, as facilitators of
enrichment and extracurricular activities (Junior Great Books, Math
Masters, Foreign Language Club, Drama Club, Ski Club), and through
participation in PTA activities. The strong home to school connection at
Washington supports a learning culture in which learning is important,
achievement is valued and "being smart is cool."

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

**1. Assessment Results:** The Minnesota Comprehensive Assessments
(MCA's) are criterion-referenced tests that measure student progress
towards the Minnesota Academic Standards for reading and mathematics and
measure adequate yearly progress according to the federal No Child Left
Behind law. They have been administered to students in grades 3 and 5
since 1998. In 2006, they added grade 4. Until 2006, student proficiency
on the MCA's was measured on a five-point scale, with levels 1 and 2
considered below proficiency, level 3 at grade level proficiency, and
levels 4 and 5 above proficiency. In 2006, the MCA-II was re-designed to
align to revised academic standards. This new version of the MCA's uses
a four-point proficiency scale, in which level 1 [does not]{.underline}
meet standards, level 2 [partially]{.underline} meets standards, level 3
[meets]{.underline} proficiency standards, and level 4
[exceeds]{.underline} standards. The two versions of the MCA's differ in
content, difficulty, and proficiency standards, so it is difficult to
directly compare results from 2006 with those of prior years. However,
broad generalizations are still appropriate. For more information about
the Minnesota Comprehensive Assessments, please visit the website of the
Minnesota Department of Education:
<http://www.education.state.mn.us/MDE/Accountability_Programs/Assessment_and_Testing/Assessments/MCA_II/index.html>.

Washington School has been proud of its students' achievement on the
MCA's. From 2001 to 2006, the percent of third grade students who met or
exceeded proficiency standards in reading increased from 70% to 93%. In
math, they increased from 69% to 95%.

In grade 5, the percent of students who met or exceeded proficiency in
reading rose from 82% to 98% between 2001 and 2006. In math, the
proficiency increased from 82% to 89%.

In 2006, the first year that fourth grade was included in the MCA's,
they achieved 100% proficiency in reading and 95% proficiency in math.

Until 2006, the MCA's were administered to all third and fifth-grade
students. In 2006, some of our English Language Learners took an
alternate test for reading, the Test of Emerging Academic English
(TEAE). When the scores of students who took the TEAE tests were
combined with the MCA reading scores, our school had an overall
proficiency rate of 95% for grades 3, 4, and 5.

Since 2003, we have been disaggregating our test data to determine
whether all subgroups have been achieving at comparable levels. In 2004,
there was a significant discrepancy between our low-income population
and other students. Although it still exists to some extent, in 2005 and
2006, that gap has significantly narrowed. We continue to monitor the
progress of this group of students and provide interventions to help
them achieve at levels consistent with our other students.

In addition to the MCA's, our school district administers the Stanford
Achievement Tests to students in grades 2 and 4. Washington School also
includes grades 3 and 5 in Stanford testing. These standardized tests
provide a nationally-normed measure of our students' achievement that
helps us identify strengths and weaknesses in our curriculum and
instruction.

At Washington, our Stanford results are significantly higher than the
national average, and they have remained consistently high from year to
year. For example, in reading, our school's national percentile rank
(NPR) scores in grades 2-4 remain in the 70's, and in grade 5, they are
in the mid 80's, compared to the national average of 50. While the
scores at each grade remain relatively stable from year to year, when we
trace the scores of the same groups of students over three years, we see
a general increase over time for each group.

**2. Using Assessment Results:** The use of data for improving
curriculum and instruction is a standard operating procedure for all of
the Rochester Public Schools. Data drives continuous improvement for the
district, and all sites, departments and teams. A district office for
research and assessment gathers raw data from standardized, formative
and summative tests, parent, student and staff surveys, and other
assessments and compiles the data into formats that are usable by staff
and the public. The data are analyzed by the parents and staff of our
school's Site Council to monitor progress and set goals for our annual
school improvement plan. Data are also discussed at staff and
grade-level team meetings to help teachers make instructional decisions.

SMART goals (Specific, Measurable, Attainable, Results-oriented, and
Time-bound) are aligned throughout the organization from the broad
district goals of the school board to site and grade-level teams and
individual professional growth plans. Staff use the Plan-Do-Study-Act
(PDSA) cycle to guide the development and implementation of continuous
improvement processes. Assessment results are examined and disaggregated
into relevant subgroups and individual performance data. Individual test
questions are also analyzed to determine which specific skills have been
mastered by students and which skills require additional instructional
focus. After an intervention strategy has been implemented, data are
gathered once again to measure the effectiveness of the intervention and
point the direction for further improvement.

Finally, students, themselves, record and track data from performance
assessments and summative tests. They use the data to set individual and
classroom goals and to monitor progress toward those goals.

**3. Communicating Results:** Rochester Public Schools and Washington
Elementary use numerous opportunities to communicate our learning
results with students, parents, staff, and the community. When
large-scale assessment data become available, the results are published
in the local newspaper. Annual reports, which include much data about
district-wide learning results, are published by the school district and
mailed to all community members. All schools and district-wide
departments present their annual improvement plans, including goals and
results, at televised school board meetings. District and school
websites are used to share data on the world-wide web.

At the school level, data are shared with and analyzed by staff members
and Site Council. School and classroom newsletters present learning
results and improvement initiatives to parents. Individual student
progress is discussed at face-to-face parent-teacher conferences and
through report cards, e-mail and phone contacts with parents. Teachers
also meet regularly with students to set goals and discuss progress.

In 2004, Minnesota began using a school report card to recognize the
achievement of schools based on their MCA scores. State report card
information is publicized throughout the state. For all three years
since the program began, Washington School has been awarded five stars
(the highest possible) for their achievement in both reading and math.
This places our school among the highest performing schools in our
state.

**4. Sharing Success:** The Washington staff shares its successes and
expertise by mentoring beginning teachers, student teachers, field
experience students and high school students. They share best practices
and collaborate with other schools through participation on district
committees and by leading professional growth academy classes. Staff
members have served as Core Knowledge consultants, presented at the
national Core Knowledge Conference, and have hosted tours of our school
for interested education students and professionals.

School performance is shared with the school board and community through
the televised presentation of our annual school improvement plan.
Information about our school is shared with other district staff at
principal and leadership meetings. Bi-weekly tours are conducted for
interested community members and presentations about our school are
shared with local community organizations. School newsletters provide
additional opportunities for sharing information about PTA activities,
assessment results, and student achievements.

Washington students share their success and talents through performances
reflecting history, science, fine arts and physical education. Special
events, such as Renaissance Fair, Revolutionary War Night, Roman
Festival, "Welcome to Ellis Island", and other classroom presentations
highlight student learning. The all-school Science Fair provides the
opportunity for parents to work with their children on the scientific
method. Students present their projects and results to students,
teachers and community members. Washington students demonstrate their
fine arts talents in a Poetry Day, a PTA sponsored "Reflections" fine
arts contest, and grade level music performances. The drama club (100+
students strong) performs a musical each year. Student work is proudly
displayed in our hallways and at the school district administrative
building. Every grade 1-5 student participates in a track and field day
as another way to showcase individual fitness and skill achievement.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:** As a Core Knowledge school, Washington values the
attainment of factual information as equally important as the mastery of
basic skills. Building a framework of background knowledge enables our
students to connect new ideas to prior learning and provides a
foundation for lifelong learning. For more information about Core
Knowledge, please visit the Core Knowledge website:
[http://coreknowledge.org](http://coreknowledge.org/).

Language Arts - Washington's language arts curriculum is a combination
of skills identified in the Minnesota Academic Standards, Core Knowledge
Sequence, and Scott Foresman *Reading Street* textbook series (2007).
Students read text that includes fiction, non-fiction, and a variety of
literary genre. In addition to the textbook series, Core Knowledge
identifies classic children's literature that exposes students to
additional vocabulary and high-quality literary models. Poetry and
common sayings and phrases are also included. The Washington faculty has
designed a scope and sequence of writing skills that is based on the Six
Traits Writing program and "power writing" models. Specific "must have"
spelling words have been identified for mastery at each grade level,
common editing and organizational tools have been developed, and basic
sight word vocabularies have been identified for kindergarten and
first-grade readers.

Mathematics - Washington's math program reflects a belief that learning
math vocabulary and concepts, developing problem solving strategies, and
mastering computational skills (including memorization of basic math
facts), are essential components that enable students to become
effective problem solvers and mathematical thinkers. Our school's math
curriculum is aligned with the Minnesota Academic Standards for math,
and includes content from the Core Knowledge Sequence and the Harcourt
Math (2005) textbook series.

Science - The Washington science curriculum is based on the Minnesota
Academic Standards and the Core Knowledge Sequence. Life science, earth
science, physical science and human anatomy are taught at each grade
level. The spiraling of science instruction allows students to develop a
broad scope of background knowledge and scientific process skills,
facts, concepts, and vocabulary. Science learning is enhanced with field
trips to Quarry Hill Nature Center and our district's planetarium.

Social Studies - The Washington social studies curriculum is based on
Minnesota Academic Standards and the Core Knowledge Sequence. It
emphasizes instruction in world history, American history and geography
at each grade level. Content in each area is organized in a
chronological sequence that also spirals to promote depth of
understanding. For example, the study of Ancient Egypt (grade 1),
Ancient Greece (grade 2), Ancient Rome (grade 3), Medieval History
(grade 4) and Renaissance (grade 5) follows a chronological path through
world history. The studies of the American Revolution (grade 1) and the
U. S. Constitution (grade 2) spiral and are taught again at greater
depth in fourth grade. By teaching world and American history at each
grade, students can make important connections between the ancient and
modern worlds.

Music - The music curriculum at Washington includes the study of music
theory, historical eras, composers, musical styles, and orchestral and
world instruments. Vocal music is emphasized with performing and
recognizing intervals using Solfege hand signs and syllables. The
sequential approach of the Kodaly method through folk song study
complements the Core Knowledge curriculum. Students are taught to read,
create and improvise music vocally and instrumentally. Throughout
elementary school, students are provided many opportunities to perform
for their families, school, and community.

Art

The art curriculum at Washington includes content and skills from both
the Rochester Public Schools art curriculum and the Core Knowledge
Sequence. Students are taught the elements of art including color, line,
form, shape, space, light, and texture. Students study important works
of art and develop an appreciation of art masters. Students have many
opportunities to create their own art work, using a variety of art
media. Both the art and music teachers collaborate with classroom
teachers to develop interdisciplinary units that focus on Core Knowledge
content.

Media/Technology - Student use of media and technology is integrated
throughout the school day. In addition to developing skills for
navigating the library and learning to pursue reading for enjoyment,
curriculum emphasis is placed on teaching the ability to access,
evaluate and use information from a variety of online and print sources
to conduct research and publish student work. Students have frequent
access to computers in the classrooms and computer labs and educational
software is used to provide technology-based opportunities for skill
practice and development. The media specialist works with classroom
teachers to develop interdisciplinary lessons.

Physical Education - Washington uses the Rochester Public Schools
physical education curriculum, which focuses on sportsmanship, life-long
fitness, and basic sports and recreation skills. Students set fitness
goals and maintain data to record their progress.

**2. Reading:** Washington Elementary School's reading curriculum has
been chosen based on the latest and most comprehensive research on
learning and instruction. In addition to focused instruction emphasizing
skill development, reading instruction is woven and supported throughout
the school day as students are challenged and engaged by content area
reading experiences.

The reading curriculum at Washington includes five major skill
components the *National Reading Panel Report* identifies as being
critical to successfully teaching children to read: phonemic awareness,
phonics, fluency, vocabulary, and text comprehension. Skill instruction
in each of those areas is presented to students in a scope and sequence
that is prioritized to provide appropriate instructional emphasis as
readers develop through the elementary years. Early primary grades have
a strong focus on phonemic awareness and explicit phonics instruction.
Emphasis shifts to fluency, vocabulary and comprehension as students
progress through the intermediate grades. The textbook series that we
use is *Reading Street* (Scott Foresman, 2007). This program was chosen
because of its alignment with the National Reading Standards and its
balance of fiction and non-fiction literature. The reading textbooks are
viewed as resources in helping students learn to read, and are
supplemented with other books and teacher-created materials, at the
teachers' discretion. The experienced staff at Washington has been
trained extensively in teaching reading. Staff expertise is fundamental
to the planning and implementation of reading instruction at Washington.

The broad collection of classic literature included in the Core
Knowledge Sequence develops the critical factors of reading for interest
and enjoyment. In addition, through content area reading in social
studies and science, students gain vital background knowledge and
vocabulary that increases their ability to comprehend and make
connections between ideas as they read. Washington students become
skilled and enthusiastic readers as the result of the research-based,
sequential reading skill instruction and the background knowledge
developed through the Core Knowledge Sequence.

**3.** **Additional Curriculum:** **Character Education:** Washington's
character education program promotes a school environment that is
orderly, respectful and productive. Character education is taught
through an integrated approach. In addition to the "Six Pillars of
Character" (fairness, trustworthiness, responsibility, citizenship,
respect, caring), thirty-six character terms are systematically assigned
to the specific grade levels where they most naturally fit with the
other curriculum. Concepts are directly taught to students and
reinforced through discussions, writing assignments, art projects,
literature, all-school assemblies or other activities. All character
education is designed to spiral. Traits are introduced in primary grades
and revisited in the intermediate grades to achieve a greater depth of
understanding.

**4. Instructional Methods:** The Washington school community values
teacher-led instruction. The Direct-Interactive teaching model follows a
cycle that includes: activating prior knowledge, checking previous work,
presenting new material, providing student practice, immediate feedback
from the teacher, independent practice and regular and spiral reviews.
The Authentic Instruction model is used for the presentation of
information that is meaningful to students with a focus on higher-order
thinking (Bloom's Taxonomy), depth of knowledge, real-world applications
and social interactions. Although teacher-directed learning is valued at
Washington, the Active Learning method, which actively engages children
in their learning through hands-on and real-life experiences, is also
utilized as an important part of comprehensive and effective
instruction.

Washington is a learning community that has high expectations for all
students. As a result, classroom teachers, specialists,
paraprofessionals and parents all work collaboratively to plan
instruction and monitor student progress. Instruction is focused on
content delivery and individual student needs for remediation or
enrichment. A wide variety of strategies including, but not limited to,
cooperative learning, small and large group instruction, discussion,
hands-on activities, student projects, computer-aided learning and
individual interventions are required in order to effectively
differentiate instruction and improve the learning of all students.

**5. Professional Development:** Professional development is key to
improving teacher skills and ultimately student learning. Rochester
Public Schools has a comprehensive staff development system beginning
with a three-year mentorship and induction program that supports
newly-hired teaching staff. In addition, each site has a staff
development budget that designates funds for classes, workshops and
conferences that support district and site improvement goals. Staff may
enroll in district-organized Professional Growth Academy classes,
participate in book study groups, attend workshops and/or conferences,
or develop action research projects tailored to meet individual and site
needs. Staff members are encouraged to share their expertise by
presenting what they have learned at staff meetings and other staff
development activities. Professional journals and articles are also read
and discussed at staff meetings to promote dialogue and understanding of
applicable learning strategies.

The annual school improvement plan that is developed and written by our
leadership team directs and guides staff development activities. The
District provides time each month for staff to participate in activities
designed to accomplish site goals. As a professional learning community,
teachers meet regularly in grade level teams to collect and analyze
data, plan interventions, modify instruction, develop common
assessments, and monitor student progress. Each grade level team writes
a Specific, Measurable, Attainable, Results-oriented, Time-bound (SMART)
goal that is aligned with the site improvement plan. Team members
discuss strategies to help those students who need additional support to
meet the SMART goal and provide enrichment opportunities for advanced
learners.

In addition to establishing goals for district and site improvement,
faculty complete a self evaluation process based on Charlotte
Danielson's *Framework for Teaching* to develop individual Professional
Growth Plans. The comprehensive staff development program at Washington
Elementary is the cornerstone to building a highly-qualified teaching
staff and high student academic achievement.

**PART VII - ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TESTS**

Washington Elementary School, Rochester, MN

Subject\_\_Reading\_\_\_\_\_\_\_\_\_\_ Grade\_\_3\_\_\_\_

Test\_\_\_\_[Minnesota Comprehensive Assessments (MCA)]{.underline}

Edition/Publication Year: Edition 1 2002-2005; Edition 2 2006 Publisher:
Pearson Educational Measurement

  ----------------------------------- ----------- ----------- ----------- -----------
                                      MCA-II      MCA-I       MCA-I       MCA-I

                                      2005-2006   2004-2005   2003-2004   2002-2003

  Testing month                       April       April       March       April

  **SCHOOL SCORES\***                                                     

  \% "Meeting" plus "Exceeding" State 93          89          89          92
  Standards                                                               

  \% "Exceeding" State Standards      87          82          82          79

  Number of students tested           55          57          56          77

  Percent of total students tested    98          100         100         100

  Number of students alternatively    1           0           0           0
  assessed                                                                

  Percent of students alternatively   2           0           0           0
  assessed                                                                

                                                                          

  SUBGROUP SCORES                                                         

  1**. Asian**                                                            

  \% "Meeting" plus "Exceeding" State                         87          83
  Standards                                                               

  \% "Exceeding" State Standards                              80          58

  Number of students tested           9           8           15          12
  ----------------------------------- ----------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

Washington Elementary School, Rochester, MN

Subject\_\_Reading\_\_\_\_\_\_\_\_\_\_ Grade\_\_4\_\_\_\_

Test\_\_\_\_[Minnesota Comprehensive Assessments (MCA)]{.underline}

Edition/Publication Year: Edition 2 2006 Publisher: Pearson Educational
Measurement

  -------------------------------------------------------- --------------
                                                           MCA-II

                                                           2005-2006

  Testing month                                            April

  **SCHOOL SCORES\***                                      

  \% "Meeting" plus "Exceeding" State Standards            100

  \% "Exceeding" State Standards                           87

  Number of students tested                                52

  Percent of total students tested                         93

  Number of students alternatively assessed                4

  Percent of students alternatively assessed               7

                                                           

  SUBGROUP SCORES                                          

  1**. Asian**                                             

  \% "Meeting" plus "Exceeding" State Standards            100

  \% "Exceeding" State Standards                           86

  Number of students tested                                7
  -------------------------------------------------------- --------------

2005-2006 was the first year the MCA II Reading tests were administered
to students in grade 4.

**STATE CRITERION-REFERENCED TESTS**

Washington Elementary School, Rochester, MN

Subject\_\_[Reading]{.underline}\_\_\_\_\_
Grade\_\_[5\_]{.underline}\_\_

Test: [Minnesota Comprehensive Assessments (MCA)]{.underline}

Edition/Publication Year: Edition 1 2002-2005; Edition 2 2006 Publisher:
Pearson Educational Measurement

  ----------------------------------- ----------- ----------- ----------- -----------
                                      MCA-II      MCA-I       MCA-I       MCA-I

                                      2005-2006   2004-2005   2003-2004   2002-2003

  Testing month                       April       April       March       April

  **SCHOOL SCORES\***                                                     

  \% "Meeting" plus "Exceeding" State 98          88          82          83
  Standards                                                               

  \% "Exceeding" State Standards      62          83          77          68

  Number of students tested           53          84          56          59

  Percent of total students tested    95          100         100         100

  Number of students alternatively    3           0           0           0
  assessed                                                                

  Percent of students alternatively   5           0           0           0
  assessed                                                                

                                                                          

  SUBGROUP SCORES                                                         

  1**. Asian**                                                            

  \% "Meeting" plus "Exceeding" State 100         78          83          64
  Standards                                                               

  \% "Exceeding" State Standards      60          67          75          46

  Number of students tested           10          18          12          11
  ----------------------------------- ----------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

Washington Elementary School, Rochester, MN

Subject\_\_[Math]{.underline}\_\_\_\_\_\_Grade\_\_[3]{.underline}\_\_\_\_

Test:\_[Minnesota Comprehensive Assessments (MCA)]{.underline}

Edition/Publication Year: Edition 1 2002-2005; Edition 2 2006 Publisher:
Pearson Educational Measurement

  ----------------------------------- ----------- ----------- ----------- -----------
                                      MCA-II      MCA-I       MCA-I       MCA-I

                                      2005-2006   2004-2005   2003-2004   2002-2003

  Testing month                       May         May         March       April

  **SCHOOL SCORES\***                                                     

  \% "Meeting" plus "Exceeding" State 95          89          88          92
  Standards                                                               

  \% "Exceeding" State Standards      63          82          77          84

  Number of students tested           56          57          56          77

  Percent of total students tested    100         100         100         100

  Number of students alternatively    0           0           0           0
  assessed                                                                

  Percent of students alternatively   0           0           0           0
  assessed                                                                

                                                                          

  SUBGROUP SCORES                                                         

  1**. Asian**                                                            

  \% "Meeting" plus "Exceeding" State                         83          75
  Standards                                                               

  \% "Exceeding" State Standards                              75          67

  Number of students tested           9           8           12          12
  ----------------------------------- ----------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

Washington Elementary School, Rochester, MN

Subject\_\_[Math]{.underline}\_\_\_\_\_\_Grade\_\_[4]{.underline}\_\_\_\_

Test:\_[Minnesota Comprehensive Assessments (MCA)]{.underline}

Edition/Publication Year: Edition 2 2006 Publisher: Pearson Educational
Measurement

  -------------------------------------------------------- --------------
                                                           MCA-II

                                                           2005-2006

  Testing month                                            May

  **SCHOOL SCORES\***                                      

  \% "Meeting" plus "Exceeding" State Standards            95

  \% "Exceeding" State Standards                           82

  Number of students tested                                56

  Percent of total students tested                         100

  Number of students alternatively assessed                0

  Percent of students alternatively assessed               0

                                                           

  SUBGROUP SCORES                                          

  1**. Asian**                                             

  \% "Meeting" plus "Exceeding" State Standards            100

  \% "Exceeding" State Standards                           100

  Number of students tested                                9
  -------------------------------------------------------- --------------

2005-2006 was the first year the MCA II Math tests were administered to
students in grade 4.

**STATE CRITERION-REFERENCED TESTS**

Washington Elementary School, Rochester, MN

Subject\_\_[Math]{.underline}\_\_\_\_\_ Grade\_\_[5]{.underline}\_\_\_\_

Test: [Minnesota Comprehensive Assessments (MCA)]{.underline}

Edition/Publication Year: Edition 1 2002-2005; Edition 2 2006 Publisher:
Pearson Educational Measurement

  ----------------------------------- ----------- ----------- ----------- -----------
                                      MCA-II      MCA-I       MCA-I       MCA-I

                                      2005-2006   2004-2005   2003-2004   2002-2003

  Testing month                       May         May         March       April

  **SCHOOL SCORES\***                                                     

  \% "Meeting" plus "Exceeding" State 89          92          82          85
  Standards                                                               

  \% "Exceeding" State Standards      66          84          77          70

  Number of students tested           55          84          56          59

  Percent of total students tested    98          100         100         100

  Number of students alternatively    0           0           0           0
  assessed                                                                

  Percent of students alternatively   0           0           0           0
  assessed                                                                

                                                                          

  SUBGROUP SCORES                                                         

  1**. Asian**                                                            

  \% "Meeting" plus "Exceeding" State 100         78          75          73
  Standards                                                               

  \% "Exceeding" State Standards      60          72          58          46

  Number of students tested           10          18          12          11
  ----------------------------------- ----------- ----------- ----------- -----------