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

*U.S. Department of Education*

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

Name of Principal [Mrs. Dana Petersen]{.underline}

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

Official School Name [Marion Jordan School]{.underline}

(As it should appear in the official records)

School Mailing Address [100 N. Harrison Street]{.underline}

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

[Palatine IL 60067-4865]{.underline}

City State Zip Code+4 (9 digits total)

County [Cook]{.underline} School Code
Number\*\_[016-0150-2004]{.underline}

Telephone [( 847 ) 963-5500]{.underline} Fax [( 847 )
963-5506]{.underline}

Website/URL [www.ccsd15.net]{.underline} E-mail
[petersed@ccsd15.k12.il.us]{.underline}

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

Date

(Principal's Signature)

Name of Superintendent\* [Dr. Robert A. McKanna]{.underline}

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

District Name [Community Consolidated School District 15]{.underline}
Tel. [(847) 963-3000]{.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 [Mr. Louis A.
Sands]{.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)

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [\_\_15\_]{.underline} Elementary
schools

\_\_\_\_\_ Middle schools

[\_\_\_4\_]{.underline} Junior high schools

\_\_\_\_\_ High schools

[\_\_\_1\_]{.underline} Other (Alternative School)

[\_\_20\_]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\_\_\_\$9,703\_\_]{.underline}

Average State Per Pupil Expenditure: [\_\_ \$8,482\_\_]{.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
>
> \[ X\] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

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

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

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

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

  **PreK**                                                  **7**                             

  **K**       76        64                     **140**      **8**                             

  **1**       39        29                     **68**       **9**                             

  **2**       40        31                     **71**       **10**                            

  **3**       47        33                     **80**       **11**                            

  **4**       33        46                     **79**       **12**                            

  **5**       59        40                     **99**       **Other**                         

  **6**       33        47                     **80**                                         

                                    **TOTAL                                                   617
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [75]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

[15]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
[\_\_\_5%\_\_\_]{.underline}

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      18
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      15
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 33
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 618
                            the school as of October 1  

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

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

8\. Limited English Proficient students in the school:
[\_\_\_14%]{.underline}

[\_\_\_83\_\_\_]{.underline}Total Number Limited English Proficient

Number of languages represented: [\_\_20\_\_\_]{.underline}

Specify languages: Arabic, Bengali, Bulgarian, Cantonese, Danish, Gaelic
(Scottish), German, Greek, Hindi, Italian, Japanese, Korean, Lithuanian,
Mandarin (Chinese), Polish, Russian, Spanish, Telugu, Ukrainian, Urdu

9\. Students eligible for free/reduced-priced meals:
[\_\_\_\_2\_\_]{.underline}%

Total number students who qualify: [\_\_\_9\_\_\_]{.underline}

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

10\. Students receiving special education services:
[\_\_\_11\_\_\_]{.underline}%

[\_\_\_68\_\_\_]{.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.

[\_15\_]{.underline}Autism [\_\_5\_]{.underline}Orthopedic Impairment

\_\_\_\_Deafness [\_\_2\_]{.underline}Other Health Impaired

\_\_\_\_Deaf-Blindness [\_19\_]{.underline}Specific Learning Disability

\_\_\_\_Hearing Impairment [\_24\_]{.underline}Speech or Language
Impairment

[\_\_1\_]{.underline}Mental Retardation \_\_\_\_Traumatic Brain Injury

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

[\_\_2\_]{.underline}Emotional Disturbance

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) [\_\_\_2\_\_\_]{.underline}
\_\_\_\_[0\_]{.underline}\_\_

Classroom teachers [\_\_23\_\_]{.underline}
[\_\_\_\_3\_\_\_]{.underline}

Special resource teachers/specialists [\_\_\_6\_\_\_]{.underline}
[\_\_\_16\_\_\_]{.underline}

Paraprofessionals [\_\_18\_\_\_]{.underline}
[\_\_\_\_0\_\_\_]{.underline}

> Support staff [\_\_\_7\_\_\_]{.underline}
> [\_\_\_\_0\_\_\_]{.underline}
>
> Total number [\_\_56\_\_\_]{.underline} [\_\_\_19\_\_\_]{.underline}

12\. Average school student-"classroom teacher" ratio:
[\_\_25:1\_\_]{.underline}

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

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

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

  Daily teacher attendance   94%         93%         92%         94%         91%

  Teacher turnover rate      10%         0%          17%         11%         10%

  Student dropout rate       N/A%        N/A%        N/A%        N/A%        N/A%
  (middle/high)                                                              

  Student drop-off rate      N/A%        N/A%        N/A%        N/A%        N/A%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III -- SUMMARY**

Marion Jordan School (MJ) is a suburban elementary school in Palatine,
Illinois, located 25 miles north­west of Chicago. MJ is part of Community
Consolidated School District 15, a K-8 public school system serving
12,774 children from seven communities of differing ethnic and
socio-economic levels. District 15 received the prestigious 2003 Malcolm
Baldrige National Quality Award.

MJ, a school with 617 students, has a mission to produce world-class
learners by providing a differentiated curriculum and encouraging the
mastery of communication skills and life skills so our students become
respectful, contributing members of our 21^st^ century society. Each
classroom also develops a mission statement reflecting its unique
characteristics as a learning community.

We believe MJ students learn and grow from interacting with others from
different backgrounds and experiences. Our students come from
backgrounds that are educationally, culturally, and geographically
diverse. Our students speak 20 different languages. We are a bilingual
kindergarten center for the district; students in our bilingual Spanish
kindergarten program are assigned to our school from outside our
immediate attendance boundaries. We also serve students who are eligible
for a gifted and talented program (from both within and outside our
immediate attendance boundaries) in a 5/6 multiage class­room. MJ is one
of two schools in the district to house a program to assist students who
have been identified on the autism spectrum. We also house a program for
physically challenged students.

MJ's dedication to excellence in all academic areas is evidenced by its
reaching the student performance targets set in District 15 that 90% or
more of the students will meet or exceed state standards. Students'
performance on the Illinois Standards Achievement Test (ISAT) is
significantly above state averages. In 2003-2004, 91% of all 5th graders
and 93% of all 3^rd^ graders met or exceeded state standards in reading.
In math, 99% of all 5^th^ graders and 97% of all 3^rd^ graders met or
exceeded state standards. In 4^th^ grade science, 92% of the students
met or exceeded state standards, and 91% of the students accomplished
the same on the 4^th^ grade social science test.

One of MJ's unique qualities is a focus on teamwork. It begins with
teachers modeling for students the importance of working together and
how a team promotes a number of positive personal characteris­tics that
will last a lifetime. The staff works together in teams to plan lessons,
examine curriculum, review assessments, and analyze student performance
at least two to three times weekly. This approach has allowed teachers
to improve instruction, assessment, and to better differentiate
curriculum.

Students are members of teams which have met very lofty goals to help
others by contributing to a number of volunteer and community
activities. One goal set by students was to ensure that members of a
self-contained autism class, which had just moved to MJ, would feel
accepted and part of the school. The students formed a team called Peer
Buddies. The Peer Buddies learned about autism, provided awareness
training for others, and recruited 50 other students to become Buddies.
Goals have also been set to help others in the Palatine community.
Student teams have raised money for a local cancer support center,
filled two school buses for the local food pantry, and provided pies for
a local homeless shelter. Students collected over 2,000 books to send to
students on an army base in Florida that had been devastated by the
recent hurricanes.

Our entire community works together as a team to ensure that students
receive world-class educational opportunities that will enable them to
attain success in their future educational and career endeavors. On
average, 45 volunteers work with students each day. Our PTA provides a
wide array of programs and activities that involve the school, home, and
community, including multicultural and recycling programs, blood drives,
assemblies that support the school's curriculum, and mini-courses on
subjects of student interest. MJ partners with Fremd High School,
accepting aspiring teachers into class­rooms as interns whom we train in
reading support strategies to support student learning.

Our faculty is committed to the process of continuous improvement. Our
School Improvement Plan (SIP) process has enhanced classroom instruction
and student learning using the Plan-Do-Study-Act (PDSA) cycle.
Systematically implementing the PDSA cycle has made a marked difference
in the quality of instruction and learning at MJ as evidenced by
exceptional student achievement and increased parent and student
satisfaction.

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

1\. Marion Jordan students achieve at high levels on state and national
assessments. Every student participates in state, national, and local
assessments through a variety of measures. Access to state testing
results and other information regarding state testing can be found at
[www.isbe.net](http://www.isbe.net/). The Illinois Standards Achievement
Test (ISAT), a criterion-referenced test, measures individual student
achievement relative to the Illinois Learning Standards. Students must
creatively apply knowledge and skills to solve problems and evaluate the
results. Students exceed state standards when their performance
demonstrates advanced knowledge and skills in the subject. Students meet
state standards when their performance demonstrates proficient knowledge
and skills in the subject.

Students in grades three and five take ISATs in reading, mathematics,
and writing. Students in grade four take ISATs in science and social
sciences. MJ students significantly outperform the district and state in
all test areas. Outcome data is disaggregated for all subgroups and
analyzed in light of the district's rigorous performance targets: 1) *At
least 90 percent of the students who have been in the district for one
year meet or exceed all Illinois* *Learning Standards*, and 2) *There
are no significant differences between student groups in meeting or
exceeding all Illinois Learning Standards for students who have been in
the district at least one year*. MJ exceeds these high performance
targets.

Third-grade reading scores improved from 1999-00 when 90% of students
met or exceeded standards to 93% in 2003-04. Fifth-grade reading scores
went from 83% meeting/exceeding standards in 1999-00 to 91% in 2003-04.
Math scores show an even stronger improvement. In 1999-00, 97% of 3^rd^
grade students met or exceeded state standards; strong performance
continued through 2003-04 with that same percentage (97%) meeting or
exceeding standards. In 2002-03, 100% of 3^rd^ grade students
met/exceeded state math standards. From 1999-00, when 91% of 5^th^
graders met/exceeded state math standards, performance has improved to
99% meeting/exceeding in 2003-04. In addition, the numbers of students
in both 3^rd^ and 5th grades who *exceed* state standards in reading and
math have continued to rise (see Figures 3, 4, 7, and 8).

Second-, fourth-, and sixth-grade students participate in the Iowa Tests
of Basic Skills (ITBS) as well as the Cognitive Abilities Test (CogAT).
Data is analyzed in reading, language, and mathematics. Five years of
trend data reflect an overall increase in 2^nd^ grade reading from a NCE
of 61.6 in 1999-00 to a NCE of 66.6 in 2003-04. The same trend data for
4^th^ grade reading reflects an increase from a NCE of 58.5 to a NCE of
66.8. Sixth-grade reading data reflect steady performance with a NCE of
69.4. Five years of trend data in the area of mathematics show 2^nd^
grade scores improving from a NCE of 70.2 in 1999-00 to a NCE of 72.9 in
2003-04. Fourth-grade scores improved from a NCE of 59.1 in 1999-00 to a
NCE of 77.5 in 2003-04. Sixth-grade mathematics also shows an increase.
The NCE in 1999-00 was 62.2, with an increase to a NCE of 74.4 in
2003-04. It is remarkable to note that our students in grades 4 and 6,
for the past three years, have scored a full standard deviation above
the norm in mathematics.

The data for our subgroup of students with Individualized Education
Plans (IEP) is disaggregated in order to determine their growth as a
group. Data from the ITBS reading test reflects an improvement from a
NCE of 53.5 for 2^nd^ grade students and a NCE of 26.6 for 4^th^ grade
students in 1999-00 to a NCE of 65.6 in 2003-04 school year for 2^nd^
grade students and a NCE of 47.5 for 4^th^ grade students. Sixth-grade
students with IEPs had a NCE of 43.3 in 1999-00 and a NCE of 44.5 in
2003-04. Data from the ITBS math test for 2^nd^ grade students reflects
an improvement from a NCE of 59.6 in 1999-00 to a NCE of 72.1 in
2003-04. Five-year trend data for 4^th^ grade students with IEPs shows
remarkable growth as the NCE went from 40.7 to 55.5. Mathematics data
for 6^th^ grade students reflects growth with a NCE of 45.3 in 1999-00
and a NCE of 53.7 in 2003-04. ISAT scores indicate that 100% of the
3^rd^ grade students with IEPs met or exceeded state standards in math
in both 2001-02 and 2002-03. Fifth-grade scores show 84% of the IEP
students met or exceeded state standards in 2003-04.

2\. Data drives all school improvement decisions at MJ. We use the
Malcolm Baldrige criteria to align student and stakeholder needs,
curriculum, best practices, core processes, culture, and organizational
results to achieve system improvement. We focus on the district's
strategic goals to ensure a comprehensive school assessment profile.
MJ's goal team, individual teachers, grade level teams, and
administrators then follow the Plan-Do-Study-Act (PDSA) cycle for
improvement to enable us to identify priorities and move from current
performance to target performance. MJ's goal team, consisting of one
representative from each grade level, support staff, and the building
principal, monitors the process in bimonthly meetings by defining the
system, assessing the current situation, analyzing cause, trying out
improvement theory, studying results and standardizing improvement. Data
showing progress toward all school improvement goals is displayed
publicly on building walls for students, staff, and parents. Classroom
teachers and grade-level teams also use the PDSA cycle to address the
needs of their students. Weekly team meetings allow teachers to analyze
formative assessment data to differentiate instruction appropriately.
Students at MJ actively use the PDSA cycle to set individual improvement
goals. They chart and analyze their progress using quality tools,
associated with the principles of Deming's Total Quality Management.
Students record their progress in data folders that are shared with
parents throughout the year. In addition, our on-line Educational Data
Warehouse and AS 400 student database allows teachers and the principal
to access trend data for the school, grade level, class, or individual
student. MJ can also compare data with other schools in order to
benchmark other schools' effective programs and practices.

3\. At MJ, we communicate assessment results, student performance
information, school news, and classroom activities in a variety of ways.
The school report card is published on the district Web site and is
available in print in the school office for families without internet
access. The academic achievement results for the Illinois Standards
Achievement Test are presented along with demographic, instructional,
and financial information. The building principal presents an overview
of the school's results and their interpretation at a general PTA
meeting to expand parent understanding. Each month, the building
principal holds a coffee for parents to share achievement information in
smaller grade level groups. Parents receive an individual report of
their child's scores with explanations of ISAT and ITBS assessments.
Parents are encouraged to call the classroom teacher or building
principal to clarify any questions they may have regarding these test
results. New families receive the school report card in their welcome
packets along with other important information about MJ. The monthly PTA
newsletter is another opportunity for the principal to share assessment
data and student performance with MJ families. A community newsletter is
also published and mailed annually to every household in the MJ
attendance area. This community newsletter highlights student
performance results. A district *Shareholders' Report* highlighting
student achievement results and overall organizational results is mailed
to residents once a year. Classroom teachers share a significant amount
of assessment information with the parents and students. Computerized
student progress reports are distributed three times per year. In the
fall, teachers share assessment criteria and learner standards with
parents during orientation. Individual progress is discussed during
November parent/teacher conferences and additional conferences are
available throughout the year. All teachers have phones in their
classroom with 24-hour voice mail and computers on their desk for e-mail
communication. Teachers have created Web pages to keep parents informed
on current curriculum, learning strategies, classroom activities, and
special events. These Web pages are sent home in paper form for parents
without internet access or who prefer that form of communication. Web
pages are updated regularly and function as the classroom newsletter.
Assignment notebooks, weekly reports, and newsletters are examples of
other methods used by classroom teachers to share classroom assessments
along with strategies to support student learning.

4\. If Marion Jordan is chosen as a No Child Left Behind -- Blue Ribbon
School, we will continue to share our successes with other schools.
Marion Jordan has teachers who have presented at national and state
conferences, such as Baldrige "Quest for Excellence" and the Illinois
Association of School Social Workers. We have also presented at district
institutes, and both students and staff have shared quality tools at
school board meetings. Marion Jordan will work with the district's
director of communications as well as with the media to highlight the
success of its programs. Marion Jordan has made a video highlighting our
Peer Buddy program, and we are willing to film additional videos to help
others better visualize how we use best practices and proven teaching
strategies to improve learning and achievement for all students. As a
benchmark school in our district, Marion Jordan has been visited by
individual teachers and by grade-level teams, both from within our
district and from outside, who want to observe our exemplary programs
and practices. We look forward to future visits from both educators and
community members in order that we may continue to share the practices
and strategies that have resulted in our student achievement success.
Our web site, www.ccsd15.net, can be easily accessed to obtain a variety
of information about our school. Web site visitors can access teacher
Web pages and learn about school activities, programs, and upcoming
events.

**PART V -- CURRICULUM AND INSTRUCTION**

1\. Marion Jordan's curriculum is aligned to and driven by Illinois
State Standards and District 15 Learner Statements and reflects the
community's high expectations for children's intellectual and personal
growth.

A strong language arts core curriculum is pervasive throughout the
student's day. We ensure that each student receives a minimum of 120
minutes of daily language arts instruction. Teachers use a balanced
literacy model for reading, which includes daily word study, guided and
shared reading, independent reading and fluency, and integrated writing.
During guided reading instruction, teachers use flexible grouping to
teach and reinforce essential skills. An additional 30-minute block time
is set at each grade level for specific language arts instruction.
Teachers assess current student performance and identify areas that need
additional support. Students are placed in small groups for specific
skill enrichment. Writing instruction focuses on the writing process
through both guided practice and independent writing where students
write expository, persuasive, and personal narratives demonstrating the
application of skills and knowledge learned. Process writing skills are
introduced in the primary grades and refined throughout the grade
levels. Teachers also use technology and software programs to support
and extend student writing skills, particularly with students who may
need a different learning approach.

The math curriculum is aligned with the National Council of Teachers of
Mathematics Standards and Illinois Learning Standards. Research-based
programs such as *Everyday Mathematics, SRA-Math* *Explorations and
Applications*, and *Transitions* are the core math curriculum.
Problem-solving and critical-thinking skills are a major emphasis of the
program. Teachers use other resources such as Exemplars, Hands-on
Equations, Mental Math, and the Internet Stock Market Game to support
and enrich the curriculum. An intervention math program, *Knowing Math*,
is offered in addition to the general math curriculum to students who
need additional math support. High-achieving math students in grades
three through six are offered an accelerated math program to support a
deeper learning of concepts and skills beyond the essential skills we
expect all students to acquire. Last year, 43% of our 6^th^ graders
placed in accelerated mathematics at the junior high. Math is embedded
into all content areas by engaging students in graphing, estimating,
data collection, and applying geometric concepts.

Aligned to the National Science Education Standards, the Illinois
Learning Standards, and District 15's Learner Statements, the science
curriculum engages students through inquiry-based instruction. Students
engage in hands-on learning, which empowers students to ask questions,
construct ideas, and demonstrate their understanding of facts, concepts,
theories, and science principles. A variety of resources (such as the
unique District 15 Space Shuttle) offer avenues to apply technology and
problem-solving skills. Last year, 92% of 4^th^ grade students met or
exceeded state standards in science.

Our social studies curriculum provides children with opportunities to
respond to experiential activities through research, debate, dialogue,
and written reactions. Teachers facilitate lessons that enable children
to understand their position in the community and the world, be
culturally aware, and draw parallels from history. Third graders use
*Story Path* to simulate the impact a business may have in a rural
setting, and 4th graders use a variety of multimedia tools to research
states, geography, climate, resources, and history. Fifth and sixth
graders use *History Alive* to provide hands-on learning experiences
that enhance understanding of the politics and economics of colonies and
ancient civilizations. Last year, 91% of our 4^th^ grade students met or
exceeded state standards in social science.

All students receive instruction in the areas of visual art, music,
technology, and physical education. Choral and instrumental music
instruction supports the content areas and expands the core music
curriculum. Children in all grade levels participate in musical
productions that are presented for the community. Students in 5^th^ and
6^th^ grades have the opportunity to participate in band and orchestra
programs with small group lessons provided. Technology skills are
developed through coordinated activities that support learning and the
curriculum. Students work toward meeting the district's technology goals
set by the National Educational Technology Standards for Students.
Students at MJ have the opportunity to participate in Spanish and French
foreign language clubs. This year we have approximately 60 students
participating in these clubs.

2a. Marion Jordan uses Harcourt Publishers' *Trophies* reading series, a
research-based developmental reading program for all grade levels, K-6.
This series closely aligns to the Illinois State Standards and the
District 15 Learner Statements. This balanced-literary program was
adopted three years ago because of its alignment to these standards and
because it supports District 15's Student Performance Targets. The
*Trophies* reading series provides both fiction and nonfiction
selections, complete with formal and informal assessments, on-line
support for students, parents, and teachers, word study (spelling,
phonics, vocabulary, and grammar), and writing activities. Reading and
writing strategies are taught through shared, guided, and independent
lessons with consistent terminology from grades K-6. The selection of
the Harcourt program was a year-long process which involved students,
parents, teachers, and administrators. The district piloted two programs
after reviewing six research-based programs. This pilot included all
grade levels and all District 15 elementary schools. After this
comprehensive piloting period (August 2001 to February 2002), the
district Language Arts Committee recommended the adoption of the
Harcourt *Trophies'* series. The language arts' activities provided by
*Trophies'* specifically support Marion Jordan's 2004-2005 SIP goals to
develop reading comprehension and extended writing responses for reading
across grade levels. The program offers frequent assessments to improve
teaching and learning. Student progress is monitored in fluency and
through holistic assessments, which measure vocabulary, extended written
responses in reading, and comprehension. Information learned from these
assessments allows teachers to differentiate instruction effectively.
Reading intervention programs are provided at all grade levels
specifically targeting our struggling readers. A Kindergarten
Intervention Program (KIP), a First Grade Literacy Intervention Program
(FLIP), Second Grade Acceleration In Literacy (SAIL), and SOAR to
Success for grades 3-6 enable us to provide additional reading
instruction. Reading intervention programs, a District 15 summer reading
program, and *Trophies* intervention and enrichment activities are
offered to qualifying MJ students across grade levels to further support
the MJ mission statement and school improvement goals, District 15
targets, and Illinois State standards.

3\. Marion Jordan uses the University of Chicago *Everyday Math* program
(grades K-3), *SRA-Math Explorations and Applications* (grades 4-6), and
the *Transitions* pre-algebra program (grade 6). Teachers work with
students in K-6 to develop a mastery of math concepts, computation,
logical reasoning, problem solving, critical thinking, and mathematical
communication skills. All students in grades 1-6 receive 60 minutes of
math instruction per day. The District 15 mental math program, grades
1-6, includes daily math problems read orally by the classroom teacher
and computed mentally by students. Students are challenged to apply
computation and problem-solving skills mentally, an integral life skill,
each day in preparation to begin their regular math class. A commitment
to the 2004-2005 MJ SIP goal for extended writing response is also seen
in mathematics instruction. Students are asked to approach word problems
with a focus on communicating their mathematical and strategic knowledge
through a thoughtfully designed plan. Our math curriculum is further
differentiated by accelerated math and *Knowing Math* programs. Students
in grades 3-6 who demonstrate a need for math enrichment are offered an
accelerated math class instead of basic math instruction. The *Knowing
Math* intervention program is available in grades 4-6 to provide a small
group of students an additional 30-45 minutes of math instruction per
day. This additional math instruction is part of Marion Jordan's
innovative parallel block time and provides students extra time and
individual attention toward achieving math success. Students are
selected for the *Knowing Math* and accelerated programs based on ISAT
and ITBS results, as well as classroom performance. We assess 3^rd^ and
5^th^ graders annually with the ISAT. Students in 2^nd^, 4^th^, and
6^th^ grades are assessed with the ITBS. Engaging students in reading,
writing, and communicating during math instruction reflects Marion
Jordan's mission. As further evidence of our constant commitment to
continuous improvement, a District 15 Math Committee, which includes
several MJ teachers, is currently involved in a comprehensive pilot of
several research-based math programs to ensure our students are
receiving the best math education available.

4\. Instruction at MJ is planned with the expectation that all students
can learn. Flexible grouping allows classroom teachers to differentiate
instruction in order to remediate, enrich, and accelerate students to
meet individual learning needs. One unique method used at MJ is the
parallel block system. Grade level teachers set aside a common block of
time (30 to 40 minutes four to five times per week) where they
differentiate instruction for students based on the data gathered
through frequent classroom assessments. The grade-level team plans three
to five block mini-lessons on a variety of skills from remediation
through enrichment levels. Students are then assigned to the appropriate
block and the grade level teachers each focus on one block in their
classroom. Support staff and specialists are also scheduled into the
block, which allows for smaller group sizes. Students with IEP goals can
receive appropriate services during this time as well. The premise
behind the block system is to facilitate differentiation while allowing
students extra time to learn, practice, and improve specific, essential
skills to meet individual goals. Because of the success with the 5^th^
grade parallel block pilot program in 2003-04, MJ has adopted the block
program in grades K-6. In addition to the Knowing Mathematics (KM)
intervention, a strategic reading intervention for students in grades
K-6 is also scheduled during the parallel block. These programs are
designed to ensure all students at MJ meet the district's Student
Performance Targets. The reading intervention program serves students
who represent the lowest performing seven to ten percent of students at
each grade level. Support staff, supervised by the reading specialist,
provide students with daily intensive one-on-one instruction in grades
K-2. For grades 3-6, the reading specialist sees small groups of
students at each grade level for four forty-minute periods each week for
intensive instruction on reading comprehension strategies. As a result
of these interventions, our building met the target of 90% of students
meeting or exceeding state standards on all ISAT tests in grades 3 and
5. In the pilot year of KM, 99% of 5^th^ graders met or exceeded
standards on the math ISAT.

5\. MJ has a high-performing staff that is committed to continuous
improvement. The staff development program is aligned with its School
Improvement Plan (SIP). Through the shared decision-making process, the
building staff development committee identified three building goals: 1)
improve reading comprehension, 2) improve extended writing responses in
reading, and 3) improve extended writing responses in mathematics. The
building staff development committee designs activities and expends
resources necessary to achieve the goals of the School Improvement Plan.
Staff development activities include whole faculty study groups, quality
tools training, and teacher institutes featuring nationally recognized
consultants. Teachers' professional growth plans and Illinois
certification plans also align with the school's improvement plan.
Because we focus and align staff development to the School Improvement
Plan, MJ is one of just two schools in the district to meet the rigorous
District 15 goal of 90% of students meeting or exceeding standards on
the ISAT at all grade levels and in all subject areas tested.
Cross-grade articulation has become an important part of staff
development. Teachers share successful learning strategies and
activities with one another. Through this process, the learning
standards at each grade level are better understood which in turn
ensures a quality learning continuum throughout MJ. Teachers new to the
district participate in the Teacher Induction/Mentoring Program
throughout their four-year probationary period. This program includes
separate tracks for beginning teachers and teachers with experience. The
district has a mentoring program for teachers pursuing National Board
Certification. Currently, more than 20% of MJ's teaching faculty are
National Board certified teachers.

**PART VII -- ASSESSMENT RESULTS**

**National Norm-Referenced Test**

**Grade**: 2 READING **Test**: Iowa Tests of Basic Skills (ITBS)

**Edition/publication year**: 1996 **Publisher**: Riverside Publishing

**What groups were excluded from testing, why, and how were they
assessed?** Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation would not be appropriate (students take alternative
assessments such as Curriculum-Based Assessments, individually given
nationally normed assessments such as the KTEA or Woodcock Achievement
Tests) and children in bilingual programs less than three years
(students took the IPT in years 1998-2000, and LPTS beginning in the
2000-01 school year) may not be included.

**Number and percent excluded:** See table below

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

**ITBS SECOND-GRADE READING**

+----------------------------+-------+-------+-------+-------+-------+
| #                          | ## 20 | ## 20 | ## 20 | ## 20 | ## 19 |
|                            | 03-04 | 02-03 | 01-02 | 00-01 | 99-00 |
+----------------------------+-------+-------+-------+-------+-------+
| ## Testing Month           | #     | #     | #     | #     | #     |
|                            | # Feb | # Feb | # Feb | # Feb | # Feb |
|                            | ruary | ruary | ruary | ruary | ruary |
+----------------------------+-------+-------+-------+-------+-------+
| ##### SCHOOL SCORES        |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Total or Composite Score   | 69    | 70.2  | 65.5  | 64.4  | 66    |
+----------------------------+-------+-------+-------+-------+-------+
| Number of students tested  | 77    | 80    | 69    | 56    | 87    |
+----------------------------+-------+-------+-------+-------+-------+
| Percent of total students  | 100%  | 99%   | 99%   | 95%   | 97%   |
| tested                     |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Number of students         | 0     | 1     | 1     | 3     | 3     |
| excluded                   |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Percent of students        | 0%    | 1%    | 1%    | 5%    | 3%    |
| excluded                   |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| **SUBTEST SCORES**         |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Reading Total              | 66.6  | 69.4  | 62.2  | 58.2  | 61.6  |
+----------------------------+-------+-------+-------+-------+-------+
| **SUBGROUP SCORES          |       |       |       |       |       |
| (Students Receiving        |       |       |       |       |       |
| Special Education)**       |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| IEP Students               |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Reading Total              | 65.6  | 47    | 48.6  | 35.2  | 53.5  |
+----------------------------+-------+-------+-------+-------+-------+
| **SUBGROUP SCORES          |       |       |       |       |       |
| (Second-Language           |       |       |       |       |       |
| Learners)**                |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Reading Total              | NA    | NA    | NA    | NA    |       |
+----------------------------+-------+-------+-------+-------+-------+
| ## NATIONAL SCORES         | ##    | ##    | ##    | ##    | ##    |
+----------------------------+-------+-------+-------+-------+-------+
| Total or Composite Score   | 50    | 50    | 50    | 50    | 50    |
| (MEAN)                     |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| **SUBTEST SCORES**         |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Reading                    | 50    | 50    | 50    | 50    | 50    |
+----------------------------+-------+-------+-------+-------+-------+

**Figure 1**

**National Norm-Referenced Test**

**Grade**: 2 MATH **Test**: Iowa Tests of Basic Skills (ITBS)

**Edition/publication year**: 1996 **Publisher**: Riverside Publishing

**What groups were excluded from testing, why, and how were they
assessed?** Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation would not be appropriate (students take alternative
assessments such as Curriculum-Based Assessments, individually given
nationally normed assessments such as the KTEA or Woodcock Achievement
Tests) and children in bilingual programs less than three years
(students took the IPT in years 1998-2000, and LPTS beginning in the
2000-01 school year) may not be included.

**Number and percent excluded:** See table below

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

**ITBS SECOND-GRADE MATH**

+----------------------------+-------+-------+-------+-------+-------+
| #                          | ## 20 | ## 20 | ## 20 | ## 20 | ## 19 |
|                            | 03-04 | 02-03 | 01-02 | 00-01 | 99-00 |
+----------------------------+-------+-------+-------+-------+-------+
| ## Testing Month           | #     | #     | #     | #     | #     |
|                            | # Feb | # Feb | # Feb | # Feb | # Feb |
|                            | ruary | ruary | ruary | ruary | ruary |
+----------------------------+-------+-------+-------+-------+-------+
| ##### SCHOOL SCORES        |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Total or Composite Score   | 69    | 70.2  | 65.5  | 64.4  | 66    |
+----------------------------+-------+-------+-------+-------+-------+
| Number of students tested  | 77    | 81    | 69    | 56    | 86    |
+----------------------------+-------+-------+-------+-------+-------+
| Percent of total students  | 100%  | 100%  | 99%   | 95%   | 96%   |
| tested                     |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Number of students         | 0     | 0     | 1     | 3     | 4     |
| excluded                   |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Percent of students        | 0%    | 0%    | 1%    | 5%    | 4%    |
| excluded                   |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| **SUBTEST SCORES**         |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Math Total                 | 72.9  | 71    | 70.4  | 68.6  | 70.2  |
+----------------------------+-------+-------+-------+-------+-------+
| **SUBGROUP SCORES          |       |       |       |       |       |
| (Students Receiving        |       |       |       |       |       |
| Special Education)**       |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| IEP Students               |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Math Total                 | 72.1  | 48.8  | 48.7  | 49    | 59.6  |
+----------------------------+-------+-------+-------+-------+-------+
| ## NATIONAL SCORES         | ##    | ##    | ##    | ##    | ##    |
+----------------------------+-------+-------+-------+-------+-------+
| Total or Composite Score   | 50    | 50    | 50    | 50    | 50    |
| (MEAN)                     |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| **SUBTEST SCORES**         |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Math                       | 50    | 50    | 50    | 50    | 50    |
+----------------------------+-------+-------+-------+-------+-------+

**Figure 2**

**State Criterion-Referenced Test**

**Grade**: 3 READING **Test**: Illinois Standards Achievement Test
(ISAT)

**Edition/publication year**: Yearly **Publisher**: State of Illinois

**What groups were excluded from testing? Why, and how were they
assessed?** Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation in the ISAT would not be appropriate (students take the
Illinois Alternate Assessment (IAA)), and children in bilingual programs
less than three years (students take the Illinois Measure of Annual
Growth in English (IMAGE)), are not included.

**Number Excluded**: Number represents students who took no state
assessments

**Percent Excluded**: See table below \*No Hispanic subgroup as less
than 5 students tested

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

# ISAT THIRD-GRADE READING

<table style="width:100%;">
<colgroup>
<col style="width: 38%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 12%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td colspan="2"><strong>2003-04</strong></td>
<td colspan="2"><strong>2002-03</strong></td>
<td colspan="2"><strong>2001-02</strong></td>
<td colspan="2"><strong>2000-01</strong></td>
<td><strong>1999-00</strong></td>
</tr>
<tr class="even">
<td>Testing month</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td>February</td>
</tr>
<tr class="odd">
<td colspan="10"><h1 id="school-scores-2">SCHOOL SCORES</h1></td>
</tr>
<tr class="even">
<td>Exceeds Standards</td>
<td colspan="2">63%</td>
<td colspan="2">40%</td>
<td colspan="2">39%</td>
<td colspan="2">31%</td>
<td>34%</td>
</tr>
<tr class="odd">
<td>Meets Standards</td>
<td colspan="2">30%</td>
<td colspan="2">48%</td>
<td colspan="2">47%</td>
<td colspan="2">58%</td>
<td>56%</td>
</tr>
<tr class="even">
<td>Total Meets/Exceeds Standards</td>
<td colspan="2">93%</td>
<td colspan="2">88%</td>
<td colspan="2">86%</td>
<td colspan="2">89%</td>
<td>90%</td>
</tr>
<tr class="odd">
<td colspan="10"></td>
</tr>
<tr class="even">
<td>Number of students tested</td>
<td colspan="2">73</td>
<td colspan="2">74</td>
<td colspan="2">57</td>
<td colspan="2">77</td>
<td>73</td>
</tr>
<tr class="odd">
<td>Percent of students tested</td>
<td colspan="2">100%</td>
<td colspan="2">100%</td>
<td colspan="2">100%</td>
<td colspan="2">99%</td>
<td>100%</td>
</tr>
<tr class="even">
<td>Number of students excluded</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">1</td>
<td>0</td>
</tr>
<tr class="odd">
<td>Percent of students excluded</td>
<td colspan="2">0%</td>
<td colspan="2">0%</td>
<td colspan="2">0%</td>
<td colspan="2">1%</td>
<td>0%</td>
</tr>
<tr class="even">
<td colspan="10"></td>
</tr>
<tr class="odd">
<td colspan="10"><strong>SUBGROUP SCORES</strong> <strong>(IEP
Students)</strong></td>
</tr>
<tr class="even">
<td>Exceeds Standards</td>
<td colspan="2">0%</td>
<td colspan="2">0%</td>
<td colspan="2">14%</td>
<td colspan="2">14%</td>
<td>0%</td>
</tr>
<tr class="odd">
<td>Meets Standards</td>
<td colspan="2">50%</td>
<td colspan="2">40%</td>
<td colspan="2">29%</td>
<td colspan="2">57%</td>
<td>44%</td>
</tr>
<tr class="even">
<td>Total Meets/Exceeds Standards</td>
<td colspan="2">50%</td>
<td colspan="2">40%</td>
<td colspan="2">43%</td>
<td colspan="2">71%</td>
<td>44%</td>
</tr>
<tr class="odd">
<td>Number of Students Tested</td>
<td colspan="2">8</td>
<td colspan="2">10</td>
<td colspan="2">7</td>
<td colspan="2">14</td>
<td>9</td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><h1 id="state-scores">STATE SCORES</h1></td>
<td colspan="2"><h1 id="section-22"></h1></td>
<td colspan="2"><h1 id="section-23"></h1></td>
</tr>
<tr class="even">
<td>Exceeds Standards</td>
<td>24%</td>
<td colspan="2">22%</td>
<td colspan="2">19%</td>
<td colspan="2">19%</td>
<td colspan="2">21%</td>
</tr>
<tr class="odd">
<td>Meets Standards</td>
<td>42%</td>
<td colspan="2">40%</td>
<td colspan="2">44%</td>
<td colspan="2">43%</td>
<td colspan="2">41%</td>
</tr>
<tr class="even">
<td>Total Meets/Exceeds Standards</td>
<td>65%</td>
<td colspan="2">62%</td>
<td colspan="2">63%</td>
<td colspan="2">62%</td>
<td colspan="2">62%</td>
</tr>
<tr class="odd">
<td colspan="6"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>Percent of students tested</td>
<td>99%</td>
<td colspan="2">99%</td>
<td colspan="2">95%</td>
<td colspan="2">95%</td>
<td colspan="2">85%</td>
</tr>
</tbody>
</table>

Figure 3

**State Criterion-Referenced Test**

**Grade**: 3 MATH **Test**: Illinois Standards Achievement Test (ISAT)

**Edition/publication year**: Yearly **Publisher**: State of Illinois

**What groups were excluded from testing? Why, and how were they
assessed?** Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation in the ISAT would not be appropriate (students take the
Illinois Alternate Assessment (IAA)), and children in bilingual programs
less than three years (students take the Illinois Measure of Annual
Growth in English (IMAGE)), are not included.

**Number Excluded**: Number represents students who took no state
assessments

**Percent Excluded**: See table below \* No Hispanic subgroup as less
than 5 students tested

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

# ISAT THIRD-GRADE MATH

<table style="width:100%;">
<colgroup>
<col style="width: 38%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 12%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td colspan="2"><strong>2003-04</strong></td>
<td colspan="2"><strong>2002-03</strong></td>
<td colspan="2"><strong>2001-02</strong></td>
<td colspan="2"><strong>2000-01</strong></td>
<td><strong>1999-00</strong></td>
</tr>
<tr class="even">
<td>Testing month</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td>February</td>
</tr>
<tr class="odd">
<td colspan="10"><h1 id="school-scores-3">SCHOOL SCORES</h1></td>
</tr>
<tr class="even">
<td>Exceeds Standards</td>
<td colspan="2">71%</td>
<td colspan="2">69%</td>
<td colspan="2">79%</td>
<td colspan="2">62%</td>
<td>62%</td>
</tr>
<tr class="odd">
<td>Meets Standards</td>
<td colspan="2">26%</td>
<td colspan="2">31%</td>
<td colspan="2">19%</td>
<td colspan="2">33%</td>
<td>35%</td>
</tr>
<tr class="even">
<td>Total Meets/Exceeds Standards</td>
<td colspan="2">97%</td>
<td colspan="2">100%</td>
<td colspan="2">98%</td>
<td colspan="2">95%</td>
<td>97%</td>
</tr>
<tr class="odd">
<td colspan="10"></td>
</tr>
<tr class="even">
<td>Number of students tested</td>
<td colspan="2">73</td>
<td colspan="2">74</td>
<td colspan="2">57</td>
<td colspan="2">78</td>
<td>71</td>
</tr>
<tr class="odd">
<td>Percent of students tested</td>
<td colspan="2">100%</td>
<td colspan="2">100%</td>
<td colspan="2">100%</td>
<td colspan="2">100%</td>
<td>98%</td>
</tr>
<tr class="even">
<td>Number of students excluded</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td>2</td>
</tr>
<tr class="odd">
<td>Percent of students excluded</td>
<td colspan="2">0%</td>
<td colspan="2">0%</td>
<td colspan="2">0%</td>
<td colspan="2">0%</td>
<td>2%</td>
</tr>
<tr class="even">
<td colspan="10"></td>
</tr>
<tr class="odd">
<td colspan="10"><strong>SUBGROUP SCORES</strong> <strong>(IEP
Students)</strong></td>
</tr>
<tr class="even">
<td>Exceeds Standards</td>
<td colspan="2">25%</td>
<td colspan="2">20%</td>
<td colspan="2">71%</td>
<td colspan="2">13%</td>
<td>13%</td>
</tr>
<tr class="odd">
<td>Meets Standards</td>
<td colspan="2">50%</td>
<td colspan="2">80%</td>
<td colspan="2">29%</td>
<td colspan="2">80%</td>
<td>62%</td>
</tr>
<tr class="even">
<td>Total Meets/Exceeds Standards</td>
<td colspan="2">75%</td>
<td colspan="2">100%</td>
<td colspan="2">100%</td>
<td colspan="2">93%</td>
<td>75%</td>
</tr>
<tr class="odd">
<td>Number of Students Tested</td>
<td colspan="2">8</td>
<td colspan="2">10</td>
<td colspan="2">7</td>
<td colspan="2">15</td>
<td>8</td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><h1 id="state-scores-1">STATE SCORES</h1></td>
<td colspan="2"><h1 id="section-24"></h1></td>
<td colspan="2"><h1 id="section-25"></h1></td>
</tr>
<tr class="even">
<td>Exceeds Standards</td>
<td>33%</td>
<td colspan="2">31%</td>
<td colspan="2">30%</td>
<td colspan="2">28%</td>
<td colspan="2">23%</td>
</tr>
<tr class="odd">
<td>Meets Standards</td>
<td>46%</td>
<td colspan="2">45%</td>
<td colspan="2">44%</td>
<td colspan="2">46%</td>
<td colspan="2">46%</td>
</tr>
<tr class="even">
<td>Total Meets/Exceeds Standards</td>
<td>79%</td>
<td colspan="2">76%</td>
<td colspan="2">74%</td>
<td colspan="2">74%</td>
<td colspan="2">69%</td>
</tr>
<tr class="odd">
<td colspan="6"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>Percent of students tested</td>
<td>99%</td>
<td colspan="2">99%</td>
<td colspan="2">95%</td>
<td colspan="2">88%</td>
<td colspan="2">86%</td>
</tr>
</tbody>
</table>

Figure 4

**National Norm-Referenced Test**

**Grade**: 4 READING **Test**: Iowa Tests of Basic Skills (ITBS)

**Edition/publication year**: 1996 **Publisher**: Riverside Publishing

**What groups were excluded from testing, why, and how were they
assessed?** Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation would not be appropriate (students take alternative
assessments such as Curriculum-Based Assessments, individually given
nationally normed assessments such as the KTEA or Woodcock Achievement
Tests) and children in bilingual programs less than three years
(students took the IPT in years 1998-2000, and LPTS beginning in the
2000-01 school year) may not be included.

**Number and percent excluded:** See table below

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

**ITBS FOURTH-GRADE READING**

+----------------------------+-------+-------+-------+-------+-------+
| #  {#section-26}           | ## 2  | ## 2  | ## 2  | ## 2  | ## 1  |
|                            | 003-0 | 002-0 | 001-0 | 000-0 | 999-0 |
|                            | 4 {#s | 3 {#s | 2 {#s | 1 {#s | 0 {#s |
|                            | ectio | ectio | ectio | ectio | ectio |
|                            | n-27} | n-28} | n-29} | n-30} | n-31} |
+----------------------------+-------+-------+-------+-------+-------+
| ## Testing Month           | ## Oc | ## Oc | ## Oc | ## Oc | ## Oc |
|                            | tober | tober | tober | tober | tober |
+----------------------------+-------+-------+-------+-------+-------+
| ##### SCHOOL               |       |       |       |       |       |
|  SCORES {#school-scores-4} |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Total or Composite Score   | 69.6  | 69.8  | 71.5  | 62.9  | 55    |
+----------------------------+-------+-------+-------+-------+-------+
| Number of students tested  | 81    | 62    | 75    | 70    | 76    |
+----------------------------+-------+-------+-------+-------+-------+
| Percent of total students  | 100%  | 100%  | 97%   | 92%   | 100%  |
| tested                     |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Number of students         | 0     | 0     | 2     | 6     | 0     |
| excluded                   |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Percent of students        | 0%    | 0%    | 3%    | 8%    | 0%    |
| excluded                   |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| **SUBTEST SCORES**         |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Reading Total              | 66.8  | 66.9  | 68.1  | 62.4  | 58.5  |
+----------------------------+-------+-------+-------+-------+-------+
| **SUBGROUP SCORES          |       |       |       |       |       |
| (Students Receiving        |       |       |       |       |       |
| Special Education)**       |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| IEP Students               |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Reading Total              | 47.5  | 46.4  | 52    | 39    | 26.6  |
+----------------------------+-------+-------+-------+-------+-------+
| ## NATIONAL SCORES         | ##    | ##    | ##    | ##    | ##    |
|                            |   {#s |   {#s |   {#s |   {#s |   {#s |
|                            | ectio | ectio | ectio | ectio | ectio |
|                            | n-32} | n-33} | n-34} | n-35} | n-36} |
+----------------------------+-------+-------+-------+-------+-------+
| Total or Composite Score   | 50    | 50    | 50    | 50    | 50    |
| (MEAN)                     |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| **SUBTEST SCORES**         |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Reading                    | 50    | 50    | 50    | 50    | 50    |
+----------------------------+-------+-------+-------+-------+-------+

**Figure 5**

**National Norm-Referenced Test**

**Grade**: 4 MATH **Test**: Iowa Tests of Basic Skills (ITBS)

**Edition/publication year**: 1996 **Publisher**: Riverside Publishing

**What groups were excluded from testing, why, and how were they
assessed?** Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation would not be appropriate (students take alternative
assessments such as Curriculum-Based Assessments, individually given
nationally normed assessments such as the KTEA or Woodcock Achievement
Tests) and children in bilingual programs less than three years
(students took the IPT in years 1998-2000, and LPTS beginning in the
2000-01 school year) may not be included.

**Number and percent excluded:** See table below

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

**ITBS FOURTH-GRADE MATH**

+----------------------------+-------+-------+-------+-------+-------+
| #  {#section-37}           | ## 2  | ## 2  | ## 2  | ## 2  | ## 1  |
|                            | 003-0 | 002-0 | 001-0 | 000-0 | 999-0 |
|                            | 4 {#s | 3 {#s | 2 {#s | 1 {#s | 0 {#s |
|                            | ectio | ectio | ectio | ectio | ectio |
|                            | n-38} | n-39} | n-40} | n-41} | n-42} |
+----------------------------+-------+-------+-------+-------+-------+
| ## Testing Month           | ## Oc | ## Oc | ## Oc | ## Oc | ## Oc |
|                            | tober | tober | tober | tober | tober |
+----------------------------+-------+-------+-------+-------+-------+
| ##### SCHOOL               |       |       |       |       |       |
|  SCORES {#school-scores-5} |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Total or Composite Score   | 69.6  | 69.8  | 71.5  | 62.9  | 55    |
+----------------------------+-------+-------+-------+-------+-------+
| Number of students tested  | 81    | 62    | 79    | 75    | 70    |
+----------------------------+-------+-------+-------+-------+-------+
| Percent of total students  | 100%  | 100%  | 100%  | 97%   | 92%   |
| tested                     |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Number of students         | 0     | 0     | 0     | 2     | 6     |
| excluded                   |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Percent of students        | 0%    | 0%    | 0%    | 3%    | 8%    |
| excluded                   |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| **SUBTEST SCORES**         |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Math Total                 | 77.5  | 77.1  | 77.2  | 69.5  | 59.1  |
+----------------------------+-------+-------+-------+-------+-------+
| **SUBGROUP SCORES          |       |       |       |       |       |
| (Students Receiving        |       |       |       |       |       |
| Special Education)**       |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| IEP Students               |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Math Total                 | 55.5  | 60.9  | 55.3  | 47.8  | 40.7  |
+----------------------------+-------+-------+-------+-------+-------+
| ## NATIONAL SCORES         | ##    | ##    | ##    | ##    | ##    |
|                            |   {#s |   {#s |   {#s |   {#s |   {#s |
|                            | ectio | ectio | ectio | ectio | ectio |
|                            | n-43} | n-44} | n-45} | n-46} | n-47} |
+----------------------------+-------+-------+-------+-------+-------+
| Total or Composite Score   | 50    | 50    | 50    | 50    | 50    |
| (MEAN)                     |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| **SUBTEST SCORES**         |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Math                       | 50    | 50    | 50    | 50    | 50    |
+----------------------------+-------+-------+-------+-------+-------+

**Figure 6**

**State Criterion-Referenced Test**

**Grade**: 5 READING **Test**: Illinois Standards Achievement Test
(ISAT)

**Edition/publication year**: Yearly **Publisher**: State of Illinois

**What groups were excluded from testing? Why, and how were they
assessed?** Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation in the ISAT would not be appropriate (students take the
Illinois Alternate Assessment (IAA)), and children in bilingual programs
less than three years (students take the Illinois Measure of Annual
Growth in English (IMAGE)), are not included.

**Number Excluded**: Number represents students who took no state
assessments

**Percent Excluded**: See table below \* No Hispanic subgroup as less
than 5 students tested

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

# ISAT FIFTH-GRADE READING

<table style="width:100%;">
<colgroup>
<col style="width: 38%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 12%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td colspan="2"><strong>2003-04</strong></td>
<td colspan="2"><strong>2002-03</strong></td>
<td colspan="2"><strong>2001-02</strong></td>
<td colspan="2"><strong>2000-01</strong></td>
<td><strong>1999-00</strong></td>
</tr>
<tr class="even">
<td>Testing month</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td>February</td>
</tr>
<tr class="odd">
<td colspan="10"><h1 id="school-scores-6">SCHOOL SCORES</h1></td>
</tr>
<tr class="even">
<td>Exceeds Standards</td>
<td colspan="2">65%</td>
<td colspan="2">62%</td>
<td colspan="2">48%</td>
<td colspan="2">54%</td>
<td>40%</td>
</tr>
<tr class="odd">
<td>Meets Standards</td>
<td colspan="2">26%</td>
<td colspan="2">31%</td>
<td colspan="2">40%</td>
<td colspan="2">39%</td>
<td>43%</td>
</tr>
<tr class="even">
<td>Total Meets/Exceeds Standards</td>
<td colspan="2">91%</td>
<td colspan="2">93%</td>
<td colspan="2">88%</td>
<td colspan="2">93%</td>
<td>83%</td>
</tr>
<tr class="odd">
<td colspan="10"></td>
</tr>
<tr class="even">
<td>Number of students tested</td>
<td colspan="2">76</td>
<td colspan="2">94</td>
<td colspan="2">60</td>
<td colspan="2">84</td>
<td>77</td>
</tr>
<tr class="odd">
<td>Percent of students tested</td>
<td colspan="2">100%</td>
<td colspan="2">100%</td>
<td colspan="2">98%</td>
<td colspan="2">100%</td>
<td>91%</td>
</tr>
<tr class="even">
<td>Number of students excluded</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">1</td>
<td colspan="2">0</td>
<td>8</td>
</tr>
<tr class="odd">
<td>Percent of students excluded</td>
<td colspan="2">0%</td>
<td colspan="2">0%</td>
<td colspan="2">2%</td>
<td colspan="2">0%</td>
<td>9%</td>
</tr>
<tr class="even">
<td colspan="10"></td>
</tr>
<tr class="odd">
<td colspan="10"><strong>SUBGROUP SCORES</strong> <strong>(IEP
Students)</strong></td>
</tr>
<tr class="even">
<td>Exceeds Standards</td>
<td colspan="2">0%</td>
<td colspan="2">14%</td>
<td colspan="2">10%</td>
<td colspan="2">30%</td>
<td>18%</td>
</tr>
<tr class="odd">
<td>Meets Standards</td>
<td colspan="2">50%</td>
<td colspan="2">0%</td>
<td colspan="2">50%</td>
<td colspan="2">40%</td>
<td>27%</td>
</tr>
<tr class="even">
<td>Total Meets/Exceeds Standards</td>
<td colspan="2">50%</td>
<td colspan="2">14%</td>
<td colspan="2">60%</td>
<td colspan="2">70%</td>
<td>45%</td>
</tr>
<tr class="odd">
<td>Number of Students Tested</td>
<td colspan="2">6</td>
<td colspan="2">7</td>
<td colspan="2">10</td>
<td colspan="2">10</td>
<td>11</td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><h1 id="state-scores-2">STATE SCORES</h1></td>
<td colspan="2"><h1 id="section-48"></h1></td>
<td colspan="2"><h1 id="section-49"></h1></td>
</tr>
<tr class="even">
<td>Exceeds Standards</td>
<td>25%</td>
<td colspan="2">23%</td>
<td colspan="2">22%</td>
<td colspan="2">25%</td>
<td colspan="2">20%</td>
</tr>
<tr class="odd">
<td>Meets Standards</td>
<td>36%</td>
<td colspan="2">37%</td>
<td colspan="2">37%</td>
<td colspan="2">34%</td>
<td colspan="2">39%</td>
</tr>
<tr class="even">
<td>Total Meets/Exceeds Standards</td>
<td>61%</td>
<td colspan="2">60%</td>
<td colspan="2">59%</td>
<td colspan="2">59%</td>
<td colspan="2">59%</td>
</tr>
<tr class="odd">
<td colspan="6"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>Percent of students tested</td>
<td>99%</td>
<td colspan="2">99%</td>
<td colspan="2">95%</td>
<td colspan="2">97%</td>
<td colspan="2">91%</td>
</tr>
</tbody>
</table>

Figure 7

**State Criterion-Referenced Test**

**Grade**: 5 MATH **Test**: Illinois Standards Achievement Test (ISAT)

**Edition/publication year**: Yearly **Publisher**: State of Illinois

**What groups were excluded from testing? Why, and how were they
assessed?** Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation in the ISAT would not be appropriate (students take the
Illinois Alternate Assessment (IAA)), and children in bilingual programs
less than three years (students take the Illinois Measure of Annual
Growth in English (IMAGE)), are not included.

**Number Excluded**: Number represents students who took no state
assessments

**Percent Excluded**: See table below \* No Hispanic subgroup as less
than 5 students tested

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

# ISAT FIFTH-GRADE MATH

<table style="width:100%;">
<colgroup>
<col style="width: 38%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 12%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td colspan="2"><strong>2003-04</strong></td>
<td colspan="2"><strong>2002-03</strong></td>
<td colspan="2"><strong>2001-02</strong></td>
<td colspan="2"><strong>2000-01</strong></td>
<td><strong>1999-00</strong></td>
</tr>
<tr class="even">
<td>Testing month</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td>February</td>
</tr>
<tr class="odd">
<td colspan="10"><h1 id="school-scores-7">SCHOOL SCORES</h1></td>
</tr>
<tr class="even">
<td>Exceeds Standards</td>
<td colspan="2">46%</td>
<td colspan="2">37%</td>
<td colspan="2">26%</td>
<td colspan="2">20%</td>
<td>26%</td>
</tr>
<tr class="odd">
<td>Meets Standards</td>
<td colspan="2">53%</td>
<td colspan="2">57%</td>
<td colspan="2">68%</td>
<td colspan="2">75%</td>
<td>65%</td>
</tr>
<tr class="even">
<td>Total Meets/Exceeds Standards</td>
<td colspan="2">99%</td>
<td colspan="2">94%</td>
<td colspan="2">94%</td>
<td colspan="2">95%</td>
<td>91%</td>
</tr>
<tr class="odd">
<td colspan="10"></td>
</tr>
<tr class="even">
<td>Number of students tested</td>
<td colspan="2">76</td>
<td colspan="2">94</td>
<td colspan="2">86</td>
<td colspan="2">84</td>
<td>78</td>
</tr>
<tr class="odd">
<td>Percent of students tested</td>
<td colspan="2">100%</td>
<td colspan="2">100%</td>
<td colspan="2">100%</td>
<td colspan="2">100%</td>
<td>92%</td>
</tr>
<tr class="even">
<td>Number of students excluded</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td>7</td>
</tr>
<tr class="odd">
<td>Percent of students excluded</td>
<td colspan="2">0%</td>
<td colspan="2">0%</td>
<td colspan="2">0%</td>
<td colspan="2">0%</td>
<td>8%</td>
</tr>
<tr class="even">
<td colspan="10"></td>
</tr>
<tr class="odd">
<td colspan="10"><strong>SUBGROUP SCORES</strong> <strong>(IEP
Students)</strong></td>
</tr>
<tr class="even">
<td>Exceeds Standards</td>
<td colspan="2">17%</td>
<td colspan="2">14%</td>
<td colspan="2">0%</td>
<td colspan="2">10%</td>
<td>17%</td>
</tr>
<tr class="odd">
<td>Meets Standards</td>
<td colspan="2">67%</td>
<td colspan="2">43%</td>
<td colspan="2">70%</td>
<td colspan="2">70%</td>
<td>50%</td>
</tr>
<tr class="even">
<td>Total Meets/Exceeds Standards</td>
<td colspan="2">84%</td>
<td colspan="2">57%</td>
<td colspan="2">70%</td>
<td colspan="2">80%</td>
<td>67%</td>
</tr>
<tr class="odd">
<td>Number of Students Tested</td>
<td colspan="2">6</td>
<td colspan="2">7</td>
<td colspan="2">10</td>
<td colspan="2">10</td>
<td>12</td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><h1 id="state-scores-3">STATE SCORES</h1></td>
<td colspan="2"><h1 id="section-50"></h1></td>
<td colspan="2"><h1 id="section-51"></h1></td>
</tr>
<tr class="even">
<td>Exceeds Standards</td>
<td>12%</td>
<td colspan="2">10%</td>
<td colspan="2">8%</td>
<td colspan="2">6%</td>
<td colspan="2">5%</td>
</tr>
<tr class="odd">
<td>Meets Standards</td>
<td>60%</td>
<td colspan="2">59%</td>
<td colspan="2">55%</td>
<td colspan="2">55%</td>
<td colspan="2">52%</td>
</tr>
<tr class="even">
<td>Total Meets/Exceeds Standards</td>
<td>72%</td>
<td colspan="2">69%</td>
<td colspan="2">63%</td>
<td colspan="2">61%</td>
<td colspan="2">57%</td>
</tr>
<tr class="odd">
<td colspan="6"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>Percent of students tested</td>
<td>99%</td>
<td colspan="2">99%</td>
<td colspan="2">97%</td>
<td colspan="2">88%</td>
<td colspan="2">92%</td>
</tr>
</tbody>
</table>

Figure 8

**National Norm-Referenced Test**

**Grade**: 6 READING **Test**: Iowa Tests of Basic Skills (ITBS)

**Edition/publication year**: 1996 **Publisher**: Riverside Publishing

**What groups were excluded from testing, why, and how were they
assessed?** Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation would not be appropriate (students take alternative
assessments such as Curriculum-Based Assessments, individually given
nationally normed assessments such as the KTEA or Woodcock Achievement
Tests) and children in bilingual programs less than three years
(students took the IPT in years 1998-2000, and LPTS beginning in the
2000-01 school year) may not be included.

**Number and percent excluded:** See table below

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

**ITBS SIXTH-GRADE READING**

+----------------------------+-------+-------+-------+-------+-------+
| #  {#section-52}           | ## 2  | ## 2  | ## 2  | ## 2  | ## 1  |
|                            | 003-0 | 002-0 | 001-0 | 000-0 | 999-0 |
|                            | 4 {#s | 3 {#s | 2 {#s | 1 {#s | 0 {#s |
|                            | ectio | ectio | ectio | ectio | ectio |
|                            | n-53} | n-54} | n-55} | n-56} | n-57} |
+----------------------------+-------+-------+-------+-------+-------+
| ## Testing Month           | ## Oc | ## Oc | ## Oc | ## Oc | ## Oc |
|                            | tober | tober | tober | tober | tober |
+----------------------------+-------+-------+-------+-------+-------+
| ##### SCHOOL               |       |       |       |       |       |
|  SCORES {#school-scores-8} |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Total or Composite Score   | 75.5  | 69.3  | 69.7  | 67.4  | 62.5  |
+----------------------------+-------+-------+-------+-------+-------+
| Number of students tested  | 99    | 85    | 86    | 72    | 73    |
+----------------------------+-------+-------+-------+-------+-------+
| Percent of total students  | 100%  | 100%  | 100%  | 94%   | 91%   |
| tested                     |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Number of students         | 0     | 0     | 0     | 5     | 7     |
| excluded                   |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Percent of students        | 0%    | 0%    | 0%    | 6%    | 9%    |
| excluded                   |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| **SUBTEST SCORES**         |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Reading Total              | 69.4  | 67.7  | 67    | 62.7  | 63.8  |
+----------------------------+-------+-------+-------+-------+-------+
| **SUBGROUP SCORES          |       |       |       |       |       |
| (Students Receiving        |       |       |       |       |       |
| Special Education)**       |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| IEP Students               |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Reading Total              | 44.5  | 50    | 37.6  | 38.8  | 43.3  |
+----------------------------+-------+-------+-------+-------+-------+
| ## NATIONAL SCORES         | ##    | ##    | ##    | ##    | ##    |
|                            |   {#s |   {#s |   {#s |   {#s |   {#s |
|                            | ectio | ectio | ectio | ectio | ectio |
|                            | n-58} | n-59} | n-60} | n-61} | n-62} |
+----------------------------+-------+-------+-------+-------+-------+
| Total or Composite Score   | 50    | 50    | 50    | 50    | 50    |
| (MEAN)                     |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| **SUBTEST SCORES**         |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Reading                    | 50    | 50    | 50    | 50    | 50    |
+----------------------------+-------+-------+-------+-------+-------+

**Figure 9**

**National Norm-Referenced Test**

**Grade**: 6 MATH **Test**: Iowa Tests of Basic Skills (ITBS)

**Edition/publication year**: 1996 **Publisher**: Riverside Publishing

**What groups were excluded from testing, why, and how were they
assessed?** Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation would not be appropriate (students take alternative
assessments such as Curriculum-Based Assessments, individually given
nationally normed assessments such as the KTEA or Woodcock Achievement
Tests) and children in bilingual programs less than three years
(students took the IPT in years 1998-2000, and LPTS beginning in the
2000-01 school year) may not be included.

**Number and percent excluded:** See table below

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

**ITBS SIXTH-GRADE MATH**

+----------------------------+-------+-------+-------+-------+-------+
| #  {#section-63}           | ## 2  | ## 2  | ## 2  | ## 2  | ## 1  |
|                            | 003-0 | 002-0 | 001-0 | 000-0 | 999-0 |
|                            | 4 {#s | 3 {#s | 2 {#s | 1 {#s | 0 {#s |
|                            | ectio | ectio | ectio | ectio | ectio |
|                            | n-64} | n-65} | n-66} | n-67} | n-68} |
+----------------------------+-------+-------+-------+-------+-------+
| ## Testing Month           | ## Oc | ## Oc | ## Oc | ## Oc | ## Oc |
|                            | tober | tober | tober | tober | tober |
+----------------------------+-------+-------+-------+-------+-------+
| ##### SCHOOL               |       |       |       |       |       |
|  SCORES {#school-scores-9} |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Total or Composite Score   | 75.5  | 69.3  | 69.7  | 67.4  | 62.5  |
+----------------------------+-------+-------+-------+-------+-------+
| Number of students tested  | 99    | 85    | 86    | 72    | 74    |
+----------------------------+-------+-------+-------+-------+-------+
| Percent of total students  | 100%  | 100%  | 100%  | 94%   | 93%   |
| tested                     |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Number of students         | 0     | 0     | 0     | 5     | 6     |
| excluded                   |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Percent of students        | 0%    | 0%    | 0%    | 6%    | 7%    |
| excluded                   |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| **SUBTEST SCORES**         |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Math Total                 | 74.4  | 71.6  | 71.6  | 69    | 62.2  |
+----------------------------+-------+-------+-------+-------+-------+
| **SUBGROUP SCORES          |       |       |       |       |       |
| (Students Receiving        |       |       |       |       |       |
| Special Education)**       |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| IEP Students               |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Math Total                 | 53.7  | 53.4  | 44.1  | 47.5  | 45.3  |
+----------------------------+-------+-------+-------+-------+-------+
| ## NATIONAL SCORES         | ##    | ##    | ##    | ##    | ##    |
|                            |   {#s |   {#s |   {#s |   {#s |   {#s |
|                            | ectio | ectio | ectio | ectio | ectio |
|                            | n-69} | n-70} | n-71} | n-72} | n-73} |
+----------------------------+-------+-------+-------+-------+-------+
| Total or Composite Score   | 50    | 50    | 50    | 50    | 50    |
| (MEAN)                     |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| **SUBTEST SCORES**         |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Math                       | 50    | 50    | 50    | 50    | 50    |
+----------------------------+-------+-------+-------+-------+-------+

**Figure 10**

**NCE ITBS Trend Data**

**Marion Jordan School**

  ------------------ ------ -------- -- ----- -------- ----- -------- ----- ------- ----- -------- --------- -- ----------
  **Second Grade**          **Feb.            **Feb.         **Feb.                       **Feb.                **Feb.
                            2000**            2001**         2002**                       2003**                2004**

  Avg. NCE Reading          61.6              58.2           62.2                         69.4                  66.6
  Total                                                                                                         

  Avg. NCE Math             70.2              68.6           70.4                         71                    72.9
  Total                                                                                                         

                                                                                                                

  **Fourth Grade**          **Oct.            **Oct.         **Oct.                       **Oct.                **Oct.
                            1999**            2000**         2001**                       2002**                2003**

  Avg. NCE Reading          58.5              62.4           68.1                         66.9                  66.8
  Total                                                                                                         

  Avg. NCE Math             59.1              69.5           77.2                         77.1                  77.5
  Total                                                                                                         

                                                                                                                

  **Sixth Grade**           **Oct.            **Oct.         **Oct.                       **Oct.                **Oct.
                            1999**            2000**         2001**                       2002**                2003**

  Avg. NCE Reading          63.8              62.7           67                           67.7                  69.4
  Total                                                                                                         

  Avg. NCE Math             62.2              69             71.6                         71.6                  74.4
  Total                                                                                                         

                                                                                                                

                                                                                                                

  Standard deviation less               1/3                           2/3           one                         
  =\                 than                                                                                       
  21 points          1/3                                                                                        

  \* color indicates                                                                                            
  how much the                                                                                                  
  average mean of                                                                                               
  the tested group                                                                                              
  is above the                                                                                                  
  average mean of 50                                                                                            
  ------------------ ------ -------- -- ----- -------- ----- -------- ----- ------- ----- -------- --------- -- ----------

**Figure 11**