##### *REVISED ON 3/24/05* 

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

####  U.S. Department of Education

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

Name of Principal [Mrs. Sharon
Desmoulin-Kherat]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Official School Name [Whittier Primary School]{.underline}

(As it should appear in the official records)

School Mailing Address [1619 Fredonia Ave]{.underline} 9

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

[Peoria Illinois 61606 + (1690)]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County [Peoria]{.underline} School Code Number\*
[48-072-1500-25-2010]{.underline} 9

Telephone [( 309 ) 672-6569 or 672-6570]{.underline} Fax [( 309 )
673-3349]{.underline} 9

Website: <http://www.psd150.org/whittier/index.html> E-mail:
<sharon.kherat@psd150.org> or <dkherat@aol.com>

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\*

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

District Name [Peoria Public School District 150]{.underline} Telephone
[(309) 672-6768]{.underline} 9

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 [January 31, 2005]{.underline} 9

(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Aaron Schock]{.underline} 9

(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 [January 31, 2005]{.underline} 9

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

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

1

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

###### PART II ‑ DEMOGRAPHIC DATA

**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

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

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

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

[14]{.underline} Middle schools

[0]{.underline} Junior high schools

[4]{.underline} High schools

[5]{.underline} Other

[36]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$5,379]{.underline} 9

Average State Per Pupil Expenditure: [\$5,022]{.underline} 9

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

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

> \[ [X]{.underline} \] 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\. [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**    24        15                     **39**       **7**       N/a       N/a         N/a

  **K**       38        35                     **73**       **8**       N/a       N/a         N/a

  **1**       26        30                     **56**       **9**       N/a       N/a         N/a

  **2**       34        38                     **72**       **10**      N/a       N/a         N/a

  **3**       38        31                     **69**       **11**      N/a       N/a         N/a

  **4**       26        44                     **70**       **12**      N/a       N/a         N/a

  **5**       N/a       N/a                    N/a          **Other**   N/a       N/a         N/a

  **6**       N/a       N/a                    N/a                                            

                                    **TOTAL                                                   379
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 9 [47]{.underline} % White

the students in the school: 9 [46]{.underline} % Black or African
American

[4]{.underline} % Hispanic or Latino

9 [1]{.underline} % Asian/Pacific Islander

9 [2]{.underline} % American Indian/Alaskan Native

[100]{.underline}% 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:
[14]{.underline} %

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

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

  **(2)**   Number of students who transferred           17
            ***from*** the school after October 1 until  
            the end of the year.                         

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

  **(4)**   Total number of students in the school as of 366
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .07
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          7
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school: [1]{.underline} %

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

Number of languages represented: [2]{.underline} 9

Specify languages: *Arabic and Spanish*

9\. Students eligible for free/reduced-priced meals: [63]{.underline} %

Total number students who qualify: [215/340]{.underline}

[(This number does not include the Pre-K students. The Pre-k-K half-day
program consists of two groups; a morning group and an afternoon
group)]{.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: [19]{.underline} %

[71]{.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.

[8]{.underline} Autism [1]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [1]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [19]{.underline} Specific Learning
Disability

[1]{.underline} Emotional Disturbance [34]{.underline} Speech or
Language Impairment

[0]{.underline} Hearing Impairment [0]{.underline} Traumatic Brain
Injury

> [7]{.underline} Mental Retardation [0]{.underline} Visual Impairment
> Including Blindness

[0]{.underline} Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [1]{.underline} [0]{.underline} 9

Classroom teachers [16]{.underline} [4]{.underline} 9

Special resource teachers/specialists [4]{.underline} [1]{.underline}

Paraprofessionals [5]{.underline} [0]{.underline}

> Support staff [1]{.underline} [1]{.underline}
>
> Total number [27]{.underline} [6]{.underline}

12\. Average school student-"classroom teacher" ratio:
*[23:1]{.underline} 9*

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  95%         95%         95%         93%         95%

  Daily teacher attendance  97%         95%         96%         96%         97%

  Teacher turnover rate     Retired 38% 13%         14%         8%          8%
  (in+out/total)                                                            

  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)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > [N/A]{.  |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > [N/A]{.  |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > [N/A]{.  |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > [N/A]{.  |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Found employment                                        | > [N/A]{.  |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Military service                                        | > [N/A]{.  |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > [N/A]{.  |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Unknown                                                 | > [N/A]{.  |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| **Total**                                               | > [100]{.  |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+

**PART III - SUMMARY**

**SNAPSHOT OF THE SCHOOL**

At Whittier Primary School, we expect to meet or exceed state and
district standards, as we guide them to become responsible and
productive citizens in our democratic society. We use a variety of
observations, technologies, and assessments that align with state and
district standards to show academic growth. Sound curriculum, researched
instructional practices, and community support are utilized to ensure
that all students meet or exceed expectations. Our professional learning
staff provides students with a safe environment so that optimum learning
can occur for each child. The result of this mission ensures that all
students become responsible life-long learners, with each reaching his
or her fullest potential.

Whittier Primary School is an urban Pre-K through 4^th^ grade school. Of
the 379 students, 63% are classified as low-income. We provide daily
before and after school care and offer a variety of
extracurricular/co-curricular activities, including drama, karate,
chess, robotics, soccer, basketball, orchestra, girls scout, Madame
Curie Science Summer Club, sign language, computers, and 4-H to students
at the school. The Tri-County Urban League provides transportation to
Whittier's first graders who participate in its Read and Rise Program.

Whittier Primary uses the HOPE model to further create a professional
learning community where Failure Is Not an Option. The HOPE model helps
to develop leadership capacity in the entire faculty by promoting a
deeper understanding of data and to improve student achievement through
data driven decision making, by aligning standards to curriculum and by
intervening when students need support. We also expect staff to actively
work with students during centers, when implementing multiple
instructional practices including differentiated instruction, effective
classroom engagement, using varied assessments. Our staff demonstrates a
positive attitude and a willingness to learn and try new things.
Finally, the staff routinely develops and reflects upon their
professional growth plan emphasizing student achievement and growth.

A positive environment and the belief that every child can learn is a
critical key to the success of this school. The focus is placed on
academics and maintaining a climate of mutual respect. The staff enjoys
learning. The staff is always willing to share with others. The goal is
to make Whittier a school that anyone would want to attend. The idea is
to create a first-class school that the teachers, staff, and others
would feel proud attending and or recommending to others and one where
staff enthusiastically embraces students in the process of guiding their
learning. Along with the staff, the parents respond positively and the
community is very supportive.

We have an adopt-a-school partnership with Bradley University, which
provides one-on-one help to students. The university provides a variety
of musical performances including opera and jazz to the student body.
The University's Education Department places prospective student
teachers (freshmen-juniors) in each classroom. We encourage parent
participation through Family Reading Nights, Family Picnics,
Grandparents' Day, Back to School Night, Conferences, Book Fairs,
Muffins with Moms, Donuts with Dads, Honor Roll Celebrations, and
fundraisers. Parents are actively involved as volunteers, serving in the
capacity of classroom tutors, math and music teachers, picture person,
office helpers, and grant writers. Parents are also in charge of the
school newsletter, staff birthday recognition and lots more. The school
experienced a 96% turnout for its first parent-teacher conference in
2003-2004. Every month, parents receive a phone reminder of the
Parent-Teacher Organization meeting. Parents provide financial support
through our PTO and have raised over \$75,000 over the past five years.
The school is wide open and everyone is welcomed with a smile. In short,
programs and practices are in place that promote a welcoming and active
participation of our extended school community.

# 

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

**[School Assessment Results]{.underline}**

All third grade students in Illinois are required to take the Illinois
State Achievement Test (ISAT) each Spring. The test is a measure of
students' progress in three areas: 1) reading; 2) mathematics; and 3)
writing. The results of each student's assessment in each area can be
classified according to four levels: 1) academic warning, 2) below
standards, 3) meets standard, and 4) exceeds standards. Obviously, any
student who is below standards, or demonstrates large enough gaps in
knowledge to be classisfied as "academic warning", is not doing well in
school. The goal is to have the largest possible percentage of students
meeting or exceeding standards. Information about the ISAT can be found
at <http://www.isbe.net/>.

The performance of Whittier Primary School students on the ISAT test
last 2003-2004 is clear evidence of the successful practices and
curriculum in place at the school. As the tables show, the vast majority
of our third grade students either met or exceeded standards on all
three ISAT tests. Of third graders, 89% of students met or exceeded
standards in reading, and 93% of students met or exceeded standards in
mathematics. Reportedly, 89% of third graders met or exceeded standards
in writing. Our test scores in reading were the best of any elementary
school in District 150. These numbers also compare very favorably with
statewide numbers over the same period. Comparatively, in 2004, the
state numbers for meets or exceeds standards were 44 percentage points
lower than our school; the state numbers for mathematics were 14
percentage points lower; the state numbers for writing were 25
percentage points lower; and the state numbers for writing were 25
percentage points lower.

Our school boasts of having a diverse population of students. The
population includes 68% low-income students. The scores within subgroups
were a source of pride. In reading, 81% of African American students met
or exceeded standards, as did 85% of students classified as low income.
In mathematics, 84% of African Americans met or exceeded standards, as
did 90% of economically disadvantaged students. In writing, 87% of
African American students met or exceeded standards, as did 92% of
economically disadvantaged students. We have proven that all students
can succeed with the right support at all levels.

We are also very proud of our progress over the last five years. The
data show clear progress from academic year 2000. In reading, percentage
of students meeting or exceeding standards increased from 68% to 90%,
with the most significant increases in the number of students exceeding
standards. In mathematics, the overall increase was from 83% to 93%,
again with a much larger number of students exceeding standards in 2004
than in 2000. In writing, the numbers are similarly encouraging,
increasing from 69% to 89%. The large number of students exceeding
standards provides evidence that excellence is the norm at our school.

We believe that the test results from the latest round of ISAT
administration provides clear and convincing evidence that Whittier
Primary School is a successful school that is deserving of its fine
reputation within the District and its recognition as a Spotlight School
for the 2003-2004 school year. The faculty, parents and extended
Whittier community are committed to continued excellence, as am I.

**[How the School Uses Assessment Data]{.underline}**

**2**. Every classroom teacher uses assessment data to understand and
improve student learning and instructional practices. At the beginning
of the school year, school goals are established in the areas of
writing, reading, math and science. For example, the school goals for
the 2004-2005 school year are as follows: math 94%; reading 94%; writing
90%; and science 80%. These goals become classroom goals that are
revisited throughout the year.

Whittier Primary's staff recognizes the fundamental importance of
collecting, scrutinizing, and understanding educational data. This
information gives the teaching staff a frame of reference that is
required to distinguish the individual needs of our students. Teachers
at Whittier invest a great deal of time planning what data will produce
the most information toward our goal of ensuring that all students reach
their educational potential.

Progress is monitored in reading and math curricula through scheduled
benchmark assessments. The reading curriculum has a pretest, mid-year,
and posttest that are used to identify student growth and school
performance. The classroom teacher, the reading coach and the principal
are able to discuss results and track progress. Each grade level has a
schedule of weekly lesson assessments with a culminating assessment at
the end of each unit. The scores are submitted electronically to the
reading coach and principal. The math curriculum has a pretest and
posttest built into the school year given regularly during each quarter.
The classroom teacher and his or her grade level colleagues have the
opportunity to dialogue about reading and math assessment scores and
brainstorm ideas regarding successes and concerns at their bi-monthly
grade level meetings. All faculty meetings are focused on improving
teaching and learning. The faculty meetings are coordinated by staff and
often incorporate the HOPE model to build leadership capacity.

Teachers prepare lessons in a more individualized manner and students
are continually challenged and interested in their learning. From the
data that is collected, analysis focuses on improving student
performance and thus leaves very little leeway for the teacher to guess.
The intervention strategies that Whittier uses to meet the needs of all
students based on the interpretation of the data and utilize
differentiated instruction through approaches such as workshops,
tutoring, small group instruction, after school tutoring and summer
school.

**[How the School Communicates Student Performance with Parents and
Community]{.underline}**

**3**. Student performance is reported to the public in the form of a
School Report Card. The Illinois State Board of Education (ISBE)
provides a School Report Card to every school district in Illinois. The
School Report Card provides budgetary, teacher, attendance, class size,
student demographic, and ISAT achievement test data for the particular
grade level at which the test was administered. The student achievement
data is reported by the school, district, and state so that one is able
to compare how the students at our school did in comparison to other
students in the district and the state at that particular grade level.
The School Report Card for every school district is put on the ISBE
website, where anyone can access the assessment data. The School Report
Card for each school within our district can be accessed from the
District 150's website as well as from our school's website. Results of
the ISAT assessment data are also reported to parents through the
Principal's Newsletter and are also posted around the school. In
addition to the School Report Card, the parents of each student who took
the ISAT receive an individual results report. The report indicates how
the student did on each of the tests.

The school report cards are published in the local paper and distributed
throughout the community. The ISAT assessment scores for every school
are listed in a Sunday edition of the Peoria Journal Star, a local
newspaper, after they have been reported to the school board. Any parent
or community member can request and will be given a printed copy of the
School Report Card at anytime.

> **How the School has Shared Successes**

**4**. The school will continue to share its successes with other
schools while continuing to learn from others. Once Whittier was
selected as an Illinois Spotlight School in November 2003, the students,
staff, parents, and the community was very happy. The Illinois Spotlight
awards grew out of research on high poverty, high performing schools
sponsored by the Illinois State Board of Education and conducted by
Northern Illinois University. The thinking is that the achievements of
these schools are contrary to the conventional wisdom that test scores
will reflect demographics despite local efforts. The Spotlight schools
demonstrate that low-income students and schools with limited resources
can show impressive performance.

Whittier participated in the Annual Superintendents' Conference: THE BIG
PICTURE: Education Pre-kindergarten through 20, in Springfield,
Illinois. The presentation was entitled Mission Impossible: Achieving
and Maintaining Academic Success. Presenters included principals of
award-winning schools, as well as an NIU researcher who analyzed the
experiences of the schools. There were numerous schools represented. The
full report can be viewed at:
<http://www.p20.niu.edu/p20/mission_possible.pdf>

Currently, three dissertation students from various universities plus
Bradley University are in dialogue with the school as it relates to its
academic achievement. Also, former state superintendent of Illinois, Max
McGhee, included Whittier Primary School in his research in 2002
discussing high performing, high poverty performance.

###### 

###### 

###### 

###### 

###### 

###### PART V - CURRICULUM AND INSTRUCTION

**School's Curriculum**

The Peoria Public School District K-8 Mathematics Curriculum Guide is
based on the 1997 Illinois Learning Standards. Our district has been
using the PRIME Mathematics Project K-5 for over seven years now. PRIME
is a collaborative effort involving Illinois State University 's
Mathematics Education faculty and 337 K-5 mathematics teachers, their
administrators, parents, and community partners in Peoria District 150,
the second largest urban school district in Illinois. This curriculum,
chosen by teachers, focuses on reasoning, problem solving, and number
sense; and promotes needed grade-to-grade coordination and improvement
in the district's K-5 mathematics program. It is comprised of Exit
Goals; Grade level Quarterly plans for Mathematics, a Scope and
Sequence, and Extended Response Sample Problems.

Our reading curriculum ensures that every child receives the best
reading instruction available. The reading series used is Open Court,
which integrates reading, writing, speaking, listening and the study of
literature. The Open Court is used district-wide and this structured
program teaches children through a systematic and explicit scaffolding
of skills that build upon each other. It helps students become confident
and successful readers. It is based on classroom instruction around the
five elements of a scientifically based reading program: phonemic
awareness, phonics, fluency, vocabulary, and comprehension; develops
confident and fluent readers through print and phonemic awareness
activities and explicit; systematic phonics instruction; engages
students in constructing meaning through the teaching and application of
comprehension skills and strategies and discussions; and incorporates
writing and language arts skills, including spelling, vocabulary, and
penmanship, through explicit instruction and meaningful practice
applications.

*The Open Court Art Curriculum* offers classroom teachers as well as art
specialists manageable fine arts instruction for their classroom. The
materials invite students to explore the visual and performing arts, and
each lesson in this unique program integrates Art History and Culture,
Aesthetic Perception, Art Production, and Art Criticism. Hands-on
activities build artistic skills in every lesson, while large fine art
reproductions show specific concepts that support lesson concepts and
spark students\' imaginations.

The vision of science education at Whittier Primary School encompasses a
variety of instructional methods through effective teaching. The use of
a new textbook by McGraw- Hill and a parallel focus on the Illinois
learning standards presents a multidimensional approach to learning.
This approach enables students the opportunity to investigate and
understand scientific curriculum concepts in the learning process that
incorporates: problem solving, inquiry based investigations, technology,
teamwork, real world scenarios and higher order thinking skills. This
specific science curriculum challenges the students to build a firm
foundation and to meet the needs of the individual learner.

All of the school's curricula have the following in common: aligned to
state standards; promote an expectation that all students can be
prepared for the demand of college and the workplace; they are
challenging; and they measure student performance.

**School Reading Curriculum-Why School chose this particular approach to
reading**

The charge to the committee was to recommend to the Superintendent of
Peoria Public School District #150, a scientifically research-based
comprehensive reading program and materials for implementation.
Resources and training were provided to the committee members focused on
the criteria of a SBRR comprehensive reading program described by the
National Reading Panel (NRP). The committee examined five core reading
programs using the "Illinois Consumer's Guide to Choosing and Using
Scientifically Based Reading Programs and Materials Review" and the
analysis of district needs. After many presentations, discussions and
voting, the Open Court Reading curriculum was what the committee thought
would benefit our district most. The Open Court Reading curriculum is a
research-based curriculum grounded in systematic and explicit
instruction of: phonemic awareness, phonics, and word knowledge,
comprehension skills and strategies, inquiry skills and strategies,
writing and language arts skills and strategies. The curriculum is
geared toward kindergarten through sixth grade and also has a pre-k
component. The district was due for a new reading textbook. A selection
committee of knowledgeable representatives of the staff, k-6, convened
to recommend a (SBRR) comprehensive core reading program. The Board of
Education approved the purchase of Open Court Reading for the Reading
First Schools and later full implementation district wide. Classroom
libraries were placed in every classroom. The initial plan was to adopt
a reading program to ensure that all students will read at or above
grade level by the end of third grade.

**Other curriculum area of the school choice and how it relates to
essential skills**

As more and more children are experiencing more and more conflict, less
access to their parents, and television as their primary source of
entertainment and values, consequently, they are displaying impulsive
and aggressive behaviors both at home and at school. The curriculum of
choice for our school is called Second Step. This primary prevention
curriculum is part of the Second Step series that includes curricula for
Preschool-8^th^ graders and is being taught in every grade level, a
minimum of twice a week at Whittier Primary. Second Step is a curriculum
designed to reduce impulsive and aggressive behavior in children and
increase their level of social competence by focusing on empathy,
problem solving and anger management skills. Students are taught
appropriate behavior and they model alternative ways to resolve
conflict. The idea is to provide children with strategies, techniques,
and sayings to use to prevent or resolve conflicts. The "I" statement is
very popular....I do not like when you say mean things about me to
others or I did not like when you pushed me out of line, please stop it.
Because of Step Second, teachers are concentrating more and more time on
teaching academics instead of student behavior. Our suspensions have
been in signal digits each year, for the last three years with no
expulsions. The essential skills: teaches children how to avoid becoming
victims or victimizers, teaches children to become independent problem
solvers, teaches life skills at an early age that can help prevent
future problems (such as failure, substance abuse or dropping out of
school), works with classes as a whole rather than singling out high
risk students, and promotes increased self-esteem through positive norms
for classroom and playground behavior. Whittier's students will be
nurtured to maintain positive self-esteem and an awareness of
responsibility to themselves and others. Second Step helps our school in
fulfilling our mission of ensuring that students become responsible,
lifelong learners who reach their fullest potential.

**Different instructional methods the school uses to improve student
learning**

Small group instruction is most effective when taught in small groups.
The explicit lessons must move at a quick pace to ensure students have
ample practice opportunities while using every minute of instructional
time. In addition, students must receive feedback about their responses
followed by additional opportunities to respond and practice new
material correctly. Once a skill is mastered, sufficient review is
necessary to ensure students maintain facility with important reading
skills. Whittier uses a variety of instructional methods to improve
student learning. Teachers alternate the use of these instructional
methods to reach students who have different learning styles and are at
different levels. Teachers use the direct instruction approach with
their whole class when introducing new material or material that is
important and relevant to all students. Small group instruction
(workshop, where small groups are routed) is used when teachers need to
reteach, review or differentiate instruction for students. The teachers
allow students to work in cooperative groups when they do peer-tutoring,
work on projects, and when they need to learn to work together for a
common goal. Individual conferencing, meeting with the student one on
one is also utilized. Teachers also allow students to do research
projects. These research projects allow students to make connections to
their life and the world. The grade level buddy system is very popular
at Whittier. For example, the 4^th^ graders are reading buddies for the
Kindergarten students. Once a week, the buddies get together to either
read or to work on special projects.

**Professional Development Program and its impact on improving student
achievement**

Professional development is the cornerstone of change. The goals of our
professional training are to increase student achievement for all
children. Learners need time to reflect, experiment with; and evaluate
the results of new ideas and practices. Our contents focus on:
foundation concepts for understanding reading, fostering oral language
development in the classroom, five essential components of early reading
instruction, scientific based reading research comprehensive core
reading program, SBRR intervention programs and strategies, assessment,
data analysis, writing process activities, differentiating classroom
instruction, effective classroom management strategies and so on.
Professional development is seen as a never-ending process that involves
the entire school staff, not a one-time event. Every member of the
school experiences professional development on an ongoing basis. All
faculty meetings also focus on teaching and learning covering one of the
aforementioned areas. As the principal, I received leadership training
necessary to improve student achievement. I was coached in becoming a
better instructional leader. The areas of training included daily
classroom walk throughs. During my regular walk throughs, I am able to
focus on curriculum content, context and the cognitive level of
instructional strategies used in the classrooms. Teachers were also
trained in PRIME Mathematics Project focusing on PRIME classroom
strategies, posing good math tasks, and asking good questions, then
listening. Whittier Primary Staff was pleased to receive a grant from
Illinois State Board of Education to assist us in implementing the HOPE
model in our building. Currently, everyone at Whittier is being trained
in Project HOPE (Harnessing Optimism and Potential Through Education).
The goal is to augment and develop leadership skills among staff and
build a professional learning community so that students benefit from a
collaborative approach. This three year project will help us in the
following areas: common mission, vision, values and goals, high
expectation, strategic system of prevention/intervention, collaborative
teams that focus on teaching and learning, use of data to drive
continuous improvement, active participation and engagement from family
and community and leadership capacity at all levels.

**Subject:**\_\_\_[Reading]{.underline}\_\_\_\_\_\_
**Grade:**\_\_[3^rd^]{.underline} \_ **Test:** [Illinois Standards
Achievement Test]{.underline}\_

**Edition/Publication Year:** [A New Version is Published Every
Year]{.underline} **Publisher:** [Illinois State Board of
Education]{.underline}

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

  Testing month                                          April       April       April       April

  **SCHOOL SCORES**                                      89          69          65          72

  \% Academic Warning                                    3           1           3           5

  \% Below Standards                                     8           33          32          23

  **% Meets**                                            **89%**     **66%**     **65%**     **72%**

  \% Exceeds                                             41          21          20          28

  Number of students tested                              66          69          65          67

  Percent of total students tested                       100%        100%        100%        99%

  Number of students alternatively assessed              0           0           0           0

  Percent of students alternatively assessed             0           0           0           0

                                                                                             

  SUBGROUP SCORES                                                                            

  1.\_\_\_\_[Racial/Ethnic]{.underline}\_\_White\_\_\_   29          39          37          
  (specify subgroup)                                                                         

  \% Academic Warning                                    0           3           0           0

  \% Below Standards                                     3           19          27          8

  **% Meets**                                            **97%**     **78%**     **73%**     **92%**

  \% Exceeds                                             59          32          30          41

  Number of students tested                              29                      37          

                                                                                             

  2.\_\_\_\_ [Racial/Ethnic]{.underline}                 31          30          27          
  [Black]{.underline}\_\_\_\_(specify subgroup)                                              

  \% Academic Warning                                    7           0           8           12

  \% Below Standards                                     13          49          41          46

  **% Meets**                                            **81%**     **51%**     **52%**     **43%**

  \% Exceeds                                             26          6           7           8

  Number of students tested                              31          30          27          

                                                                                             

  3.\_\_\_\_ [Racial/Ethnic]{.underline}                 \-          \-          \-          \-
  -Hispanic\_(specify subgroup)                                                              

  \% Academic Warning                                    \-          \-          \-          \-

  \% Below Standards                                     \-          \-          \-          \-

  \% Meets                                               \-          \-          \-          \-

  \% Exceeds                                             \-          \-          \-          \-

  Test data for groups \< ten students are not reported                                      

  4.\_Economically Disadvantaged\_(specify subgroup)     40          42          39          

  \% Academic Warning                                    3           0           6           10

  \% Below Standards                                     13          35          30          40

  **% Meets**                                            **85%**     **65%**     **65%**     **50%**

  \% Exceeds                                             30          13          12          3

                                                                                             

  **STATE SCORES**                                                                           

  \% Academic Warning                                    13          8           7           7

  \% Below Standards                                     41          30          31          31

  **% Meets**                                            **65%**     **62%**     **44%**     **40%**

  \% Exceeds                                             9           22          19          19
  ------------------------------------------------------ ----------- ----------- ----------- -----------

**Subject:** \_\_[Mathematics]{.underline}\_\_\_\_\_ **Grade:**
\_[3^rd^]{.underline} \_ **Test:** [\_Illinois Standards Achievement
Test]{.underline}\_

**Edition/Publication Year:** [A New Version is Published Every
Year]{.underline} **Publisher:** [Illinois State Board of
Education]{.underline}

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

  Testing month                                          April       April       April       April

  **SCHOOL SCORES**                                      93          90          65          84

  \% Academic Warning                                    3           3           5           9

  \% Below Standards                                     5           8           20          6

  **% Meets**                                            **93%**     **90%**     **65%**     **89%**

  \% Exceeds                                             56          40          32          42

  Number of students tested                              66          69          65          67

  Percent of total students tested                       100%        100%        100%        99%

  Number of students alternatively assessed              0           0           0           0

  Percent of students alternatively assessed             0           0           0           0

                                                                                             

  SUBGROUP SCORES                                                                            

  1.\_\_\_\_[Racial/Ethnic]{.underline}\_\_White\_\_\_   29          39          37          \-
  (specify subgroup)                                                                         

  \% Academic Warning                                    0           5           3           0

  \% Below Standards                                     0           5           8           3

  **% Meets**                                            **100**     **89**      **70**      **92**

  \% Exceeds                                             72          46          49          56

  Number of students tested                              29          39          37          \-

                                                                                             

  2.\_\_\_\_ [Racial/Ethnic]{.underline}                 31          30          27          \-
  [Black]{.underline}\_\_\_\_(specify subgroup)                                              

  \% Academic Warning                                    7           0           7           22

  \% Below Standards                                     10          12          37          11

  **% Meets**                                            **84**      **72**      **56**      **55**

  \% Exceeds                                             36          32          11          22

  Number of students tested                              31          30          27          \-

                                                                                             

  3.\_\_\_\_ [Racial/Ethnic]{.underline}                 \-          \-          \-          \-
  -Hispanic\_(specify subgroup)                                                              

  \% Academic Warning                                    \-          \-          \-          \-

  \% Below Standards                                     \-          \-          \-          \-

  \% Meets                                               \-          \-          \-          \-

  \% Exceeds                                             \-          \-          \-          \-

  Test data for groups \< ten students are not reported                                      

  4.\_Economically Disadvantaged\_(specify subgroup)     40          42          39          

  \% Academic Warning                                    3           0           6           16

  \% Below Standards                                     8           11          21          13

  **% Meets**                                            **90%**     **66%**     **73%**     **71%**

  \% Exceeds                                             48          36          27          23

                                                                                             

  **STATE SCORES**                                                                           

  \% Academic Warning                                    7           7           7           8

  \% Below Standards                                     14          17          19          18

  **% Meets**                                            **79%**     **76%**     **74%**     **53%**

  \% Exceeds                                             33          31          30          28
  ------------------------------------------------------ ----------- ----------- ----------- -----------

**Subject:** [Writing]{.underline} **Grade:** \_\_[3^rd^]{.underline} \_
**Test:** [Illinois Standards Achievement Test]{.underline}\_

**Edition/Publication Year:** [A New Version is Published Every
Year]{.underline} **Publisher:** [Illinois State Board of
Education]{.underline}

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

  Testing month                                          April       April       April       April

  **SCHOOL SCORES**                                      89          75          68          62

  \% Academic Warning                                    0           4           3           11

  \% Below Standards                                     11          21          29          27

  **% Meets**                                            **89%**     **75%**     **68%**     **62%**

  \% Exceeds                                             12          1           0           2

  Number of students tested                              66          69          65          67

  Percent of total students tested                       100%        100%        100%        99%

  Number of students alternatively assessed              0           0           0           0

  Percent of students alternatively assessed             0           0           0           0

                                                                                             

  SUBGROUP SCORES                                                                            

  1.\_\_\_\_[Racial/Ethnic]{.underline}\_\_White\_\_\_   29          39          37          \-
  (specify subgroup)                                                                         

  \% Academic Warning                                    0           3           3           0

  \% Below Standards                                     10          16          19          31

  **% Meets**                                            **90%**     **81%**     **79%**     **70%**

  \% Exceeds                                             17          0           0           3

  Number of students tested                              29          39          37          \-

                                                                                             

  2.\_\_\_\_ [Racial/Ethnic]{.underline}                 31          30          27          \-
  [Black]{.underline}\_\_\_\_(specify subgroup)                                              

  \% Academic Warning                                    0           6           4           28

  \% Below Standards                                     13          23          44          24

  **% Meets**                                            **87%**     **72%**     **52%**     **48%**

  \% Exceeds                                             10          3           0           0

  Number of students tested                              31          30          27          \-

                                                                                             

  3.\_\_\_\_ [Racial/Ethnic]{.underline}                 \-          \-          \-          \-
  -Hispanic\_(specify subgroup)                                                              

  \% Academic Warning                                    \-          \-          \-          \-

  \% Below Standards                                     \-          \-          \-          \-

  \% Meets                                               \-          \-          \-          \-

  \% Exceeds                                             \-          \-          \-          \-

  Test data for groups \< ten students are not reported                                      

  4.\_Economically Disadvantaged\_(specify subgroup)                                         

  \% Academic Warning                                    0           4           6           24

  \% Below Standards                                     8           28          32          24

  **% Meets**                                            **92%**     **67%**     **62%**     **52%**

  \% Exceeds                                             13          0           0           0

                                                                                             

  **STATE SCORES**                                                                           

  \% Academic Warning                                    5           7           9           9

  \% Below Standards                                     31          33          34          33

  **% Meets**                                            **64%**     **60%**     **58%**     **40%**

  \% Exceeds                                             3           3           3           3
  ------------------------------------------------------ ----------- ----------- ----------- -----------