# U.S. Department of Education November 2002

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

# Cover Sheet

Name of Principal [Mr. Sanford Nelson]{.underline}

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

School Mailing address [P.O. Box 129 Callaway, MN 56521]{.underline}

Tel. [(218) 375-2501]{.underline} Fax: [(218) 375-2511]{.underline}

Website/URL \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Email
<sanelson@detlakes.k12.mn.us>

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

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

(Principal's Signature)

*[Private Schools: If the information requested is not applicable, write
N/A in the space.]{.underline}*

Name of Superintendent [Mr. Lowell Niklaus]{.underline}

District Name [Detroit Lakes Public Schools, ISD #22]{.underline} Tel.
[(218) 847-9271]{.underline}

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

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

(Superintendent's Signature)

Name of School Board

President/Chairperson
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

# [PART II -- DEMOGRAPHIC DATA]{.underline}

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

> 1\. Number of schools in the district: \_\_[3]{.underline}\_\_\_
> Elementary schools

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

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

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

2\. District Per Pupil Expenditure: [\$7,685]{.underline}

Average State Per Pupil Expenditure: [\$8,004]{.underline}

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

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

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

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

> \_\_\_\_\_\_\_ If fewer than three years, how long was the previous
> principal at this school?
>
> 5\. Number of students enrolled at each grade level or its equivalent
> in applying school:

  ----------------- ----------------- ----------------- -----------------
  Grade             \# of males       \# of females     Grade Total

  K                 7                 6                 13

  1                 2                 8                 10

  2                 6                 8                 14

  3                 8                 10                18

  4                 9                 2                 11

  5                 9                 8                 17

  Total students in                                     83
  school                                                
  ----------------- ----------------- ----------------- -----------------

6.  Racial/ethnic composition of \_\_[53]{.underline}\_\_ %White

> the students in the school: \_\_\_\_\_\_ %Black or African American
>
> \_\_\_\_\_\_ %Hispanic or Latino
>
> \_\_\_\_\_\_ % Asian/Pacific Islander
>
> \_\_[47]{.underline}\_\_ %American Indian/Alaskan Native
>
> **100% Total**

7.  Student turnover, or mobility rate, during the past year:
    \_\_[17]{.underline}\_\_ %

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

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

> \_\_\_[0]{.underline}\_\_ Total Number of LEP
>
> Number of languages represented: \_\_\_[1]{.underline}\_\_
>
> Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_[65]{.underline}\_\_ %

\_\_\_[54]{.underline}\_ Total number who Qualify

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

10\. Students receiving special education services:
\_\_\_[15]{.underline}\_\_%

> \_\_\_[13]{.underline}\_\_Total Students Served

Indicate below the number of students with disabilities according to
conditions designated in the Individuals with Disabilities Education Act

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[1]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[3]{.underline}\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_[9]{.underline}\_Speech or Language
Impairment

> \_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury
>
> \_\_\_\_Multiple Disorders \_\_\_\_Visual Impairment Including
> Blindness

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

**Number of Staff**

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

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

Classroom teachers \_\_\_\_[6]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_\_\_\_\_
\_\_\_\_[8]{.underline}\_\_

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

Support staff \_\_\_\_[2]{.underline}\_\_\_
\_\_\_\_[5]{.underline}\_\_\_

Total number \_\_\_\_[8]{.underline}\_\_\_ \_\_\_[19]{.underline}\_\_\_

12\. Student- "classroom teacher" ratio: \_\_[14:1\_\_]{.underline}

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

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

  Daily Student         95.65%      95.02%      94.27%      82.06%      94.96%
  Attendance                                                            

  Daily Teacher         98%         98%         98%         98%         98%
  Attendance                                                            

  Teacher Turnover Rate 33%         16%         33%         50%         33%
  --------------------- ----------- ----------- ----------- ----------- -----------

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

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

Callaway Elementary is located in the west central part of Minnesota in
the town of Callaway. We are on the southern end of the White Earth
Indian Reservation. Our town has been in existence for over 100 years
and it sits "where the prairie ends and the forest begins." Callaway
Elementary is the pride and joy of our community.

Callaway Elementary is a small school with 84 students. There is one
section for each grade, kindergarten through 5. Along with regular
classroom instruction, we also provide our children with all services
necessary to help them prepare for a competitive and challenging world.
Our curriculum includes art, music, physical education, technology,
enrichment activities, speech learning disabled programs.

Our students come from mainly two backgrounds; forty seven percent are
Native American (White Earth Band or the Ojibwe,) and fifty three
percent are Caucasian. Sixty five percent of the children are eligible
and participate in the school's free and reduced meals program. A
majority of the children live at least 5 miles from our school, and
consequently, the town. Our students bring to our school a knowledge of
rural lifestyles and values.

The staff at Callaway Elementary has over 150 years of teaching
experience. Many of our staff either hold, or are pursuing advanced
degrees.

Callaway Elementary is currently undertaking a continuous improvement
initiative. In doing so, we have redefined our mission and belief
statements.

[Mission Statement:]{.underline}

The mission of Callaway Elementary is to nurture and develop the full
potential of learners in an environment where education is valued,
excellence is expected and improvement is ongoing.

[Belief Statements:]{.underline}

*We Believe that:*

• Callaway Elementary is a vital and important part of ISD #22

• staff and students have the right to a safe, orderly and productive
school environment

• education should be a cooperative effort between school, families and
the community.

• all staff should share in the excellence of education of our students

• all students have the right to learn in their own, unique way

• all students and staff need to be treated with dignity and respect

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

**Public Schools**

A public school may be recognized as a *No Child Left Behind -- Blue
Ribbon School* in two ways. First, a school may be recognized if it has
at least 40 percent of its students from disadvantaged backgrounds who
have dramatically improved their performance and are achieving at a high
level in reading (language arts or English) and mathematics, as measured
by state criterion-referenced assessments that yield national norms.

A student from a "disadvantaged background" is defined as one having low
socioeconomic status who is eligible for free or reduced-priced meals at
the school or is identified by some other method determined by the
school. At least 40 percent of the school's total enrollment must be
from low-income families, students with limited English proficiency,
migratory students, or students receiving services under Title I of the
Elementary and Secondary Education Act, as amended by the *No Child Left
Behind Act of 2001.*

"Dramatically improved" is defined by the CSSO of each state. All
student groups, including disadvantaged students, must show dramatic
improvement as shown by disaggregated data. The nomination criteria,
including assessments, must pertain equally to all schools that are
nominated from the individual state. " High levels" is defined by the
CSSO of each state, but at a minimum included achievement at the 55^th^
percentile on state assessments. **States must rely on the state
accountability system to identify schools for submission to the
Secretary.** If the state does not have an accountability system in
place, in the letter to the Secretary of the CSSO explains in detail the
criteria used by the state to nominate the schools.

Second, regardless of a school's demographics, it may be recognized if
its students achieve at the highest levels, that is, the school is in
the top 10 percent in the state in reading (language arts or English)
and mathematics. This achievement is measured by state
criterion-referenced assessments or assessments that yield national
norms. If the state uses only assessments referenced against national
norms at a particular grade, the state should explain how these tests
measure the depth and breadth of the state's academic content standards.

The CSSO of each state certifies in a letter to the U.S. Secretary of
Education that accompanies the list of nominated schools that the
schools have all met the minimum requirements established by the CSSO
for "dramatically improved" and achieving at "high levels." The letter
from the CSSO to the Secretary explains the criteria used by the state
to nominate the schools. **States may not submit schools that have been
in school improvement status within the last two years.**

1.  The school must show assessment results in reading (language arts or
    English) and mathematics for at least the last three years using the
    criteria determined by the CSSO for the state accountability system.
    For formatting, if possible use the sample tables (no charts or
    graphs) at the end of this application. Limit the narrative to one
    page and describe the meaning of the results in such a way that
    someone not intimately familiar with the tests can easily understand
    them. If the state allows the use of the SAT or the ACT as part of
    its accountability system, at least 90 percent of the students in
    the appropriate classes must take the tests. If fewer than 90
    percent take the tests, do not report the data.

a\. Disaggregate the data for any ethnic/racial or socioeconomic groups
that comprise sufficient numbers to statistically significant. Schools
should use their own state's interpretation of statistical significance.
Show how all subgroups of students achieve at high levels or improve
dramatically in achievement for at least three years. Explain any
disparity among subgroups.

••Callaway Elementary, along with all other public schools in Minnesota,
have used the Minnesota Comprehensive Assessments (MCA) Test to measure
students progress in reading, math and writing. These tests are given to
students in grades three and five.

**The following tables give the MCA Test results for the students at
Callaway:**

> Callaway 3^rd^ Grade MCA Scores -- Math

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

Testing Month March March March March March

SCHOOL SCORES

TOTAL

At or Above Basic 16.67% 13.04% 8.33% 7.69% 0%

At or Above Proficient 66.67% 47.83% 33.33% 38.46% 27.78%

At Advanced 16.67% 17.39% 25.00% 23.08% 5.56%

Number of students tested 12 23 12 13 18

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

Number of students excluded 0% 0% 0% 0% 0%

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

SUBGROUP SCORES by

Free and reduced eligible 5 15 8 9 14

At or above basic • 20.00% • • 7.14%

At or above proficient • 33.33% • • 28.57%

At advanced • 13.33% • • 0%

STATE SCORES

TOTAL

At or above basic 17.14% 12.85% 18.27% 16.28% 15.71%

State mean score

At or above proficient 36.92% 39.04% 37.43% 33.30% 29.30%

State mean score

At advanced 11.02% 13.62% 8.96% 8.83% 5.88%

• Data is not available if subgroup is less than 10 students

> Callaway 5^th^ Grade MCA Scores -- Math
>
> 2001-2002 2000-2001 1999-2000 1998-1999 1997-1998

Testing Month March March March March March

SCHOOL SCORES

TOTAL

At or Above Basic 16.67% 13.04% 8.33% 7.69% 0

At or Above Proficient 66.67% 47.83% 33.33% 38.46% 27.78%

At Advanced 16.67% 17.39% 25.00% 23.08% 5.56%

Number of students tested 12 23 12 13 18

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

Number of students excluded 0 0 0 0 0

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

SUBGROUP SCORES by

Free and Reduced Eligible 7 13 11 20 15

At or above Basic • 7.69% 16.67% 15.00% 6.67%

At or above proficient • 30.77% 25.00% 25.00% 6.67%

At advanced • 38.46% 25.00% 0% 0%

STATE SCORES

TOTAL

At or above basic 17.52% 16.77% 16.08% 15.24% 14.91%

State mean score

At or above proficient 38.70% 37.42% 33.26% 30.77% 26.16%

State mean score

At advanced 14.02% 13.14% 12.34% 5.61% 4.93%

State mean score

• Data is not available if subgroup is less than 10 students

> Callaway 5^th^ Grade MCA Scores -- Reading
>
> 2001-2002 2000-2001 1999-2000 1998-1999 1997-1998

Testing Month March March March March March

SCHOOL SCORES

TOTAL

At or Above Basic 10.00% 0% 20.00% 4.17% 20.00%

At or Above Proficient 40.00% 35.29% 40.00% 50.00% 20.00%

At Advanced 20.00% 47.06% 6.67% 4.17% 0%

Number of students tested 10 17 15 24 20

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

Number of students excluded 0 0 0 0 0

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

SUBGROUP SCORES by

Free and reduced eligible 7 13 11 20 15

At or above basic • 0% 27.27% 5.00% 20.00%

At or above proficient • 38.46% 9.09% 5.00% 0%

STATE SCORES

TOTAL

At or above basic 10.76% 10.89% 15.09% 14.53% 15.23%

State mean score

At or above proficient 38.63% 38.78% 35.84% 33.34% 30.30%

State mean score

At advanced 25.38% 24.08% 15.93% 11.27% 7.90%

State mean score

• Data is not available if subgroup is less than 10 students

> Callaway 3^rd^ Grade MCA Scores -- Reading

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

Testing Month March March March March March

SCHOOL SCORES

TOTAL

At or Above Basic 30.77% 21.74% 25.00% 21.43% 41.18%

> 53.85% 30.43% 33.33% 42.86% 11.76%

At Advanced 7.69% 26.09% • • •

Number of students tested 13 23 12 14 17

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

Number of students excluded 0 0 0 0 0

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

SUBGROUP SCORES by

Free and reduced eligible 6 15 8 10 13

At or above basic • 20.00% • 20.00% 38.46%

At or above proficient • 33.33% • 30.00% 0

At advanced • 13.33% • 0 0

STATE SCORES

TOTAL

At or above basic 17.99% 18.13% 16.94% 16.18% 17.25%

State mean score

At or above proficient 32.6% 32.86% 33.09% 32.14% 29.61%

State mean score

At advanced 16.17% 16.15% 11.52% 7.8% 5.68%

• Data is not available if subgroup is less than 10 students

••All students in our school, grades three and five participated in the
tests. No students were excluded from testing

in any of the years.

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

Part of our school's mission statement states that "improvement is
ongoing." At Callaway Elementary, we use various pieces of data to
understand and improve student and school performance. Minnesota
Comprehensive Assessments are used to measure school wide growth.
Students in grades three and five are assessed annually in March. These
results are used to evaluate Callaway student's growth in reading and
math from year to year as well as to compare our student results to
other schools in our district and the state's average scores. Through
the Northwest Evaluation Association (NWEA), participate in Measures of
Academic Progress (MAP) assessments. This district assessment is given
to students in grades two through five as a pre test in the fall and a
spring post test. Information is used to show individual student growth
and to assist teachers in meeting the learning need of each child.

Each MAP assessment is made up of different parts, called goals. The
goal areas are reading, language usage and mathematics. The students
take the assessments twice a year, in the fall and again in the spring.
When teachers look at an individual student's results, it becomes
apparent that some goals need more work than others. From this point,
teachers use a formula to establish "learning goals," based on the
assessments. Plans are written to help meet the goals and the goals are
shared with the student, parent or guardians and other school staff
involved in the student's learning.

These tests are not "norm-referenced," tests. The tests compare the
student to him or herself through time. With these assessments, we can
individualize our instruction to best meet the needs of each of our
children.

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

> **assessment data, to parents, students and the community.**

Callaway Elementary communicates information about student performance
in a variety of ways. The primary grades use Work Sampling System,
because it is a solid child assessment strategy that allows teachers and
parents to gain enhanced knowledge about a child's progress. The Work
Sampling System allows teachers to evaluate students individually rather
than comparing to one another. Work sampling also provides information
on how children learn as well as what they are learning. Our students
also receive report cards quarterly, and parents receive MCA and MAP
results at the fall conferences. District wide, assessment data is
shared in the local newspaper, and to parents and community members who
serve on the Curriculum Council, or the District Advisory Council.

4.  **Discuss in one half page how the school will share its successes
    with other schools.**

Our school has been highly influential in seeking out and using best
practices for the district. We received a CSRD Grant from the federal
government, and many of the models we adopted have become implemented
district wide. In other words, we have acted as a pilot site for the
whole district. For example, all of the elementary schools in our
district now use Reading Recovery, Guided Reading, All Day Every Day
Kindergarten, Project E.A.S.E. and Work Sampling as a result of our
efforts. These successful models in our building have had a very
positive impact on the rest of the district. Our district piloted a new
computerized assessment which measures growth in the areas of reading,
mathematics and language usage. This program, called MAP (Measures of
Academic Progress), was also piloted in our building. In this
computerized adaptive test, the difficulty of the test is adjusted to
the student's performance so each student sees different test questions.
Scores depend on two things: how many questions are answered correctly
and the difficulty of each question. MAP assessments are used for goal
setting and to share with parents at conference time, along with the
state required MCA assessments.

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

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

The Detroit Lakes Public Schools, along with Callaway Elementary
believes that children need to be supported and challenged with a
curriculum that is fully encompassing. The following briefly describes
the major goals for each curriculum area taught in our school:

**Reading:** The mission of the Reading program is to enhance each
individual's quality of life and promote life long learning. Our goals
are to experience the enjoyment of reading, acquire knowledge through
reading, develop reading competency, develop effective communication
skills, utilize multiple resources to access and communicate
information, experience a variety of literature, and finally, to
understand human diversity. Processes and concepts are attained through
a variety of approaches that include a balanced approach to reading,
writing, speaking and listening. Our extensive and unique activities
used to remote the love of reading include Guided Reading, D.E.A.R.
(Drop Everything And Read -- 10 to 30 minute blocks of school wide
reading) time as part of February I Love to Read Month. Scholastic's
Reading Counts program which promotes independent reading, Individual
teachers promote reading in their own unique ways with time for S.S.R.
(Sustained Silent Reading), S.Q.U.I.R.T. (Super Quiet Uninterrupted
Reading Time), D.E.A.R. (Drop Everything And Read).

**Math:** The mission of mathematics at Callaway is to prepare
individuals to confidently comprehend and communicate mathematical
concepts and processes to real world situations. Our goals are the
following: Value mathematics and its connections, be confident in their
own mathematical abilities, be mathematical problem solvers, communicate
mathematically, and to use and apply technology in mathematics. Our
teachers use a variety of manipulatives, audio visual materials, games,
simulations and real life learning situations.

**Language Arts:** Callaway Elementary teaches writing as a process
approach. Writing across the curriculum is emphasized. Our teachers use
traditional skill development along with the NCREL 6 Traits +1 writing
approach. These approaches integrate reading, writing, listening and
speaking across the curriculum. Various methods of promoting written
communication such as email pen pals, using computers to write books,
letters, timelines, research reports and classroom newsletters all aid
in students using technology to express their ideas in the written
language. Oral language activities include skits and plays, musicals,
Reader's Theater, poetry readings, and oral reading. Each classroom uses
their own unique way of promoting Language Arts with a variety of
materials tailored to fit the needs of the individual.

**Science:** Our science instruction teaches concepts, principles and
laws of the four sciences: earth science, life science, physical science
and environmental science. We believe science is best taught using real
life experiences with a "hands-on, minds-on" approach. A variety of lab
materials are available and utilized.

**Social Studies:** Throughout the school year, students at Callaway
Elementary learn that they live in a world composed of many different
races and cultures. An appreciation for the diversity in our community
and world are demonstrated with multi-cultural readings and activities.
Families, communities, states and countries are included in a global
perspective of the Social Sciences to prepare students for life in their
global community.

**Art, Physical Education, Music:** These three areas are part of the
total education of our students at Callaway Elementary. Our specialist
teachers use a variety of techniques to help students become healthy,
well rounded citizens. Artists in Residence, 5^th^ grade band and choir
and "Don't Sit, Get Fit" all help our students realize the importance of
these pursuits.

**Technology:** We provide all students with basic computer instruction.
They learn and use desktop publishing, using graphics, text styles and
drawing and painting tools. Students use multimedia authoring software
to create projects which are an extension to their classroom curriculum.
The computer will become a tool for students to access compile, report
and store information.

2.  **Describe in one half page the school's reading curriculum,
    including a description**

**of why the school chose this particular approach to reading.**

Callaway Elementary, along with the rest of our school district, uses
Scholastic's "Literacy Place" as our text to support our reading
curriculum. We chose Scholastic's program because it dovetailed with our
belief's that literacy learning should involve a "balanced approach."
"Literacy Place" incorporates reading, writing, vocabulary development
and extended learning activities to fully support our pursuit to
encourage and develop well rounded, literate children. Other series we
looked at did not meet our needs. They lacked, or were weak in what we
felt were essential to help us meet our goals for literacy education. We
have many other components to our program that are not directly tied to
Scholastic's "Literacy Place." These include Guided Reading, the
Qualitative Reading Inventory, the Developmental Reading Assessment,
Reading Academies, MAP testing, literacy circles, pre-k and E.A.S.E., 6
Trait writing, Reading Counts programs, Reading Recovery and a dedicated
literacy coordinator. With all of these programs working together, we
are able to guide our students to a natural love of reading and writing.

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

At Callaway, we feel the best way to have students feel success is to
have them start off successful from the very beginning of their formal
education. This idea is exemplified at Callaway through Project E.A.S.E.
(Early Success to Success in Education). Project E.A.S.E. is an
intervention program for parents and kindergarten children, piloted at
Callaway, and used throughout the Detroit Lakes Public Schools. The
program is designed to give parents background information, materials
and opportunities to support their children's development in literacy.
It is a special program designed to get kindergarten students ready for
the complex tasks of reading, writing and understanding text. The
selected activities are centered around tasks which will impact the
students throughout the elementary, middle school, high school and
consequently, life journey. Like most of our programs at Callaway, this
program is designed to meet the individual child's needs.

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

Our school uses various instructional methods to improve student
learning. Guided Reading, Project E.A.S.E and Reading Recovery are major
areas of focus at Callaway Elementary. We have adopted NCREL 6 Trait + 1
writing process to improve the writing skills of our students. We have
used a balanced approach to teaching math, because we believe students
need to know the basic skills as well as being able to solve problems.
Our music instructor is trained in Orff, which is a process using media
such as speech, singing, playing, and movement to help children explore
music through improvisation and composition. In the areas of science and
social studies, we use hands-on activities to help students better
understand the concepts and processes involved.

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

Our professional development program has had a positive impact on
student achievement. The Callaway staff set goals for our school, based
on the district wide goals. Staff requests must be related to our
school's goals. We have worked diligently on improving reading in our
building. All staff have been trained in Guided Reading, where students
read books with various levels of teacher support, at the student's
ability level. All staff have been trained in using running records, and
several teachers have received further training related to the Guided
Reading process. For example, some teachers took classes on how to
incorporate writing into the Guided Reading process. This program is
researched school, our district became decided to fully implement and
fund these worthwhile models.

Callaway Elementary, as well as the rest of our district, uses
Scholastic's "Literacy Place" as our text to support our reading
curriculum. We chose Scholastic's program because it dovetailed with our
belief that literacy learning should involve a balanced approach to
reading and writing. It incorporates reading, writing, vocabulary
development and extended learning activities to fully support our
pursuit encourage and develop well rounded literate children. Other
series that we looked at did meet our needs. They lacked, or were weak
in what we felt was essential to help us meet our goals in literacy
education. We have many other components to our program that are not
directly tied to Scholastic's Literacy Place. These include guided
reading, the Qualitative Reading Inventory, the Developmental Reading
Assessment, Reading Academies, MAP testing, literacy circles, pre-k and
EASE programs, 6 Trait writing, Reading Counts programs, Reading
Recovery and a dedicated literacy coordinator for the school district.
With all of these programs working together, we are able to guide our
students to a natural love of reading and writing.