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

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

**Cover Sheet**

Name of Principal [Mr. Chuck
White\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [Shiloh Elementary
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address [21751N 575^th^
Street\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Hume Illinois 61932-9707]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(217 )887-2364]{.underline} Fax [( 217 ) 887-2209]{.underline}

Website/URL [www.shiloh.k12.il.us/]{.underline} Email
[cwhite@shiloh.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)

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

Name of Superintendent [Mr. Wayne
Ingalls\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Shiloh C.U.S.D. #1]{.underline} Tel. [( 217
)887-2364]{.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 [Mrs. Judy
Tharp\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

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

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

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

1\. Number of schools in the district: \_\_\_2\_ Elementary schools

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

\_\_\_1\_\_Junior high schools

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

[\_\_\_4\_\_]{.underline} TOTAL

2\. District Per Pupil Expenditure: \$5,540

Average State Per Pupil Expenditure: \$4,667

**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
>
> \[ \] Small city or town in a rural area
>
> \[ X\] Rural

4\. [9]{.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 enrolled at each grade level or its equivalent in
applying school:

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

  **K**       13        8                      **21**       **7**                             

  **1**       12        8                      **20**       **8**                             

  **2**       8         13                     **21**       **9**                             

  **3**       9         13                     **22**       **10**                            

  **4**       7         12                     **16**       **11**                            

  **5**       11        5                      **18**       **12**                            

  **6**       11        9                      **20**       Other       2         3           **5**

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

6\. Racial/ethnic composition of [98.6]{.underline} % White

the students in the school: 0 % Black or African American

[0]{.underline} % Hispanic or Latino

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

\% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year: \_\_22.07%

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 12
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 20
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        32
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    145
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .2207
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    22.07
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: \_\_0%

\_\_0%\_\_ Total Number Limited English Proficient

Number of languages represented: \_0

Specify languages:

9\. Students eligible for free/reduced-priced meals: \_\_\_\_52.4%

\_\_\_ 75\_\_\_Total Number Students Who Qualify

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

10\. Students receiving special education services: \_\_\_\_32.2 %

\_\_\_ 46 Total Number of 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 Other Health Impaired

\_\_\_\_Deaf-Blindness 19 Specific Learning Disability

\_\_\_\_Hearing Impairment 21 Speech or Language Impairment

5 Mental Retardation \_\_\_\_Traumatic Brain Injury

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

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

Classroom teachers 8 \_\_\_\_\_\_\_\_

Special resource teachers/specialists 4 6

Paraprofessionals 1 1

> Support staff 5 \_\_\_\_\_\_\_\_
>
> Total number 18 8

12\. Student-"classroom teacher" ratio: 1/17.4

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

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

  Daily student attendance 96.8%       96.8%       96.2%       96.4%       92.6%

  Daily teacher attendance 94.6%       96.7%       96.2%       97.2%       96.8%

  Teacher turnover rate    0%          8%          8%          17%         0%

  Student dropout rate                                                     

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

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

Shiloh Elementary School, Hume, Illinois, houses grades PreK-6 in one
wing of a PreK-12 building. The Shiloh District serves the population of
six small rural villages and their surrounding countryside. The Shiloh
building is situated approximately one mile southeast of the Village of
Hume, Illinois. The primary industry for the greater Shiloh Community is
agriculture. However, district residents travel to surrounding
population centers to work in diverse endeavors.

The staff of Shiloh Elementary School effectively implements the mission
statement: To challenge all students to achieve to their maximum
potential by providing quality education focused on meeting the unique
needs of each individual student with participation by, and the support
of, the community.

Shiloh Elementary takes pride in the safe, friendly environment in which
its students learn. Class sizes are very manageable, the faculty is
experienced and student oriented, and parents have ready access to their
children's teachers. The Shiloh Elementary staff firmly believes in the
philosophy of meeting the needs of the individual student, and this
attitude is evidenced in the expectation that each student will be
successful in meeting state and local educational standards.
Standardized assessments testify to the fact that our students not only
meet, but typically exceed those expectations. It is not at all unusual
for some of our classes' testing outcomes to be among the highest of
schools in the East Central Illinois area.

Effective discipline is a hallmark of our school. Our discipline policy
reflects firm, but not harsh expectations for social behavior and
academic performance. It is the Shiloh philosophy that we care enough
about each child that we will make whatever effort is necessary in order
to assure his/her success, both in the classroom and on the playground.
Our teachers are strongly invested in the development of character and
citizenship within our student body, and learning is focused on both
academics and personal development.

In order to foster a healthy, growth-oriented atmosphere for all
students, we offer several programs for special needs students. We also
offer elementary counseling services, education in the arts, and
exposure to the greater world through field trips and other "hands-on"
experiences to the population at large.

Shiloh Elementary School values the unique gifts of the individual
student, while helping the individual learn to utilize those gifts to
serve self and others. It is our goal to help each student adopt
expectations for success and achievement so that she/he may one day be
able to live in society as a healthy, well-balanced individual.

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

1\. The Illinois Standards Achievement Test is used to measure the
extent to which students are meeting the Illinois Learning Standards.
Illinois teachers and curriculum experts developed the ISAT test in
cooperation with the Illinois State Board of Education. The ISAT is only
administered to students in the third and fifth grade.

Results are presented as the percent of students scoring in each
performance level relative to the Illinois Learning Standards. The ISAT
performance level descriptions are:

-   Exceeds Standards: Students' work is outstanding and shows
    > comprehensive knowledge and skills in the learning area. Students
    > can consistently use their knowledge and skills to solve problems
    > and evaluate the results.

-   Meets Standards: Students' work shows that they have the knowledge
    and skills in the learning area. Students can consistently use and
    apply their knowledge and skills to solve problems.

-   Below Standards: Students' work shows basic knowledge and skills in
    the learning area. However, students have some gaps in their
    learning and can apply it only in limited ways.

-   Academic Warning: Students' work shows an inconsistent command of
    the basic knowledge and skills. Students have major gaps in their
    knowledge and skills and little ability to apply them. They may have
    serious errors or misunderstanding.

During the four years the Illinois Standards Achievement Test has been
administered, the percent of Shiloh Elementary students scoring at the
academic warning level has been reduced to zero (0). During the same
period the percent of students scoring at the meets or exceeds level has
greatly increased in both the third and fifth grades. From 1999 to 2002
in reading, third grade has improved from sixty-seven (67) percent to
ninety-four (94) percent of the students scoring at meets or exceeds. In
fifth grade, improvement was from fifty-eight (58) percent to eighty-one
(81) percent.

From 1999 to 2002 in math, third grade improved from fifty-five (55)
percent to ninety-four (94) percent scoring at meets or exceeds. For
fifth grade, the improvement was from thirty-five (35) to eighty-six
(86) percent.

No Shiloh Elementary School students are excluded from the ISAT.

2\. Shiloh Elementary School successfully uses a variety of assessment
tools and data to understand and improve student and school performance.
Stanford Achievement Tests are administered at all levels. Grade
equivalency data from these tests are a part of the criteria used to
determine children to receive Title help or after school tutoring.
Scores, in specific areas, are part of the information used to select
students for gifted classes. Our School Improvement Team and individual
teachers use the class composite data from the Stanford Achievement
Tests and Illinois Standards Achievement Test to determine areas of
strength and weakness and then address those areas. When writing scores
were low, writing workshops were implemented and writing portfolios were
initiated at all grade levels. Individual teachers may change their
methods or strategies for teaching a specific concept if assessment data
indicate the majority of the students are having difficulty. Accelerated
Reader and Accelerated Math are both used in our school. Both programs
provide individual assessments for the children, with specific
suggestions for ways to improve their performance on books they read and
on math skills. These reports may be accessed at any time, and are often
published weekly. STAR tests are given at least twice a year. Students
can use the information from the STAR test to choose books to
successfully read at their ability level. Daily assessments are made
using rubrics, daily work, tests and presentations. These assessments
are used to determine if reteaching activities are needed. Class report
cards are level appropriate and report student growth. Shiloh Elementary
School's staff is dedicated to using all tools, including assessment
data, available to them to further enhance their students' education.

3\. Shiloh Elementary School uses a variety of methods to communicate
student performance. Classroom performance of individual students is
reported to parents with quarterly progress reports. Parent-teacher
conferences are held at the end of the first and third quarters of the
school year. Parents are also encouraged to schedule a conference at any
time they want to discuss their child's performance. Students are
informed of their performance on a daily basis and student-teacher
conferences are held as needed.

Individual assessment data is reported to parents by providing them with
a copy of their child's Stanford Achievement Test results and the
Illinois Standards Achievement Test results. If there are any questions
about these results, a parent-teacher conference is scheduled.

Group assessment data is communicated to parents, community members, and
the Board of Education. A special test report is given to the Board of
Education by the counselor and/or principal. This report includes a
chart of the test scores for the past several years.

Assessment data is also included in the Shiloh School District Report
Card which can be accessed on the Shiloh District website by parents and
community members. Newspaper articles and the district newsletter are
also used to communicate student performance.

4\. Shiloh Elementary School will share its successes with other schools
through a written report, information on a web page, workshop
presentations, and hosting visitors to our school.

A written report containing curriculum ideas and instructional methods
that have been successful will be developed by the staff. This report
will also be made available on the Shiloh School District web page.

Teacher panels consisting of three to four teachers can develop
presentations to share our success during other school's professional
development workshops and regional conferences.

Shiloh Elementary School would also be willing to allow teachers to
visit our school for the purpose of observing classrooms and discussing
the reasons for our success with the teachers in our school.

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

1\. The students of Shiloh Elementary School are engaged in a
comprehensive elementary curriculum that includes language arts
(reading, phonics, spelling, library, language), mathematics, science,
social studies, fine arts (music, art), and physical education. Although
not currently offered, enrichment instruction for all students in French
and Spanish has been provided in past years. Gifted students receive
special instruction in Great Books, physical science, and history.
Technology is integrated throughout the curriculum.

Curriculum profiles, which state the concepts and skills that each
student should know and/or be able to do by the end of each grade, have
been developed for each content area. These profiles are aligned with
the Illinois Learning Standards and ensure that our students are
expected to perform at the high level established by the State of
Illinois. In order to strengthen the curriculum beyond the level
required by the Illinois Learning Standards, additional concepts and
skills, as determined by the faculty, are also taught.

One content area in the curriculum is reviewed each year in order to
meet the needs of the students and to continue to provide significant
content that meets the high expectations of the Illinois Learning
Standards. All faculty members participate in the review process.

At the primary level, the Shiloh Elementary curriculum emphasizes basic
skills and concepts in the areas of language arts and mathematics.
Established state standards are also met in the other content areas. As
students progress in the curriculum, there are additional requirements
for the skills of reasoning, higher level concepts, and skill
applications.

Although an established curriculum is extremely important for student
success, Shiloh Elementary teachers realize they are responsible for
making the curriculum come alive. The teachers expect all students to
learn, and they are committed to helping the students meet the high
standards that have been established. Learning at Shiloh Elementary
School is a shared responsibility of the students, parents, and
teachers.

2\. The Shiloh Elementary staff believes all elements of reading must be
in place for the students to have life long reading success. Shiloh uses
a basal reading program for basic instruction. The basal reading program
is supplemented with a variety of the best reading practices to ensure
learning for all Shiloh students. Some of the practices include use of
trade books and a modified 4-Block Reading program. In addition to the
basal, direct phonics instruction is given to aid comprehension, fluency
and strengthen spelling skills. Writing is also an integral part of our
program with planned writing development throughout K-6. Independent
continuous reading practice and motivation are supported through the use
of the Accelerated Reader Program. Well stocked and managed libraries
are available. Also, the Shiloh Elementary staff is offered
opportunities to learn new reading methodologies and teaching techniques
as part of our professional development program. Furthermore, Title I
Reading and Speech services support the total reading effort. Finally,
strong parent support starts in our Early Childhood Program and
continues throughout the elementary grades. We feel our approach to
reading instruction is successful because it meets the various needs and
learning styles of the Shiloh Elementary students.

3\. The science curriculum at Shiloh Elementary School directly relates
to the Illinois Learning Standards, using a basic science text and
numerous "hands-on" opportunities. Two school-yard habitat grants were
received in the past three years: East Central Illinois Natural Habitat
Laboratories and Illinois School-Yard Action Grant. As a result of
these, all elementary classes are involved with individual classroom
garden/flower beds, a butterfly garden, a native Illinois prairie plant
plot, and tree wind breaks. Planting seeds, researching prairie plants,
using math skills, learning about Illinois history, related literature
stories, journals, and art activities are a few of the "hands-on"
learning experiences provided by the outdoor classrooms. Support help
has been received from the Shiloh High School agriculture and science
classes, use of the agriculture greenhouse, a local nursery, state
biologist, and community volunteers in developing and maintaining the
school-yard habitats. An established prairie developed by the high
school also provides an outdoor classroom for observing wildlife and
authentic Illinois prairie plants.

Other excellent opportunities for learning science concepts are also
provided. Two high school science teachers are an excellent resource for
teaching gifted science. A series of gifted classes are taught every
year to all grade levels. An ecology team of fifth and sixth grades
compete in a regional eco-meet every fall. A primary class visits an
area nature center every fall and spring to study differences in nature
in the two seasons. Fourth and fifth grades study weather extensively. A
local television station provides a Weather School for the fifth grade.
Every spring the four and fifth grades conduct a Science Fair. Students
share their knowledge of the scientific method and science concepts with
the other classes, teachers and parents.

Shiloh Elementary School strives to provide a science curriculum to meet
the Illinois Learning Standards in a way that stimulates each student to
meet his /her potential as a learner of scientific concepts.

4\. Shiloh Elementary School uses many different instructional methods
to improve student learning. Mixed grouping is the most common method of
grouping used in our school. However, in the area of Language Arts, we
encourage multi-level group reading sessions, small group instruction
provided by special teachers, and partner reading. We encourage students
to keep and illustrate journals and contribute to their writing
portfolios. Many of our classes correspond with "writing pals" as well.

Technology and the use of our computer lab also play an important part
in the education of our children. The Accelerated Reader and Accelerated
Math programs are used to encourage independent learning. Math
manipulatives are used in the primary grades. The classrooms are
arranged with various learning centers to ensure both co-operative and
individual learning. Classes develop age-appropriate science projects
and related field trips are promoted.

We rely on student, parent, and community members to contribute to the
variety of instructional methods used in our school. Our high school
students serve as aides and mentors. Our parents are invaluable in
helping with homework, returning School-Home Links, and supporting
various other projects. Our community members read with our children,
work as classroom helpers, serve as classroom speakers, and volunteer
where they are needed.

We at Shiloh Elementary School endeavor to take advantage of as many
instructional methods as possible in order for our students to be
successful.

5\. A goal in the Shiloh Elementary School Improvement Plan is to
implement a focused staff development program. After conducting a needs
assessment, the following areas were selected for professional
development: reading, math, writing, integration of technology, and
implementation of learning standards. Professional development is
provided through in-district workshops and out-of-district workshops and
conferences. After attending external workshops, teachers are asked to
share their new knowledge with other staff members.

We feel our students' success on the Illinois Standards Achievement Test
is related to the new strategies and methods that have been implemented
as a result of staff development activities. For example, after
unsatisfactory writing scores on the ISAT, all teachers received
additional training in teaching writing skills. Student's daily writing
skills as well as the ISAT scores improved greatly (see attached test
score chart). We feel the improved student achievement in reading and
math is also related to professional development in those areas.

**Shiloh Elementary School**

# Hume, Illinois

**Illinois Standards Achievement Test**

**Publication Year \* Publisher [Illinois State Board of
Education]{.underline}**

## READING -- GRADE 3

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

  Testing month             April       April       February    February

  SCHOOL SCORES                                                 

  TOTAL                                                         

  Academic Warning          0%          0%          5%          0%

  Below Standards           6%          14%         18%         33%

  Meets or Exceeds          94%         85%         78%         67%
  Standards                                                     

  Number of students tested 16          14          22          21

  Percent of total students 100%        100%        100%        95% \*\*
  tested                                                        

  Number of students        0           0           0           0
  excluded                                                      

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

  STATE SCORES                                                  

  TOTAL                                                         

  Academic Warning          7%          7%          6%          8%

  Below Standards           31%         31%         32%         31%

  Meets or Exceeds          63%         62%         62%         61%
  Standards                                                     
  ------------------------- ----------- ----------- ----------- -----------

> \* A new edition is published each year.

**\*\*** One student absent.

Note: No ethnic/racial or socioeconomic groups comprise sufficient
numbers to be statistically significant.

No groups are excluded from the test.

**Shiloh Elementary School**

# Hume, Illinois

**Illinois Standards Achievement Test**

**Publication Year \* Publisher [Illinois State Board of
Education]{.underline}**

## MATH -- GRADE 3

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

  Testing month              April       April       February    February

  SCHOOL SCORES                                                  

  TOTAL                                                          

  Academic Warning           0%          7%          5%          9%

  Below Standards            6%          7%          9%          36%

  Meets or Exceeds Standards 94%         86%         87%         55%

  Number of students tested  16          14          22          22

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

  Number of students         0           0           0           0
  excluded                                                       

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

  STATE SCORES                                                   

  TOTAL                                                          

  Academic Warning           7%          8%          10%         9%

  Below Standards            19%         18%         21%         35%

  Meets or Exceeds Standards 74%         74%         69%         56%
  -------------------------- ----------- ----------- ----------- -----------

\* A new edition is published each year.

Note: No ethnic/racial or socioeconomic groups comprise sufficient
numbers to be statistically significant.

No groups are excluded from the test.

**Shiloh Elementary School**

# Hume, Illinois

**Illinois Standards Achievement Test**

**Publication Year \* Publisher [Illinois State Board of
Education]{.underline}**

## MATH -- GRADE 3

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

  Testing month              April       April       February    February

  SCHOOL SCORES                                                  

  TOTAL                                                          

  Academic Warning           0%          7%          5%          9%

  Below Standards            6%          7%          9%          36%

  Meets or Exceeds Standards 94%         86%         87%         55%

  Number of students tested  16          14          22          22

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

  Number of students         0           0           0           0
  excluded                                                       

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

  STATE SCORES                                                   

  TOTAL                                                          

  Academic Warning           7%          8%          10%         9%

  Below Standards            19%         18%         21%         35%

  Meets or Exceeds Standards 74%         74%         69%         56%
  -------------------------- ----------- ----------- ----------- -----------

\* A new edition is published each year.

Note: No ethnic/racial or socioeconomic groups comprise sufficient
numbers to be statistically significant.

No groups are excluded from the test.

**Shiloh Elementary School**

# Hume, Illinois

**Illinois Standards Achievement Test**

**Publication Year \* Publisher [Illinois State Board of
Education]{.underline}**

## READING -- GRADE 5

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

  Testing month              April       April       February    February

  SCHOOL SCORES                                                  

  TOTAL                                                          

  Academic Warning           0%          0%          0%          0%

  Below Standards            19%         20%         42%         42%

  Meets or Exceeds Standards 81%         80%         58%         58%

  Number of students tested  21          20          19          26

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

  Number of students         0           0           0           0
  excluded                                                       

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

  STATE SCORES                                                   

  TOTAL                                                          

  Academic Warning           1%          1%          0%          1%

  Below Standards            39%         40%         41%         38%

  Meets or Exceeds Standards 59%         59%         59%         61%
  -------------------------- ----------- ----------- ----------- -----------

\* A new edition is published each year.

Note: No ethnic/racial or socioeconomic groups comprise sufficient
numbers to be statistically significant.

No groups are excluded from the test.

**Shiloh Elementary School**

# Hume, Illinois

**Illinois Standards Achievement Test**

**Publication Year \* Publisher [Illinois State Board of
Education]{.underline}**

## MATH -- GRADE 5

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

  Testing month             April       April       February    February

  SCHOOL SCORES                                                 

  TOTAL                                                         

  Academic Warning          0%          0%          0%          12%

  Below Standards           14%         30%         47%         54%

  Meets or Exceeds          86%         70%         53%         35%
  Standards                                                     

  Number of students tested 21          20          19          26

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

  Number of students        0           0           0           0
  excluded                                                      

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

  STATE SCORES                                                  

  TOTAL                                                         

  Academic Warning          5%          4%          6%          6%

  Below Standards           32%         34%         37%         39%

  Meets or Exceeds          55%         61%         57%         56%
  Standards                                                     
  ------------------------- ----------- ----------- ----------- -----------

\* A new edition is published each year.

Note: No ethnic/racial or socioeconomic groups comprise sufficient
numbers to be statistically significant.

No groups are excluded from the test.