##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_[X]{.underline}
Elementary \_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mrs. Billie Jo Drake]{.underline}

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

Official School Name [Eugene Ware Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_[900 East Third
Street]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[\_\_\_\_]{.underline}

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

\_[Fort
Scott]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[KS]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[66701-2172]{.underline}\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_[Bourbon]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code
Number\*\_\_[0898]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 620 ) 223-3380]{.underline} Fax [( 620 )
223-1531\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/URL [www.usd234.org]{.underline} E-mail
[­­­\_\_\_bdrake@usd234.org\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Richard Werling]{.underline}

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

District Name [Fort Scott USD 234]{.underline} Tel. [( 620
)\_\_223-0800\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson Mr. Matt Ida

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *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: \_\_[2]{.underline}\_ Elementary
schools

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

\_\_[0]{.underline}\_ Junior high schools

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

\_\_[0]{.underline}\_ Other

\_\_[4]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_[\$6,963\_]{.underline}

Average State Per Pupil Expenditure: \_[\$8,157\_]{.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\. [6]{.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**    20        10                     **30**       **7**       0         0           0

  **K**       48        33                     **81**       **8**       0         0           0

  **1**       38        36                     **74**       **9**       0         0           0

  **2**       37        41                     **78**       **10**      0         0           0

  **3**       36        36                     **72**       **11**      0         0           0

  **4**       29        34                     **63**       **12**      0         0           0

  **5**       30        29                     **59**       **Other**   0         0           0

  **6**       0         0                      0                                              

                                    **TOTAL                                                   457
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [88]{.underline} % White

the students in the school: [8]{.underline} % Black or African American

[2]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_[25]{.underline}\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      51
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      64
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    115
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 452
                            the school as of October 1  

  **(5)**                   Total transferred students  .25
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           25
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_\_[2]{.underline}\_\_\_Total Number Limited English Proficient

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

Specify languages: Spanish and Chinese

9\. Students eligible for free/reduced-priced meals:
\_\_[66\_\_\_]{.underline}%

Total number students who qualify: \_\_[293]{.underline}\_\_

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

10\. Students receiving special education services:
\_\_\_[11]{.underline}\_\_\_%

\_\_\_[49]{.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. Do not add additional categories.

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

\_\_\_\_Deafness \_\_[4]{.underline}\_Other Health Impaired

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

\_\_\_\_Emotional Disturbance \_[22]{.underline}\_Speech or Language
Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> [\_10\_]{.underline}Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness
>
> \_\_[2]{.underline}\_Multiple Disabilities \_\_[1]{.underline}\_504
> Vision Impairment Plan
>
> \*Included in KS special education
>
> \_[2]{.underline}\_\_\_Developmentally Delayed
>
> ­­­\_[5]{.underline}\_\_\_Early Childhood Special Education

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

    **Number of Staff**

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

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

Classroom teachers \_\_[22]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_[18]{.underline}\_\_\_
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_[10]{.underline}\_\_\_
\_\_\_\_[1]{.underline}\_\_\_

> Support staff \_\_[17]{.underline}\_\_\_ \_\_\_\_[1]{.underline}\_\_\_
>
> Total number \_\_[68]{.underline}\_\_\_ \_\_\_\_[2]{.underline}\_\_\_

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

students in the school divided by the FTE of classroom teachers:
\_\_[21:1]{.underline}\_

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

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance   95%         94%         95%         94%         95%

  Daily teacher attendance   95%         95%         94%         95%         94%

  Teacher turnover rate      12%         6%          9%          0%          6%

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

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

# Part III -- Summary

Eugene Ware Elementary is one of two elementary schools in the Fort
Scott public school system. The cornerstone of our main building was
laid in 1934, and its name was chosen to honor Eugene Fitch Ware, poet,
newspaper editor, lawyer, and founder of the Fort Scott Library. Our
original building has maintained its architectural style and was named
to the National Historic Register in June 2005.

Today Eugene Ware is a K-5 building and includes an Early Childhood
Special Education classroom. Enrollment fluctuates between 400 and 500
students; most grade levels have four sections. Because research has
shown that a small class size is most effective for young children, our
school works to maintain low teacher-student ratios. Music, art,
physical education, library, and computer lab classes are part of the
daily schedule. Roughly ten percent of our students receive special
education services primarily through the inclusion model. Due to our
Schoolwide Title One status, Eugene Ware is able to be flexible with
scheduling and budgets to benefit student progress.

Our school has been fortunate to attract and keep good teachers with a
high percentage of teachers staying until retirement. Teachers meet
regularly in grade level teams to plan quality instruction, review
testing results, and organize a systematic method of distributive
practice for assessments.

The mission of Eugene Ware School is to provide an appropriate education
for each student according to his or her individual needs. To achieve
excellence we must continually evaluate our progress and programs.
During the process of evaluation, we changed our building-wide reading
instruction three years ago. We have embraced guided reading and have
changed our daily schedule to include a ninety-minute reading block for
every student.

Every year more than sixty percent of our students receive free or
reduced lunches. We understand that this offers our staff a challenge to
foster both educational and cultural growth within our students. We have
designated money through both district funds and grants to offer a wide
variety of cultural experiences that many of our students would not
otherwise be able to access. These include numerous guest authors, a
guest watercolor artist, musical performers, motivational speakers, and
theatrical productions. These experiences enable our students to
understand the global world outside our small town.

Despite the cultural and socio-economical disadvantages, Eugene Ware is
a family school with many students being the third or fourth generation
to attend our building. This has fostered a strong sense of community
between our staff and parents. We consistently have more than 98% of our
parents attending parent/teacher conferences. Family-oriented activities
such as the school carnival, music programs, reading nights, parent
nights, and book fairs are popular and well attended. The foundation of
family involvement is a strong parent teacher organization and an
effective school site council. Both groups have made a positive impact
on our school's success.

Teachers at Eugene Ware are striving daily to develop character traits
in our students that will help them mature into caring adults. We work
together as a building donating food and money to a local family support
group and the Red Cross. We conduct UNICEF drives, and participate in a
variety of other charity events. We celebrate our veterans through
programs and projects, and we have collected items for the soldiers
currently deployed to Iraq.

Eugene Ware has been fortunate to experience improved test scores,
increased parental involvement, and an increasingly positive building
atmosphere over the past five years. We attribute this to the fact that
we have, indeed, become a 'family' committed to the goal of graduating
students who perform at or above grade level.

**Part IV -- Indicators of Academic Success**

**1. Eugene Ware Elementary School Assessment Results:**

Since the inception of the Kansas Quality Performance Accreditation
system, Eugene Ware students have been involved in the statewide
assessments that support the requirements of the No Child Left Behind
(NCLB) mandate which expects every school to make Adequate Yearly
Progress (AYP). The Kansas assessment tests are created by the Center
for Educational Testing and Evaluation (CETE) at the University of
Kansas and are based on state standards. Information on state standards
and the Kansas Assessment system may be found at
[www.ksde.org](http://www.ksde.org/) and
[www.cete.ku.edu](http://www.cete.ku.edu/). Tests are administered each
spring to all grade appropriate students in the state. CETE scores the
assessments, creates disaggregated charts, and reports results to the
schools. In past years, fourth grade students have taken a mathematics
assessment while fifth grade students have taken a reading assessment.
Beginning in the spring of 2006, all third, fourth, and fifth grade
students will take both a reading and a mathematics assessment. All
students who attend Eugene Ware during the specified testing window
participate in the assessments each spring. We take pride in the fact
that 100 percent of our students are tested each year. Eugene Ware was
the first school in our district to pilot the Kansas Computerized
Assessments; the benefit of immediate feedback is very positive for our
students.

Kansas reports assessment scores in five categories: Unsatisfactory,
Basic, Proficient, Advanced, and Exemplary. The Kansas Department of
Education has designated a minimum percentage that must be at proficient
or above in order to make Adequate Yearly Progress for NCLB. In 2005,
the percentages were 63 for reading and 60 for mathematics. The
following cutpoint scores have been used when figuring performance data
on the assessments:

Fifth Grade Reading Assessment:

-   Exemplary, 93 -- 100%

-   Advanced, 87 -- 92%

-   Proficient, 80 -- 86%

-   Basic, 68 -- 79%

-   Unsatisfactory, 0 -- 67 %

Fourth Grade Mathematics Assessment:

-   Exemplary, 75 -- 100%

-   Advanced, 60 -- 74%

-   Proficient, 48 -- 59%

-   Basic, 35 -- 47%

-   Unsatisfactory, 0 -- 34%

Eugene Ware has made remarkable improvement in assessment scores over
the past five years. In 2001, only 57 percent of our students scored at
proficient or above on the reading assessment while 43 percent scored in
the basic and unsatisfactory categories. In 2005, 94 percent scored at
proficient or above and no student received an unsatisfactory score.
Students in the economically disadvantaged group improved their scores
from 49 percent in the top three categories in 2001 to 97 percent in
2005. In 2001, only 55 percent of our students scored at proficient or
above on the mathematics assessment while 45 percent scored in the basic
and unsatisfactory categories. In 2005, 100 percent of our students
scored at proficient or above! The students in the economically
disadvantaged group improved their scores from 47 percent

in the top three categories in 2001 to 100 percent in 2005. Eugene Ware
students were awarded the Standard of Excellence in both subject areas
and made AYP as expected by NCLB. In order to qualify for the Standard
of Excellence designation, twenty-five percent of our students must
score in the exemplary category, sixty percent must score at advanced
and above, eighty percent must score at proficient or above, and
ninety-five percent must score at basic and above.

**2. Use of Assessment Data:**

Eugene Ware uses all assessments to guide, change, and impact
instruction. Faced with dismal state assessment scores, the faculty
began a data-driven curriculum mapping process to coordinate teaching
efforts throughout the building. The curriculum was aligned with state
standards, identifying where each should be introduced, developed,
mastered, and extended. Incorporating the mapping information with the
instructional planning guides from the state assessment results has
empowered us to make necessary changes to effect improvement at the
curricular level, the school level, and the student level.

Because the state standards and benchmarks remain constant, the Eugene
Ware curriculum was modified and adjusted to assure continuity. We
developed an entirely new reading block schedule based on guided reading
to ensure that each student receives small group, individualized
instruction every day, and that the instruction is consistent throughout
our building. Using results from standards based pre-tests, flexible
mathematics groups are formed to provide students with appropriately
leveled instruction. Teachers meet weekly in grade level teams to review
summative and formative local and state assessment data to determine
areas of curriculum and instruction that need modification to ensure
student achievement. Staff development days are built into our school
calendar to provide additional time for teachers to discuss and analyze
data to improve instruction.

Data from all formative and summative tests is used to develop
instructionally appropriate learning groups based on identified needs.
If students fail to make the appropriate progress, referrals are then
made to the Student Support Team (SST). The SST includes the parents of
the student, the classroom teacher, two special education teachers, the
school counselor, a Title One teacher, and the principal. The team meets
regularly to discuss more intense interventions to improve student
achievement. Further interventions include computer assisted programs,
individualized reading instruction, one-on-one tutoring, or an intensive
four-week summer school session.

**3. Communicating Assessment Results:**

Eugene Ware communicates student performance in many ways throughout the
school year to various school stakeholders. At the student level,
teachers hold individual conferences with parents at least twice a year
to discuss test scores, schoolwork, and formal reading inventories.
Conferences are held in the evening allowing working parents to attend
more easily. Eugene Ware typically achieves a 98% attendance rate at
these conferences. In addition to conferences, progress reports are
distributed quarterly. Informal conferences, home visits, classroom
newsletters, and phone calls are conducted throughout the school year as
needed. Another avenue of communicating student performance is the
Student Support Team process. This process consists of analyzing a
child's progress, brainstorming alternative instructional interventions,
and looking for additional ways to support the child's learning. All
parents also

receive Measures of Academic Progress (MAP) results; third, fourth, and
fifth grade state assessment results; and second through fifth grade
scores on the Standardized Test for Assessment of Reading (S.T.A.R.).
Kansas publishes a Building Report Card detailing state assessment
results. Building-wide performance is shared with the local Board of
Education and also with the state required site council group made up of
parents, teachers, and business/community members.

Goal achievement is celebrated on an individual basis, as well as
schoolwide, through announcements, Accelerated Reading parties, and
celebration banners. At a fall sporting event students receive t-shirts
in recognition for achieving the State Standard of Excellence in reading
and math. Methods of school-home communications vary among individual
teachers, and include agenda books, good work notes, positive phone
calls, daily homework folders, and e-mails. Eugene Ware consistently
strives to communicate progress to all students and parents.

**4. Sharing Success:**

Eugene Ware School recognizes that when schools share successful
strategies students benefit. Within our district we share successes and
strategies in Professional Learning Communities. These are grade-level
groups where teachers meet weekly to discuss strategies and
interventions. In addition, we meet bi-annually in district-wide
Curriculum Committees, where the teachers can share information with
colleagues regarding ideas and strategies which are enabling student
successes. Administrators from all buildings also share new programs and
strategies at regularly scheduled Administrative Council meetings.

Our district works closely with Fort Scott Community College and
Pittsburg State University in the teacher preparation programs. We have
student teachers and pre-professional students from both colleges
learning about our approaches and unique programs. When these students
enter the teaching field, they have first-hand experience with proven
strategies for success.

Our doors are open to observers from other schools. Our first grade
"Eat, Exercise, Excel" lunch program, computer labs, and writing labs
are innovative and have been the subject of inquiries from schools
seeking to improve student achievement. In addition, districts
frequently contact our administrator seeking information about our
reading program. As Kansas Principal of the Year, she will be sharing
Eugene Ware successes with many Kansas districts in various forums.
Eugene Ware welcomes visitors from other districts, and we hope to
continue to have the opportunity to share our successes with
representatives from other schools throughout the year.

Our teachers share our successes at roundtable forums during various
inservice meetings and conferences both locally and regionally. We have
requested an opportunity to share our Parallel Block Literacy Program at
the Kansas Department of Education Annual Conference.

Eugene Ware Elementary School has benefited greatly from other districts
that have been willing to share their successful educational programs,
so we understand the importance of continuing this practice with other
schools to ensure success for all students.

**Part V -- Curriculum and Instruction:**

Eugene Ware's curriculum is a comprehensive program that emphasizes
development and

integration of language concepts, communication, higher-level thinking
skills and problem solving

strategies throughout the content areas. Curriculum in each of the
content areas in our school is

based on state standards. Art, music, and physical education integrate
content standards as

appropriate to the discipline. Teachers work with our library/media
specialist and our "literacy

through technology" instructor to integrate literature, research, and
media applications into each

content area. Each curricular area updates texts and teaching materials
on a regular basis to meet

the needs of a significantly diverse school population. School staff
members meet in teams,

which may include classroom teachers, support staff, resource teachers,
and administrators, to

analyze assessment data and determine if adjustments to methods and
assessments are needed.

Every curricular area incorporates objectives into each lesson that
focus on ensuring the success

of every student.

Our school adopted the guided reading model three years ago. Students
are grouped at their instructional levels based on the Developmental
Reading Assessment (DRA), Woodcock-Johnson, or the MAP tests. Each
student receives 30 minutes of guided reading instruction, 30 minutes of
guided Six-Trait writing instruction, and 30 minutes of computer based
literacy instruction every day. Students are individually tested on
their reading performance three times each year to ensure they are
placed at their appropriate instructional reading level. Additionally,
students are moved between reading groups as needed to make sure the
correct placement is achieved.

Eugene Ware has an integrated math program that emphasizes math
processes, problem solving skills, and math concepts through real-world
problems. Mathematics instruction at all grade levels groups students
according to their instructional levels. These levels are based upon the
results of the MAP (Measures of Academic Progress) testing. Our adopted
mathematics text is Scott Foresman, Addison-Wesley. Basic mathematical
skills are reinforced using this program. Our math curriculum enables
all children to develop a solid foundation in the language and basic
concepts of all areas of mathematics.

The Six-Trait Writing Model is utilized in our school. Students learn to
pre-write, draft, revise, edit, and publish their work. They are taught
the six writing traits and rubrics to enable them to produce quality
writing. Students are monitored for growth in the six traits with two
samples of their writing being included in a portfolio that follows them
from grade to grade as they progress through elementary school.

Scott Foresman is the adopted text for science instruction. The
curriculum uses inquiry-based investigations to incorporate science
process skills in the areas of earth science, life science, and physical
science. This program provides a balance between hands-on activities and
content resources to enhance understanding of science concepts.
Macmillan/MacGraw-Hill is the social studies text used as a basic
curriculum tool to teach state and district standards. The social
science program teaches understanding of the world through history and
current events, and encourages celebration of diversity through
exploration of multiple cultures. Many units are project-based and build
on prior knowledge to help students make connections to new concepts.

Science and Social Studies concepts are also taught through the use of
trade books in the reading and language arts groups.

Eugene Ware students attend classes in art, character education, music,
library, and physical education on a rotating basis. Our curriculum is
enhanced by the use of technology; two computer labs provide daily
opportunities to develop technology skills while reinforcing content
area instruction for our students. These special area teachers
collaborate with the regular classroom teachers to support the
curriculum in reading and the sciences through projects that support,
enrich, and extend the content area curriculum.

**2a. Reading:**

Eugene Ware supports the goal of NCLB. We use a balanced literacy
approach based on the National Reading Panel's five essential elements
for reading instruction. These elements are phonemic awareness, phonics,
fluency, vocabulary, and comprehension. We incorporate these elements
throughout the school day making reading our primary instructional
focus.

Several years ago, we faced the reality that our student scores on state
assessments and achievement tests necessitated a drastic change in the
way we taught reading. Several teachers and our principal attended the
Balanced Literacy conferences sponsored by the Kansas Department of
Education. This was the beginning of much discussion about changes
needed in our reading curriculum. Many teachers attended the weeklong
Kansas Reading Academy, sponsored by Kansas Reading First. We took what
we felt were the best components from these conferences and visits to
other schools to develop our own reading program.

The reading program promotes learning at each student's instructional
level. Beginning in kindergarten, oral language development along with
pre-reading activities are emphasized to promote the development of
concepts about print. First through fifth graders are placed in flexible
groups at their instructional level based on performance on assessments
throughout the year. Students participate in a 90 minute
reading/language arts block that consists of 30 minutes of small group
guided reading instruction, 30 minutes of language arts/writing
instruction, and 30 minutes of a literacy technology lab.

In addition to the reading block, classroom teachers incorporate an
additional language arts block each day. This time is used for reading
comprehension, fluency, writing, and vocabulary, as well as, other
skills or strategies needed. Also, the lowest 30% of first graders are
involved in Reading Recovery, a one-on-one early intervention tutoring
program. Our reading curriculum goal is to ensure that each child
succeeds to the best of his/her ability.

**3. Mathematics, Science, Art, Etc.:**

The second academic area of focus is mathematics; important elements of
mathematics instruction include math processes, problem solving skills,
vocabulary, basic skills, and concept formation. Eugene Ware teachers
aligned the Kansas State Mathematics standards and benchmarks with our
mathematics curriculum by grade level. Each grade level knows the
specific mathematics skills that need to be introduced, developed, and
mastered.

Since mathematics vocabulary and basic skills are specific, sequential,
and necessary for any higher level mathematics thinking, we use the same
mathematics language throughout all levels of instruction. The building
"word of the day" is a mathematics vocabulary word or concept. Common
goals from grade level to grade level have helped us develop problem
solving skills. Teaching a district-wide problem solving model and
focusing on this main building block has helped our students' basic
skills application in real world problem solving. These practices
provide continuity for the students and staff.

Essential vocabulary, basic skills and problem solving are the building
blocks for understanding mathematical concepts. Each grade level has
developed strategies for learning the appropriate concepts to be
mastered. We give the MAP test throughout the year; the scores correlate
with the Kansas State Assessment, giving each teacher a snapshot of
student learning. Since we have a scope and sequence based on the Kansas
State Mathematics Standards and Benchmarks, each teacher knows what
needs to be taught for the next grade level as well as what might need
to be reviewed for transference of skills and mathematical knowledge.

The movement from concrete to abstract is essential to overall
understanding of mathematics. The faculty has made it a point to focus
on the importance of this understanding and has worked toward excellence
in mathematics for all students by using research-driven strategies.
Students understand that their hard work equals high achievement.

**4. Instructional Methods:**

The instructional strategies implemented at Eugene Ware are structured
to support those practices that research has proven to be most effective
in increasing student learning. A key consideration is to choose
instructional methods that can best address individual students\'
learning needs. The parallel block program, based on National Reading
Panel findings, provides the framework for the reading program. Students
are placed in small flexible homogeneous groups according to testing
results. Primary grades use guided reading groups to teach beginning
reading strategies, a language lab to emphasize phonemic awareness and
phonics using Animated Literacy, and a computer lab to give practice in
both reading and writing skills. In the primary computer lab, Sequoyah,
A-Plus, and Kidspiration are used along with various Internet resources.
Three trained Reading Recovery teachers provide further individual
support for at-risk students. The intermediate grades use literature
circles that work on essential comprehension skills and a variety of
text types. The other blocks at this level include a writing lab that
emphasizes the Six-Trait Writing model and a computer lab that uses
programs to increase student literacy. Additional programs at the
intermediate level include Academy of Reading, Accelerated Reader, and
word processing. Outside the reading block, classroom teachers
incorporate additional literacy strategies through Writer\'s Workshop,
read-alouds, and comprehension activities such as
Question-Answer-Relationship (QAR), think-alouds, and text analysis.

Mathematics instruction is geared to meet the individual needs of all
students. Pretests are used to determine which concepts are addressed
within flexible groups. Posttests provide the data for the teachers to
determine what re-teaching is needed before moving on to a new concept.
At primary and intermediate levels, students are given a variety of
strategies including the use of manipulatives, mental math, and
computation skills. A school wide emphasis is placed on explicit
instruction in math vocabulary and the problem-solving model.

**5. Professional Development:**

Eugene Ware's professional development is focused on improving student
achievement. This improvement is made possible by enhancing instruction
and building a curriculum that addresses needs of students. In addition,
finding reliable assessments is a vital part of improving students'
performance in specific areas where a deficit is recognized.

In each of these three areas, our administration has provided
opportunities for professional development and continues to search out
resources to enhance our teaching performance. We have received
opportunities to learn about children who live in poverty and how to
best address their learning needs because our school population has a
high incidence of low socio economic students. We receive on-going
training in reading strategies that improve our students' reading
abilities. Our district has adopted the MAP testing program, and
teachers have received training on the use of results in targeting
individual areas of instruction. We have learned about Professional
Learning Communities and are constantly improving the implementation of
our own PLC. These cooperative groups are an integral part of improving
instruction to meet the changing needs of our students.

Another vitally important area of professional development is a
structured mentoring program for beginning teachers. New teachers are
partnered with a grade level mentor to assist with learning the ropes of
teaching, structure of our building, and to help new teachers benefit
from the expertise of our experienced staff.

Eugene Ware is blessed with a dedicated staff that take advantage of
learning opportunities to further knowledge and expertise in meeting the
needs of students. When strategies prove to be ineffective for
particular students, we seek training in programs that help us make
necessary adjustments in our instruction. Our school district is
committed to providing professional development for our staff that is
based on sound instructional practices and their implementation.

**Part VII -- Assessment Results**

# Subject: Mathematics Grade: 4 Test: Kansas State Mathematics Assessment

+------------------------------+-------+-------+-------+-------+-------+
| Eugene Ware Elementary       | March | March | March | March | March |
| Scores                       |       |       |       |       |       |
|                              | 20    | 20    | 20    | 20    | 20    |
|                              | 04-05 | 03-04 | 02-03 | 01-02 | 00-01 |
+------------------------------+-------+-------+-------+-------+-------+
| \% Unsatisfactory            | 0     | 2     | 0     | 10    | 14    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above basic         | 100   | 98    | 100   | 90    | 86    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above proficient    | 100   | 87    | 78    | 56    | 56    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above advanced      | 85    | 68    | 57    | 37    | 17    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above exemplary     | 51    | 30    | 24    | 15    | 6     |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students tested    | 59    | 53    | 62    | 68    | 72    |
+------------------------------+-------+-------+-------+-------+-------+
| Percent of students tested   | 100   | 100   | 100   | 100   | 100   |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students           | 0     | 0     | 0     | 0     | 0     |
| alternately assessed         |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Percent of students          | 0     | 0     | 0     | 0     | 0     |
| alternately assessed         |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+

+------------------------------+-------+-------+-------+-------+-------+
| State Scores                 | March | March | March | March | March |
|                              |       |       |       |       |       |
|                              | 20    | 20    | 20    | 20    | 20    |
|                              | 04-05 | 03-04 | 02-03 | 01-02 | 00-01 |
+------------------------------+-------+-------+-------+-------+-------+
| \% Unsatisfactory            | 4     | 6     | 9     | 11    | 12    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above basic         | 96    | 94    | 91    | 89    | 88    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above proficient    | 85    | 80    | 74    | 68    | 67    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above advanced      | 69    | 61    | 52    | 46    | 42    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above exemplary     | 38    | 30    | 23    | 18    | 17    |
+------------------------------+-------+-------+-------+-------+-------+

Mathematics Subgroups

+------------------------------+-------+-------+-------+-------+-------+
| EW Economically              | March | March | March | March | March |
| Disadvantaged                |       |       |       |       |       |
|                              | 20    | 20    | 20    | 20    | 20    |
|                              | 04-05 | 03-04 | 02-03 | 01-02 | 00-01 |
+------------------------------+-------+-------+-------+-------+-------+
| \% Unsatisfactory            | 0     | 0     | 0     | 14    | 19    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above basic         | 100   | 100   | 100   | 86    | 82    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above proficient    | 100   | 88    | 70    | 46    | 47    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above advanced      | 84    | 64    | 48    | 27    | 12    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above exemplary     | 46    | 24    | 18    | 11    | 5     |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students tested    | 37    | 33    | 40    | 44    | 43    |
+------------------------------+-------+-------+-------+-------+-------+

+------------------------------+-------+-------+-------+-------+-------+
| State Economically           | March | March | March | March | March |
| Disadvantaged                |       |       |       |       |       |
|                              | 20    | 20    | 20    | 20    | 20    |
|                              | 04-05 | 03-04 | 02-03 | 01-02 | 00-01 |
+------------------------------+-------+-------+-------+-------+-------+
| \% Unsatisfactory            | 7     | 10    | 14    | 19    | 21    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above basic         | 93    | 90    | 86    | 81    | 79    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above proficient    | 77    | 71    | 61    | 53    | 52    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above advanced      | 57    | 48    | 38    | 30    | 26    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above exemplary     | 25    | 20    | 13    | 9     | 8     |
+------------------------------+-------+-------+-------+-------+-------+

+------------------------------+-------+-------+-------+-------+-------+
| EW Majority Students (White) | March | March | March | March | March |
|                              |       |       |       |       |       |
|                              | 20    | 20    | 20    | 20    | 20    |
|                              | 04-05 | 03-04 | 02-03 | 01-02 | 00-01 |
+------------------------------+-------+-------+-------+-------+-------+
| \% Unsatisfactory            | 0     | 2     | 0     | 6     | NA    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above basic         | 100   | 98    | 100   | 94    | NA    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above proficient    | 100   | 87    | 82    | 65    | NA    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above advanced      | 88    | 66    | 61    | 49    | NA    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above exemplary     | 53    | 28    | 24    | 20    | NA    |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students tested    | 49    | 47    | 54    | 51    | NA    |
+------------------------------+-------+-------+-------+-------+-------+

+------------------------------+-------+-------+-------+-------+-------+
| State Majority Students      | March | March | March | March | March |
| (White)                      |       |       |       |       |       |
|                              | 20    | 20    | 20    | 20    | 20    |
|                              | 04-05 | 03-04 | 02-03 | 01-02 | 00-01 |
+------------------------------+-------+-------+-------+-------+-------+
| \% Unsatisfactory            | 2     | 4     | 6     | 8     | 9     |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above basic         | 98    | 96    | 94    | 92    | 92    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above proficient    | 89    | 84    | 79    | 73    | 73    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above advanced      | 75    | 66    | 58    | 51    | 48    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above exemplary     | 42    | 35    | 27    | 21    | 20    |
+------------------------------+-------+-------+-------+-------+-------+

+------------------------------+-------+-------+-------+-------+-------+
| Eugene Ware Black            | March | March | March | March | March |
|                              |       |       |       |       |       |
|                              | 20    | 20    | 20    | 20    | 20    |
|                              | 04-05 | 03-04 | 02-03 | 01-02 | 00-01 |
+------------------------------+-------+-------+-------+-------+-------+
| \% Unsatisfactory            | NA    | NA    | NA    | 27    | NA    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above basic         | NA    | NA    | NA    | 73    | NA    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above proficient    | NA    | NA    | NA    | 27    | NA    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above advanced      | NA    | NA    | NA    | 0     | NA    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above exemplary     | NA    | NA    | NA    | 0     | NA    |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students tested    | 8     | 3     | 7     | 11    | 4     |
+------------------------------+-------+-------+-------+-------+-------+

+------------------------------+-------+-------+-------+-------+-------+
| State Black                  | March | March | March | March | March |
|                              |       |       |       |       |       |
|                              | 20    | 20    | 20    | 20    | 20    |
|                              | 04-05 | 03-04 | 02-03 | 01-02 | 00-01 |
+------------------------------+-------+-------+-------+-------+-------+
| \% Unsatisfactory            | 10    | 15    | 23    | 30    | 32    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above basic         | 90    | 85    | 77    | 70    | 68    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above proficient    | 69    | 62    | 48    | 39    | 38    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above advanced      | 47    | 38    | 27    | 19    | 16    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above exemplary     | 18    | 14    | 9     | 5     | 4     |
+------------------------------+-------+-------+-------+-------+-------+

**Part VII -- Assessment Results**

**Subject: Reading Grade: 5 Test: Kansas State Reading Assessment**

+------------------------------+-------+-------+-------+-------+-------+
| Eugene Ware Elementary       | March | March | March | March | March |
| Scores                       |       |       |       |       |       |
|                              | 20    | 20    | 20    | 20    | 20    |
|                              | 04-05 | 03-04 | 02-03 | 01-02 | 00-01 |
+------------------------------+-------+-------+-------+-------+-------+
| \% Unsatisfactory            | 0     | 2     | 23    | 10    | 11    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above basic         | 100   | 98    | 77    | 90    | 89    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above proficient    | 95    | 73    | 49    | 63    | 57    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above advanced      | 78    | 48    | 32    | 28    | 32    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above exemplary     | 28    | 20    | 13    | 12    | 11    |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students tested    | 54    | 60    | 70    | 67    | 82    |
+------------------------------+-------+-------+-------+-------+-------+
| Percent of students tested   | 100   | 100   | 100   | 100   | 100   |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students           | 0     | 0     | 0     | 0     | 0     |
| alternately assessed         |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Percent of students          | 0     | 0     | 0     | 0     | 0     |
| alternately assessed         |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+

+------------------------------+-------+-------+-------+-------+-------+
| State Scores                 | March | March | March | March | March |
|                              |       |       |       |       |       |
|                              | 20    | 20    | 20    | 20    | 20    |
|                              | 04-05 | 03-04 | 02-03 | 01-02 | 00-01 |
+------------------------------+-------+-------+-------+-------+-------+
| \% Unsatisfactory            | 5     | 8     | 9     | 13    | 13    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above basic         | 95    | 93    | 91    | 87    | 87    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above proficient    | 78    | 72    | 69    | 63    | 64    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above advanced      | 56    | 50    | 46    | 40    | 40    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above exemplary     | 24    | 21    | 19    | 15    | 14    |
+------------------------------+-------+-------+-------+-------+-------+

Reading Subgroups

+------------------------------+-------+-------+-------+-------+-------+
| EW Economically              | March | March | March | March | March |
| Disadvantaged                |       |       |       |       |       |
|                              | 20    | 20    | 20    | 20    | 20    |
|                              | 04-05 | 03-04 | 02-03 | 01-02 | 00-01 |
+------------------------------+-------+-------+-------+-------+-------+
| \% Unsatisfactory            | 0     | 3     | 26    | 12    | 13    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above basic         | 100   | 97    | 74    | 88    | 87    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above proficient    | 97    | 64    | 44    | 56    | 49    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above advanced      | 82    | 38    | 24    | 19    | 28    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above exemplary     | 21    | 13    | 11    | 2     | 9     |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students tested    | 34    | 39    | 46    | 43    | 47    |
+------------------------------+-------+-------+-------+-------+-------+

+------------------------------+-------+-------+-------+-------+-------+
| State Economically           | March | March | March | March | March |
| Disadvantaged                |       |       |       |       |       |
|                              | 20    | 20    | 20    | 20    | 20    |
|                              | 04-05 | 03-04 | 02-03 | 01-02 | 00-01 |
+------------------------------+-------+-------+-------+-------+-------+
| \% Unsatisfactory            | 8     | 13    | 15    | 22    | 24    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above basic         | 92    | 88    | 85    | 78    | 76    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above proficient    | 68    | 60    | 55    | 47    | 47    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above advanced      | 43    | 36    | 31    | 25    | 24    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above exemplary     | 16    | 12    | 10    | 7     | 7     |
+------------------------------+-------+-------+-------+-------+-------+

+------------------------------+-------+-------+-------+-------+-------+
| EW Majority Students (White) | March | March | March | March | March |
|                              |       |       |       |       |       |
|                              | 20    | 20    | 20    | 20    | 20    |
|                              | 04-05 | 03-04 | 02-03 | 01-02 | 00-01 |
+------------------------------+-------+-------+-------+-------+-------+
| \% Unsatisfactory            | 0     | 2     | 22    | 10    | 7     |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above basic         | 100   | 98    | 78    | 90    | 93    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above proficient    | 96    | 72    | 55    | 65    | 66    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above advanced      | 77    | 51    | 38    | 28    | 38    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above exemplary     | 30    | 21    | 16    | 13    | 17    |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students tested    | 47    | 53    | 55    | 60    | 29    |
+------------------------------+-------+-------+-------+-------+-------+

+------------------------------+-------+-------+-------+-------+-------+
| State Majority Students      | March | March | March | March | March |
| (White)                      |       |       |       |       |       |
|                              | 20    | 20    | 20    | 20    | 20    |
|                              | 04-05 | 03-04 | 02-03 | 01-02 | 00-01 |
+------------------------------+-------+-------+-------+-------+-------+
| \% Unsatisfactory            | 3     | 6     | 7     | 9     | 9     |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above basic         | 97    | 95    | 93    | 91    | 91    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above proficient    | 82    | 77    | 74    | 69    | 70    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above advanced      | 60    | 54    | 51    | 45    | 45    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above exemplary     | 27    | 24    | 21    | 18    | 17    |
+------------------------------+-------+-------+-------+-------+-------+

+------------------------------+-------+-------+-------+-------+-------+
| Eugene Ware Black            | March | March | March | March | March |
|                              |       |       |       |       |       |
|                              | 20    | 20    | 20    | 20    | 20    |
|                              | 04-05 | 03-04 | 02-03 | 01-02 | 00-01 |
+------------------------------+-------+-------+-------+-------+-------+
| \% Unsatisfactory            | NA    | NA    | 33    | NA    | NA    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above basic         | NA    | NA    | 67    | NA    | NA    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above proficient    | NA    | NA    | 25    | NA    | NA    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above advanced      | NA    | NA    | 8     | NA    | NA    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above exemplary     | NA    | NA    | 0     | NA    | NA    |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students tested    | 4     | 6     | 12    | 3     | 6     |
+------------------------------+-------+-------+-------+-------+-------+

+------------------------------+-------+-------+-------+-------+-------+
| State Black                  | March | March | March | March | March |
|                              |       |       |       |       |       |
|                              | 20    | 20    | 20    | 20    | 20    |
|                              | 04-05 | 03-04 | 02-03 | 01-02 | 00-01 |
+------------------------------+-------+-------+-------+-------+-------+
| \% Unsatisfactory            | 12    | 17    | 22    | 32    | 33    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above basic         | 88    | 83    | 78    | 68    | 67    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above proficient    | 61    | 53    | 45    | 36    | 36    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above advanced      | 36    | 30    | 24    | 17    | 17    |
+------------------------------+-------+-------+-------+-------+-------+
| \% At or above exemplary     | 13    | 10    | 7     | 5     | 5     |
+------------------------------+-------+-------+-------+-------+-------+