##### REVISED 03/30/05

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

*U.S. Department of Education September 2004*

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

Name of Principal [Mrs. Pam Klenda]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address\_ [800 South Walnut]{.underline}

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

[McPherson KS 67460]{.underline}

City State Zip Code+4 (9 digits total)

County [USA]{.underline} School Code Number\* [6032]{.underline}

Telephone [( 620 ) 241-9550]{.underline} Fax [( 620 )
241-9552]{.underline}

Website/URL <http://www.mcpherson.com/418> E-mail
<pam.klenda@mcpherson.com>

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

Date

(Principal's Signature)

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

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

District Name [McPherson USD 418]{.underline} Tel. [( 620) 241-9400 ext
106]{.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. Bob Tolle]{.underline}

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

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

Date

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [4]{.underline} Elementary
schools

[1]{.underline} Middle schools

[0]{.underline} Junior high schools

[1]{.underline} High schools

[0]{.underline} Other

[6]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6,617.00]{.underline}

Average State Per Pupil Expenditure: [\$7,748.17]{.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\. [7]{.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**    0         0                      **0**        **7**       0         0           0

  **K**       23        39                     **62**       **8**       0         0           0

  **1**       35        21                     **56**       **9**       0         0           0

  **2**       19        20                     **39**       **10**      0         0           0

  **3**       27        24                     **51**       **11**      0         0           0

  **4**       20        17                     **37**       **12**      0         0           0

  **5**       28        24                     **52**       **Other**   0         0           0

  **6**       0         0                      0                                              

                                    **TOTAL                                                   297
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [87]{.underline} % White

the students in the school: [5]{.underline} % Black or African American

[4]{.underline} % Hispanic or Latino

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

[2]{.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:
[18]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      27
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      22
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 49
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 280
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided .18
                            by total in row (4)         

  **(6)**                   Amount in row (5)           18
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

Number of languages represented: [3]{.underline}

Specify languages: German, Spanish, and Tagalog

9\. Students eligible for free/reduced-priced meals: [52]{.underline} %

Total number students who qualify: [154]{.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: [20]{.underline} %

[58]{.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.

[1]{.underline} Autism [0]{.underline} Multiple Disabilities

[0]{.underline} Deafness [0]{.underline} Orthopedic Impairment

[0]{.underline} Deaf-Blindness [8]{.underline} Other Health Impaired

[7]{.underline} Developmentally Delay [15]{.underline} Specific Learning
Disability

[8]{.underline} Emotionally Disturbance [15]{.underline} Speech or
Language Impairment

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

[3]{.underline} Mental Retardation [0]{.underline} 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]{.underline} [0]{.underline}

Classroom teachers [16]{.underline} [0]{.underline}

Special resource teachers/specialists [10]{.underline} [0]{.underline}

Paraprofessionals [7]{.underline} [2]{.underline}

Support staff [5]{.underline} [10]{.underline}

Total number [39]{.underline} [12]{.underline}

12\. Average school student-"classroom teacher" ratio:
[19:1]{.underline}

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

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

  Daily student attendance   96%         96%         96%         96%         95%

  Daily teacher attendance   96%         96%         93%         94%         96%

  Teacher turnover rate      7%          19%         7%          15%         15%

  Student dropout rate       \%          \%          \%          \%          \%
  (middle/high)                                                              

  Student drop-off rate      \%          \%          \%          \%          \%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Roosevelt Elementary School is one of four neighborhood, public
elementary schools in McPherson USD 418. The building was constructed in
1980 and the past five years enrollment has held at approximately 300
students. McPherson is a central Kansas community with a population of
14,000. The community has a strong economic base with local industries;
however, over half of the students at Roosevelt consistently qualify for
the free and reduced lunch program. Roosevelt is located in the oldest
quadrant of the community, thus serving a variety of residential areas.

Roosevelt Elementary is a multiage school that organizes student
instruction around three developmental levels: Early Primary (full day
kindergarten and first grade), Primary (second and third grades),
Intermediate (fourth and fifth grades). The school has sixteen general
education classrooms with an average size of 18 students. Two reading
specialists support general education reading instruction. An itinerant
English language instructor is available to support English Language
Learners. The number of ELL students at Roosevelt is small and varies
from year to year due to the mobility of the families. Roosevelt's
educational programming is also supported with services of a school
counselor; library media specialist; and art, physical education and
music teachers shared with other district schools. Roosevelt's special
education students are supported by six teachers: four noncategorical
teachers, one speech language pathologist, and an itinerant gifted
teacher. Services of a school nurse, school psychologist, physical
therapist, occupational therapist, and adaptive physical education
teacher are shared with schools in the McPherson County Special
Education Cooperative.

The quality that most distinguishes Roosevelt is the commitment and
dedication of staff members who value each and every student in the
building. This care for children permeates the school culture. The
Roosevelt mission statement says it best: *The Roosevelt Elementary
School mission is to provide a safe, supportive, learning environment
where individual differences are valued. We are committed to a
partnership where students, staff, family, and community work for the
continuous physical, social - emotional, creative, and intellectual
development of our children.* Student centered teaching is observed
throughout the school day. It is seen in classrooms, the Kiwanis
Breakfast Club, tutoring sessions, "Noon Lego Kids", the annual
intermediate reading sleep-over, and the after-school knitting club. At
Roosevelt there is great effort made to give individual children extra
time, attention, and enrichment.

Another important quality of the school is the collaboration time spent
among the teaching staff. Teachers meet consistently in pod groups,
grade level groups and as a whole school staff, not only to plan quality
instruction, but to assess and diagnosis individual student performance.
Teachers analyze student progress as measured by district academic
benchmarks and note instructional changes needed to best support student
learning. Teacher teams share students during instructional time. This
teaching organization creates the need and provides the opportunity for
teachers to share student and professional knowledge. Roosevelt School
has created a strong learning community created by a friendly, accepting
climate to all. Parent involvement begins with individual goal setting
conferences in the fall with educational and social activities
continuing throughout the school year. Family-oriented activities such
as the school carnival, music programs, sloppy joe suppers, ice cream
socials, and reading nights are popular and well attended. The
foundation of family involvement is a strong parent teacher organization
and school site council. The school community understands the focus,
work, and commitment needed to provide a quality educational experience
for Roosevelt children, It is understood that the road ahead is long and
challenging, but the daily efforts are paying off in the biggest way -
achievement is increasing and the achievement gap is decreasing at
Roosevelt Elementary School.

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

**1. Roosevelt Elementary School Assessment Results**

Under the requirements of No Child Left Behind, schools are expected to
make Adequate Yearly Progress each year. The Kansas accreditation
system, Quality Performance Accreditation, implemented statewide
assessments to support this system in 1995. These assessments are the
current measure for school performance under NCLB. Tests are
administered in reading at the fifth grade level and in mathematics at
the fourth grade level. These assessments are created by the Center for
Educational Testing and Evaluation (CETE) at the University of Kansas,
and are administered every spring by all public schools in Kansas. CETE
collects, disaggregates, and reports the results to schools.

Kansas reports assessment scores in five categories: unsatisfactory,
basic, proficient, advanced, and exemplary.

+----------------------------------+-----------------------------------+
| **Kansas Reading Assessment      | **Kansas Math Assessment -- 4th   |
| -- 5^th^ Grade**                 | Grade**                           |
+----------------------------------+-----------------------------------+
| > Exemplary 93-100%              | > Exemplary 75-100%               |
+----------------------------------+-----------------------------------+
| > Advanced 87-92%                | > Advanced 60-74%                 |
+----------------------------------+-----------------------------------+
| > Proficient 80-86%              | > Proficient 48-59%               |
+----------------------------------+-----------------------------------+
| > Basic 68-79%                   | > Basic 35-47%                    |
+----------------------------------+-----------------------------------+
| > Unsatisfactory 0-67%           | > Unsatisfactory 0-34%            |
+----------------------------------+-----------------------------------+

> Roosevelt Elementary has made substantial gains in reading over the
> past five years, including scoring better than the state average and
> this past year obtaining the Standard of Excellence, the highest level
> of recognition for Kansas schools. Over the past five years, Roosevelt
> has decreased the percentage of students in the unsatisfactory level
> from 19.2% in 2000 to 0% in 2004. At the same time, the percent of
> students scoring in the exemplary range increased from 9.2% of
> students in 2001 to 68.2% in 2004. Students in the low socio-economic
> subgroup improved from 39% in the proficient or above categories in
> 1999-2000 to 93.8% in those categories during the 2003-04 school year.
> In 2004, 91.7% of Roosevelt's special education students scored
> proficient or above, compared to 23.5% in 2000-01.

There have also been gains in mathematics with Roosevelt obtaining the
Standard of Excellence in 2004. The school decreased the percent of
students in the unsatisfactory column from 24.3% in 2000 to 0% in 2004.
The percentage of students scoring in the exemplary ranged increased
from 2.8% in 2000 to 61.8% in 2004. Roosevelt Elementary students'
scores on the Kansas Mathematic Assessment over the past five years
demonstrate significant improvement. In 2004, 100% of the students
scored at or above proficient compared to 45.7% in 2000. Students in the
low socio-economic subgroup improved from 40% in the proficient or above
categories in 2000 to 100% in those categories in 2004. Fifty percent of
Roosevelt special education students scored in the proficient or above
categories in 2000 and 100% of the students scored in those categories
in 2004.

The Kansas website used to find information on the state assessment
system is found at www.ksde.org/assessment/

**2. Use of Assessment Data**

Roosevelt uses state and local assessment data to guide, change and
impact instruction. Upon looking at the data, decisions are made on
three levels -- student, curricular, and school or district level.

At the student level, formative local assessment data is used by teams
to group students for instruction, make needed adjustments in
instruction for students, provide additional assistance through reading
intervention during the day, provide computer assisted instruction, and
provide an intensive six week summer school experience.

> At the curricular level, formative and summative local and state
> assessment data is used to determine what areas of the Roosevelt
> curriculum and instruction need modification. When large groups of
> students demonstrate lower than desired performance, standards and
> benchmarks remain constant while curriculum and instruction
> modifications are discussed and continuously adjusted. At the
> school/district level, if local and state assessment data indicates
> poor performance, coaching and staff development is designed to
> support staff in understanding the deficiencies and strengthening the
> teaching of the curricular standards. Student performance is also
> analyzed and discussed at district grade level meetings, resulting in
> changes in instruction.

**3. Communicating Student Performance**

Roosevelt communicates students' performance in many ways throughout the
school year to various school stakeholders. Communication begins early
in the year with teachers, parents, and students participating in goal
setting conferences during the first month of the school year. Specific
goals are developed for each student and are used as a reference
throughout the school year. Along with goal setting conferences, parent
teacher conferences are held at the end of the first and third nine
weeks of the school year. Two extended evening times for parent
conferences have been created, allowing working parents to attend
conferences more easily. Conferences consistently have a 95% plus
attendance rate. In addition to conferences, progress reports are
distributed quarterly. Another avenue for communicating student
performance is the Student Assistance Team Process. These meetings
consist of analyzing a child's progress levels, brainstorming
alternative instructional interventions and looking for additional ways
to support the child's learning. Parents also receive fourth grade Iowa
Test of Basic Skills results, fourth and fifth grade state assessment
results, and first-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. This report is presented
annually to the Board of Education, as well as, communicated to the
Building Site Council at its monthly meetings and to parents in the
monthly school newsletter. Roosevelt holds student academic celebration
assemblies quarterly to acknowledge students' efforts and achievements.
The district also acknowledges individual school performance at a yearly
board meeting, presenting school banners to the school community for
reaching the standard of excellence on state assessments. Individual
teachers routinely communicate with students and parents. Communication
varies among the teaching staff, but includes agenda books, good work
notes, positive phone calls, individual notes, e-mails, and classroom
newsletters.

**4. Sharing Our Successes**

Roosevelt shares its successes with others through a variety of means.
Within the school district, Roosevelt has teacher/principal
representatives on the district Curriculum Coordinating Council, and
language arts, math, and science curriculum teams. These district
committees meet on a monthly basis throughout the school year creating
forums for individual teachers and schools to share strategies,
interventions, and successes. These committees also provide in-district
staff development opportunities and many times Roosevelt teachers serve
as teacher-leaders during these sessions. The district structures five
collaborative planning days throughout the school year, which provide
Roosevelt teaching teams the time to share/discuss instructional
strategies and interventions with their building and district
colleagues. Roosevelt welcomes educator visits during the school year.
The usual focus of these visits are the multiage organizational
structure, the Waterford Computerized Early Reading Program, the
district Balanced Literacy program, RAP and QUEST reading programs, and
the "Growing with Mathematics" program. Roosevelt has a professional
development partnership with Tabor College in Hillsboro, Kansas. Every
fall, Roosevelt hosts 15-18 preservice junior practicum students who
spend six weeks in each of the school's classrooms. Roosevelt teachers
also routinely supervise college student observers, practicum students,
and student teachers from three local colleges. Collegiality within a
school, a district, and a state are essential for promoting and
strengthening the education profession. Roosevelt understands the
importance and responsibility of sharing successful educational
practices with other professionals, parents and the public.

**PART V -- CURRICULUM AND INSTRUCTION**

**1.** **Roosevelt Elementary School Curriculum**

The curriculum is comprehensive, focusing on the whole child. The core
subjects of reading, language arts, mathematics, science, and social
studies are the focus of the school day. Other subjects such as music,
art, physical education, and guidance lessons play an integral role in
the total curriculum experience for Roosevelt students. Kansas State
Benchmarks and Standards serve as the core curriculum in each subject
area. The state standards are the focus of instructional planning and
presentation.

Roosevelt utilizes a balanced literacy approach to reading and language
arts. This approach stresses the "Big Five Ideas" of reading -- phonemic
awareness, phonics, word study, fluency, vocabulary, and text
comprehension. In addition, the Waterford Computerized Reading software
program, which stresses phonics and phonological awareness, is used with
all kindergarten and first grade students. Roosevelt's Reading
Acceleration (RAP) and QUEST programs support students who are reading
below grade level or in the lowest 20% of each grade level. An intensive
one-on-one summer reading program is provided for students at Roosevelt
who have the greatest reading deficiencies. Writing is taught through a
writing workshop format utilizing the six traits of organization, ideas
and content, fluency, word choice, voice, and conventions. The school
library media specialist supports the language arts curriculum and
instruction through classroom library/technology classes.

Roosevelt utilizes a constructivist approach in teaching mathematics.
The school uses the *Growing with Mathematics* program to give structure
to the math standards taught in the classroom. Students are expected to
master the concepts of math, apply those concepts and finally make those
concepts and facts automatic in their application. The Growing with
Mathematics program uses the development of language as a key component
to math mastery.

Science is a discovery, hands on curriculum, utilizing the Full Option
Science System (FOSS) developed out of the University of California at
Berkeley. The state standards are developed utilizing an active,
hands-on, inquiry methodology.

Social studies incorporates state standards and the big curricular areas
of civics/government, economics, geography, and history into
instructional thematic units. The thematic units emphasize civics,
history and cultural awareness.

Roosevelt's physical education program is based on the Physical
Dimension program, developed in Kansas, which emphasizes dimensions of
wellness for all of students. The program highlights lifetime skills
related to wellness versus competitive sports.

Art is a comprehensive overview of art education, including elements and
principals of art, art heritage, and aesthetic development. Roosevelt
Elementary students attend art class weekly, taught by a licensed art
specialist.

Music curriculum is based upon the nine national standards of music
education. Students receive music instruction every other day,
alternating with physical education.

The school guidance program consists of three major components: whole
group classroom lessons, small discussion groups based upon specific
topics such as divorce, death, etc. and individual counseling sessions
designed to meet individual student emotional and social needs.

**2. Roosevelt Elementary School Reading Curriculum and Approach to
Reading**

Roosevelt utilizes a balanced literacy approach to reading and language
arts. This approach stresses the "Big Five Ideas" of reading -- phonemic
awareness, phonics, word study, fluency, vocabulary, and text
comprehension. The district designed a balanced literacy program because
it supports children as they develop their ability to read, write,
speak, listen, and grow into literacy. The "Big Five" ideas are woven
into a curriculum that includes systematic phonemic awareness and
phonics instruction, whole group instruction, guided reading groups,
literacy circles, shared and independent reading and writing. Roosevelt
allocates from 175 minutes in kindergarten to 220 minutes a day in
grades 1-5 for reading and language arts. It is the primary
instructional focus of the school and the school day.

*Animated Literacy*, developed by Jim Stone, is used to teach the
phonemic awareness and phonics components of the balanced literacy
program. The *Waterford Early Reading* program is a software program
focusing upon letter-sound relationships, phonological and phonemic
awareness. The program is used with students in kindergarten, first
grade, and second grade at-risk students. Roosevelt's Reading
Acceleration (RAP) and QUEST programs support students who are reading
below grade level or in the lowest 20% of each grade level. Students are
tutored one-on-one for thirty minutes daily in grades 1-2 and tutored
one-on-one every other day for 45 minutes in grades 3-5. Students also
participate in a small (3-5 students) guided reading or literacy circle
taught by a reading specialist. They participate in these programs in
addition to reading instruction in the classroom.

**3. Mathematics Curriculum**

The second primary academic focus at Roosevelt Elementary is
mathematics. Time is a valuable resource in an educational day, and
Roosevelt classrooms have a solid daily time block for mathematics
instruction. The multiage organization of Roosevelt allows teaching
teams a means to provide flexible math groupings, providing
instructional pacing and mathematical experiences appropriate to
individual student needs. The foundation of Roosevelt mathematics
instruction is the district curriculum, based upon the Kansas State
Mathematical Standards. *Growing with Mathematics* is the adopted
district series, which is closely aligned to state and district
standards. This series is constructivist-based, structuring mathematical
teaching and learning upon children's discovery of numbers and number
sense. Student learning is not incidental learning. There are structured
daily lessons, requiring detailed teacher planning and material
preparation. Daily lessons include "hands-on" experiences based upon
student involvement with manipulatives, problem-solving scenarios,
games, oral discussion, and written expression. The development of
mathematical language is a quality component of the program. Lessons
provide opportunity for "talking and writing" mathematics. Students
learn that there are many different and appropriate strategies for
finding an answer to a problem. They also understand the accountability
for explaining the "how and why" behind their answers. The *Growing with
Mathematics* program goes far beyond rote memorization of math
algorithms. This program has been in place at Roosevelt for the past ten
years. The transition from traditional math instruction to a
constructivist approach to learning has been a journey for the teaching
staff, but through ongoing staff development, including a coaching
component, mathematics has become a "favorite" for adults and children
alike at Roosevelt. The school mission statement states a commitment to
providing for individual student differences and continuous intellectual
development. The mathematical instruction and the learning experiences
described above transform the "words" of the school mission into a
teaching/learning "reality."

**4. Instructional Methods Related to Improved Student Learning**

Each core curricular area has multiple instructional strategies targeted
to improve student learning. The structure of the school's balanced
literacy program is based upon the National Reading Council's "Big
Five." *Animated Literacy* is a multi-sensory program used for early
phonemic and phonic instruction. Explicit word decoding strategies are
taught and used consistently throughout grade levels. The Guided Reading
model of Fountas and Pinnell is implemented in classrooms. Teachers
administer routine running records to monitor students' reading levels.
Comprehension instruction is emphasized through "before, during, and
after" reading strategies, visualizing the text, and metacognition.
Question analysis is taught through the Question-Answer Relationship
(QAR) strategy. Reading instruction also focuses upon four main text
types: narrative, expository, persuasive, and technical. Using
comprehension strategies to analyze text is required of students:
scanning, reading the passage carefully, answering, rereading, and
proving answers. Literature appreciation is not forgotten and is
promoted through the use of literacy circles. Writing and reading cannot
be separated in literacy acquisition, and writing instruction is
prominent at all grade levels. Writing instruction is used to reinforce
reading skills, strengthen understanding of subject areas, and provide
children with an avenue for self-expression. Writing instruction is
delivered through the integration of the five step writing process and
the Six-Trait Writing model. Mathematics instruction is concept-based,
but within the instruction, problem solving strategies and steps are
explicitly taught. Science instruction utilizes the inquiry method of
instruction, teaching the basic scientific processes and the steps of
the scientific method (question, hypothesis/inference, procedures,
results, and conclusion). With strong district staff development
support, the Roosevelt staff has been given many opportunities to learn
and apply research-based strategies that impact student learning.

**5. Roosevelt's Staff Development Program for Improving Student
Achievement**

Roosevelt's staff development has two main areas of focus. The first
focus is on curricular and instructional strategies necessary for
quality instruction. In addition to this type of training, staff
development is individualized for the specific needs and instructional
interests of each staff member. Both the district budget and school site
budget support these two efforts. The district supports balanced
literacy, mathematics, Quantum Learning, and other curricular areas with
ongoing staff development. Professional learning opportunities held
within the district include semester-long book studies, workshops on
curriculum issues, a masters class focusing on curriculum and
instruction and a post masters curriculum option. Roosevelt also has a
close working relationship with Educational Services and Staff
Development Association of Central Kansa*s* (ESSDACK) which provides
quality professional learning opportunities for staff. Throughout the
year Roosevelt teachers are engaged in continuous staff development,
along with coaching in balanced literacy, technology, mathematics and
Quantum Learning. Teachers also participate in staff meetings focused on
instructional strategies and their implementation. A structured
mentoring program is offered for beginning teachers. Our school and
district strongly believe that staff development is a long-term
commitment to the development of each teacher. Change does not occur
with a one-day workshop. Change occurs over time, by learning new
strategies, practicing those strategies and receiving feedback with
coaching.

**PART VII - ASSESSMENT RESULTS**

+--------------------------------+-------+------+------+-----+-------+
| ##### Subject: Ma              |       |      |      |     |       |
| thematics Grade: 4 Test: Kansa |       |      |      |     |       |
| s State Mathematics Assessment |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
| #####                          |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
| • Kansas uses five performance |       |      |      |     |       |
| level categories,              |       |      |      |     |       |
| unsatisfactory, basic,         |       |      |      |     |       |
| proficient, advance, and       |       |      |      |     |       |
| exemplary.                     |       |      |      |     |       |
|                                |       |      |      |     |       |
| • There are subgroups that     |       |      |      |     |       |
| have a NA reported for certain |       |      |      |     |       |
| years and/or performance       |       |      |      |     |       |
| levels because the state       |       |      |      |     |       |
| criteria for the number of     |       |      |      |     |       |
| students reported was not met. |       |      |      |     |       |
|                                |       |      |      |     |       |
| • Certain subgroups were not   |       |      |      |     |       |
| reported because the state     |       |      |      |     |       |
| criteria for the number of     |       |      |      |     |       |
| students reported was not met. |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
|                                |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
| Roosevelt Elementary Scores    | **Ma  | *    | *    | *   | **Ma  |
|                                | rch** | *Mar | *Mar | *Ma | rch** |
|                                |       | ch** | ch** | rch |       |
|                                | *     |      |      | 200 | *     |
|                                | *2003 | **2  | **2  | 0-0 | *1999 |
|                                | -04** | 002- | 001- | 1** | -00** |
|                                |       | 03** | 02** |     |       |
+--------------------------------+-------+------+------+-----+-------+
| \% Unsatisfactory              | 0     | 0    | 14.8 | 1   | 24.3  |
|                                |       |      |      | 5.5 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above basic           | 100.0 | 1    | 85.1 | 8   | 75.7  |
|                                |       | 00.0 |      | 4.5 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above proficient      | 100.0 | 88.6 | 62.9 | 5   | 45.7  |
|                                |       |      |      | 8.6 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above advanced        | 89.1  | 63.6 | 33.3 | 3   | 22.8  |
|                                |       |      |      | 2.7 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At exemplary                | 61.8  | 18.1 | 7.4  | 1   | 2.8   |
|                                |       |      |      | 3.7 |       |
+--------------------------------+-------+------+------+-----+-------+
| Number of students tested      | 55    | 44   | 27   | 58  | 70    |
+--------------------------------+-------+------+------+-----+-------+
| Percent of students tested     | 100   | 100  | 100  | 9   | 100   |
|                                |       |      |      | 8.2 |       |
+--------------------------------+-------+------+------+-----+-------+
| Number of students alternately | 1     | 0    | 0    | 1   | 0     |
| assessed                       |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
| Percent of students            | 1.8   | 0    | 0    | 1.7 | 0     |
| alternatively assessed         |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
|                                |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
| **State Scores**               | *     | **2  | **2  | **  | *     |
|                                | *2003 | 002- | 001- | 200 | *1999 |
|                                | -04** | 03** | 02** | 0-0 | -00** |
|                                |       |      |      | 1** |       |
+--------------------------------+-------+------+------+-----+-------+
| \% Unsatisfactory              | 5.7   | 8.6  | 11.2 | 1   | 14.0  |
|                                |       |      |      | 1.8 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above basic           | 94.3  | 91.4 | 88.8 | 8   | 86.0  |
|                                |       |      |      | 8.1 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above proficient      | 80.1  | 73.6 | 67.6 | 6   | 62.4  |
|                                |       |      |      | 7.2 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above advanced        | 60.5  | 52.4 | 45.5 | 4   | 39.1  |
|                                |       |      |      | 2.1 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At exemplary                | 30.4  | 23.1 | 18.2 | 1   | 13.8  |
|                                |       |      |      | 6.8 |       |
+--------------------------------+-------+------+------+-----+-------+
|                                |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
| **Mathematics Subgroups**      |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
| **RES Economically             | *     | **2  | **2  | **  | *     |
| Disadvantaged**                | *2003 | 002- | 001- | 200 | *1999 |
|                                | -04** | 03** | 02** | 0-0 | -00** |
|                                |       |      |      | 1** |       |
+--------------------------------+-------+------+------+-----+-------+
| \% Unsatisfactory              | 0     | 0    | 16.7 | 1   | 30.0  |
|                                |       |      |      | 7.4 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above basic           | 100.0 | 1    | 83.8 | 8   | 70.0  |
|                                |       | 00.0 |      | 2.6 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above proficient      | 100.0 | 83.3 | 50.0 | 3   | 40.0  |
|                                |       |      |      | 9.1 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above advanced        | 84.0  | 44.4 | 25.0 | 8.7 | 25.0  |
+--------------------------------+-------+------+------+-----+-------+
| \% At exemplary                | 52.0  | 22.2 | 0.0  | 8.7 | 0.0   |
+--------------------------------+-------+------+------+-----+-------+
| Number of students tested      | 25    | 18   | 12   | 23  | 20    |
+--------------------------------+-------+------+------+-----+-------+
|                                |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
| **State Economically           | *     | **2  | **2  | **  | *     |
| Disadvantaged**                | *2003 | 002- | 001- | 200 | *1999 |
|                                | -04** | 03** | 02** | 0-0 | -00** |
|                                |       |      |      | 1** |       |
+--------------------------------+-------+------+------+-----+-------+
| \% Unsatisfactory              | 9.7   | 14.2 | 19.2 | 2   | 24.4  |
|                                |       |      |      | 0.6 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above basic           | 90.4  | 85.7 | 80.8 | 7   | 75.5  |
|                                |       |      |      | 9.4 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above proficient      | 70.6  | 61.1 | 52.5 | 5   | 44.2  |
|                                |       |      |      | 1.5 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above advanced        | 48.3  | 37.7 | 30.3 | 2   | 22.1  |
|                                |       |      |      | 6.1 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At exemplary                | 20.2  | 12.9 | 9.4  | 8.0 | 5.5   |
+--------------------------------+-------+------+------+-----+-------+
|                                |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
| **RES Majority Students        | *     | **2  | **2  | **  | *     |
| (white)**                      | *2003 | 002- | 001- | 200 | *1999 |
|                                | -04** | 03** | 02** | 0-0 | -00** |
|                                |       |      |      | 1** |       |
+--------------------------------+-------+------+------+-----+-------+
| \% Unsatisfactory              | 0     | 0    | 10.0 | 1   | 18.0  |
|                                |       |      |      | 5.7 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above basic           | 100.0 | 1    | 90.0 | 8   | 82.0  |
|                                |       | 00.0 |      | 4.3 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above proficient      | 100.0 | 89.7 | 70.0 | 5   | 50.0  |
|                                |       |      |      | 8.8 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above advanced        | 87.8  | 64.1 | 45.0 | 3   | 24.0  |
|                                |       |      |      | 3.3 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At exemplary                | 57.1  | 17.9 | 10.0 | 1   | 3.0   |
|                                |       |      |      | 5.7 |       |
+--------------------------------+-------+------+------+-----+-------+
| Number of students tested      | 65    | 51   | 20   | 39  | 49    |
+--------------------------------+-------+------+------+-----+-------+
|                                |       |      |      |     | ***-  |
|                                |       |      |      |     | co    |
|                                |       |      |      |     | ntinu |
|                                |       |      |      |     | ed*** |
+--------------------------------+-------+------+------+-----+-------+
|                                |       |      | **   |     |       |
|                                |       |      | *Mat |     |       |
|                                |       |      | hema |     |       |
|                                |       |      | tics |     |       |
|                                |       |      | cont |     |       |
|                                |       |      | inue |     |       |
|                                |       |      | d*** |     |       |
+--------------------------------+-------+------+------+-----+-------+
| **State Majority Students      | *     | **2  | **2  | **  | *     |
| (white)**                      | *2003 | 002- | 001- | 200 | *1999 |
|                                | -04** | 03** | 02** | 0-0 | -00** |
|                                |       |      |      | 1** |       |
+--------------------------------+-------+------+------+-----+-------+
| \% Unsatisfactory              | 3.8   | 5.9  | 8.1  | 8.5 | 10.3  |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above basic           | 96.3  | 94.1 | 91.9 | 9   | 89.7  |
|                                |       |      |      | 1.6 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above proficient      | 84.4  | 79.0 | 73.3 | 7   | 68.4  |
|                                |       |      |      | 3.3 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above advanced        | 65.9  | 59.1 | 51.2 | 4   | 44.5  |
|                                |       |      |      | 8.0 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At exemplary                | 34.5  | 26.6 | 21.3 | 1   | 16.2  |
|                                |       |      |      | 9.9 |       |
+--------------------------------+-------+------+------+-----+-------+
|                                |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
| **RES Students with            | *     | **2  | **2  | **  | *     |
| Disabilities**                 | *2003 | 002- | 001- | 200 | *1999 |
|                                | -04** | 03** | 02** | 0-0 | -00** |
|                                |       |      |      | 1** |       |
+--------------------------------+-------+------+------+-----+-------+
| \% Unsatisfactory              | 0     | 0    | NA   | 9.1 | 16.7  |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above basic           | 100.0 | 1    | NA   | 9   | 83.3  |
|                                |       | 00.0 |      | 0.9 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above proficient      | 100.0 | 91.7 | NA   | 4   | 50.0  |
|                                |       |      |      | 5.4 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above advanced        | 83.3  | 66.7 | NA   | 2   | 11.1  |
|                                |       |      |      | 7.2 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At exemplary                | 75.0  | 41.7 | NA   | 1   | 0.0   |
|                                |       |      |      | 8.2 |       |
+--------------------------------+-------+------+------+-----+-------+
| Number of students tested      | 12    | 12   | 3    | 11  | 18    |
+--------------------------------+-------+------+------+-----+-------+
|                                |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
| **State Students with          | *     | **2  | **2  | **  | *     |
| Disabilities**                 | *2003 | 002- | 001- | 200 | *1999 |
|                                | -04** | 03** | 02** | 0-0 | -00** |
|                                |       |      |      | 1** |       |
+--------------------------------+-------+------+------+-----+-------+
| \% Unsatisfactory              | 11.3  | 16.5 | 22.4 | 2   | 33.9  |
|                                |       |      |      | 6.7 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above basic           | 88.7  | 83.4 | 77.6 | 7   | 66.1  |
|                                |       |      |      | 3.3 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above proficient      | 68.3  | 58.8 | 48.5 | 4   | 36.0  |
|                                |       |      |      | 6.1 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above advanced        | 48.3  | 37.8 | 27.8 | 2   | 17.6  |
|                                |       |      |      | 3.9 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At exemplary                | 22.2  | 14.5 | 9.4  | 7.8 | 4.3   |
+--------------------------------+-------+------+------+-----+-------+

+--------------------------------+-------+------+------+-----+-------+
| ##### Sub                      |       |      |      |     |       |
| ject: Reading Grade: 5 Test: K |       |      |      |     |       |
| ansas State Reading Assessment |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
| #####                          |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
| • Kansas uses five performance |       |      |      |     |       |
| level categories,              |       |      |      |     |       |
| unsatisfactory, basic,         |       |      |      |     |       |
| proficient, advance, and       |       |      |      |     |       |
| exemplary.                     |       |      |      |     |       |
|                                |       |      |      |     |       |
| • There are subgroups that     |       |      |      |     |       |
| have a NA reported for certain |       |      |      |     |       |
| years and/or performance       |       |      |      |     |       |
| levels because the state       |       |      |      |     |       |
| criteria for the number of     |       |      |      |     |       |
| students reported was not met. |       |      |      |     |       |
|                                |       |      |      |     |       |
| • Certain subgroups were not   |       |      |      |     |       |
| reported because the state     |       |      |      |     |       |
| criteria for the number of     |       |      |      |     |       |
| students reported was not met. |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
|                                |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
| Roosevelt Elementary Scores    | **Ma  | **M  | **M  | *   | **    |
|                                | rch** | arch | arch | *Ma | March |
|                                |       | 2    | 2    | rch | 1999  |
|                                | *     | 002- | 001- | 200 | -00** |
|                                | *2003 | 03** | 02** | 0-0 |       |
|                                | -04** |      |      | 1** |       |
+--------------------------------+-------+------+------+-----+-------+
| \% Unsatisfactory              | 0     | 3.4  | 9.8  | 1   | 19.2  |
|                                |       |      |      | 5.4 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above basic           | 100.0 | 96.6 | 90.2 | 8   | 80.8  |
|                                |       |      |      | 4.6 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above proficient      | 93.2  | 62.1 | 60.7 | 5   | 65.4  |
|                                |       |      |      | 6.9 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above advanced        | 88.7  | 51.8 | 34.5 | 2   | 38.5  |
|                                |       |      |      | 8.1 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At exemplary                | 68.2  | 27.6 | 23.0 | 9.2 | 17.3  |
+--------------------------------+-------+------+------+-----+-------+
| Number of students tested      | 44    | 29   | 61   | 65  | 52    |
+--------------------------------+-------+------+------+-----+-------+
| Percent of students tested     | 100   | 100  | 100  | 100 | 96    |
+--------------------------------+-------+------+------+-----+-------+
| Number of students alternately | 1     | 0    | 0    | 1   | 0     |
| assessed                       |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
| Percent of students            | 2.2   | 0    | 0    | 1.5 | 0     |
| alternatively assessed         |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
|                                |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
| **State Scores**               | *     | **2  | **2  | **  | *     |
|                                | *2003 | 002- | 001- | 200 | *1999 |
|                                | -04** | 03** | 02** | 0-0 | -00** |
|                                |       |      |      | 1** |       |
+--------------------------------+-------+------+------+-----+-------+
| \% Unsatisfactory              | 7.5   | 9.0  | 12.6 | 1   | 13.1  |
|                                |       |      |      | 3.3 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above basic           | 92.5  | 91.0 | 87.4 | 8   | 86.9  |
|                                |       |      |      | 6.7 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above proficient      | 72.2  | 68.9 | 63.0 | 6   | 63.1  |
|                                |       |      |      | 4.3 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above advanced        | 49.7  | 46.0 | 40.0 | 4   | 40.9  |
|                                |       |      |      | 0.0 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At exemplary                | 20.7  | 18.6 | 15.1 | 1   | 15.7  |
|                                |       |      |      | 4.4 |       |
+--------------------------------+-------+------+------+-----+-------+
|                                |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
|                                |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
|                                |       |      |      | *   |       |
|                                |       |      |      | **- |       |
|                                |       |      |      | con |       |
|                                |       |      |      | tin |       |
|                                |       |      |      | ued |       |
|                                |       |      |      | *** |       |
+--------------------------------+-------+------+------+-----+-------+
|                                |       |      |      | *   |       |
|                                |       |      |      | **R |       |
|                                |       |      |      | ead |       |
|                                |       |      |      | ing |       |
|                                |       |      |      | con |       |
|                                |       |      |      | tin |       |
|                                |       |      |      | ued |       |
|                                |       |      |      | *** |       |
+--------------------------------+-------+------+------+-----+-------+
| **Reading Subgroups**          |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
| **RES Economically             | *     | **2  | **2  | **  | *     |
| Disadvantaged**                | *2003 | 002- | 001- | 200 | *1999 |
|                                | -04** | 03** | 02** | 0-0 | -00** |
|                                |       |      |      | 1** |       |
+--------------------------------+-------+------+------+-----+-------+
| \% Unsatisfactory              | 0     | 7.7  | 14.0 | 2   | 43.0  |
|                                |       |      |      | 0.0 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above basic           | 100.0 | 92.3 | 80.9 | 8   | 58.0  |
|                                |       |      |      | 0.0 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above proficient      | 93.8  | 38.5 | 23.8 | 5   | 39.0  |
|                                |       |      |      | 5.0 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above advanced        | 81.3  | 38.5 | 4.8  | 3   | 29.0  |
|                                |       |      |      | 5.0 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At exemplary                | 62.5  | 23.1 | 4.8  | 1   | 10.0  |
|                                |       |      |      | 5.0 |       |
+--------------------------------+-------+------+------+-----+-------+
| Number of students tested      | 16    | 13   | 21   | 20  | 21    |
+--------------------------------+-------+------+------+-----+-------+
|                                |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
| **State Economically           | *     | **2  | **2  | **  | *     |
| Disadvantaged**                | *2003 | 002- | 001- | 200 | *1999 |
|                                | -04** | 03** | 02** | 0-0 | -00** |
|                                |       |      |      | 1** |       |
+--------------------------------+-------+------+------+-----+-------+
| \% Unsatisfactory              | 12.5  | 15.4 | 21.7 | 2   | 23.9  |
|                                |       |      |      | 4.3 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above basic           | 87.6  | 84.7 | 78.3 | 7   | 76.1  |
|                                |       |      |      | 5.8 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above proficient      | 60.3  | 55.2 | 47.1 | 4   | 44.1  |
|                                |       |      |      | 6.5 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above advanced        | 36.4  | 31.4 | 24.7 | 2   | 23.2  |
|                                |       |      |      | 3.6 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At exemplary                | 12.0  | 10.3 | 7.2  | 6.5 | 6.5   |
+--------------------------------+-------+------+------+-----+-------+
|                                |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
| **RES Majority Students        | *     | **2  | **2  | **  | *     |
| (white)**                      | *2003 | 002- | 001- | 200 | *1999 |
|                                | -04** | 03** | 02** | 0-0 | -00** |
|                                |       |      |      | 1** |       |
+--------------------------------+-------+------+------+-----+-------+
| \% Unsatisfactory              | 0     | 3.7  | 9.8  | 1   | 17.0  |
|                                |       |      |      | 2.1 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above basic           | 100.0 | 96.3 | 90.2 | 8   | 82.0  |
|                                |       |      |      | 7.9 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above proficient      | 92.9  | 66.7 | 62.7 | 5   | 65.0  |
|                                |       |      |      | 8.6 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above advanced        | 88.1  | 55.6 | 39.2 | 2   | 37.0  |
|                                |       |      |      | 7.6 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At exemplary                | 66.7  | 29.6 | 25.5 | 1   | 17.0  |
|                                |       |      |      | 0.3 |       |
+--------------------------------+-------+------+------+-----+-------+
| Number of students tested      | 42    | 27   | 51   | 58  | 46    |
+--------------------------------+-------+------+------+-----+-------+
|                                |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
| **State Majority Students      | *     | **2  | **2  | **  | *     |
| (white)**                      | *2003 | 002- | 001- | 200 | *1999 |
|                                | -04** | 03** | 02** | 0-0 | -00** |
|                                |       |      |      | 1** |       |
+--------------------------------+-------+------+------+-----+-------+
| \% Unsatisfactory              | 5.5   | 6.8  | 9.1  | 9.3 | 9.6   |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above basic           | 94.4  | 93.2 | 90.9 | 9   | 90.4  |
|                                |       |      |      | 0.7 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above proficient      | 76.6  | 73.6 | 68.7 | 7   | 68.9  |
|                                |       |      |      | 0.4 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above advanced        | 54.4  | 50.8 | 45.2 | 4   | 46.0  |
|                                |       |      |      | 5.3 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At exemplary                | 23.7  | 21.2 | 17.6 | 1   | 18.3  |
|                                |       |      |      | 6.8 |       |
+--------------------------------+-------+------+------+-----+-------+
|                                |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
| **RES Students with            | *     | **2  | **2  | **  | *     |
| Disabilities**                 | *2003 | 002- | 001- | 200 | *1999 |
|                                | -04** | 03** | 02** | 0-0 | -00** |
|                                |       |      |      | 1** |       |
+--------------------------------+-------+------+------+-----+-------+
| \% Unsatisfactory              | 0     | NA   | 11.1 | 1   | NA    |
|                                |       |      |      | 1.8 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above basic           | 100.0 | NA   | 88.9 | 8   | NA    |
|                                |       |      |      | 8.2 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above proficient      | 91.7  | NA   | 44.5 | 2   | NA    |
|                                |       |      |      | 3.5 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above advanced        | 91.7  | NA   | 16.7 | 2   | NA    |
|                                |       |      |      | 3.5 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At exemplary                | 66.7  | NA   | 11.1 | 5.9 | NA    |
+--------------------------------+-------+------+------+-----+-------+
| Number of students tested      | 12    | 4    | 18   | 17  | 8     |
+--------------------------------+-------+------+------+-----+-------+
|                                |       |      |      |     |       |
+--------------------------------+-------+------+------+-----+-------+
| **State Students with          | *     | **2  | **2  | **  | *     |
| Disabilities**                 | *2003 | 002- | 001- | 200 | *1999 |
|                                | -04** | 03** | 02** | 0-0 | -00** |
|                                |       |      |      | 1** |       |
+--------------------------------+-------+------+------+-----+-------+
| \% Unsatisfactory              | 7.5   | 9.1  | 34.2 | 3   | 43.6  |
|                                |       |      |      | 7.6 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above basic           | 92.4  | 91.0 | 65.7 | 6   | 46.4  |
|                                |       |      |      | 2.4 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above proficient      | 72.1  | 68.9 | 36.5 | 3   | 16.1  |
|                                |       |      |      | 3.1 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At or above advanced        | 49.6  | 46.0 | 19.3 | 1   | 12.2  |
|                                |       |      |      | 6.4 |       |
+--------------------------------+-------+------+------+-----+-------+
| \% At exemplary                | 20.7  | 18.6 | 6.6  | 5.7 | 3.3   |
+--------------------------------+-------+------+------+-----+-------+