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

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

**Cover Sheet**

Name of Principal [Mr. Brian Liedtke]{.underline}

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

Official School Name [Freeman-Davis Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [114 East 10^th^ Street]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Mobridge SD]{.underline} \_\_\_\_57601-1722\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 605 ) 845-3360]{.underline} Fax [(605 ) 845-5187]{.underline}

Website/URL [www.mobridge.k12.sd.us]{.underline} Email
[liedtkeb@mobridge.k12.sd.us]{.underline}

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

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

(Principal's Signature)

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

Name of Superintendent [Mr. Roland Smit]{.underline}

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

District Name [Mobridge School District #62-3]{.underline} Tel. [( 605 )
845-7227]{.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 Mr. Harry (Bingo) Kindt

President/Chairperson

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

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

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

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

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

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

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

\_\_\_1\_\_ Middle schools

\_\_\_\_\_ Junior high schools

\_\_\_\_1\_ High schools

\_\_\_\_4\_ TOTAL

2\. District Per Pupil Expenditure:
\_\_[\$6,078.]{.underline}\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_\_\_[\$5,943.]{.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
>
> \[ \] Small city or town in a rural area
>
> \[ X \] Rural

4\. [8]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students enrolled at each grade level or its equivalent in
applying school:

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

  **K**       18        14                     **32**       **7**                             

  **1**       26        21                     **47**       **8**                             

  **2**       22        16                     **38**       **9**                             

  **3**       30        30                     **60**       **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   177
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [74.5]{.underline} % White

the students in the school: % Black or African American

[.5]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

25 % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[10.3]{.underline}\_\_\_\_\_%

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 7
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 11
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        18
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    175
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .103
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    10.3
              100                                
  ----------- ---------------------------------- ------------------------

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

\_\_\_[0]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_[47.252]{.underline}\_\_%

\_\_[86]{.underline}\_\_\_\_Total Number Students Who Qualify

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

10\. Students receiving special education services:
\_\_\_[24]{.underline}\_\_\_\_\_%

\_\_\_\_\_[43]{.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.

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

\_\_\_\_Deafness \_\_[2]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[13]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_[34]{.underline} Speech or Language
Impairment

\_\_2\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

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

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

    **Number of Staff**

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

Administrator(s) \_\_\_\_[.5]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[10]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[3.5]{.underline}\_\_\_\_
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_[3]{.underline}\_\_\_
\_\_\_\_[4]{.underline}\_\_\_\_

> Support staff \_\_\_[2]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[19]{.underline}\_\_\_\_
> \_\_\_[4]{.underline}\_\_\_\_\_

12\. Student-"classroom teacher" ratio: \_\_[17.7]{.underline}\_\_\_\_\_

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

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

  Daily student attendance 95.47%      94.84%      93.67%      94.58%      94.82%

  Daily teacher attendance 92.5%       95.1%       91.5%       89%         94.5%

  Teacher turnover rate    0%          6.45%       3.3%        3.5%        6.9%

  Student dropout rate                                                     

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

**[PART III ‑ SUMMARY]{.underline}**

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

Freeman Davis Elementary School located in Mobridge, South Dakota
believes in the mission statement: "It is the mission of the Mobridge
Elementary School staff and parents to educate our students to succeed
in our changing world and provide every opportunity for students to
acquire necessary skills for life-long learning". Freeman-Davis
Elementary housed Kindergarten, First, Second and Third Grade classes.

As the Mobridge School District is mostly within the town of Mobridge,
our school does not bus students. Students walk or parents give them a
ride. Mobridge is a small town in rural America where it is safe for
children to walk to school. Our community believes strongly in small
class size, which was shown last spring, when the community voted to
"opt out" of the state property tax freeze to support their school.

Mobridge Elementary Schools have been accredited by North Central
Association (NCA) since 1999-2000 with no violations for the past 3
years. Mobridge Elementary is a school-wide Title I school.

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

The data display for reading scores from the Stanford Achievement Test
Series (SAT 9) show the number of students who are scoring "At or Above
Proficient" and "At Advanced" has increased from 24 in '98'99, to 32 in
'99-'00, declining to 21 in '00-'01 and increasing to 34 in '01-02. This
shows program improvement in our Reading program. The number of students
who scored "At or Above Proficient" and "At Advanced" also increased for
"01-'02 for American Indian children and for children identified low
income. If you look at percentage increase our American Indian children
scored very well with 7 out of 9 being proficient or above in '01-'02.

The data display for math scores from Stanford Achievement Test Series
(SAT 9) show the number of students who are scoring "At or Above
Proficient" and "At Advanced" has increased from 11 in '98-'00, to 21 in
'99-'00, to 22 in '00-'01 and to 31 in '01-'02. The number of American
Indians in each class varies but looking at a percentage of the American
Indian students who scored "At or Above Proficient" and "At Advanced"
increased from 7% in '98'99, to 21% in '99-'00, to 31% in '00-'01, to
33% in '01-'02. The number of students affected by poverty as noted by
Free/reduced lunch applications also showed a percentage increase the
number of students who scored "At or Above Proficient" and "At Advanced"
from 13% in '98-'99, to 31% in '99-'00, to 34% in '00-'01, to 36% in
'01-'02. This shows program improvement across the board.

The data display for displaying assessments referenced against national
norms shows NCE mean scores for total battery scores for second grade
students taking the Stanford Achievement Test Series (SAT9). The NCE
mean total battery scores show gain for both subgroups for the past
three years and overall gains in total score. In '00-'01 total scores
fell for second grade students. You may note the Stanford Achievement
Test Series (SAT9) is used for all three data tables and the number of
students taking the test and students excluded vary. Some students who
completed the Reading test did not complete the Math test and some
students who completed the Math and Reading test did not complete the
entire test so did not have a complete battery score.

Students excluded from the test are Special Education students who
cannot complete the test with modifications. They are tested with an
alternate measure. Students who did not complete the test in the window
of time allowed (illness, vacations, etc.) were also listed in the data
tables as being excluded. They were not tested with an alternate
measure.

Freeman-Davis Elementary school uses assessment data to understand and
improve student and school performance. Data is tracked using the
Quality School Portfolio QSP software from UCLA. First, Second and Third
grade students are individually tested by teacher interview in the fall
and spring with Diagnostic Reading Assessment DRA and gain noted. Our
students spend one half hour a day in a computer lab using Success-maker
software (Pearson Learning) which tracks student progress in Reading and
Math and computes gain at set points throughout the year. Our school
district received a two-year Gates/Maple grant for Data Driven Decision
Making this year and has used this to promote staff meetings where
strategies are being developed to meet our goals of increase Math
problem solving skills and increased Reading comprehension.

Freeman-Davis Elementary communicates student performance, including
assessment data to parents through report cards, parent teacher
conferences, and letters home. Student performance, including assessment
data is available to the local newspaper and radio station who routinely
compare our school to other area schools.

Freeman-Davis Elementary will share is success with other schools by
inviting other schools to visit, continuing to be a regional host
location for area in-services, and by making staff available to travel
and talk to other schools.

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

1\. Freeman-Davis Elementary uses a balanced literacy approach
incorporating the six elements of Viewing, Speaking, Listening, Reading,
Writing, and Presenting. The school is using this method after the state
of South Dakota trained staff in the Advanced Reading Enhancement
Approach (AREA) during the 2001-2002 school year. The school was
directed by state mandate to train in this approach to reading. New
staff and Special Education teachers are being trained this school
year.. Level books have been purchased and a book room stocked for
teachers to use for guided reading groups and for reading corners. VoWac
phonics is taught grades K-3 to provide a consistent phonics approach
for students to learn.

Reading is also taught 15 minutes/day in the computer lab on
"Successmaker" software, a Pearson Learning product. This is completely
individualized instruction tailored to each students needs. This year
the Freeman-Davis schedule was adjusted so First and Second grade
teachers have a block (1 ½ hour) of uninterrupted time to teach reading
and Third grade teachers have a block (1 hour) of uninterrupted time to
teach reading.

Two teachers teach Reading Recovery in the mornings. Reading Recovery at
Grade One is a part of our Reading Program Safety Net that offers early
intervention for students with reading difficulties. In the afternoon,
one teacher teaches literacy groups to students in Second and Third
grade which is the other part of our Reading Program Safety Net. In the
1999-2000 school year Freeman-Davis went to all day every day
Kindergarten to help develop first grade students starting the year
ready to read.

2\. In the Math Curriculum Freeman-Davis students spend 15 minutes per
day using "Successmaker" software from Pearson Learning. This is a K-8
software allowing students to work at their own level and speed. This
complements the instruction they receive in the classroom. Improving
"Math problem solving skills" is one of our school-wide goals that staff
is working on this year. Curricular work by staff and in-service
planning for staff will support this goal. Staff has worked to align our
current math book, Harcourt Brace '94, to the SD Standards and is
currently in the process of adopting a new text that is closely aligned
with the newly revised state content standards.

3\. Freeman-Davis Elementary uses individualized instruction in the
computer lab to teach reading and math on "Successmaker" software.
Students use this daily for half an hour and progress is tracked on the
computer. When class size is over 20, aides are provided for additional
classroom support. Flexible grouping is used in reading instruction. One
on one instruction is used in Reading Recovery class. Our Science
incorporates a "hands on" approach.

4\. The Mobridge Public School received a two-year MAPLES grant this
year to work on "data driven decision making". This grant has been used
to provide staff "planning time" to work in their curricular area. One
goal of the MAPLES team is to make teacher in-service "teacher driven".
This team has identified two goal areas, "improving reading
comprehension" and "improving math problem solving skills" for our
school to work on K-12. Our school has also received a 3-year Character
Education grant with this year being the first year. One result of that
grant is the implementation of "Character Counts" K-12 in our school
district.

**[FORMAT FOR STATE CRITERION-REFERENCED TESTS]{.underline}**

# [Freeman-Davis Elementary, Mobridge, SD SAT 9]{.underline}

Data Display Table for Total Reading Grade 2

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

  Testing month                                          April              April       April       April       

  SCHOOL SCORES                                                                                                 

  Total                                                  [58]{.underline}   53          63          42          

  At or Above Basic                                      21                 26          21          14          

  At or Above Proficient                                 28                 19          24          21          

  At Advanced                                            6                  2           8           3           

  Number of students tested                              57                 51          59          41          

  Percent of total students tested                       98.3%              987%        93.6%       97.6%       

  Number of students excluded                            1                  1           4           1           

  Percent of students excluded                           1.7%               2%          6.4%        2.4%        

  SUBGROUP SCORES                                                                                               

  1.\_\_\_\_American Indian\_                            9                  17          19          15          

  At or Above Basic                                      1                  9           6           6           

  At or Above Proficient                                 7                  4           5           6           

  At Advanced                                            0                  0           1           0           

  2.\_\_Socio Economic (Eligible for free/reduced)       22                 26          22          23          

  At or Above Basic                                      5                  12          10          10          

  At or Above Proficient                                 10                 8           5           10          

  At Advanced                                            2                  1           2           0           

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                          
  subgroup)                                                                                                     

  At or Above Basic                                                                                             

  At or Above Proficient                                                                                        

  At Advanced                                                                                                   

  STATE SCORES                                                                                                  

  Total                                                                                                         

  At or Above Basic                                      7447               7748        7787        7585        

  State Mean Score                                       609                607         607         606         

  At or Above Proficient                                 4243               4251        4232        4075        

  State Mean Score                                       632                631         631         631         

  At Advanced                                            885                825         827         775         

  State Mean Score                                       665                664         665         665         
  ------------------------------------------------------ ------------------ ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(a) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

**[FORMAT FOR STATE CRITERION-REFERENCED TESTS]{.underline}**

### Freeman-Davis Elementary, Mobridge, SD -- SAT 9

Data Display Table for Total Mathematics Grade 2

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

  Testing month                                          April       April       April       April       

  SCHOOL SCORES                                                                                          

  Total                                                                                                  

  At or Above Basic                                      19          24          28          24          

  At or Above Proficient                                 20          18          17          9           

  At Advanced                                            11          4           4           2           

  Number of students tested                              58          53          63          42          

  Percent of total students tested                       98.3%       98.1%       96.8%       100%        

  Number of students excluded                            1           1           2           0           

  Percent of students excluded                           1.7%        1.9%        3.2%        0%          

  SUBGROUP SCORES                                                                                        

  1.\_\_\_American Indian\_\_\_\_                        9           16          19          15          

  At or Above Basic                                      4           7           7           9           

  At or Above Proficient                                 3           5           3           1           

  At Advanced                                            0           0           1           0           

  2\. Socioeconomic (eligible for free/reduced meals)    22          26          22          23          

  At or Above Basic                                      9           12          9           15          

  At or Above Proficient                                 6           8           5           3           

  At Advanced                                            2           1           2           0           

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                                                                  

  At or Above Basic                                      7596        7807        7874        7597        

  State Mean Score                                       597         596         595         591         

  At or Above Proficient                                 4511        4409        4499        3914        

  State Mean Score                                       619         618         616         614         

  At Advanced                                            1034        977         915         680         

  State Mean Score                                       654         654         653         651         
  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(b) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

**[FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_\_\_[2]{.underline}\_\_\_\_ Test\_\_[Stanford Achievement Test
Series (SAT-9)]{.underline}\_\_\_\_

Edition/publication year\_\_\_\_[9th]{.underline}\_\_\_\_ Publisher
\_[Harcourt Educational Measurement]{.underline}\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
[Special Education students who were unable to to complete the test when
read to them were excluded.]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_[X]{.underline}\_\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

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

  Testing month                        April              April              April              April          

  **SCHOOL SCORES**                                                                                            

  Total Score                          65.9               52.0               54.2               54..8          

  Number of students tested            56                 48                 57                 38             

  Percent of total students            96.5%              96%                96.6 %             97.4%          
  tested                                                                                                       

  Number of students excluded          2                  2                  2                  1              

  Percent of students excluded         3.5%               4%                 3.4 %              2.6%           

  SUBGROUP SCORES                                                                                              

  1.\_\_\_Native American\_\_   47.5               45.0               45.0               48.1                  
  (specify subgroup)                                                                                           

  2.\_\_\_\_Free/Reduced \_\_\_ 53.8               51.1               49.8               49.9                  
  (specify subgroup)                                                                                           

  3.\_\_\_\_\_\_\_\_\_\_\_                                                                                     
  (specify subgroup)                                                                                           

  4.\_\_\_\_\_\_\_\_ (specify                                                                                  
  subgroup)                                                                                                    

  5.\_\_\_\_\_ \_\_\_\_\_                                                                                      
  (specify subgroup)                                                                                           
  ----------------------------- ------ ----------- ------ ----------- ------ ----------- ------ ----------- -- -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------