##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet**

Type of School: (Check all that apply) \[***X***\] Elementary \[ \]
Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal **[Mrs. Vicki Sullivan]{.underline}**

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

Official School Name **[Bryant Elementary]{.underline}**

(As it should appear in the official records)

School Mailing Address **[1280 Rush St]{.underline}.**

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

**[Dubuque]{.underline} [Iowa]{.underline} [52003-7597]{.underline}**

City State Zip Code+4 (9 digits total)

County **[Dubuque]{.underline}** State School Code Number\*
**[1863-0427]{.underline}**

Telephone **[(563) 552-]{.underline}3400** Fax **[(563)
552-3401]{.underline}**

Web site/URL
[**http://www.bryant.dubuque.k12.ia.us**](http://www.bryant.dubuque.k12.ia.us/)
E-mail **[vsullivan@dubuque.k12.ia.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)

Name of Superintendent\* **[Mr. John Burgart]{.underline}**

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

District Name **[Dubuque Community School District]{.underline}** Tel.
**[(563) 552-3012]{.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. Doug
Horstman**]{.underline} (Specify: Ms., Miss, Mrs., Dr., Mr., Other)

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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    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: **12** Elementary schools

**3** Middle schools

**0** Junior high schools

**3** High schools

**0** Other

**18** TOTAL

2\. District Per Pupil Expenditure: **[Annual General Fund Average -
\$8291.00]{.underline}**

**[Per Day General Fund Average -\$46.06]{.underline}**

**[Annual Total Funds Average - \$10, 905]{.underline}**

**[Per Day Total Funds Average - \$60.59]{.underline}**

[]{.mark}

Average State Per Pupil Expenditure: **[Per Day General Fund Average
-\$49.31]{.underline}**

**[Per Day All Funds Average - \$74.77]{.underline}**

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

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

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

4\. **1** Number of years the principal has been in her/his position at
this school.

**17** 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**                                                  **7**                             

  **K**       **23**    **23**                 **46**       **8**                             

  **1**       **36**    **37**                 **73**       **9**                             

  **2**       **18**    **27**                 **45**       **10**                            

  **3**       **25**    **24**                 **49**       **11**                            

  **4**       **27**    **28**                 **55**       **12**                            

  **5**       **22**    **23**                 **45**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **313**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [**94**]{.underline} % White

the school: [**0**]{.underline} % Black or African American

[**1**]{.underline} % Hispanic or Latino

[**5**]{.underline} % Asian/Pacific Islander

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
***[6%]{.underline}***

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      11
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      7
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

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

  **(4)**                   Total number of students in 309
                            the school as of October 1  

  **(5)**                   Total transferred students  .05825
                            in row (3) divided by total 
                            students in row (4)         

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

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

**[9]{.underline}** Total Number Limited English Proficient

Number of languages represented: [**1**]{.underline}

Specify languages: **[Marshallese]{.underline}**

9\. Students eligible for free/reduced-priced meals:
**[25%]{.underline}**

Total number students who qualify: **[79]{.underline}**

> 10\. Students receiving special education services: **[12
> %]{.underline}**

**[36]{.underline}** Total Number of Students Served

**[8]{.underline}** Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness **[27]{.underline}** Specific Learning Disability

\_\_\_\_Emotional Disturbance **[3]{.underline}** Speech or Language
Impairment

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

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

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

Classroom teachers **[15]{.underline}** \_\_\_\_\_\_\_\_

Special resource teachers/specialists **[7]{.underline}**
\_\_\_\_\_\_\_\_

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

> Support staff **[6]{.underline}** \_\_\_\_\_\_\_\_
>
> Total number **[39]{.underline}** \_\_\_\_\_\_\_\_

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 **[21:1]{.underline}**

13. Show the attendance patterns of teachers and students as a
    percentage. Also explain a high teacher turnover rate.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

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

  Daily teacher attendance  95 %        95 %        95 %        97 %        96 %

  Teacher turnover rate     32%         0%          0%          13%         11%
  ------------------------- ----------- ----------- ----------- ----------- -----------

A high turnover rate in 2005-2006 reflects eight staff of twenty-five
total staff leaving. Three staff retired. Two sixth grade teachers moved
to middle school since this was the year that all sixth grades in the
district moved out of the elementary buildings into the middle schools.
The remaining three staff members transferred or were reassigned to
other buildings in the district.

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

*The mission of Bryant School is to foster a nurturing environment which
cultivates the*

*value of learning and love of knowledge so students are a credit to
themselves and society.*

Bryant Elementary, one of twelve elementary schools in the urban Dubuque
Community School District, serves students in Kindergarten through fifth
grade. It is located on the south side of the city in a residential
neighborhood that reflects a range of incomes. Our district has been
growing over the past ten years and enrollment trends indicate that this
will continue.

In general, class sizes at Bryant have remained stable over the past
several years. However, a three year trend in Kindergarten shows an
increase in enrollment from year to year. This increase is being
maintained as students move to first and second grade. Enrollment is
typically around 320 students. The number of class sections at each
grade level range from two to three and one half.

We serve a student population that is predominantly white, around 95%. A
growing ethnic population in our building is Asian/Pacific Islander.
Specifically, we are working with an increasing number of Marshallese
students and their families. Some of these students are English Language
Learners. Approximately 25% of the families at Bryant are eligible for
Free/Reduced Lunch. Parent involvement and support are strong. We
typically see, for example, nearly 100% of parents participate in
parent/teacher/student conferences. Parents also support classroom
celebrations of learning, attend concert performances, and volunteer to
help in classrooms in a variety of ways.

Historically, Bryant's staff has been stable. However, in the last three
years staff turnover has increased due to retirement. It is anticipated
this turnover will continue into the next five years. At the present
time nine Bryant teachers are in their first or second year of teaching
in the district. Currently over one third of our twenty-six teachers
have Master's Degrees while two are pursuing an advanced degree. One
staff member is Nationally Board Certified and another is working toward
this certification. The culture among staff members includes a high
degree of professionalism and collegiality.

The Bryant Site Council exists to oversee the creation and
implementation of a comprehensive school improvement plan. In existence
for over a decade the site council, comprised of parents, staff, and
community representatives, is charged with monitoring the progress of
the school towards its goals. This year's school wide improvement goals
focus on improving student learning in reading, math, science, and
social studies. Staff members are organized into action teams and serve
as the arms of the Site Council in accomplishing the work set forth in
our school plan.

In our ongoing efforts to meet the needs of students we seek to make
data-based decisions. Both implementation data and student achievement
data are collected, organized, and analyzed to inform instruction with
students. Hallmarks of this data driven philosophy include:

-   A focus on instruction

-   A commitment to continuous progress

-   A student-centered culture that monitors progress on multiple
    levels; school wide, by grade levels, by classrooms, and on a
    child-by-child basis

-   A willingness on the part of teachers to collaborate with students,
    parents, colleagues, para-educators, and other professionals to meet
    the needs of individual students

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

**1. Assessment Results:** The Iowa Tests of Basic Skills (ITBS) are
used by the state of Iowa to monitor AYP for No Child Left Behind.
"Proficient" for purposes of the annual measurable objectives is defined
as achieving the 41st percentile or higher on the ITBS using national
norms. Proficient performances include those at the intermediate level
and the high level (90th percentile or higher). The baseline year for
proficiency levels is the 2000 empirical norming study. The behavioral
descriptors that are used to describe students who are proficient in
content and grade level are available on the Department of Education's
web site, <http://www.iowa.gov/educate/content/view/302/876/>

[RE: Reading Comprehension]{.underline}

(See attached data tables on pp. 13-14 for more information)

In general achievement remains steady and strong over the past three
years for all students. Consistently, 80-90% of all students demonstrate
proficiency. Free/Reduced and non Free/Reduced performances are trending
up. However, the gap between Free/Reduced and non Free/Reduced
performances remains about ten percentile points. The IEP subgroup's
performance is the most discrepant from that of other subgroups. It
should be noted that due to small numbers of students in the IEP
subgroup data should be interpreted with care.

Other data points along with ITBS performance indicate that the
implementation of our current reading initiative, Every Child Reads
(ECR), is working and should continue as designed. The main components
of the initiative are; high expectations, diagnostic teaching, engaging
students in meaningful learning, professional development that is data
driven, accessing the external knowledge base, and utilization of a peer
coaching model to support teachers in the acquisition of scientifically
based reading research strategies. Challenges to be addressed include
creating and sustaining structures to adequately support the time needed
to implement the initiative with fidelity.

[RE Math Total]{.underline}

(See attached data tables on pp. 15-16 for more information)

In general achievement remains steady and strong over time for all
students. Consistently 82-87% of all students demonstrate proficiency.
Free/Reduced and non Free/Reduced subgroups' performances are not
significantly discrepant from one another. The IEP subgroup is
significantly discrepant when compared to non IEP students. However,
this group has also made the most gains over time. As a result, this
achievement gap is narrowing over time.

ITBS, along with other data points, indicate that our initiative is
working although it is not yet complete. Year three of Math Trailblazers
implementation (district adopted standards based math program) and Year
one of Cognitively Guided Instruction (CGI) have contributed to improved
learning for many students. Student achievement and teacher
implementation data indicate professional development needs which
include building capacity to provide needed differentiation of
instruction for students at the extreme ends of the spectrum (high and
low). Systemic change typically requires an intensive and pervasive
effort across five years time.

**2. Using Assessment Results:** At Bryant assessment data provides
information about our own practice and its impact on students' learning.
We use the information to make necessary adjustments in our professional
development in order to better meet students' needs. We study both the
inputs (teacher implementation data) and outputs (student achievement
data) in order to inform and improve our practice. Because we operate
out of a philosophy of continuous progress the process is cyclic in
nature. This is the model for using assessment data that is applied
throughout the school. The results of our data analysis inform our
decisions about school improvement at multiple levels; school wide, by
classroom, for small groups of students, and for individual students.
These results also guide decisions about how best to allocate resources.
Our goal is to continue to build the capacity of teaches to meet the
needs of diverse learners. We seek to keep the decisions shared and site
based in order to build investment by staff, students, their families,
and the larger community.

An example follows.

Teacher Implementation Data - Improved learning in reading is one of our
school wide goals. Teacher implementation data currently includes an
annual audit of classroom collections of books for both quantity and the
quality. We are also collecting and analyzing implementation of an
instructional sequence to support vocabulary development. Peer coaching
is being developed concurrently as a structure to support teachers in
gaining executive control of this scientifically based reading research
strategy. Student Achievement Data - We regularly organize and analyze
student achievement data in the area of reading. Iowa Tests of Basic
Skills (ITBS), Measures of Academic Progress (MAP), District Assessments
that typically occur three times per year and a variety of classroom
assessments are all studied.

**3.** **Communicating Assessment Results:** Formal progress reports are
sent home three times per year. The district progress report Bryant uses
is standards referenced. This means that student performance is reported
out relative to our district's grade level standards.

Parent-Teacher-Student Conferences are held twice per year. District
assessments, standardized test results, and student work are commonly
used to communicate progress.

Student portfolios are shared with families three times per year.
Portfolios include work samples and projects that have been completed at
various points throughout the year. This allows parents to observe
growth over time. Student portfolios often include self reflections on
selected artifacts by students and help the child, the teacher, and the
parents to set meaningful learning goals.

Standardized measures of progress administered to third through fifth
graders include Iowa Test of Basic Skills (ITBS) and Measures of
Academic Progress (MAP). Individual student reports are generated and
shared with parents. We educate families to look for and celebrate
progress relative to the child's earlier performance. We also help
families understand how to interpret percentile ranks so they can
understand how a child is performing relative to grade level peers
across the nation.

Bryant's Weekly Family Newsletter includes school wide achievement data.

The Bryant Site Council meets monthly to oversee the implementation of
our comprehensive school improvement plan. This group of stakeholders;
parents, staff, and community members reviews and analyzes student
performance data regularly.

**4.** **Sharing Success:** Bryant values opportunities to communicate
with schools both in and outside of our district through professional
development sessions that include time to work collaboratively with
others, ask questions, and share successes as well as challenges. Many
of these valuable opportunities happen on a regular basis. Several
examples of follow below.

As part of the every Child Reads (ECR) initiative our leadership team of
six staff members has met regularly, about once per month, over the past
two and a half years with other schools in the district that are also
implementing ECR.

As part of our Cognitively Guided Instruction (CGI) initiative our team
of twelve staff members has spent eight days working with teams from
other districts in Iowa over the past year and a half. One of our staff
members who is in a train-the-trainer CGI program spent an additional
five days in Des Moines this past summer. Our district's math supervisor
who is partnering with the Bryant team to implement CGI has presented at
the National Council of Teachers of Mathematics on her efforts to
improve student learning at Bryant and throughout our district in the
area of mathematics.

Last spring a team of staff members from Bryant traveled to Des Moines
to share our CGI story with professional development consultants from
across the state of Iowa. This was a follow up to a presentation made by
our Instructional Coach over the Iowa Communication Network to a
statewide audience of educators interested in learning more about the
initiative.

We submit an annual summary of data about our school and its progress to
Expeditionary Learning staff members as part of our legacy status within
the Expeditionary Learning Schools network.

Our Gifted/Talented Facilitator, Instructional Coach, Guidance
Counselor, Nurse, Secretary, Library/Media Specialist, and Principal
each meet monthly with their counterparts throughout the district. Two
of our faculty members act as math lead teachers and attend
district-wide meetings two times each month. These meetings provide a
forum for sharing successes and challenges in a collegial setting.

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

1.  **Curriculum:** Language Arts -- Students engage in daily
    experiences to build knowledge and skills in reading, writing,
    listening and speaking. Phonemic awareness, phonics, vocabulary
    development, reading fluency, and reading comprehension are the five
    instructional components of a comprehensive and balanced approach to
    literacy. Writing is a daily practice that occurs for a variety of
    purposes and for a variety of audiences. Instruction occurs within
    whole group and flexible small group settings.

Math - At the elementary level, students receive daily mathematics
instruction. In addition to other concepts, students are expected to
explain solutions to problems, recognize geometry in their environment,
and communicate mathematically, as well as master basic facts. Students
are encouraged to use a variety of available tools as they endeavor to
become real-world problem solvers.

Science - Students in the elementary grades study science daily. Science
kits provide a firm foundation for \"hands-on, minds-on\" learning. Each
year, different units of study focus around the themes of life, earth,
and physical sciences. Kindergarten students learn about the physical
properties of shadows while 5th graders create and explain models of
body systems. All students take an active role in constructing their
scientific knowledge.

Art -Visual art instruction is provided for each student in Kindergarten
through fifth grade. Students learn the concepts of color theory,
design, shape and line through making art. Bryant has a ceramic kiln,
which gives all students the opportunity to study three-dimensional as
well as two-dimensional art.

Music - General music is provided for each student in Kindergarten
through fifth grade. Students learn to sing, how to read music and how
music will affect them for the rest of their lives. Students participate
in dozens of musical activities that include playing percussion
instruments, singing in harmony, playing recorders, playing bells,
writing their own songs and performing for their peers and parents.
Students learn how important music has been in the social development of
our country and the world. In addition to general music, choral and
instrumental music are available for students in fourth and fifth grade.

Wellness/Physical Education -- All students participate in
Wellness/Physical Education instruction. Students experience a variety
of movement forms and work to improve their ability to become proficient
while they engage in lessons that build an understanding of how to
monitor and maintain a healthy level of physical fitness for life.

To support the total instructional program, Bryant also provides the
following services:

-   at-risk programming

-   gifted and talented identification and programming

-   guidance and counseling curriculum and services

-   library/media services and resources, including technology education

-   special education programming and services

2.  **Reading:** Bryant's culture reflects a focus on data based
    decision making. This means that on going data collection and
    analysis are used to inform our work in the area of reading
    instruction. For that reason we are currently in the third year of
    implementing a state-wide initiative, Every Child Reads, whose main
    tenets are action research, reading comprehension strategies,
    analysis of data, and peer coaching. Through the study of theory,
    research, and practice regarding the teaching of reading we remain
    engaged in constant conversation about how to improve our practice
    in order to support improved learning for all students.

Scientifically based reading research supports Bryant's comprehensive
and balanced approached to the teaching of reading. All students are
exposed to a common base of literature via whole group instruction
utilizing a core literature anthology at each grade level. Small group
reading is also present in each classroom in order to target instruction
based on a students' needs in the area of reading. We work diligently to
see that reading instruction reflects an emphasis on high expectations,
diagnostic teaching, and meaningful learning experiences for children.
Our curriculum includes instruction in the five essential components of
a comprehensive reading program: phonemic awareness, phonics, reading
fluency, vocabulary development, and reading comprehension. Our
Library/Media Specialist, Gifted/Talented Facilitator, Title 1/Reading
Recovery Teacher, Instructional Coach, and Special Education Teachers
serve as a support team for classroom teachers. We strive to keep
students in an inclusive setting to the greatest degree possible.

3.  **Additional Curriculum Area:** *The mission of Bryant School is to
    foster a nurturing environment which cultivates the value of
    learning and love of knowledge so students are a credit to
    themselves and society.*

Our ***social studies curriculum*** is often infused into learning
expeditions. This approach combines rigorous academic content and real
world projects \-- learning expeditions \-- with active teaching and
community service. A learning expedition is a carefully planned
experience that moves students toward district learning outcomes by
addressing standards and benchmarks in a way that reflects an emphasis
on high expectations, diagnostic teaching, and meaningful learning
experiences for children.

For example, this year's fourth grade students recently hosted a
celebration of learning for their families, Bryant students and staff,
and other guests, to culminate a study of North American Mammals.
Activities throughout the expedition entitled *All Creatures Great and
Functional* included organizing a fund drive for the Dubuque Regional
Humane Society which is one our School Business Partners. Students
researched the needs of the shelter, communicated regularly through
morning announcements and newsletters to inform other students and their
families, and visited classrooms each day to collect donated items. Over
20,000 items were donated to the shelter! Each student also researched a
North American mammal, created a written report, and designed and
created a visual model to enhance the report. Additionally, students
wrote reports and completed sketches of their animals which were used to
create an informational calendar. The funds generated by selling the
calendars will be used to help defray the cost of upcoming fieldwork
this spring at the Herbert Hoover Presidential Museum in West Branch,
Iowa.

All students, including those identified as having special needs, were
provided with the needed supports in order to have an equitable chance
to engage in the work and produce quality products. Some students needed
additional help from an adult; other students needed materials or
supplies. The mindset of the teachers in this team is "whatever it
takes" so that all students can learn and perform at high levels.

4.  **Instructional Methods:** In order to achieve our mission at Bryant
    we seek to use instructional methods that are active and engaging
    across all curricular areas. We draw support for this from three
    frameworks.

*[Expeditionary Learning]{.underline}* is a comprehensive K-12
educational design that combines rigorous academic content and real
world projects \-- learning expeditions \-- with active teaching and
community service. As a school that adopted Expeditionary Learning
thirteen years ago we continue to work to use the core practices and
design principles to guide our work with students. Specific examples of
instructional practices are the use of mini-lessons, modeling,
representing thinking visually, questioning, using exemplars and models,
multiple drafts, revision, critique and reflecting, and debriefing.
Students may work on their own, in small groups, or in pairs on projects
that require perseverance.

*[Every Child Read**s**]{.underline}* is based on research which has
clearly demonstrated that to improve student achievement schools must
improve instruction. Examples of instructional practices are developing
vocabulary through the use of a specific instructional sequence,
selection and use of quality nonfiction, a balanced use of fiction and
nonfiction, and teaching content and comprehension strategies through
the use of specific instructional sequences known as Read-alouds,
Talk-alouds, and Think-alouds. The focus is on providing instruction
that leads students to become increasingly independent and flexible in
their own use of literacy strategies. Students participate in whole
group instruction, small group instruction where groups are flexible
based on students' needs, and independent work time.

*[Cognitively Guided Instruction (CGI)]{.underline}*, in its second year
of implementation at Bryant**,** is a professional development program
for teachers that explicitly shows what kind of knowledge students bring
to the math learning process and how they connect that knowledge with
formal concepts and operations. CGI provides a basis for identifying
what is difficult and what is easy for students to comprehend in their
study of math. With CGI, teachers work backward from the error to
identify the valid concepts that students do understand. Specific
examples of instructional practices are teachers selecting and posing
problems for students to solve that are based on prior student work and
an understanding of how children acquire mathematical skills and
knowledge. Students frequently work together during the course of a
lesson so that they can see and hear a variety of solution strategies
(reciprocal teaching).

5.  **Professional Development:** Professional development at Bryant
    reflects the Iowa Professional Development Model in that student
    learning is the driving factor. Operating principles include a focus
    on curriculum, instruction, and assessment, and participative
    decision making. School improvement and staff development occur in
    an ongoing cycle. The major components in this cycle at Bryant are:
    Collecting/analyzing data (teacher implementation as well as student
    achievement); Designing and delivering professional development
    based on data; Training/learning opportunities;
    Collaboration/implementation

This cycle of professional development occurs simultaneously on a school
wide level, classroom level, and even at a teacher-by-teacher level. For
example, the whole staff is currently engaged in learning how best to
improve vocabulary development in our students. At the same time there
are professional development opportunities that are unique to a grade
level or a classroom. In one instance a teacher new to the profession is
being mentored by a veteran teacher in the building. As part of our
district's nationally recognized mentoring and induction program this
pair of teachers is completing a series of carefully crafted events
designed to support new professionals. To complement this collaborative
work the Instructional Coach at Bryant is working with the new teacher
on effective small group reading instruction.

The impact of this professional development model on improving student
achievement is a positive one. Bryant has maintained high levels of
achievement on multiple measures over time for all students as well as
for gender subgroups and low socio-economic status subgroups.

**[PART VII - ASSESSMENT RESULTS]{.underline}**

Subject ***[Reading]{.underline}***

Grade ***[5]{.underline}*** Test ***[ITBS Reading
Comprehension]{.underline}***

*Intermediate = 41st NPR High = 90th NPR*

Edition/Publication Year **[2001]{.underline}** Publisher ***[Riverside
Testing]{.underline}***

  ---------------------------------------------- ----------- ----------- -----------
                                                 2005-2006   2004-2005   2003-2004

  Testing month: November                                                

  **SCHOOL SCORES\***                                                    

  \% "Intermediate" plus "High" State Standards  96%         86%         76%

  \% "High" State Standards                      33%         29%         11%

  Number of students tested                      52          55          45

  Percent of total students tested               100%        100%        100%

  Number of students alternatively assessed      0           0           0

  Percent of students alternatively assessed     0           0           0

                                                                         

  SUBGROUP SCORES\*                                                      

  **Eligible Free/Reduced Lunch**                []{.mark}   []{.mark}   []{.mark}

  \% "Intermediate" plus "High" State Standards  91%         75%         62%

  \% "High" State Standards                      18%         19%         15%

  Number of students tested                      11          16          13
  ---------------------------------------------- ----------- ----------- -----------

***\*If subgroup size is less than 10 students no data is reported.***

Subject ***[Reading]{.underline}***

Grades ***[4]{.underline}*** Test ***[ITBS Reading
Comprehension]{.underline}***

*Intermediate = 41st NPR High = 90th NPR*

Edition/Publication Year **[2001]{.underline}** Publisher ***[Riverside
Testing]{.underline}***

  ---------------------------------------------- ----------- ----------- -----------
                                                 2005-2006   2004-2005   2003-2004

  Testing month: November                                                

  **SCHOOL SCORES\***                                                    

  \% "Intermediate" plus "High" State Standards  82%         81%         86%

  \% "High" State Standards                      30%         29%         39%

  Number of students tested                      54          48          49

  Percent of total students tested               96%         100%        98%

  Number of students alternatively assessed      1           0           0

  Percent of students alternatively assessed     2%          0           0

                                                                         

  SUBGROUP SCORES\*                                                      

  **Eligible Free/Reduced Lunch**                                        

  \% "Intermediate" plus "High" State Standards              72%         67%

  \% "High" State Standards                                  22%         33%

  Number of students tested                                  18          12
  ---------------------------------------------- ----------- ----------- -----------

***\*If subgroup size is less than 10 students no data is reported.***

Subject ***[Reading]{.underline}***

Grades ***[3]{.underline}*** Test ***[ITBS Reading
Comprehension]{.underline}***

*Intermediate = 41st NPR High = 90th NPR*

Edition/Publication Year **[2001]{.underline}** Publisher ***[Riverside
Testing]{.underline}***

  ---------------------------------------------- ----------- ----------- -----------
                                                 2005-2006   2004-2005   2003-2004

  Testing month: November                                                

  **SCHOOL SCORES\***                                                    

  \% "Intermediate" plus "High" State Standards  90%         82%         86%

  \% "High" State Standards                      22%         25%         33%

  Number of students tested                      50          49          43

  Percent of total students tested               100%        100%        98%

  Number of students alternatively assessed      0           0           0

  Percent of students alternatively assessed     0           0           0

                                                                         

  SUBGROUP SCORES\*                                                      

  **Eligible Free/Reduced Lunch**                []{.mark}   []{.mark}   []{.mark}

  \% "Intermediate" plus "High" State Standards              70%         88%

  \% "High" State Standards                                  10%         29%

  Number of students tested                                  10          17
  ---------------------------------------------- ----------- ----------- -----------

***\*If subgroup size is less than 10 students no data is reported.***

Subject ***[Math]{.underline}***

Grade ***[5]{.underline}*** Test ***[ITBS Math Total]{.underline}***

*Intermediate = 41st NPR High = 90th NPR*

Edition/Publication Year **[2001]{.underline}** Publisher ***[Riverside
Testing]{.underline}***

  ---------------------------------------------- ----------- ----------- -----------
                                                 2005-2006   2004-2005   2003-2004

  Testing month: November                                                

  **SCHOOL SCORES\***                                                    

  \% "Intermediate" plus "High" State Standards  94%         82%         80%

  \% "High" State Standards                      35%         26%         31%

  Number of students tested                      52          55          45

  Percent of total students tested               100%        100%        100%

  Number of students alternatively assessed      0           0           0

  Percent of students alternatively assessed     0           0           0

                                                                         

  SUBGROUP SCORES\*                                                      

  **Eligible Free/Reduced Lunch**                []{.mark}   []{.mark}   []{.mark}

  \% "Intermediate" plus "High" State Standards  91%         88%         85%

  \% "High" State Standards                      36%         31%         46%

  Number of students tested                      11          16          13
  ---------------------------------------------- ----------- ----------- -----------

***\*If subgroup size is less than 10 students no data is reported.***

Subject ***[Math]{.underline}***

Grade ***[4]{.underline}*** Test ***[ITBS Math Total]{.underline}***

*Intermediate = 41st NPR High = 90th NPR*

Edition/Publication Year **[2001]{.underline}** Publisher ***[Riverside
Testing]{.underline}***

  ---------------------------------------------- ----------- ----------- -----------
                                                 2005-2006   2004-2005   2003-2004

  Testing month: November                                                

  **SCHOOL SCORES\***                                                    

  \% "Intermediate" plus "High" State Standards  84%         79%         90%

  \% "High" State Standards                      36%         26%         35%

  Number of students tested                      55          47          50

  Percent of total students tested               98%         98%         100%

  Number of students alternatively assessed      1           0           0

  Percent of students alternatively assessed     2%          0           0

                                                                         

  SUBGROUP SCORES\*                                                      

  **Eligible Free/Reduced Lunch**                []{.mark}   []{.mark}   []{.mark}

  \% "Intermediate" plus "High" State Standards              72%         83%

  \% "High" State Standards                                  17%         42%

  Number of students tested                                  18          12
  ---------------------------------------------- ----------- ----------- -----------

***\*If subgroup size is less than 10 students no data is reported.***

Subject ***[Math]{.underline}***

Grade ***[3]{.underline}*** Test ***[ITBS Math Total]{.underline}***

*Intermediate = 41st NPR High = 90th NPR*

Edition/Publication Year **[2001]{.underline}** Publisher ***[Riverside
Testing]{.underline}***

  ---------------------------------------------- ----------- ----------- -----------
                                                 2005-2006   2004-2005   2003-2004

  Testing month: November                                                

  **SCHOOL SCORES\***                                                    

  \% "Intermediate" plus "High" State Standards  88%         88%         75%

  \% "High" State Standards                      26%         38%         25%

  Number of students tested                      50          48          44

  Percent of total students tested               100%        98%         100%

  Number of students alternatively assessed      0           0           0

  Percent of students alternatively assessed     0           0           0

                                                                         

  SUBGROUP SCORES\*                                                      

  **Eligible Free/Reduced Lunch**                []{.mark}   []{.mark}   []{.mark}

  \% "Intermediate" plus "High" State Standards                          82%

  \% "High" State Standards                                              12%

  Number of students tested                                  []{.mark}   17
  ---------------------------------------------- ----------- ----------- -----------

***\*If subgroup size is less than 10 students no data is reported***