##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mr. Tom Corrick]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [300 Cedar Street]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Bennett]{.underline}
\_\_\_\_\_\_\_[Iowa]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_[52721-0343]{.underline}\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 563 ) 890-2226]{.underline} Fax [( 563 ) 890-2937
\_\_\_\_\_\_\_]{.underline}

Website/URL [www.bennett.k12.ia.us]{.underline} E-mail
\_\_\_\_[t.corrick@po-1.bennett.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. Tom Corrick]{.underline}

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

District Name [Bennett Community School District]{.underline} Tel. [(
563 ) 890-2226]{.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. Jim
Pelzer\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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 2003-2004 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 1998.

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: \_\_[1]{.underline}\_\_
Elementary schools

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

\_\_[1]{.underline}\_\_ Junior high schools

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

\_\_\_\_\_ Other (Briefly explain) We have a one building

facility with K-6, 7-8 & 9-12 \_\_[3]{.underline} TOTAL organizational
levels.

2\. District Per Pupil Expenditure: \_\_\_[\$4,779]{.underline}\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_[\$4,602]{.underline}\_\_\_\_

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

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

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

4\. \_\_\_[6]{.underline} Number of years the principal has been in
her/his position at this school.

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

5\. Number of students 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**       9         6                      15           **7**                             

  **1**       5         6                      11           **8**                             

  **2**       9         6                      15           **9**                             

  **3**       3         7                      10           **10**                            

  **4**       10        7                      17           **11**                            

  **5**       7         3                      10           **12**                            

  **6**       9         8                      17           Other                             

                                    **TOTAL                                                   95
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of \_\_[97]{.underline} % White

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

[3]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_[9]{.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 3
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 5
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        8
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    94
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .09
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    9
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: \_\_\_[0]{.underline}\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_[27]{.underline}\_\_\_\_%

\_\_\_[26]{.underline}\_\_ Total Number Students Who Qualify

> If this method does not produce 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:
\_\_\_[5]{.underline}\_\_\_\_%

\_\_\_[5]{.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.

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

[0]{.underline} Deafness [0]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [4]{.underline} Specific Learning
Disability

[2]{.underline} Hearing Impairment [6]{.underline} Speech or Language
Impairment

[0]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[0]{.underline} Multiple Disabilities [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) \_\_\_[0]{.underline}\_\_\_
\_\_\_[1]{.underline}\_\_\_\_

Classroom teachers \_\_\_[7]{.underline}\_\_\_
\_\_\_[0]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_[1]{.underline}\_\_\_
\_\_\_[2]{.underline}\_\_\_\_

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

> Support staff \_\_\_[0]{.underline}\_\_\_
> \_\_\_[1]{.underline}\_\_\_\_
>
> Total number \_\_\_[8]{.underline}\_\_\_ \_\_\_[4]{.underline}\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_[13.6]{.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.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 96.6%       96.6%       97.1%       96.3%       96.3%

  Daily teacher attendance 96%         94%         95%         92%         95%

  Teacher turnover rate    0           0           0           0           14%

  Student dropout rate     NA          NA          NA          NA          NA

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

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > [N           |
|                                                     | A]{.underline} |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > [N           |
|                                                     | A]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > [N           |
|                                                     | A]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > [N           |
|                                                     | A]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Found employment                                    | > [N           |
|                                                     | A]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Military service                                    | > [N           |
|                                                     | A]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > [N           |
|                                                     | A]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Unknown                                             | > [N           |
|                                                     | A]{.underline} |
|                                                     | > \_%          |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

***Part III***

### Summary

Bennett Elementary School is part of the Bennett Community School
District, a small, rural, school district in eastern Iowa located
between Davenport and Iowa City. The school is the center of the
community and a gathering place for all patrons. Parents are employed
either in agriculture related businesses or commute to neighboring
cities for work in industry.

Bennett Elementary School is competitive educationally with other
elementary schools in the state of Iowa. This year our scores were 2^nd^
in the state on the Iowa Tests of Basic Skills in reading in grade 4.
Our math scores missed the top ten, but were around the 75^th^
percentile ranking. Our staff is actively involved in the school
improvement process and works hard to close achievement gaps. Most staff
members serve on one or more curriculum committees to study best
practices in each curricular area in order to cooperatively make plans
for modifications to improve student achievement. Having all of our
students, grades K-6, in one building allows for ease in tracking each
student's progress individually.

The Bennett Elementary staff works collaboratively with all family
members to help each individual child develop their mental, emotional,
social, and physical ability, and to help them develop wholesome
attitudes including tolerance towards themselves, their fellow students,
their home, and country. The children can expect the school to help them
prepare for their secondary education, develop basic learning skills,
and participate happily and helpfully in home and community life.

The elementary school staff goes the extra mile for all students. The
school day is extended through Power Hour, an after-school tutoring
program, to help students in grade 6. After-school tutoring and summer
school programs are also offered for younger students.

Community support for our school is positive. Parents are actively
involved in all aspects of our school's needs. Parents serve on many
committees including the Superintendent's Advisory Committee, and the
Board Liaison Committee, which studies district data, surveys public
opinion, and explores educational options before making recommendations
to the Board of Education. Parents volunteer in the school by helping in
the classrooms with activities, reading, and chaperoning on field trips.
Our Parent Teacher Association called PILOTS works closely with the
school to raise money to fund field trips, purchase RIF books, help fund
extra classroom instructional materials, and provide funding for reading
carnivals. Music Boosters help broaden musical experiences for our
students through personal and financial support.

Considering that most parents work outside the community, the parent
involvement factor is an integral part of our school's success. The
mission of our district is: *All students will learn, be safe, be good
citizens, and have a feeling of self-worth. The family is the foundation
for the development of the individual*. This mission statement clearly
stresses the importance family involvement plays in our school. Bennett
Elementary is a family of students, parents, teachers, and community
members. We are a family that learns together, grows together, and
thrives together.

#### Part IV

### 1. 

Annually all students in grades 2-6 at Bennett Elementary participate in
the Iowa Tests of Basic Skills (I.T.B.S.) tests. The I.T.B.S. test is a
standardized norm-referenced test given to students across the state of
Iowa and in various other states nationwide. The state of Iowa asks
school districts to report out to patrons and state educational
authorities the percentage of students in grade four in the district
that are proficient, below proficient, and above proficient in reading
and mathematics according to the results of the I.T.B.S. Students who
score on the I.T.B.S. at a proficient level are able to function
independently in the classroom on daily assignments in the area of
reading or mathematics. During the 2002-2003 school year one hundred
percent of Bennett Elementary School's fourth grade students scored at a
proficient or above proficient level for both reading and mathematics.

As part of the I.T.B.S. testing process students take a reading
comprehension test that contains reading passages and multiple-choice
questions. These questions evaluate students' abilities to pick out
facts in the passages, infer and interpret the information they read,
and analyze and generalize the content of the passages. In order to be
considered proficient using this assessment, students must score at a
National Percentile Ranking (NPR) of 40% or above. NPR means how well a
student scores when compared to other students taking the test
nationwide. An NPR of 90% means the student performed better than 90 out
of 100 of his or her peers nationwide. The lowest NPR for reading
comprehension for our grade four students was 72%. In fact 45% of our
fourth graders had NPR's in the 72%-89% range and 55% had NPR's in the
high proficiency range, 90% and above. Our fourth grade students are
able to read independently at grade level with ease.

Mathematics is evaluated on the I.T.B.S. using two multiple-choice tests
including Mathematic Concepts/Estimation and Problem Solving/Data
Interpretation. The Mathematic Concepts/Estimation test includes
questions in number properties and operation, algebra, geometry,
measurement, probability and statistics, and estimation. The Problem
Solving/Data Interpretation test involves solving single-step problems,
multiple-step problems, problems that require varied approaches and
procedures, reading graphs and tables and observing relationships
amongst data and data trends. Again, in order to be considered
proficient using this assessment, students must score at a National
Percentile Ranking (NPR) of 40% or above. The lowest NPR in mathematics
for our grade four students was 64%. Eighty two percent of our fourth
graders had NPR's in the 64%-89% range and 8% had NPR's in the high
proficiency range, 90% and above. Results indicate that our fourth grade
students are able to solve problems and complete mathematical tasks at
levels well above other fourth grade students nationwide.

At fourth grade, students also undergo a second testing battery. Bennett
Elementary administers the Iowa Collaborative Assessment Modules. This
testing program was developed and piloted statewide and contains
open-ended questions for reading, and mathematics problem solving
scenarios that require students to formulate thorough written solutions.
Results for our students on this second assessment confirm the results
of the Iowa Tests of Basic Skills.

[2.]{.underline}

When results from the I.T.B.S. are received, they are evaluated to
categorize students into three categories, above proficient, proficient
and below proficient. When the staff has this information, they further
analyze the testing results using item analysis to determine the areas
of strengths and areas needing improvement. Teachers are then aware of
specific areas where a whole class or individual students are in need of
further instruction.

In addition, students are given a series of assessments in kindergarten
through third grade as part of our Early Literacy Program. When
individual students are identified to be in need of assistance, they
receive additional instruction through our Reading Recovery or Title I
Reading programs. Using the results of the Early Literacy assessments,
teachers match students with phonemic and literature skill boxes to be
utilized at home with an adult. Teachers also offer summer tutoring for
students who are in need of additional assistance. This tutoring helps
children retain reading skills over the summer break.

### 3. 

Bennett Elementary communicates to students and parents often through
the use of many mediums. Every student in the school takes home a
Wednesday Communication Envelope. Teachers include weekly grades, test
scores, and notes to parents to keep them informed of student progress.
Students in grades 3-6 use daily assignment books, not only for students
to record homework, but also to communicate to parents about student
performance. Parents in turn are able to respond to those comments.
Parents and teachers also use technology to communicate with each other.
E-mails, phone calls, and the use of the school web site help students,
parents, and teachers keep in close contact. Information from the
Superintendent's Advisory Committee is also shared on the web site.
Parent-Teacher Conferences are held at the end of the first and third
quarters to go over student progress in detail. Teachers use skill
specific checklists to show what the students have mastered in detail.

Teachers find it valuable to maintain comprehensive communication
regarding our I.T.B.S. testing program as well. Teachers prepare
line/bar graphs prior to testing each year that show each individual
student's results from all previous years. Teachers hold conferences
with individual students concerning their I.T.B.S. results and set goals
for the upcoming testing periods. Students then share those goals with
parents. After testing, the new data are added to the graphs. Students,
teachers and parents meet again to share the progress each student has
made toward their goals.

Early Literacy testing results are examined and used to adjust teaching
practices. The results are also communicated frequently to parents
throughout the school year. In grades K and 1, students are assessed at
the beginning of the school year and at the end of each quarter on
readiness and beginning reading skills. In grades 2 and 3, assessment is
done at the beginning of the school year and at the end of each semester
on more complex reading skills.

Student achievement data are shared with the community through two
sources. The Superintendent's Advisory Committee consists of parents,
students, board members, and general community members. The committee
meets four times a year for the purpose of reviewing student data,
graduation rates, dropout rates, results of district surveys and goal
setting to assist the Board of Education in decision-making. The second
source of conveying student performance is by means of our monthly
newsletter, which is distributed to all patrons of the district.
Articles written by the Superintendent/Elementary Principal give
detailed information about class results. More specific results are also
available by request for all patrons to read in the Superintendent's
Annual Report.

[4.]{.underline}

Bennett Elementary School will share its successes with other schools by
several means. Word in a small town travels fast especially when it
concerns something so positive. We are proud of our school and want to
share our successes with others. 

Mr. Corrick, our elementary principal and superintendent, has already
made an announcement of the honor in front of the elementary students,
parents, and other relatives at a music program. Some of those relatives
were from surrounding communities and helped to spread the news
verbally.

News of this honor has been printed in the Bennett Community School
monthly newsletter. All patrons of the district receive one of these
newsletters and 480 newsletters are distributed monthly. The Quad City
Times will publish an article about Bennett Elementary School being
chosen as a Blue Ribbon School. That paper\'s audience includes
subscribers throughout eastern Iowa and western Illinois. An article has
appeared in the Tipton Conservative, which reaches people in our
county.  Other neighboring community newspapers such as the North Scott
Press and the Durant-Wilton Advocate have already published news about
our nomination for this award. It is our hope that local television
stations may also highlight our achievement after they become aware of
it in print.

In order to further increase the chance of others reading about this
honor, we will submit an article to the Area Education Agency's
publication, [The Communicator,]{.underline} for other AEA 9 teachers to
view. Also, several Bennett teachers are involved in study groups at the
AEA and will share this information in those groups.

Finally, our name was published in the School Leaders of Iowa in the
January 2004 newsletter published by the Bureau of Administration and
School Improvement Services, Iowa Department of Education.
Superintendents and principals from all over Iowa will see our name
listed as a Blue Ribbon School in this publication.

# Part V

[1.]{.underline}

The Bennett Elementary Language Arts curriculum in grades K-3 focuses on
the development and usage of beginning reading, writing, speaking,
listening, and spelling skills through a balanced literacy approach.
Phonetic and structural analysis skills are taught with the aide of the
D.C. Heath reading series. All students are actively engaged in language
arts activities through the use of thematic units, centers,
computer-based programs, small or large group instruction, journaling,
read alouds, and independent reading activities. The Language Arts
curriculum in grades 4-6 is literature based. Students read grade
appropriate novels focused on a common theme. They complete vocabulary
activities and comprehension and writing extensions to demonstrate their
understanding of the concepts of the novels and how they relate to their
own lives.

Our Math curriculum is a flexible program based on our district's
standards to respond to a diverse community of math learners. Using
Houghton-Mifflin's [Math Central]{.underline} and [The Mathematics
Experience]{.underline} textbook series, our students learn math from
real-life situations and hands-on activities. Content and instruction
are sequenced from concrete to connecting to symbolic stages with
activity-based or student-guided lessons. Students receive ongoing
practice and review of number sense, operations, patterning, and
functions of numbers. We challenge students to interact mathematically
using mental math, estimating, problem solving, statistics, probability,
reasoning, communication, algebraic reasoning, geometry, and
measurement. This is accomplished through the use of centers, thematic
units, computer programs, discussions, charts, diagrams, graphs, and
cooperative learning activities.

The Science curriculum is centered around four major strands of Life
Science, Physical Science, Earth Science, and Nature of Science, which
focuses on scientific method and safety. The Houghton-Mifflin [Discovery
Works Science]{.underline} series is the core of developmentally
appropriate topics that are taught at each grade level. Through
experimentation, discussions, hands-on projects, demonstrations, and the
use of graphic organizers, students develop their critical thinking,
scientific reasoning, and science processing skills. Reading and Math
skills are also integrated into our Science curriculum when using data
for measuring, patterning, and graphing to classify, compare, contrast,
and predict scientific information.

Our Social Studies curriculum focuses on how the child interacts with
his/her world with the help of the D.C. Heath textbooks series. In the
primary grades, students learn about relationships first in families,
then neighbors, and finally in various kinds of rural and city
communities. The curriculum then expands to states, regions, nations,
and neighboring countries in the intermediate grades. We also include
supplementary units in our curriculum to help our students become more
aware of Iowa History in Grade 6. At all levels, geography, economics,
history, sociology, anthropology, and government/citizenship skills are
integrated into the units to show the students how all aspects of Social
Studies can be found in their lives. Field trips, Iowa Communications
Network sessions, speakers, projects, reenactments, videos, role
playing, graphic organizers, and research (both print and internet)
opportunities are ways we engage students in this curricular strand.

Bennett Elementary students are educated in the visual arts through art
history, art vocabulary, and direct experiences with art media (paper,
pencil, crayons, colored pencils, clay, etc). They develop skills that
enable them to communicate personal ideas, images, and feelings in
visual form. Students are also educated in the fine arts through music
history, music appreciation and music performance. These skills are
attained through singing, playing classroom instruments, listening to a
variety of musical compositions and learning the basic musical concepts.
These experiences are cross-curricular and help the students to grow
academically as well as musically. The Physical Education curriculum
deals specifically with enhancing the child's movement abilities in a
wide variety of loco-motor, manipulative, and stability activities. The
program also makes positive contributions to the development of fitness,
perceptual-motor efficiency, social-emotional growth, improved academic
understandings, and positive use of leisure time of the child. Students
also receive foreign language exposure in all elementary grades. Our
Spanish teacher focuses instruction on vocabulary and phrase development
as well as learning about Hispanic cultures of South America and Europe.
Students are engaged through stories, songs, games, videos, and
artifacts.

[2.]{.underline}

All children arrive at the schoolhouse steps with varying reading
exposure levels and pre-reading skills. Those same children require
different teaching methodology to become proficient readers. For that
reason, the reading curriculum at Bennett Elementary School integrates a
variety of developmentally appropriate practices.

At the primary levels, students are introduced to beginning phonetic
awareness skills. Students expand their new reading skills by being
exposed to a variety of literature. Guided reading, skills instruction,
and writing form the core of the lower elementary reading curriculum.
Thematic units, music, and poetry are integrated within. Students spend
time using technology to reinforce skills taught in the classroom
through the use of IBM's [Writing to Read 2000]{.underline} in grades
K-1. Students in grades 1-4 use the Scholastic [Reading
Counts]{.underline} comprehension program. Independent and read aloud
activities are also key components of the reading curriculum that build
into the intermediate grades.

Students are introduced to novel-based instruction in second grade,
which carries through to 6^th^ grade students. Students read, respond to
questions, study vocabulary, create extensions through personal
experience, and complete special projects. Literature is also presented
in themes either related to student interest or content area subjects.

[3.]{.underline}

*All students will learn, be safe, be good citizens, and have a feeling
of self-worth. The family is the foundation for the development of the
individual*. In order to create a school climate in which that mission
can be achieved, students have received direct instruction in aspects of
positive character. Through our character education program we have been
able to create an environment where students feel safe and possess the
traits of good citizens.

Our students have been able to achieve at such high levels because our
school has been the recipient of special grant funding from the Success4
program over the past five years. The Success4 team has worked to
develop a usable character education curriculum and has designed
programming to ensure a positive learning climate for all students.
Grant monies have funded the writing and implementation of curriculum
activities that support the six pillars of character as defined by the
Character Counts program. Students are monitored for exhibiting positive
character traits and are rewarded in various formats on a routine basis.
Reward programs have been successful because of our small school
setting. Students who are successful, not only with displaying positive
character, but also academically, have participated in pizza parties,
bowling trips, and movies.

To help involve our students' families in this aspect of their child's
education, we have held family nights where guest performers make
presentations that help motivate all students to be people of good
character. Parents and teachers team up to hold an annual carnival where
students spend tickets earned through academic achievement and positive
behavior. Our Success4 program provides motivation and instruction so
that the climate of our school is conducive to learning and provides
support for all children and their social and emotional needs.

[4.]{.underline}

Bennett Elementary School uses several different instructional methods
throughout the school to enhance student learning. Teachers utilize
large and small group cooperative learning activities as well as
one-on-one instruction and conferencing. Multi-grade peer learning is
also used for many projects or thematic units. The school conducts a
Pre-Kindergarten Summer Readiness Program to prepare students entering
kindergarten. We also offer summer school programs and after-school
tutoring for those needing extra help or review of skills.

Technology is integrated into our instructional methods through the use
of our Iowa Communication Network room. We also have an Apple Computer
Mobile Lab with lap top computers to further enhance learning within the
classrooms.

Students experiencing difficulty learning to read in first grade are
placed in a research-based Reading Recovery program. The program runs
approximately 12-20 weeks for each student. Each student receives 30
minutes of individual reading instruction daily. The program has great
success helping these students better understand beginning reading
concepts. At other grade levels supplemental remedial reading and math
review are offered through the Title I program, which is based on each
individual student's needs.

[5.]{.underline}

Bennett Elementary School\'s professional development program involves
many aspects to improve student learning. Teachers meet at in-service
before the school year begins to review the previous years\'
standardized test results. Each class is divided into 3 categories
according to testing results: above proficient, proficient, and below
proficient. Teachers make plans for the upcoming year by flagging
students who will need additional help or students who will need to be
challenged.

Our Early Literacy Team, made up of K-3 teachers, has developed district
early literacy assessments for the primary grades. These assessments
show areas of students\' strengths and weaknesses with beginning reading
concepts. Teachers are then able to adjust their teaching to focus on
these areas in the classroom, after school with tutoring, or with the
use of the home skills boxes. Skills boxes focusing on readiness and
beginning reading skills have been developed in this program for
individualized instruction with parental support at home. After the
skill boxes are used at home between parent and child, the child is then
checked again for better understanding before progressing to another
skill in need of review. We plan to develop similar assessments and
skill boxes for grades 4-6 to continue to measure student growth as an
alternative assessment tool in the coming years.  

A K-6 math improvement study group has been meeting this year to explore
research- based teaching strategies and how to more completely infuse
the NCTM Standards into our curriculum. The study team relies on the
National Council of the Teachers of Mathematics publication [Principles
and Standards for School Mathematics]{.underline} as the springboard for
these meetings. After completing assigned reading in the text, teachers
reflect upon teaching practices identified in the reading. They evaluate
what they are already doing and look at what changes could be made to
improve learning for all students. Teachers share these strategies with
their teammates in the meeting and through a professional journal.

Our staff also takes advantages of professional development offerings
through our regional Area Education Agency. Teams of teachers from our
building have participated in special reading and math initiatives at
the AEA. They then bring that knowledge back and share it with all
teachers at in-service meetings. The Title I teacher attends many
Reading Recovery ongoing professional development meetings throughout
the year. These meetings assure that the teacher is up-to-date on best
practices in the Reading Recovery field to improve student learning.

**APPENDIX A \-- DATA CHART 1**

Bennett Elementary School

Grades 2-6 Reading and Math Scores

Iowa Tests of Basic Skills -- Testing Month February

**READING** **MATH**

<table>
<colgroup>
<col style="width: 36%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 2%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td><h1 id="scores-grade-2">Scores Grade 2</h1></td>
<td><p>2002-</p>
<p>2003</p></td>
<td><p>2001-</p>
<p>2002</p></td>
<td><p>2000-</p>
<p>2001</p></td>
<td><p>1999-</p>
<p>2000</p></td>
<td></td>
<td><p>2002-</p>
<p>2003</p></td>
<td><p>2001-</p>
<p>2002</p></td>
<td><p>2000-</p>
<p>2001</p></td>
<td><p>1999-</p>
<p>2000</p></td>
</tr>
<tr class="even">
<td>Total – Percent of Students</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>At or above State Proficiency</td>
<td>78</td>
<td>90</td>
<td>85</td>
<td>85</td>
<td></td>
<td>100</td>
<td>84</td>
<td>85</td>
<td>60</td>
</tr>
<tr class="even">
<td>At or above High Proficiency</td>
<td>45</td>
<td>16</td>
<td>8</td>
<td>0</td>
<td></td>
<td>33</td>
<td>5</td>
<td>16</td>
<td>0</td>
</tr>
<tr class="odd">
<td>Below Proficient</td>
<td>22</td>
<td>10</td>
<td>15</td>
<td>15</td>
<td></td>
<td>0</td>
<td>16</td>
<td>15</td>
<td>40</td>
</tr>
<tr class="even">
<td>Number of Students Tested</td>
<td>9</td>
<td>19</td>
<td>13</td>
<td>20</td>
<td></td>
<td>9</td>
<td>19</td>
<td>13</td>
<td>20</td>
</tr>
<tr class="odd">
<td>% of total students tested</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td></td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>Number of Students Excluded</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td></td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
<tr class="odd">
<td>% of Students Excluded</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td></td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
</tbody>
</table>

**READING** **MATH**

<table>
<colgroup>
<col style="width: 36%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 2%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td><h1 id="scores-grade-3">Scores Grade 3</h1></td>
<td><p>2002-</p>
<p>2003</p></td>
<td><p>2001-</p>
<p>2002</p></td>
<td><p>2000-</p>
<p>2001</p></td>
<td><p>1999-</p>
<p>2000</p></td>
<td></td>
<td><p>2002-</p>
<p>2003</p></td>
<td><p>2001-</p>
<p>2002</p></td>
<td><p>2000-</p>
<p>2001</p></td>
<td><p>1999-</p>
<p>2000</p></td>
</tr>
<tr class="even">
<td>Total – Percent of Students</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>At or above State Proficiency</td>
<td>100</td>
<td>73</td>
<td>85</td>
<td>65</td>
<td></td>
<td>94</td>
<td>91</td>
<td>75</td>
<td>83</td>
</tr>
<tr class="even">
<td>At or above High Proficiency</td>
<td>11</td>
<td>9</td>
<td>5</td>
<td>0</td>
<td></td>
<td>0</td>
<td>18</td>
<td>5</td>
<td>24</td>
</tr>
<tr class="odd">
<td>Below Proficient</td>
<td>0</td>
<td>27</td>
<td>15</td>
<td>35</td>
<td></td>
<td>6</td>
<td>9</td>
<td>25</td>
<td>17</td>
</tr>
<tr class="even">
<td>Number of Students Tested</td>
<td>18</td>
<td>11</td>
<td>20</td>
<td>17</td>
<td></td>
<td>18</td>
<td>11</td>
<td>20</td>
<td>17</td>
</tr>
<tr class="odd">
<td>% of total students tested</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td></td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>Number of Students Excluded</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td></td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
<tr class="odd">
<td>% of Students Excluded</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td></td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
</tbody>
</table>

**READING** **MATH**

<table>
<colgroup>
<col style="width: 36%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 2%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td><h1 id="scores-grade-4">Scores Grade 4</h1></td>
<td><p>2002-</p>
<p>2003</p></td>
<td><p>2001-</p>
<p>2002</p></td>
<td><p>2000-</p>
<p>2001</p></td>
<td><p>1999-</p>
<p>2000</p></td>
<td></td>
<td><p>2002-</p>
<p>2003</p></td>
<td><p>2001-</p>
<p>2002</p></td>
<td><p>2000-</p>
<p>2001</p></td>
<td><p>1999-</p>
<p>2000</p></td>
</tr>
<tr class="even">
<td>Total – Percent of Students</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>At or above State Proficiency</td>
<td>100</td>
<td>100</td>
<td>77</td>
<td>65</td>
<td></td>
<td>100</td>
<td>90</td>
<td>77</td>
<td>71</td>
</tr>
<tr class="even">
<td>At or above High Proficiency</td>
<td>55</td>
<td>5</td>
<td>12</td>
<td>18</td>
<td></td>
<td>18</td>
<td>16</td>
<td>11</td>
<td>18</td>
</tr>
<tr class="odd">
<td>Below Proficient</td>
<td>0</td>
<td>0</td>
<td>23</td>
<td>35</td>
<td></td>
<td>0</td>
<td>10</td>
<td>23</td>
<td>29</td>
</tr>
<tr class="even">
<td>Number of Students Tested</td>
<td>11</td>
<td>19</td>
<td>17</td>
<td>17</td>
<td></td>
<td>11</td>
<td>19</td>
<td>17</td>
<td>17</td>
</tr>
<tr class="odd">
<td>% of total students tested</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td></td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>Number of Students Excluded</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td></td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
<tr class="odd">
<td>% of Students Excluded</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td></td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
</tbody>
</table>

**READING** **MATH**

<table>
<colgroup>
<col style="width: 36%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 2%" />
<col style="width: 8%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td><h1 id="scores-grade-5">Scores Grade 5</h1></td>
<td><p>2002-</p>
<p>2003</p></td>
<td><p>2001-</p>
<p>2002</p></td>
<td><p>2000-</p>
<p>2001</p></td>
<td><p>1999-</p>
<p>2000</p></td>
<td></td>
<td><p>2002-</p>
<p>2003</p></td>
<td><p>2001-</p>
<p>2002</p></td>
<td><p>2000-</p>
<p>2001</p></td>
<td><p>1999-</p>
<p>2000</p></td>
</tr>
<tr class="even">
<td>Total – Percent of Students</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>At or above State Proficiency</td>
<td>100</td>
<td>100</td>
<td>63</td>
<td>71</td>
<td></td>
<td>69</td>
<td>82</td>
<td>51</td>
<td>67</td>
</tr>
<tr class="even">
<td>At or above High Proficiency</td>
<td>0</td>
<td>0</td>
<td>19</td>
<td>0</td>
<td></td>
<td>19</td>
<td>18</td>
<td>13</td>
<td>10</td>
</tr>
<tr class="odd">
<td>Below Proficient</td>
<td>0</td>
<td>0</td>
<td>37</td>
<td>29</td>
<td></td>
<td>31</td>
<td>18</td>
<td>49</td>
<td>33</td>
</tr>
<tr class="even">
<td>Number of Students Tested</td>
<td>16</td>
<td>17</td>
<td>16</td>
<td>21</td>
<td></td>
<td>16</td>
<td>17</td>
<td>16</td>
<td>21</td>
</tr>
<tr class="odd">
<td>% of total students tested</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td></td>
<td>100%</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>Number of Students Excluded</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td></td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
<tr class="odd">
<td>% of Students Excluded</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td></td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
</tbody>
</table>

**READING** **MATH**

<table>
<colgroup>
<col style="width: 36%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 2%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td><h1 id="scores-grade-6">Scores Grade 6</h1></td>
<td><p>2002-</p>
<p>2003</p></td>
<td><p>2001-</p>
<p>2002</p></td>
<td><p>2000-</p>
<p>2001</p></td>
<td><p>1999-</p>
<p>2000</p></td>
<td></td>
<td><p>2002-</p>
<p>2003</p></td>
<td><p>2001-</p>
<p>2002</p></td>
<td><p>2000-</p>
<p>2001</p></td>
<td><p>1999-</p>
<p>2000</p></td>
</tr>
<tr class="even">
<td>Total – Percent of Students</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>At or above State Proficiency</td>
<td>80</td>
<td>75</td>
<td>74</td>
<td>71</td>
<td></td>
<td>93</td>
<td>88</td>
<td>79</td>
<td>64</td>
</tr>
<tr class="even">
<td>At or above High Proficiency</td>
<td>13</td>
<td>19</td>
<td>0</td>
<td>7</td>
<td></td>
<td>20</td>
<td>13</td>
<td>11</td>
<td>21</td>
</tr>
<tr class="odd">
<td>Below Proficient</td>
<td>20</td>
<td>25</td>
<td>26</td>
<td>29</td>
<td></td>
<td>7</td>
<td>12</td>
<td>21</td>
<td>36</td>
</tr>
<tr class="even">
<td>Number of Students Tested</td>
<td>15</td>
<td>16</td>
<td>19</td>
<td>14</td>
<td></td>
<td>15</td>
<td>16</td>
<td>19</td>
<td>14</td>
</tr>
<tr class="odd">
<td>% of total students tested</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td></td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>Number of Students Excluded</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td></td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
<tr class="odd">
<td>% of Students Excluded</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td></td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
</tbody>
</table>

The Bennett Elementary School gives the Iowa Tests of Basic Skills
(I.T.B.S.) annually, to every student in grades 2-6. The I.T.B.S. tests
are a standardized norm referenced test given to students across the
state of Iowa. The above data shows four years of results for fourth
grade students for reading comprehension and mathematic concepts. The
state of Iowa requires school districts to report out to patrons and to
the Department of Education the percentage of students in grade four
that are above proficient, proficient and below proficient in reading
and mathematics. Students who score on the I.T.B.S. at a proficient
level are able to function independently in the classroom on daily
assignments in the areas of reading and mathematics.

The three proficiency areas: above proficient, proficient and below
proficient are defined by using each student's National Percentile Rank
score. Above proficient students have NPR scores between 90% and 99%.
Proficient students' NPRs are between 40% and 89% and students whose
scores are considered below proficient have a NPR below 40%.

In reading, the Bennett fourth graders were 100% proficient for the past
two years. This grade level showed consistent growth in the number of
students proficient in the past four years of testing. In 2002-2003 the
state of Iowa only required schools to report fourth grade scores for
reading and math. Therefore the state only makes available state
averages for comparison at the fourth grade level. Below is a four-year
comparison of the percentage of fourth grade students proficient in the
state of Iowa and the percentage of students who score in the proficient
band at Bennett School.

## 4^th^ Grade Reading \-- DATA CHART 2

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

  State Proficiency Average 75%         69%         68%         69%

  Local Proficiency Average 100%        100%        76%         65%
  ------------------------- ----------- ----------- ----------- -----------

In mathematics the Iowa Tests of Basic Skills are given to all fourth
graders to assess student achievement levels. Proficiency groups are
identified in the same manner as they are for reading. As clearly
outlined in DATA CHART 1, Bennett fourth graders scored 100% proficient
during the 2002-2003 testing year. Our results again show consistent
growth in the number of students proficient over the past four years of
testing. Below is the state to local proficiency comparison for
mathematics.

## 4^th^ Grade Math \-- DATA CHART 3

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

  State Proficiency Average 75%         72%         71%         69%

  Local Proficiency Average 100%        80%         76%         71%
  ------------------------- ----------- ----------- ----------- -----------

Bennett Elementary School's proficiency rates in reading comprehension
and mathematic concepts are among the highest in the state of Iowa.
These results show that the education revolution promised by the No
Child Left Behind legislation has already begun at Bennett Elementary
School.