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

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

**Cover Sheet**

Name of Principal: Mrs. Sara Hanebutt

Official School Name: Medora Elementary School

School Mailing Address: 124 South Elm Street

Medora, IL 62063-0178

Tel. [( 618 ) 729-3231]{.underline} Fax [( 618 ) 729-4531]{.underline}

Website/URL [WWW.Piasabirds.net]{.underline} Email
[SHANEBUTT@PIASABIRDS.NET]{.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: March 26, 2003

(Principal's Signature)

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

Name of Superintendent: Dr. Daniel Clasby

District Name [Southwestern School District]{.underline} Tel. [( 618 )
729-3221]{.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: March 26, 2003

(Superintendent's Signature)

Name of School Board David Hartman

President/Chairperson :

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: March 26, 2003

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

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

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

1\. Number of schools in the district: 4 Elementary schools

1 Middle schools

0 Junior high schools

1 High schools

6 TOTAL

2\. District Per Pupil Expenditure: \$3,849

Average State Per Pupil Expenditure: \$4,667

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

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

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

4\. [1 Year]{.underline} Number of years the principal has been in
her/his position at this school.

[3 years]{.underline} 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**       15        10                     **25**       **7**                             

  **1**       12        11                     **23**       **8**                             

  **2**       10        11                     **21**       **9**                             

  **3**       7         8                      **15**       **10**                            

  **4**       11        12                     **23**       **11**                            

  **5**       12        16                     **28**       **12**                            

  **6**       12        14                     26           Other                             

                                    **TOTAL                                                   161
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [100]{.underline} % White

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

[0]{.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: [8.7
%]{.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 4
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 10
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        14
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    161
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0869565
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    8.695
              100                                
  ----------- ---------------------------------- ------------------------

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

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

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

Specify languages: English

9\. Students eligible for free/reduced-priced meals: [39 %]{.underline}

[63]{.underline} Total Number Students Who Qualify

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

10\. Students receiving special education services: [16]{.underline} %

[25]{.underline} Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

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

\_\_\_\_Deafness \_2\_ Other Health Impaired

\_\_\_\_Deaf-Blindness \_8\_ Specific Learning Disability

\_\_\_\_Hearing Impairment \_15\_ Speech or Language Impairment

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

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

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

    **Number of Staff**

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

Administrator(s) 1 0

Classroom teachers 7 1

Special resource teachers/specialists 2 8

Paraprofessionals 3 1

> Support staff 3 2
>
> Total number **16** **12**

12\. Student-"classroom teacher" ratio: 23:1

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

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

  Daily student attendance 96.2%       95.6%       95.5%       95.8%       95.8%

  Daily teacher attendance 97%         98%         97%         97%         98%

  Teacher turnover rate    0%          0%          0%          0%          0%

  Student dropout rate     \-          \-          \-          \-          \-

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

**[PART III ‑ SUMMARY]{.underline}**

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

Medora Elementary is located in Medora, Illinois. The village of Medora
is a small rural area with a population of 450 people located 15 miles
north of Alton, Illinois. Medora Elementary is a part of the
Southwestern Consolidated Unit School District #9. The district services
a 175 square mile area, primarily in Macoupin and Jersey Counties. The
district has approximately 1900 students, with 175 of these students at
Medora Elementary School grades pre-kindergarten through 6^th^.

There are four elementary schools in our district that serves several
small rural communities. The school district is the main employer in the
area. Children from the towns of Fidelity, Summerville, Piasa, Kempher
and Medora attend the Medora Elementary School. This pre-k through 6^th^
grade center has 39% of its students on free or reduced lunch and an
8.7% mobility rate. Along with our high percentage of students on free
or reduced lunch, we additionally have 23% more of our students that we
feel come from disadvantaged backgrounds. These students currently
receive special education services, Title 1 services, or have qualified
to participate in our at-risk pre-kindergarten program. The lack of
interest towards academia is apparent within the homes of many of the
Medora students. Many of the students face the typical problems that
come hand in hand with poverty stricken home environments, such as poor
hygiene, neglect, and living with parents who abuse drugs and alcohol.
Many of these families do not participate in school events or activities
and apathy and negative attitudes exist towards the school.

The mission statement at Medora Elementary is that we, the staff at
Medora Elementary, along with the community; strive to create a positive
environment that encourages life-long learning, tolerance, respect and
responsibility. We believe that all children can learn. We believe that
children learn in different ways at their own pace. We believe that
children should be responsible in all aspects. We believe that children
should take risks and not be afraid to make mistakes and we believe
learning from mistakes is a natural process and a valuable tool. We
believe in providing a safe environment that is conducive to academic,
social and emotional growth of all children. We believe the education of
our children should reflect current times and use past experiences to
help guide us to a successful future.

The teachers at Medora continuously attempt to get parents to take an
active interest in the school. Students who are considered "at-risk" in
language arts and math are listed as high priorities in our plans to
improve our school. As a team, the teachers work on language arts and
math areas specifically. Our evening and summer programs reflect a focus
on language and reading for at-risk children. The certified teachers and
assistants have worked with students through a tutoring program to
provide these children academic support services they otherwise would
not have had. The community is drawn into the school through programs
such as Technology Night, our Summer Library Program, classroom events,
Family Reading Night, Science Night and our Young Author Celebration.
These evening activities supplement the communication efforts between
the families and the school. The interaction between the community and
the staff during these events offer positive relationships that grow and
build a stronger support base for the children.

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

1.  **The school must show assessment results in reading and mathematics
    for at least the last three years using the criteria determined by
    the CSSO for the state accountability system.**

The attached Data Display Tables show the academic performance for the
students at Medora Elementary School during the past 5 years. In the
state of Illinois, 3^rd^ and 5^th^ graders are tested in both the areas
of math and reading. For the past for years, our students have taken the
ISAT test (Illinois Standards Achievement Test). During the 1997-1998
school year, the students took the IGAP (Illinois Goal Assessment
Program) test. During that year, 3^rd^ and 6^th^ graders were assessed
in math and reading.

Throughout the years, the state of Illinois has collected data from
several subgroups. On the Data Display Tables, there are areas marked
INA (information not available). For those areas, data was not collected
and calculated during those years.

The state assessments are designed to measure students' progress in
mastering the Illinois Learning Standards. These Standards, adopted in
1997, express what Illinois students should know and be able to do. The
Illinois Standards Achievement Test (ISAT) was launched to measure
student achievement of the Illinois Learning Standards. The Illinois
Standards Achievement Test is administered to students in grades 3, 4,
5, 7, and 8. For students with disabilities whose Individualized
Education Programs (IEP's) indicate that participation in the ISAT would
not be appropriate, the Illinois Alternate Assessment (IAA) measures
progress toward achievement of the Standards through a portfolio
process.

The following tables show the percentages of Medora Elementary students
in each of four performance levels. Due to rounding, the sum of the
percents in the four performance levels may not always equal 100. The
percentage for the grade level as a state is also shown.

**Exceeds State Standards:** Student work demonstrates advanced
knowledge and skills in the subject. Students creatively apply knowledge
and skills to solve problems and evaluate the results.

**Meets State Standards:** Student work demonstrates proficient
knowledge and skills in the subject. Students creatively apply knowledge
and skills to solve problems and evaluate the results.

**Below State Standards:** Student work demonstrates basic knowledge and
skills in the subject. However, because of gaps in learning, students
apply knowledge and skills in limited ways.

**Academic Warning:** Student work demonstrates limited knowledge and
skills in the subject. Because of major gaps in learning, students apply
knowledge and skills ineffectively.

**Show in one-half page how the school uses assessment data to
understand and improve student and school performance.**

Teachers and administrators use assessment data to improve instruction
and modify school policies and practices. This thorough analysis has
resulted in changes to curriculum, programming, and assessment
procedures.

Upon receiving results from standardized and state tests as well as
internal and external reviews, teachers and administrators at Medora
Elementary prioritized the needs of the student population. We collected
and analyzed data and prepared a report with the priorities ranked in
order of importance. Five priorities were identified. These included: 1)
at-risk students, 2) alignment of the Illinois School Improvement Plan
and curriculum to match Illinois Learning Standards, 3) language arts
(reading and writing), 4) opportunities for challenging curriculum to
Gifted children, and 5) fifth grade math. Resources to support these
priority areas were listed and implemented into the curriculum.
Timelines were established in our Integrated Action Plan.

In order to incorporate technology into the math curriculum, teachers
met on a Saturday in December to explore and familiarize themselves with
math software. Teachers also met with a writing consultant, Phyllis
Hostmeyer, to develop writing strategies for grades 2 -- 6. Teachers at
Medora Elementary are committed to developing themselves as
professionals.

2.  **Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students and the
    community.**

Assessment data from the state testing programs as well as Stanford
Achievement Test (SAT) are presented to the community at school board
meetings and at one of the several School Improvement Committee meetings
held each year. We send home results with written explanation of how to
read and interpret the data. State test results are also published in
several community newspapers. During parent conferences, teachers review
available standardized test data and local assessment data with the
parents and discuss how to use the data to support their child's
academic growth.

Teachers share ongoing assessments with students through individual
conferences, mid-quarter grade reports, and quarterly report cards.
Parents are presented with the school report card at the October STAPLE
Club meeting (Parent Teacher Club). Student achievements are shared
through articles published in the local newspapers and school
newsletters. Award winners recognized include recipients of: Honor Roll,
Magnificent Reader, Rainbow Math, Presidential Physical Fitness, Science
Fair, Perfect Attendance, Presidential Excellence and Achievement Award
and Young Authors.

The community is invited and encouraged to attend functions that promote
lifelong learning for the children of Medora. Family Reading Night,
Technology Night, Science Fair Display Night, Fine Arts Festival, Talent
Show, Young Author Celebration, and Winter Musical, along with classroom
activities, bring the school and community together.

3.  **Describe in one-half page how the school will share its successes
    with other schools.**

In the event our school wins this award, we would be excited to share
our successes with other local or state schools in the following manner.
We will generate information through such media as the Internet, union
and regional newsletters, county and local newspaper articles, and radio
or television broadcasts. We will encourage visits and observations from
other elementary schools. We will share our knowledge and successes with
Education Departments at institutions of higher learning- Southern
Illinois University of Edwardsville, Blackburn College, McKendree
College, Greenville College, Pricipia College, Millikin University,
Illinois College, University of Illinois at Springfield and Lewis and
Clark Junior College. We will share our successful strategies by
partnering with the Regional Office of Education to expose our unique
programs. We would also be willing to visit other schools and council
with other educators.

It would be a great honor to receive this award. We are proud of Medora
Elementary School students and are willing to share their successes with
other schools.

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

1.  **Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.**

Medora Elementary School's curriculum focuses on traditional learning
areas. High standards are held for students in all of the following
disciplines.

Language Arts (reading, writing, English and thinking skills): A basal
reading series is used in kindergarten through sixth grade. Along with
the series, teachers use other resources to engage students in the
Language Arts process. Students read leveled literature books and check
their mastery of the story by completing computer-generated tests. The
Alpha program is utilized in the kindergarten and first grade classrooms
to supplement the basal series and reinforce phonics skills. Students
participate in reading incentive programs that encourage the love of
reading. Literature sets are used school-wide to motivate students to
read literature and apply learned information across the other
curricular areas. Writing instruction commences in kindergarten, and
layers in complexity through the years to address the needs of writing
in the narrative, expository and persuasive styles.

Math: Our curriculum utilizes four components to enhance the study of
mathematics. Teaching practices employ the use of manipulatives,
cooperative group work, problem solving approaches and the use of
technology. The second facet of math is problem solving utilizing word
problems, everyday problems, problem solving strategies, open-ended
problems and investigations. Math is used as communication and as a
reasoning tool. Our curriculum addresses these components through a
standard math series as well as outside resource materials such as
Rainbow Math, Problem of the Day and Math Journals.

Social Studies and Science: To ensure that students are exposed to a
curriculum rich in content and built on inquiry, teachers supplement the
textbook with guest speakers, Weekly Reader newspapers, fieldtrips,
hands-on learning, experiments and related projects (ex: Science Fair).
The needs of our gifted students are met through a pull-out TAG
(Talented and Gifted) program with an emphasis on social science. Our
curriculum is aligned with the Illinois Learning Standards to ensure
that students are exposed to all elements of science and the social
sciences.

Art and Music: Students receive fine art instruction once a week from
certified art and music teachers. Creative artwork is prominently
displayed throughout the building and in business and government
locations within Medora. Art and music are also integrated in the
curriculum with exposure to materials, cultures and history. Music
programs are performed for the community throughout the year and we host
an art fair at the end of the school year.

Physical Education and Health: A certified PE teacher provides two class
periods of instruction each week. Classroom teachers, following the PE
curriculum, provide additional PE instruction. The community is heavily
involved in our Physical Education program by integrating the Jump Rope
for Heart Program, Little Bird Basketball, Little Bird Cheerleaders,
County Wide Hoop Shoots and Bike Safety Programs.

2.  **(Elementary Schools) Describe in one-half page the school's
    reading curriculum, including a description of why the school chose
    this particular approach to reading.**

The reading curriculum at Medora Elementary promotes effective,
voluntary, self-motivated, lifelong reading. Our program is balanced
with a combination of Best Practices in Reading. Guided by the
recommendation of [Best Practices, Second]{.underline}
[Edition]{.underline} by Zemelman, Daniels, and Hyde, Heinmann,
Portsmith, NH, l998, our curriculum approaches reading via the following
methods:

[Best Practices in Reading:]{.underline}

[Teachers at every level apply them in a manner appropriate to the
maturity of the learner]{.underline}

-   Reading aloud to students

-   Provide time for independent reading

-   Children's choice of their own reading materials

-   Exposing children to a wide and rich range of literature

-   Teacher modeling and discussing his/her own reading processes

-   Primary instructional emphasis on comprehension

-   Teaching reading as a process:

    -   Use strategies that activate prior knowledge

    -   Help students make and test predictions

    -   Structure help during reading

    -   Provide after reading applications

-   Social, collaborative activities with much discussion and
    interaction

-   Grouping by interest or book choices

-   Silent reading followed by discussion

-   Teaching skills in the context of whole and meaningful literature

-   Writing before and after reading

-   Encouraging inventive spelling

-   Use of reading in content fields (historical literature in Social
    Studies)

-   Evaluation that focuses on higher order thinking processes

-   Measuring success of reading program by students' reading habits,
    attitudes, and comprehension

In conclusion, our reading curriculum forges a link between reading and
student success.

3.  **Describe in one-half page one other curriculum area of the
    school's choice and show how it relates to essential skills and
    knowledge based on the school's mission.**

Our mission statement compels us to challenge all children by holding
high expectations for each child. In order to gain a comprehensive
picture of our instructional program we have implemented administering
the Stanford Achievement Test for students in second through sixth
grades and the Illinois Standards Achievement Test for students in
third, fourth and fifth grades.

Our math curriculum is aligned with the Illinois Learning Standards and
is unified throughout the Southwestern School District. The following
are considered BEST PRACTICES in the mathematics classroom. Teachers at
every level apply them in a manner appropriate to the maturity of the
student.

-   Use of investigations and problem solving as a means and goal of
    instruction

-   Frequent use of open-ended problems

-   Application of mathematical concepts to real-world situations

-   Use of a variety of instructional formats-small groups individual
    explorations, peer instruction, whole class discussions, and project
    work

-   Use of calculators and computers as tools in problem solving and
    investigations

-   Use of physical objects-manipulatives, drawings, measurement tools,
    computer programs-for problem solving and making abstract concepts
    understandable to students

-   Investigations and extensions to discover patterns and formulate
    rules

-   Communication of mathematical ideas, orally and in writing

-   Increased attention to conceptual development and applications, and
    decreased attention to rote learning of number facts and algorithms

-   In the elementary grades, fact families should be taught and
    practiced in the context of patterns, skip counting, manipulatives,
    and games. It can be expected that most students will know addition
    and subtraction facts by the end of second grade, and multiplication
    and division facts by the end of fourth grade.

At Medora Elementary, we pride ourselves in creating students that are
life-long learners. We believe the education of our children should
reflect current times, and use past experiences to help guide them to a
successful future.

4.  **Describe in one-half page the different instructional methods the
    school uses to improve student learning.**

Teachers at Medora Elementary embrace the fact that each child learns
differently and employ a wide variety of instructional methods to meet
the needs of the learner. The following snapshots of instructional
methods provide focus for the learning process.

-   **Integrating language arts** across the curriculum fosters
    literacy.

-   **Discovery learning** allows children to answer questions and
    contributes to a lifelong love of learning.

-   A **thematic approach** organizes subject matter around a unifying
    theme.

-   **Questioning techniques** require higher-level thinking and
    reflection.

-   Material is presented for a variety of **learning styles** to
    accommodate **multiple intelligences**.

-   **Hands-on learning** ensures student learning of new and unfamiliar
    concepts.

-   **Classroom discussion** is emphasized as a powerful tool for
    student and teacher learning.

-   **Cooperative learning** and **brainstorming** are used to maximize
    learning and generate creative thinking.

-   **Student journals** are kept to record academic and personal
    growth.

-   **Advanced organizers** are constructed to apply what students know
    to what they are learning.

-   **Technology** is aimed to enhance meaningful learning.

-   **Modeling** and **demonstrations** are planned to encourage new
    ways of thinking.

-   **Project based learning** creates opportunities for students to
    make the connection between the classroom and the real world.

-   **Simulations** and **games** are designed to motivate and reinforce
    skills.

We believe that children learn in different ways and at their own pace.
Teachers at Medora Elementary employ a variety of these instructional
methods to meet the needs of the learner.

5.  **Describe in one-half page the school's professional development
    program and its impact on improving student achievement.**

Continued professional development programs have effectively enhanced
our students' achievement at Medora Elementary School. The Urban
Education Grant, of 2000-2001 and 2001-2002, allowed our faculty to
attend various grade level conferences and workshops offered throughout
the state. This grant also allowed the Medora teachers the opportunity
to attend meetings with a focus on alignment of the curriculum both
vertically and horizontally to state goals. Further staff development
workshops were provided during the summer months at a district level

Test scores rose in the areas of language arts and math as a direct
result of the professional development of the staff. Teachers utilized
best practices and effective strategies in both areas. Student
portfolios in language arts and math were constructed as assessment
tools. Teachers gained knowledge of technology and brought these skills
into the classroom. Procedures for identifying at-risk students were
implemented and crisis prevention and interventions were instituted.

Our dedicated staff at Medora Elementary strives to create a positive
environment that encourages life-long learning, tolerance, respect, and
responsibility. We acknowledge the importance of ongoing professional
development to achieve these goals.

**[ILLINOIS STANDARDS ACHIEVEMENT TEST RESULTS]{.underline}**

**3^rd^ Grade Reading Test Results**

Medora Elementary School

Medora, IL

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

  Testing month                  April       April       April       April       April

  **NUMBER OF STUDENTS IN GRADE  20          25          29          23          35
  LEVEL TESTED**                                                                 

  Percentage of Students tested  100%        100%        97%         96%         INA
  at grade level                                                                 

  **[SCORES FOR ALL                                                              
  STUDENTS]{.underline}**                                                        

  Exceeds State Standards        40%         36%         21%         55%         24%

  Meets State Standards          50%         56%         64%         45%         58%

  Below State Standards          10%         8%          14%         0%          18%

  Academic Warning               0%          0%          0%          0%          INA

  **SUBGROUP SCORES**                                                            

  1\. Students with an IEP or                                                    
  504 Plan                                                                       

  Exceeds State Standards        0%          60%         0%          N/A         INA

  Meets State Standards          50%         40%         100%        N/A         INA

  Below State Standards          50%         0%          0%          N/A         INA

  Academic Warning               0%          0%          0%          N/A         INA

  2\. Non-Disabled Students                                                      

  Exceeds State Standards        44%         30%         23%         55%         INA

  Meets State Standards          50%         60%         62%         45%         INA

  Below State Standards          6%          10%         15%         0%          INA

  Academic Warning               0%          0%          0%          0%          INA

  3\. Low-Income Students                                                        

  Exceeds State Standards        50%         13%         INA         INA         INA

  Meets State Standards          50%         75%         INA         INA         INA

  Below State Standards          0%          13%         INA         INA         INA

  Academic Warning               0%          0%          INA         INA         INA

  **[STATE SCORES]{.underline}**                                                 

  Exceeds State Standards        19%         19%         21%         17%         21%

  Meets State Standards          44%         43%         41%         44%         51%

  Below State Standards          31%         31%         32%         31%         28%

  Academic Warning               7%          7%          6%          8%          INA
  ------------------------------ ----------- ----------- ----------- ----------- -----------

INA= Information was Not Available (that particular information was not
gathered during that year)

N/A= Not Applicable (there were no students tested in this area)

**[ILLINOIS STANDARDS ACHIEVEMENT TEST RESULTS]{.underline}**

**3^rd^ Grade Math Test Results**

Medora Elementary School

Medora, IL

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

  Testing month                  April       April       April       April       April

  **NUMBER OF STUDENTS IN GRADE  20          25          29          23          35
  LEVEL TESTED**                                                                 

  Percentage of Students tested  100%        100%        100%        96%         INA
  at grade level                                                                 

  **[SCORES FOR ALL                                                              
  STUDENTS]{.underline}**                                                        

  Exceeds State Standards        45%         40%         21%         55%         18%

  Meets State Standards          55%         56%         52%         41%         82%

  Below State Standards          0%          0%          28%         5%          0%

  Academic Warning               0%          4%          0%          0%          INA

  **SUBGROUP SCORES**                                                            

  1\. Students with an IEP or                                                    
  504 Plan                                                                       

  Exceeds State Standards        50%         40%         0%          N/A         INA

  Meets State Standards          50%         60%         67%         N/A         INA

  Below State Standards          0%          0%          33%         N/A         INA

  Academic Warning               0%          0%          0%          N/A         INA

  2\. Non-Disabled Students                                                      

  Exceeds State Standards        44%         40%         23%         55%         INA

  Meets State Standards          56%         55%         50%         41%         INA

  Below State Standards          0%          0%          27%         5%          INA

  Academic Warning               0%          5%          0%          0%          INA

  3\. Low-Income Students                                                        

  Exceeds State Standards        50%         25%         INA         INA         INA

  Meets State Standards          50%         75%         INA         INA         INA

  Below State Standards          0%          0%          INA         INA         INA

  Academic Warning               0%          0%          INA         INA         INA

  **[STATE SCORES]{.underline}**                                                 

  Exceeds State Standards        30%         28%         23%         21%         27%

  Meets State Standards          44%         46%         46%         47%         65%

  Below State Standards          19%         18%         21%         20%         8%

  Academic Warning               7%          8%          10%         12%         INA
  ------------------------------ ----------- ----------- ----------- ----------- -----------

INA= Information was Not Available (that particular information was not
gathered during that year)

N/A= Not Applicable (there were no students tested in this area)

**[ILLINOIS STANDARDS ACHIEVEMENT TEST RESULTS]{.underline}**

**5^th^ Grade Reading Test Results**

Medora Elementary School

Medora, IL

+-----------------------------+-------+------+------+-------+--------+
|                             | 2001  | 2    | 1    | 1998  | 199    |
|                             | -2002 | 000- | 999- | -1999 | 7-1998 |
|                             |       | 2001 | 2000 |       |        |
+-----------------------------+-------+------+------+-------+--------+
| Testing month               | April | A    | A    | April | April  |
|                             |       | pril | pril |       |        |
+-----------------------------+-------+------+------+-------+--------+
| **NUMBER OF STUDENTS IN     | 27    | 23   | 35   | 36    | 30     |
| GRADE LEVEL TESTED**        |       |      |      |       |        |
|                             |       |      |      |       | (6^th^ |
|                             |       |      |      |       | gr     |
|                             |       |      |      |       | aders) |
+-----------------------------+-------+------+------+-------+--------+
| Percentage of Students      | 100%  | 100% | 94%  | 86%   | INA    |
| tested at grade level       |       |      |      |       |        |
+-----------------------------+-------+------+------+-------+--------+
| **[SCORES FOR ALL           |       |      |      |       |        |
| STUDENTS]{.underline}**     |       |      |      |       |        |
+-----------------------------+-------+------+------+-------+--------+
| Exceeds State Standards     | 41%   | 30%  | 21%  | 32%   | 23%    |
+-----------------------------+-------+------+------+-------+--------+
| Meets State Standards       | 41%   | 48%  | 55%  | 45%   | 54%    |
+-----------------------------+-------+------+------+-------+--------+
| Below State Standards       | 19%   | 22%  | 24%  | 23%   | 23%    |
+-----------------------------+-------+------+------+-------+--------+
| Academic Warning            | 0%    | 0%   | 0%   | 0%    | INA    |
+-----------------------------+-------+------+------+-------+--------+
| **SUBGROUP SCORES**         |       |      |      |       |        |
+-----------------------------+-------+------+------+-------+--------+
| 1\. Students with an IEP or |       |      |      |       |        |
| 504 Plan                    |       |      |      |       |        |
+-----------------------------+-------+------+------+-------+--------+
| Exceeds State Standards     | N/A   | N/A  | N/A  | N/A   | INA    |
+-----------------------------+-------+------+------+-------+--------+
| Meets State Standards       | N/A   | N/A  | N/A  | N/A   | INA    |
+-----------------------------+-------+------+------+-------+--------+
| Below State Standards       | N/A   | N/A  | N/A  | N/A   | INA    |
+-----------------------------+-------+------+------+-------+--------+
| Academic Warning            | N/A   | N/A  | N/A  | N/A   | INA    |
+-----------------------------+-------+------+------+-------+--------+
| 2\. Non-Disabled Students   |       |      |      |       |        |
+-----------------------------+-------+------+------+-------+--------+
| Exceeds State Standards     | 41%   | 30%  | 21%  | 32%   | INA    |
+-----------------------------+-------+------+------+-------+--------+
| Meets State Standards       | 41%   | 48%  | 55%  | 45%   | INA    |
+-----------------------------+-------+------+------+-------+--------+
| Below State Standards       | 19%   | 22%  | 24%  | 23%   | INA    |
+-----------------------------+-------+------+------+-------+--------+
| Academic Warning            | 0%    | 0%   | 0%   | 0%    | INA    |
+-----------------------------+-------+------+------+-------+--------+
| 3\. Low-Income Students     |       |      |      |       |        |
+-----------------------------+-------+------+------+-------+--------+
| Exceeds State Standards     | 25%   | 40%  | INA  | INA   | INA    |
+-----------------------------+-------+------+------+-------+--------+
| Meets State Standards       | 42%   | 40%  | INA  | INA   | INA    |
+-----------------------------+-------+------+------+-------+--------+
| Below State Standards       | 33%   | 20%  | INA  | INA   | INA    |
+-----------------------------+-------+------+------+-------+--------+
| Academic Warning            | 0%    | 0%   | INA  | INA   | INA    |
+-----------------------------+-------+------+------+-------+--------+
| **[STATE                    |       |      |      |       |        |
| SCORES]{.underline}**       |       |      |      |       |        |
+-----------------------------+-------+------+------+-------+--------+
| Exceeds State Standards     | 22%   | 25%  | 20%  | 24%   | 21%    |
+-----------------------------+-------+------+------+-------+--------+
| Meets State Standards       | 37%   | 34%  | 39%  | 37%   | 49%    |
+-----------------------------+-------+------+------+-------+--------+
| Below State Standards       | 39%   | 40%  | 41%  | 38%   | 30%    |
+-----------------------------+-------+------+------+-------+--------+
| Academic Warning            | 1%    | 1%   | 0%   | 1%    | INA    |
+-----------------------------+-------+------+------+-------+--------+

INA= Information was Not Available (that particular information was not
gathered during that year)

N/A= Not Applicable (there were no students tested in this area)

**[ILLINOIS STANDARDS ACHIEVEMENT TEST RESULTS]{.underline}**

**5^th^ Grade Math Test Results**

Medora Elementary School

Medora, IL

+-----------------------------+-------+------+------+-------+--------+
|                             | 2001  | 2    | 1    | 1998  | 199    |
|                             | -2002 | 000- | 999- | -1999 | 7-1998 |
|                             |       | 2001 | 2000 |       |        |
+-----------------------------+-------+------+------+-------+--------+
| Testing month               | April | A    | A    | April | April  |
|                             |       | pril | pril |       |        |
+-----------------------------+-------+------+------+-------+--------+
| **NUMBER OF STUDENTS IN     | 27    | 23   | 35   | 36    | 30     |
| GRADE LEVEL TESTED**        |       |      |      |       |        |
|                             |       |      |      |       | (6^th^ |
|                             |       |      |      |       | Gr     |
|                             |       |      |      |       | aders) |
+-----------------------------+-------+------+------+-------+--------+
| Percentage of Students      | 100%  | 100% | 94%  | 92%   | INA    |
| tested at grade level       |       |      |      |       |        |
+-----------------------------+-------+------+------+-------+--------+
| **[SCORES FOR ALL           |       |      |      |       |        |
| STUDENTS]{.underline}**     |       |      |      |       |        |
+-----------------------------+-------+------+------+-------+--------+
| Exceeds State Standards     | 7%    | 9%   | 3%   | 0%    | 26%    |
+-----------------------------+-------+------+------+-------+--------+
| Meets State Standards       | 85%   | 70%  | 79%  | 61%   | 70%    |
+-----------------------------+-------+------+------+-------+--------+
| Below State Standards       | 7%    | 22%  | 18%  | 36%   | 4%     |
+-----------------------------+-------+------+------+-------+--------+
| Academic Warning            | 0%    | 0%   | 0%   | 3%    | INA    |
+-----------------------------+-------+------+------+-------+--------+
| **SUBGROUP SCORES**         |       |      |      |       |        |
+-----------------------------+-------+------+------+-------+--------+
| 1\. Students with an IEP or |       |      |      |       |        |
| 504 Plan                    |       |      |      |       |        |
+-----------------------------+-------+------+------+-------+--------+
| Exceeds State Standards     | N/A   | N/A  | N/A  | 0%    | INA    |
+-----------------------------+-------+------+------+-------+--------+
| Meets State Standards       | N/A   | N/A  | N/A  | 100%  | INA    |
+-----------------------------+-------+------+------+-------+--------+
| Below State Standards       | N/A   | N/A  | N/A  | 0%    | INA    |
+-----------------------------+-------+------+------+-------+--------+
| Academic Warning            | N/A   | N/A  | N/A  | 0%    | INA    |
+-----------------------------+-------+------+------+-------+--------+
| 2\. Non-Disabled Students   |       |      |      |       |        |
+-----------------------------+-------+------+------+-------+--------+
| Exceeds State Standards     | 7%    | 9%   | 3%   | 0%    | INA    |
+-----------------------------+-------+------+------+-------+--------+
| Meets State Standards       | 85%   | 70%  | 79%  | 59%   | INA    |
+-----------------------------+-------+------+------+-------+--------+
| Below State Standards       | 7%    | 22%  | 18%  | 38%   | INA    |
+-----------------------------+-------+------+------+-------+--------+
| Academic Warning            | 0%    | 0%   | 0%   | 3%    | INA    |
+-----------------------------+-------+------+------+-------+--------+
| 3\. Low-Income Students     |       |      |      |       |        |
+-----------------------------+-------+------+------+-------+--------+
| Exceeds State Standards     | 0%    | 0%   | INA  | INA   | INA    |
+-----------------------------+-------+------+------+-------+--------+
| Meets State Standards       | 92%   | 80%  | INA  | INA   | INA    |
+-----------------------------+-------+------+------+-------+--------+
| Below State Standards       | 8%    | 20%  | INA  | INA   | INA    |
+-----------------------------+-------+------+------+-------+--------+
| Academic Warning            | 0%    | 0%   | INA  | INA   | INA    |
+-----------------------------+-------+------+------+-------+--------+
| **[STATE                    |       |      |      |       |        |
| SCORES]{.underline}**       |       |      |      |       |        |
+-----------------------------+-------+------+------+-------+--------+
| Exceeds State Standards     | 8%    | 6%   | 5%   | 3%    | 25%    |
+-----------------------------+-------+------+------+-------+--------+
| Meets State Standards       | 55%   | 55%  | 52%  | 56%   | 64%    |
+-----------------------------+-------+------+------+-------+--------+
| Below State Standards       | 32%   | 34%  | 37%  | 37%   | 11%    |
+-----------------------------+-------+------+------+-------+--------+
| Academic Warning            | 5%    | 4%   | 6%   | 4%    | INA    |
+-----------------------------+-------+------+------+-------+--------+

INA= Information was Not Available (that particular information was not
gathered during that year)

N/A= Not Applicable (there were no students tested in this area)