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

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

**Cover Sheet**

Name of Principal [Mrs. Luann Domek]{.underline}

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

Official School Name [Lone Dell Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [2500 Tomahawk Drive]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Arnold, Missouri 63010-2522]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(636 ) 282-1470]{.underline} Fax [(636 ) 282-1474]{.underline}

Website/URL [http://www.fox.k12.mo.us]{.underline} Email
<Domek@fox.k12.mo.us>

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

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

(Principal's Signature)

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

Name of Superintendent [Mr. James Chellew]{.underline}

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

District Name [Fox C-6 School District]{.underline} Tel. [(636 )
296-8000]{.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. Paul Hill]{.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)

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

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

1\. Number of schools in the district: [10]{.underline} Elementary
schools

[0]{.underline} Middle schools

[3]{.underline} Junior high schools

[2]{.underline} High schools

15. TOTAL

16. 

2\. District Per Pupil Expenditure: [\$6,050.50]{.underline}

Average State Per Pupil Expenditure: [\$ 6,991.00]{.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
>
> \[ X\] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

[3]{.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:

**\* ECSE & Preschool**

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

the students in the school: [1]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

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

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

  **(2)**     Number of students who transferred 12
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        19
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    539
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .035
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    3.5
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [2]{.underline} %

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

Number of languages represented[: 5]{.underline}

Specify languages: German, Russian, Spanish, Bosnian, Arabic

9\. Students eligible for free/reduced-priced meals: [26]{.underline} %

[145]{.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: [27]{.underline} %

[166]{.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 [23]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [22]{.underline} Specific Learning
Disability

[0]{.underline} Hearing Impairment [39]{.underline} Speech or Language
Impairment

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

[5]{.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) [1]{.underline} [1]{.underline}

Classroom teachers [30]{.underline} [3]{.underline}

Special resource teachers/specialists [14]{.underline} [0]{.underline}

Paraprofessionals [15]{.underline} [0]{.underline}

> Support staff [10]{.underline} [1]{.underline}
>
> Total number [70]{.underline} [5]{.underline}

12\. Student-"classroom teacher" ratio: [15 total]{.underline}

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

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

  Daily student attendance 96.1%       95.5%       95.8%       95.4%       94.9%

  Daily teacher attendance 97.2%       96.8%       96.2%       96.9%       96.5%

  Teacher turnover rate    2.0%        0.0%        7.0%        3.0%        7.0%

  Student dropout rate     N/A         N/A         N/A         N/A         N/A

  Student drop-off rate    N/A         N/A         N/A         N/A         N/A
  ------------------------ ----------- ----------- ----------- ----------- -----------

###  

### [III -- SUMMARY]{.underline}

Lone Dell Elementary (LDE), is nestled in the rolling hills of Arnold,
Missouri. The original Lone Dell School, a one-room schoolhouse, served
the area from the late 1800's until 1950. The patrons of the area voted
to consolidate several small rural schools, forming the Consolidated No.
6 School District (currently Fox C-6 School District). The current LDE
opened its doors on November 5, 1990 and is the home of approximately
647 students and 70 staff members. We serve a heterogeneous population
consisting of differing races, religions, and socio-economic
backgrounds. LDE has a dedicated and enthusiastic staff which is
supported by caring and involved parents. Most importantly, our students
are eager to learn! LDE is dedicated to providing strong academics in a
warm, caring, and family-like environment.

A long tree-lined drive leads up to the entrance of the building which
is surrounded by beautiful landscaping. A warm, friendly atmosphere full
of character is felt as you enter the school where our "Wall of Pride"
greets you. This large wall is permanently stamped with each child's
handprint. The warmth and enthusiasm that permeates the hallways is
obvious. Student artwork, projects, and assignments showcase the many
talents of our students. Motivation and Character Education banners
adorn the walls.

LDE's motto --I AM A STAR (Students Taking Actions Responsibly) is a
good indication of the cooperative effort between students, parents, and
staff. Our learning community believes that responsibility is
fundamental to student achievement. Each student must take
responsibility for learning, just as each peer must take responsibility
for assisting others in the learning process. Families must take
responsibility for encouraging and supporting their children in
learning. LDE takes responsibility for all students' learning and
modeling appropriate behavior and attitudes.

LDE staff believes it is their responsibility to provide the most
valuable learning experiences. We pride ourselves on tailoring
instruction to meet the developmental levels and learning styles by
providing a challenging, exciting curriculum which focuses completely on
the success of all students. With 27% of our students needing some form
of specialized instruction, we focus on our mission that all *children
will learn, grow, and develop into successful, responsible citizens.* We
are proud of the many programs we offer to assist our special education
students which includes severely physically impaired, educable mentally
handicapped, early childhood special education, learning disabled, and
the emotionally disturbed.

Our curriculum meets or exceeds all state standards in the important
core academic areas. Differentiated instruction and multiple forms of
assessment, including performance tasks, challenge all students to meet
high standards. The most recent data indicates that LDE is successful in
this challenge and has maintained achievement test scores well above the
state and national average. We are extremely proud that our
subpopulations, including special education, Free and Reduced Lunch
students, and students with a 504 accommodation plan, is succeeding at
the same accelerated rate as the general population.

At LDE we strive to foster a climate in which parental involvement is
considered an integral part of the educational process. LDE's School
Improvement Team and the Parent/Teacher Association are an indispensable
part of the positive climate. When visiting our school, you will find
many parents and community members lending a hand as volunteers. LDE
welcomes community and local groups to utilize of our exceptional
facilities to promote community education.

LDE knows it takes a caring learning environment, dedicated teachers,
enthusiastic parents, and a strong community to educate a child. Success
for every student is our way of life at our school and truly no child is
left behind. LDE invests where it counts...in the classroom with every
child.

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

1.  **Describe the meaning of the results in such a way that someone not
    intimately familiar with the tests can easily understand them.**

In 1997 the Missouri Department of Elementary and Secondary Education
created the Missouri Assessment Program (MAP) in response to the Federal
demands for academic excellence. This comprehensive program assesses
students in grades 3, 7, and 11 in Communication Arts and Science, and
grades 4, 8, and 10 in Mathematics and Social Studies. An achievement
level measuring student progress towards the Show-Me Standards was
determined.

The levels of achievement are identified by one of five descriptors-Step
1, Progressing, Nearing Proficient, Proficient, or Advanced. *Step 1*:
Students are substantially behind in terms of meeting the Show-Me
Standards. They demonstrate only a minimal understanding of fundamental
concepts and little or no ability to apply that knowledge.
*Progressing:* Students are beginning to use their knowledge of simple
concepts to solve basic problems, but they still make many errors.
*Nearing Proficient:* Students understand many key concepts, although
their application of that knowledge is limited. *Proficient*: This is
the desired achievement level for all students. Students demonstrate the
knowledge and skills called for by the Show-Me Standards. *Advanced:*
Students demonstrate in-depth understanding of all concepts and apply
that knowledge in complex ways.

Lone Dell Elementary began this process the first year of distribution
and has continued to address the changing needs of these assessments.
Although 27% of our student population requires some form of specialized
instruction, we only exclude students from the MAP test when required to
by the MAP guidelines. Students that fall into the low incident category
are considered exempt from the standard MAP test, however, an
alternative form of assessment is required to measure their achievement
as well. The MAP-Alternative is a portfolio type of assessment that is
used for students that are exempt from the MAP test. This is based on
each student's Individual Education Plan (IEP) goal and objectives, as
well as the progress that each child is making.

For the years 1999-2002, the Communication Arts portion of the MAP
indicates Lone Dell only excluded 2.4% of our student body one out of
four years. All other years, every student was administered the standard
test. Within the past three years, 90% of students that were required to
take the MAP with an IEP, scored at or above the basic level, which is
defined by students scoring in Nearing Proficient through Advanced
levels. This is significantly higher than the state average of 50 %.
This is reflected in pages 16-19 of this document. For the years
1998-2002 in the Mathematics portion of the MAP, Lone Dell has only
excluded an average of less than 1% of our student body. This category
proved to have similar results with 89% of the LDE students required to
take the MAP with an IEP, scoring at or above the basic level. The state
data shows only 56% of students scoring at or above the basic level.
This data is reflected in pages 21-25 of this document.

The Lone Dell student population is comprised of various subgroups;
socio-economic, various ethnic backgrounds, and students that have an
IEP. We are very proud of our diverse approach to teaching and learning
that allows all students to succeed at the same rate, showing no
disparities among our subgroups: Communication Arts; Free and Reduced --
89%, Ethnicity -- 90%, Mathematics; Free and Reduced -- 91%, Ethnicity
-- 90%. In the data display table on page 20, the Communication Arts
disaggregated data is reflective of our diversified instruction. On page
26, the Math data is displayed to reflect the same information.

2.  **Show in one-half page (apprx. 200 words) how the school uses
    assessment data to understand and improve student and school
    performance.**

Assessment is ongoing at Lone Dell Elementary. This is the process of
determining whether goals are being achieved and expectations met.
Assessment is viewed as a process and is used to determine what a
student needs to learn, whether they have learned it, and what to do if
they haven't. It involves setting standards, identifying levels of
performance above and below those standards, selecting ways to deal with
below-standard performance, monitoring progress, and reviewing
accomplishments. Disaggregating the data for all subpopulations provides
valuable feedback to assure all students are succeeding with no
disparities.

At LDE, grade and building level meetings are held on a continual basis
to chart achievement and assessment results. When weaknesses occur,
attention is given to the curriculum being taught as well as the
instructional strategies being used. On an individual basis, students
work on performance activities in their classrooms. Using rubrics,
teachers evaluate the results. When the data is analyzed, it is used to
identify strengths and weaknesses of student understanding. Goals are
formulated and initiated. We build on our strengths and devise a plan of
action to conquer the weaknesses based on the Missouri Show-Me
Standards.

No matter what is being examined, assessment must be ongoing. Student
achievement is always on the agenda at our monthly grade level meetings.
Strategies are shared and professional development activities are
planned to address assessment. For example, when the MAP was adopted
there was a need for our students to become more proficient writers. The
professional development committee began scheduling in-service training
to align our teaching strategies in the areas of reading and writing.
Most recently, we have begun assessing our students quarterly in both
Mathematics and Communication Arts. This has provided an opportunity to
continually modify instructional strategies and programs throughout the
year. Assessment feedback to parents, students and teachers has created
a strong sense of accountability for teaching and learning at Lone Dell
Elementary.

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

Communication plays a vital role at Lone Dell Elementary in our ongoing
commitment to academic success. Annual district and building report
cards which includes assessment results are given out each year at our
open house night. Individual teachers inform students and parents of
classroom goals and the Lone Dell Elementary Student/Parent Handbook is
distributed. Teachers and staff at LDE ensure that students and parents
receive and interpret assessment procedures and results. Communication
is given in the form of weekly and mid-quarter progress reports,
quarterly report cards, informal and formal assessment data, telephone
calls, e-mail, and newsletters. Each fall and spring parent/teacher
conference nights are held. In addition, the principal writes a yearly
letter explaining the assessment process.

The curriculum and learner objectives are furnished yearly to all
families. Students and parents are frequently provided information
regarding student progress in meeting identified standards. Both long
and short-term personal goals are identified in the fall, by the
students to improve achievement throughout the year. An annual District
Report Card and individual School Report Cards are sent to community
members to inform them of the progress being made. These results are
also published in local and district newspapers to inform all area
citizens.

Standardized testing results from the Terra Nova and Missouri Assessment
Program assessments are sent home with an explanation of the results.
Opportunities are given to parents to discuss the interpretation of the
results with teachers and staff. The principal, teachers, and staff of
LDE keep an open line of communication throughout the year with the
community to make certain students will perform to the highest standard
of learning. In addition, LDE's principal gives a report to the Fox C-6
School Board of Education each October. She communicates the building's
accomplishments, assessment data, and goals for the current school year.
During this time, the data is explained to the community in extensive
detail.

In addition, the first PTA meeting of each year is designated to share
this same data and allow for any questions that may arise concerning the
curriculum, testing process, or results.

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

The staff at Lone Dell is always willing and excited to share successes
as well as challenges with their peers. Our strategy for success is
defined as; high student achievement, narrowing the gap of all
subpopulations, high student attendance, involved parents and community
members, and addressing at-risk student needs. We have hosted many
professional study groups with teachers from outside our district as
well as those from within, and will continue to do so. We find that when
sharing what works for us we also gain a great deal of insight as to
what to try next.

A majority of our staff belongs to several professional organizations
thus; a very strong network exists. Networking and sharing what we have
found to be successful would be a very practical use of those
organizations. A No Child Left Behind-Blue Ribbon Ceremony for parents,
students, staff, and community members will be held to recognize and
celebrate our success. We will also be hosting a professional open house
for teachers throughout our district, county, region, and state to share
best practices. A committee of staff will be available to speak at a
variety of functions such as district meetings, local service
organization meetings, and other school districts as requested . We hope
to develop a school portfolio that would include our district assessment
plan and specific strategies to address high student achievement,
narrowing the gap for all subpopulations, student attendance, parental
and community involvement, and how we address the needs of at-risk
students. Placing our school portfolio, as well as this Blue Ribbon
Application, on our school website will provide the opportunity for
those around the world to access this information. This would also be
available upon request to those who are unable to access it through the
Internet. Press releases for local and regional media will be provided
to communicate our achievement.

Our students, staff, and district look forward the opportunity to become
a school recognized by the No Child Left Behind-Blue Ribbon recognition
program. We believe we have a strong understanding of the comprehensive
process that must be in place for success to happen for every student
and look forward to sharing that process with all.

## [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.**

Lone Dell Elementary staff members are equipping each student with the
means to learn because learning is a lifelong process. Once a student
possesses the means to learn, all else is within reach. It is our
responsibility to provide only the most valuable learning experiences to
our students. To do so, requires a challenging, exciting, research based
curriculum-one focused completely on individual student success.

A balanced approach to reading/language arts instruction includes
experiences with reading, writing, listening, and speaking.
Reading/language arts instruction begins early in life. Providing a good
language foundation is crucial to creating interest in literature. LDE
supports this interest through basic instruction as well as enrichment
opportunities.

> LDE provides a rigorous, high-quality mathematics curriculum that
> students will need to function effectively in the twenty-first
> century. Curricula are aligned with the Missouri Show-Me Standards and
> recommendations from the National Council of Mathematics Teachers. The
> goal at LDE is for our students to become effective problem solvers
> equipped with critical thinking skills. LDE students learn mathematics
> with understanding, actively building new knowledge from experience
> and prior knowledge.
>
> Developing the scientific process skills of observing, classifying,
> comparing, measuring, predicting, communicating, analyzing,
> interpreting, and inferring are the basics of LDE's science program.
> The curriculum encourages the students to actively engage in the
> scientific process. They revel in exploration and experimentation.
> Textbooks, manipulative kits, demonstration videos, and overheads are
> teaching tools utilized to cover the concepts.
>
> Daily lessons in social studies emphasize geography, culture, and
> history. LDE teachers bring to life the knowledge, skills, and
> democratic values that students need to participate successfully in a
> diverse society. At LDE we feel that it is our job to prepare our
> students to be responsible and productive citizens in our nation's
> modern economy. The core disciplines of our social studies program are
> history, geography, government, and economics. All students develop
> the necessary life skills such as map reading, graph manipulation, and
> data organizing to deal with the world of information.
>
> The fine arts encourage experimentation, nurture creativity, and
> develop powers of discrimination and evaluation of an aesthetic
> sensitivity to life's experiences. The fine arts curriculum includes
> production/performance, criticism/analysis, aesthetics, and history
> involving all three of the learning domains -- cognitive, psychomotor,
> and affective.

The combination of technologies integrated between the library and the
classroom, provide many opportunities for teachers and students,
including Internet access. The computers allow for drill and practice of
mastery skills, researching skills, problem solving, creative writing,
and publishing. Teachers are able to use the technological resources to
integrate curriculum and student projects.

Our curriculum clearly defines three main ideas, the learner objectives,
the activities to meet those objectives, and the assessment to address
those objectives. By aligning our curriculum with the Missouri Show-Me
Standards we are assured that high levels of learning is taking place
with all students.

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

[Reading]{.underline}

Lone Dell Elementary places a high emphasis on reading. Our belief is
that reading is essential and our top priority. Reading is a significant
part of our daily routine. Our goal, like that of all reading
instruction, is to develop lifelong learners who love to read. Reading
is crucial to everything we do as active members of society. Reading is
a skill, and like every skill, it requires practice. Our program is
based on the fundamental principle that practice improves reading. It
combines the power of computer technology, Accelerated Reader (AR), with
a set of sound teaching strategies in a new and effective way. AR
enables us to give our students large amounts of reading practice, and
helps us to monitor and guide that practice. The result is continuous
growth of students' reading skills and, ultimately, the development of a
community of active, fully functioning, and highly motivated readers.
Since reading improves with practice, students must be given ample
opportunities for silent, independent reading. Research indicates that
children who read extensively usually become strong readers and acquire
a considerable amount of cultural information. A common result of being
a strong reader and being culturally literate is academic success in
other subject areas, especially science and social studies.

For children to become successful readers, extensive experiences with
language and literature must be provided. Some of the experiences LDE
offers include the Accelerated Reading Program, Guest Reader Program,
Oasis Tutoring Program, reading buddies, book fairs, book exchanges,
Recreational Reading, DEAR (Drop Everything And Read), daily oral
reading, various reading incentives, and the Title I program. We believe
that reading is so important to the success of our children that
recreational reading is monitored and recorded on the quarterly report
cards. The principal keeps yearly data as to the number of books read by
all students. The most current data reports that 89,420 books were read
for enjoyment throughout the 2001-2002 school year. With No Child Left
Behind, our mission -- *children will learn, grow, and develop into
successful, responsible citizens* -- has taken on a new meaning. At LDE,
literary success for every student is not a hope; it is a must.

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.**

**[Mathematics]{.underline}**

> Mathematical competence opens doors to productive futures. Lone Dell
> Elementary provides a rigorous, high-quality mathematics curriculum
> that students will need to function effectively in the twenty-first
> century. With LDE's mission in mind, *children will learn, grow, and
> develop into successful, responsible citizens*; curricula are aligned
> with the Missouri Show-Me Standards and recommendations from the
> National Council of Mathematics Teachers. The goal at LDE is for our
> students to become effective problem solvers equipped with critical
> thinking skills. LDE students learn mathematics with understanding,
> actively building new knowledge from experience and prior knowledge.
>
> We believe mathematics is an integrated field of study. Students use
> reasoning to make sense of what they learn, by seeing how it all fits
> together. Students talk, listen, and write about what they are
> learning. Students communicate through daily math journals their
> understanding of concepts taught. Teachers can then help bridge
> students' current understandings with potential learning. Students are
> encouraged to work in teams to problem solve and support one another.
> This promotes active, student-centered learning and enables them to
> see the viewpoint and methods of others.
>
> LDE strives for equity with high expectations and support for all
> students. Students who are having difficulties benefit from such
> resources as after school tutoring, peer mentoring, individualized
> student improvement plans, and math clubs. Both their classroom
> teachers and special education staff support students with special
> learning needs. LDE provides for acceleration and differentiation by
> using such programs as Step-By-Step Math, Special Math (both are
> individualized, progressive programs), High Scope, and Math In The
> Mind's Eye. Students with exceptional talent are provided enrichment
> programs or additional resources to keep them challenged and engaged.
>
> The mathematics curriculum is enriched by a wide variety of activities
> including manipulatives, journals, computers, calculators, thematic
> units, visual aids, and real- life situations. Utilizing all of these
> techniques ensures all types of learning styles are addressed.

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

Lone Dell Elementary staff believes it is our responsibility to utilize
differentiated instructional methods to provide a high quality education
for all students. The diverse needs of LDE's population require that
skills be taught using varied and engaged strategies. The broad goals
for student learning and development are achieved by focusing on the
basic skills to form the foundation of our curriculum. As a result, the
staff embraces a variety of learning approaches to encompass students of
all abilities including cooperative learning, performance assessments,
writing and reading across the curriculum, interdisciplinary teaching,
and active participation. With this, the continuity of care is evident
throughout the school day.

Learning styles are considered and modifications are made when
necessary. To ensure that all students are actively engaged in learning,
LDE utilizes nine categories of research based instructional strategies
that improve student achievement: identify similarities and differences,
summarize and note taking, recognize efforts, assign valuable homework,
use graphic organizers and models, cooperative learning groups, set
objectives and providing feedback, promote inquiry based learning
opportunities, and provide clues and advanced organizers.

The 166 students who are challenged by the conventional curricula are
given opportunities to have success with content through modifications.
All students at LDE are given equal opportunity to experience success.
Teachers focus on individual needs and adjust the curriculum to fit a
student's ability. Remediation and study groups are available for
students who need extra assistance in developing to the best of their
ability. Teachers provide before and after school tutoring as well.
There are after school clubs that focus on students' academic and
physical well-being. Providing the modifications, when needed, along
with the daily mainstreaming, has proven successful for the special
education students, which is reflected in all curricular areas of the
Missouri Assessment Program data.

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

As with the culture for student learning, the emphasis on professional
development is embedded in the norms and values of Lone Dell Elementary.
Our professional development plan has emphasized teaching strategies
that promote active student engagement in the learning process. A
massive infusion of technology has placed computers in every classroom
and has given every student network access to complete classroom
projects, demonstrations, and exhibitions throughout all curricular
areas.

The district Professional Development Committee (PDC) has developed an
overall professional development plan. Our building then determines how
to adapt the guidelines to meet the individual needs of our building.
The district PDC team earmarks money for each building to be used for
individual building workshops. Money is also allocated to cover
registration and other expenses for workshops, seminars, and
professional association meetings held outside our district. There is
also tuition reimbursement for college courses successfully completed as
teachers pursue advanced degrees. At LDE, 77% of the teachers currently
hold advanced degrees.

Our district and building professional development committees plan
monthly presentations of interest as indicated by a staff survey. Each
building is responsible to provide on-site workshops with other
buildings in the district. This year our district is implementing four
professional development days with early dismissal for students. The
agenda in our building will include Missouri Assessment Program (MAP)
training as well as technology in-service opportunities. The staff will
use these days, along with monthly grade level meetings, as additional
opportunities to analyze assessment data and modify curriculum.

To ensure that our staff is sufficiently prepared for successful
implementation of the Missouri Assessment Program, our building is
actively involved with the MAP "trainer of trainers" model. Our building
trainer goes to district training sessions taught by the Senior Leader,
and then shares her expertise and experience with our building. At LDE,
professional development consists of more than one-shot workshops. It
enables teachers to energize and engage in meaningful work with their
colleagues to strengthen their knowledge and skills for the complex
challenges of teaching in the twenty-first century.

2001-2002 MISSOURI ASSESSMENT PROGRAM-STATE CRITERION-REFERENCED TESTS

The Data Display Table for Communication Arts is illustrated on page 20.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade: 3 Test: Missouri Assessment Program (MAP)

Edition/publication year: 2002 Publisher: Missouri Department of
Elementary and Secondary

Education.

What groups were excluded from testing? Why, and how were they assessed?

Based on the Missouri Assessment Program guidelines, students considered
low incident are exempted from taking the test. These students are
assessed through their individual portfolios that are comprised of goals
and objectives from their IEP(MAP-A).

Number excluded: 0 Percent excluded: 0

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, 3) advanced, or similar categories as
defined by the state. States will vary in their terminology and
cutpoints. Note that the reported percentage of students scoring above
the basic cutpoint should include students scoring above the
proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

Missouri Assessment Description for the NCLB Blue Ribbon Application
March 2003

The state assessment system referred to as the MAP (Missouri Assessment
Program) currently assesses students in communication arts in grades 03,
07, 11 and mathematics in grade 04, 08 and 10. An achievement level
measuring student progress toward the Show-Me Standards, is determined.
Levels of achievement are identified by one of five descriptors---Step
1, Progressing, Nearing Proficient, Proficient, or Advanced.

# General Descriptions

> *Step 1:* Students are substantially behind in terms of meeting the
> Show-Me Standards. They demonstrate only a minimal understanding of
> fundamental concepts and little or no ability to apply that knowledge.
>
> *Progressing:* Students are beginning to use their knowledge of simple
> concepts to solve basic problems, but they still make many errors.
>
> *Nearing Proficient:* Students understand many key concepts, although
> their application of that knowledge is limited.
>
> Proficient: This is the desired achievement level for all students.
> Students demonstrate the knowledge and skills called for by the
> Show-Me Standards.
>
> *Advanced:* Students demonstrate in-depth understanding of all
> concepts and apply that knowledge in complex ways.

2000-2001 MISSOURI ASSESSMENT PROGRAM-STATE CRITERION-REFERENCED TESTS

The Data Display Table for Communication Arts is illustrated on page 20.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade: 3 Test: Missouri Assessment Program (MAP)

Edition/publication year: 2001 Publisher: Missouri Department of
Elementary and Secondary

Education

What groups were excluded from testing? Why, and how were they assessed?

Based on the Missouri Assessment Program guidelines, students considered
low incident are exempted from taking the test. These students are
assessed through their individual portfolios that are comprised of goals
and objectives from their IEP (MAP-A).

Number excluded: 0 Percent excluded: 0

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, 3) advanced, or similar categories as
defined by the state. States will vary in their terminology and
cutpoints. Note that the reported percentage of students scoring above
the basic cutpoint should include students scoring above the
proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

Missouri Assessment Description for the NCLB Blue Ribbon Application
March 2003

The state assessment system referred to as the MAP (Missouri Assessment
Program) currently assesses students in communication arts in grades 03,
07, 11 and mathematics in grade 04, 08 and 10. An achievement level
measuring student progress toward the Show-Me Standards, is determined.
Levels of achievement are identified by one of five descriptors---Step
1, Progressing, Nearing Proficient, Proficient, or Advanced.

# General Descriptions

> *Step 1:* Students are substantially behind in terms of meeting the
> Show-Me Standards. They demonstrate only a minimal understanding of
> fundamental concepts and little or no ability to apply that knowledge.
>
> *Progressing:* Students are beginning to use their knowledge of simple
> concepts to solve basic problems, but they still make many errors.
>
> *Nearing Proficient:* Students understand many key concepts, although
> their application of that knowledge is limited.
>
> Proficient: This is the desired achievement level for all students.
> Students demonstrate the knowledge and skills called for by the
> Show-Me Standards.
>
> *Advanced:* Students demonstrate in-depth understanding of all
> concepts and apply that knowledge in complex ways.

1999-2000 MISSOURI ASSESSMENT PROGRAM-STATE CRITERION-REFERENCED TESTS

The Data Display Table for Communication Arts is illustrated on page 20.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade: 3 Test: Missouri Assessment Program (MAP)

Edition/publication year: 2000 Publisher: Missouri Department of
Elementary and Secondary

Education

What groups were excluded from testing? Why, and how were they assessed?

Based on the Missouri Assessment Program guidelines, students considered
low incident are exempted from taking the test. These students are
assessed through their individual portfolios that are comprised of goals
and objectives from their IEP (MAP-A).

Number excluded: 2 Percent excluded: 2.4%

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, 3) advanced, or similar categories as
defined by the state. States will vary in their terminology and
cutpoints. Note that the reported percentage of students scoring above
the basic cutpoint should include students scoring above the
proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

Missouri Assessment Description for the NCLB Blue Ribbon Application
March 2003

The state assessment system referred to as the MAP (Missouri Assessment
Program) currently assesses students in communication arts in grades 03,
07, 11 and mathematics in grade 04, 08 and 10. An achievement level
measuring student progress toward the Show-Me Standards, is determined.
Levels of achievement are identified by one of five descriptors---Step
1, Progressing, Nearing Proficient, Proficient, or Advanced.

# General Descriptions

> *Step 1:* Students are substantially behind in terms of meeting the
> Show-Me Standards. They demonstrate only a minimal understanding of
> fundamental concepts and little or no ability to apply that knowledge.
>
> *Progressing:* Students are beginning to use their knowledge of simple
> concepts to solve basic problems, but they still make many errors.
>
> *Nearing Proficient:* Students understand many key concepts, although
> their application of that knowledge is limited.
>
> Proficient: This is the desired achievement level for all students.
> Students demonstrate the knowledge and skills called for by the
> Show-Me Standards.
>
> *Advanced:* Students demonstrate in-depth understanding of all
> concepts and apply that knowledge in complex ways.

1998-1999 MISSOURI ASSESSMENT PROGRAM-STATE CRITERION-REFERENCED TESTS

The Data Display Table for Communication Arts is illustrated on page 20.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade: 3 Test: Missouri Assessment Program (MAP)

Edition/publication year: 1999 Publisher: Missouri Department of
Elementary and Secondary

Education

What groups were excluded from testing? Why, and how were they assessed?

Based on the Missouri Assessment Program guidelines, students considered
low incident are exempted from taking the test. These students are
assessed through their individual portfolios that are comprised of goals
and objectives from their IEP (MAP-A).

Number excluded: 0 Percent excluded: 0

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, 3) advanced, or similar categories as
defined by the state. States will vary in their terminology and
cutpoints. Note that the reported percentage of students scoring above
the basic cutpoint should include students scoring above the
proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

Missouri Assessment Description for the NCLB Blue Ribbon Application
March 2003

The state assessment system referred to as the MAP (Missouri Assessment
Program) currently assesses students in communication arts in grades 03,
07, 11 and mathematics in grade 04, 08 and 10. An achievement level
measuring student progress toward the Show-Me Standards, is determined.
Levels of achievement are identified by one of five descriptors---Step
1, Progressing, Nearing Proficient, Proficient, or Advanced.

# General Descriptions

> *Step 1:* Students are substantially behind in terms of meeting the
> Show-Me Standards. They demonstrate only a minimal understanding of
> fundamental concepts and little or no ability to apply that knowledge.
>
> *Progressing:* Students are beginning to use their knowledge of simple
> concepts to solve basic problems, but they still make many errors.
>
> *Nearing Proficient:* Students understand many key concepts, although
> their application of that knowledge is limited.
>
> Proficient: This is the desired achievement level for all students.
> Students demonstrate the knowledge and skills called for by the
> Show-Me Standards.
>
> *Advanced:* Students demonstrate in-depth understanding of all
> concepts and apply that knowledge in complex ways.

**Missouri Assessment Program**

#### Communication Arts-Grade 3

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

  Testing month              April       April       April       April       April

  SCHOOL SCORES                                                              

  TOTAL                                                                      

  At or Above Basic          73          69          73          73          n/a

  At or Above Proficient     49          44          40          37          n/a

  At Advanced                0           3           2           3           n/a

  Number of students tested  82          72          81          80          n/a

  Percent of total students  100         100         97.6        100         n/a
  tested                                                                     

  Number of students         0           0           2           0           n/a
  excluded                                                                   

  Percent of students        0           0           2.4         0           n/a
  excluded                                                                   

  SUBGROUP SCORES                                                            

  1\. Free and Reduced Lunch                                                 

  At or Above Basic          13          10          11          14          n/a

  At or Above Proficient     10          3           4           8           n/a

  At Advanced                0           0           0           0           n/a

  2\. Ethnicity                                                              

  At or Above Basic          14          15          23          1           n/a

  At or Above Proficient     9           9           13          1           n/a

  At Advanced                0           1           0           0           n/a

  3\. IEP Students                                                           

  At or Above Basic          12          13          4           7           n/a

  At or Above Proficient     10          8           2           0           n/a

  At Advanced                0           1           0           0           n/a

  STATE SCORES                                                               

  TOTAL                                                                      

  At or Above Basic          50148       50343       48705       47004       n/a

  State Mean Score           73.7        71.3        69.9        68          

  At or Above Proficient     24062       22284       22103       19917       n/a

  State Mean Score           35.3        31.5        31.7        28.8        

  At Advanced                1215        717         1126        851         n/a

  State Mean Score           1.7         1           1.6         1.2         
  -------------------------- ----------- ----------- ----------- ----------- -----------

2001-2002 MISSOURI ASSESSMENT PROGRAM-STATE CRITERION-REFERENCED TESTS

The Data Display Table for Mathematics is illustrated on page 26.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade: 4 Test: Missouri Assessment Program (MAP)

Edition/publication year: 2002 Publisher: Missouri Department of
Elementary and Secondary

Education

What groups were excluded from testing? Why, and how were they assessed?

Based on the Missouri Assessment Program guidelines, students considered
low incident are exempted from taking the test. These students are
assessed through their individual portfolios that are comprised of goals
and objectives from their IEP (MAP-A).

Number excluded: 0 Percent excluded: 0

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, 3) advanced, or similar categories as
defined by the state. States will vary in their terminology and
cutpoints. Note that the reported percentage of students scoring above
the basic cutpoint should include students scoring above the
proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

Missouri Assessment Description for the NCLB Blue Ribbon Application
March 2003

The state assessment system referred to as the MAP (Missouri Assessment
Program) currently assesses students in communication arts in grades 03,
07, 11 and mathematics in grade 04, 08 and 10. An achievement level
measuring student progress toward the Show-Me Standards, is determined.
Levels of achievement are identified by one of five descriptors---Step
1, Progressing, Nearing Proficient, Proficient, or Advanced.

# General Descriptions

> *Step 1:* Students are substantially behind in terms of meeting the
> Show-Me Standards. They demonstrate only a minimal understanding of
> fundamental concepts and little or no ability to apply that knowledge.
>
> *Progressing:* Students are beginning to use their knowledge of simple
> concepts to solve basic problems, but they still make many errors.
>
> *Nearing Proficient:* Students understand many key concepts, although
> their application of that knowledge is limited.
>
> Proficient: This is the desired achievement level for all students.
> Students demonstrate the knowledge and skills called for by the
> Show-Me Standards.
>
> *Advanced:* Students demonstrate in-depth understanding of all
> concepts and apply that knowledge in complex ways.

2000-2001 MISSOURI ASSESSMENT PROGRAM-STATE CRITERION-REFERENCED TESTS

The Data Display Table for Mathematics is illustrated on page 26.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade: 4 Test: Missouri Assessment Program (MAP)

Edition/publication year: 2001 Publisher: Missouri Department of
Elementary and Secondary

Education

What groups were excluded from testing? Why, and how were they assessed?

Based on the Missouri Assessment Program guidelines, students considered
low incident are exempted from taking the test. These students are
assessed through their individual portfolios that are comprised of goals
and objectives from their IEP (MAP-A).

Number excluded: 0 Percent excluded: 0

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, 3) advanced, or similar categories as
defined by the state. States will vary in their terminology and
cutpoints. Note that the reported percentage of students scoring above
the basic cutpoint should include students scoring above the
proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

Missouri Assessment Description for the NCLB Blue Ribbon Application
March 2003

The state assessment system referred to as the MAP (Missouri Assessment
Program) currently assesses students in communication arts in grades 03,
07, 11 and mathematics in grade 04, 08 and 10. An achievement level
measuring student progress toward the Show-Me Standards, is determined.
Levels of achievement are identified by one of five descriptors---Step
1, Progressing, Nearing Proficient, Proficient, or Advanced.

# General Descriptions

> *Step 1:* Students are substantially behind in terms of meeting the
> Show-Me Standards. They demonstrate only a minimal understanding of
> fundamental concepts and little or no ability to apply that knowledge.
>
> *Progressing:* Students are beginning to use their knowledge of simple
> concepts to solve basic problems, but they still make many errors.
>
> *Nearing Proficient:* Students understand many key concepts, although
> their application of that knowledge is limited.
>
> Proficient: This is the desired achievement level for all students.
> Students demonstrate the knowledge and skills called for by the
> Show-Me Standards.
>
> *Advanced:* Students demonstrate in-depth understanding of all
> concepts and apply that knowledge in complex ways.

1999-2000 MISSOURI ASSESSMENT PROGRAM-STATE CRITERION-REFERENCED TESTS

The Data Display Table for Mathematics is illustrated on page 26.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade: 4 Test: Missouri Assessment Program (MAP)

Edition/publication year: 2000 Publisher: Missouri Department of
Elementary and Secondary

Education

What groups were excluded from testing? Why, and how were they assessed?

Based on the Missouri Assessment Program guidelines, students considered
low incident are exempted from taking the test. These students are
assessed through their individual portfolios that are comprised of goals
and objectives from their IEP (MAP-A).

Number excluded: 1 Percent excluded: 1.2%

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, 3) advanced, or similar categories as
defined by the state. States will vary in their terminology and
cutpoints. Note that the reported percentage of students scoring above
the basic cutpoint should include students scoring above the
proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

Missouri Assessment Description for the NCLB Blue Ribbon Application
March 2003

The state assessment system referred to as the MAP (Missouri Assessment
Program) currently assesses students in communication arts in grades 03,
07, 11 and mathematics in grade 04, 08 and 10. An achievement level
measuring student progress toward the Show-Me Standards, is determined.
Levels of achievement are identified by one of five descriptors---Step
1, Progressing, Nearing Proficient, Proficient, or Advanced.

# General Descriptions

> *Step 1:* Students are substantially behind in terms of meeting the
> Show-Me Standards. They demonstrate only a minimal understanding of
> fundamental concepts and little or no ability to apply that knowledge.
>
> *Progressing:* Students are beginning to use their knowledge of simple
> concepts to solve basic problems, but they still make many errors.
>
> *Nearing Proficient:* Students understand many key concepts, although
> their application of that knowledge is limited.
>
> Proficient: This is the desired achievement level for all students.
> Students demonstrate the knowledge and skills called for by the
> Show-Me Standards.
>
> *Advanced:* Students demonstrate in-depth understanding of all
> concepts and apply that knowledge in complex ways.

1998-1999 MISSOURI ASSESSMENT PROGRAM-STATE CRITERION-REFERENCED TESTS

The Data Display Table for Mathematics is illustrated on page 26.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade: 4 Test: Missouri Assessment Program (MAP)

Edition/publication year: 1999 Publisher: Missouri Department of
Elementary and Secondary

Education

What groups were excluded from testing? Why, and how were they assessed?

Based on the Missouri Assessment Program guidelines, students considered
low incident are exempted from taking the test. These students are
assessed through their individual portfolios that are comprised of goals
and objectives from their IEP (MAP-A).

Number excluded: 1 Percent excluded: 1.2%

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, 3) advanced, or similar categories as
defined by the state. States will vary in their terminology and
cutpoints. Note that the reported percentage of students scoring above
the basic cutpoint should include students scoring above the
proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

Missouri Assessment Description for the NCLB Blue Ribbon Application
March 2003

The state assessment system referred to as the MAP (Missouri Assessment
Program) currently assesses students in communication arts in grades 03,
07, 11 and mathematics in grade 04, 08 and 10. An achievement level
measuring student progress toward the Show-Me Standards, is determined.
Levels of achievement are identified by one of five descriptors---Step
1, Progressing, Nearing Proficient, Proficient, or Advanced.

# General Descriptions

> *Step 1:* Students are substantially behind in terms of meeting the
> Show-Me Standards. They demonstrate only a minimal understanding of
> fundamental concepts and little or no ability to apply that knowledge.
>
> *Progressing:* Students are beginning to use their knowledge of simple
> concepts to solve basic problems, but they still make many errors.
>
> *Nearing Proficient:* Students understand many key concepts, although
> their application of that knowledge is limited.
>
> Proficient: This is the desired achievement level for all students.
> Students demonstrate the knowledge and skills called for by the
> Show-Me Standards.
>
> *Advanced:* Students demonstrate in-depth understanding of all
> concepts and apply that
>
> knowledge in complex ways.

1997-1998 MISSOURI ASSESSMENT PROGRAM-STATE CRITERION-REFERENCED TESTS

The Data Display Table for Mathematics is illustrated on page 26.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade: 4 Test: Missouri Assessment Program (MAP)

Edition/publication year: 1998 Publisher: Missouri Department of
Elementary and Secondary

Education

What groups were excluded from testing? Why, and how were they assessed?

Based on the Missouri Assessment Program guidelines, students considered
low incident are exempted from taking the test. These students are
assessed through their individual portfolios that are comprised of goals
and objectives from their IEP (MAP-A).

Number excluded: 1 Percent excluded: 1.4%

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, 3) advanced, or similar categories as
defined by the state. States will vary in their terminology and
cutpoints. Note that the reported percentage of students scoring above
the basic cutpoint should include students scoring above the
proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

Missouri Assessment Description for the NCLB Blue Ribbon Application
March 2003

The state assessment system referred to as the MAP (Missouri Assessment
Program) currently assesses students in communication arts in grades 03,
07, 11 and mathematics in grade 04, 08 and 10. An achievement level
measuring student progress toward the Show-Me Standards, is determined.
Levels of achievement are identified by one of five descriptors---Step
1, Progressing, Nearing Proficient, Proficient, or Advanced.

# General Descriptions

> *Step 1:* Students are substantially behind in terms of meeting the
> Show-Me Standards. They demonstrate only a minimal understanding of
> fundamental concepts and little or no ability to apply that knowledge.
>
> *Progressing:* Students are beginning to use their knowledge of simple
> concepts to solve basic problems, but they still make many errors.
>
> *Nearing Proficient:* Students understand many key concepts, although
> their application of that knowledge is limited.
>
> Proficient: This is the desired achievement level for all students.
> Students demonstrate the knowledge and skills called for by the
> Show-Me Standards.
>
> *Advanced:* Students demonstrate in-depth understanding of all
> concepts and apply that
>
> knowledge in complex ways.

**Missouri Assessment Program**

**Math-Grade 4**

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

  Testing month              April       April       April       April       April

  SCHOOL SCORES                                                              

  TOTAL                                                                      

  At or Above Basic          74          74          75          70          53

  At or Above Proficient     52          55          38          32          25

  At Advanced                12          25          8           8           7

  Number of students tested  77          75          84          80          68

  Percent of total students  100         100         98.8        98.8        98.6
  tested                                                                     

  Number of students         0           0           1           1           1
  excluded                                                                   

  Percent of students        0           0           1.2         1.2         1.4
  excluded                                                                   

  SUBGROUP SCORES                                                            

  1\. Free and Reduced Lunch                                                 

  At or Above Basic          14          8           18          15          14

  At or Above Proficient     9           3           10          8           5

  At Advanced                2           0           1           2           0

  2\. Ethnicity                                                              

  At or Above Basic          7           1           20          19          2

  At or Above Proficient     4           1           25          7           2

  At Advanced                0           0           1           0           0

  3\. IEP Students                                                           

  At or Above Basic          14          12          8           5           6

  At or Above Proficient     10          9           2           2           3

  At Advanced                1           1           1           0           1

  STATE SCORES                                                               

  TOTAL                                                                      

  At or Above Basic          56196       56309       54041       53301       48946

  State Mean Score           78.8        79.5        77.6        77.9        74.8

  At or Above Proficient     26778       26654       25540       24140       20794

  State Mean Score           37.5        37.6        36.7        35.2        31.8

  At Advanced                5489        5828        5585        4359        3438

  State Mean Score           7.7         8.2         8           6.3         5.2
  -------------------------- ----------- ----------- ----------- ----------- -----------