##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_√\_ Elementary
\_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mrs. Sherrie E. Curtiss]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [615]{.underline} Grand
Avenue\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Alliance\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Nebraska
69301-3554]{.underline}

City State Zip Code+4 (9 digits total)

County [Box Butte\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}State School
Code Number\*\_\_\_07-0006\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [(308) 762-4519]{.underline} Fax [308-762-8249]{.underline}

Website/URL [http://www.allianceps.org]{.underline} E-mail
[1sc@aps.k12.ne.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent[\* Mr. Larry
Ross­­­­­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [#6]{.underline} Tel. [(308) -762-5475]{.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 Mrs. Cindy Bunnell

President/Chairperson

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

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

1\. Number of schools in the district: \_\_[2]{.underline}\_\_
Elementary schools

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

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

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

\_\_\_\_\_ Other

\_\_[4]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\$8022.48\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\$7516.86\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

4\. 8 Number of years the principal has been in her/his position at this
school.

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

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of 70% % White

the students in the school: 2% % Black or African American

[21%]{.underline} % Hispanic or Latino

.5% % Asian/Pacific Islander

7% % American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_18%\_\_\_\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      24
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      23
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    47
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 266
                            the school as of October 1  

  **(5)**                   Total transferred students  18
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           17.669
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: \_6%\_\_\_\_\_\_%

\_\_\_14\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_2\_\_\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals: \_\_52\_\_\_\_\_\_%

Total number students who qualify: \_\_130\_\_\_\_\_\_

> If this method does not produce an 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: \_\_15\_\_\_\_\_\_%

\_\_\_\_37\_\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

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

\_\_\_\_Deafness \_\_1\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_ 15\_\_\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_16\_\_Speech or Language Impairment

\_\_1\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_3 \_Mental Retardation \_\_1\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) \_\_\_1\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_17\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_3\_\_\_\_ \_\_\_\_\_\_\_\_

Paraprofessionals \_\_ 10\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_ 4\_\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_35\_\_\_\_\_ \_\_\_\_\_\_\_\_

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

students in the school divided by the FTE of classroom teachers:
\_\_15:1\_\_\_\_

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

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance   95%         95%         94%         95%         91%

  Daily teacher attendance   94%         95%         96%         \*          \*

  Teacher turnover rate      12%         5%          0%          \*          \*
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Grandview Elementary is one of two elementary schools in Alliance,
Nebraska, a rural community in the panhandle with a fluctuating
population of around 9,000. From the top floor of Grandview Elementary,
one can see not only the vastness of the Sand Hills, but also a
sprawling railroad center surrounded by rich farmland and prairies for
ranching. In addition, one catches a glimpse of a flowering, newly
created butterfly garden, designed and planted by a teacher and her
class after receiving a small local community service grant. It is
indeed a "grand view" and reflects the proud history and creativity of
this community. Alliance was once a military town. During World War I,
potash was mined and used in the making of gunpowder. In World War II,
Alliance served as an air force base that brought many men, women, and
families to the area to stay. Farming, ranching, and the railroad
provide our economic foundation. The community is also known as the
"Oasis of the Sandhills" and since it was built in 1922, Grandview has
been a natural oasis providing educational nourishment to all students.
The students, teachers, parents, and community have always had high
expectations for learning and for character development. Grandview's
mission is to develop in all students the individual skills, the desire
for knowledge, and the personal commitment essential for a successful
future.

Grandview Elementary was reconfigured three years ago and changed from a
K-5 campus to a 2-4 campus. The school services 250 students in twelve
self-contained classrooms. The reconfiguration changed the number of
students qualifying for free and reduced lunch from 66% to 51.6%, but
the school still qualifies as a school wide Title I school. The diverse
school population is 69.5% Caucasian, 21% Hispanic, 7% Native American
(mainly Lakota Sioux), 2% African American and .5% Asian. To realize its
mission, Grandview focuses on the needs of individual learners. On the
district level all teachers have been involved in curriculum alignment
and assessment development to meet state standards. Student academic
learning is supported through nonacademic instruction and experiences.
The students receive instruction in music, art, physical education, and
library skills. Students have access to computers in the classroom and
in a computer lab where they are given direct instruction in
keyboarding, in power point presentation, in graphic design, and through
computer assisted instruction to support reading and math. Grandview's
library offers a wide range of books and with the computer lab has
offered direct support to our popular Accelerated Reader program. The
local Arts Council sponsors an Artist-in-Residence program every year,
which exposes students to professional fine arts activities. Grandview's
full time counselor provides weekly classroom instruction in social
skills, bullying prevention, drug awareness, and character building
using the Eight Keys to Success from Quantum Learning. In addition,
Grandview has two full-time special education teachers, a speech
pathologist, an occupational therapist, a school psychologist, Title I
personnel, and a newly implemented English Language Learner program. The
High Ability coordinator directs the needs of gifted students who have
the opportunity to attend a High Ability Learner camp in the summer.
Another summer program offering is the six-week migrant school. The
school day at Grandview is extended by having a free breakfast program
for all students each morning, after-school tutoring two days a week,
and an Academic Academy each week to support classroom discipline.
Grandview has the support of a school resource officer partially funded
by the local police department. The community also provides many
volunteers to help and to encourage learning. These include the
Teammates Mentoring program, RSVP read-along partners, YMCA after-school
programs, Community Education activities, and an energetic and generous
parent association.

The reconfiguration of this school three years ago in essence created a
new school family. Preserving past history and traditions while building
new traditions and future successes has been important to all
stakeholders. Collectively, Grandview has learned that the delivery of
an exemplary standards-based instructional program is the crux for
student success. The philosophy of Grandview encompasses working
effectively together, respecting each other as colleagues, welcoming
parents into classrooms, and, most importantly, helping each child to
reach his/her potential in a non-threatening environment. In this time
of profound academic challenge and change, we are working diligently to
understand the process and insure that no child is left behind at
Grandview Elementary.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**.

1\. **The Meaning of Assessment Results**

The reading and math criterion-referenced assessment results for the
fourth grade students at Grandview school are reported to the state
every year, a process which was initiated in 2000-01 for reading and in
2001-2002 for math. The results are representative of the assessments
based on the Nebraska state standards, which are given at grades 2, 3,
and 4 with the data accumulating at grade 4 and reported at grade 4.
State of Nebraska results are included at the end of this application.
More information is available on <http://reportcard.nde.state.ne.us/>

Student performance on the locally developed criterion-referenced
assessments is determined using a four-level performance system:
beginning, progressing, proficient, and advanced. A student who scores a
proficient or advanced on an assessment has met the standard. A student,
who achieves a 2.5-3.2 on a 4.0 scale for all assessments, added
together in each subject area \--reading or math is determined to have
\"met\" standards in that subject area. A student who achieves at or
above a 3.3 is determined to have \"exceeded\" state standards.

Scores on the criterion-referenced assessments are encouraging. In
Grandview School reading scores for all students meeting state standards
increased ten percentage points from 2001 to 2005. In addition, the
number of students who exceeded standards increased more dramatically,
going from 21% to 76% of all students. All students maintained high
scores over four of the five years with 88% to 98% of all students
meeting expectations, and the lowest percent being 74% meeting
expectations in 2002-03. A reading improvement goal had been implemented
at Grandview School, but was revised after the 2002-03 school year.

Students who qualify for free-and-reduced lunch also increased the rate
at which they met standards in reading by ten percentage points in the
five-year period from 2001-2005. In addition, 0% of free-and-reduced
students exceeded standards in reading 2001, while 62% exceeded
standards in 2005, indicating a marked improvement.

In math all students' scores do show growth over the four-year period,
with 94% meeting state standards in 2001-02 and 97% in 2004-05. A dip to
86% meeting state standards in 2002-03 led to teachers developing a math
school improvement goal in the summer of 2003; however, this math
improvement goal centered on problem solving and was also imbedded in
our goals for improving reading. In the last two years of math
assessment, all students met state standards at a rate of 98% and 97%.
The percent of all students who exceeded standards during the four years
for which data were available grew from 51% to 87%.

Students in the free-and-reduced lunch program also have indicated
strong growth in math with an increase in the percent of students who
met state standards almost every year over the last four years, the
number growing from 88% to 98%. In addition, the free-and-reduced lunch
students met standards at a slightly better percent two of the four
years when compared to all students, in 2002-03 and 2004-05. Students in
the free-and-reduced lunch program showed an increase in the percent
that exceeded state standards. In 2001-02, 38% of the students exceeded
standards; four years later 91% exceeded state standards.

The final assessment, which is used to monitor and adjust our programs
for better success, is the Comprehensive Test of Basic Skills, given
each spring to the 3rd and 4th grades. The results of all these
assessments and other tools used to identify gifted learners help us
continue to improve learning for all students and to change our programs
when needed to attain a selected goal. During our summer data curriculum
meetings, Grandview staff began to notice that our reading scores on our
CTBS tests were extremely weak in comprehension. Our scores show little
fluctuation from year to year, but as we have learned to study the
results of these norm referenced tests, we have also learned to select
more strategic interventions. For example, to improve reading
comprehension in the area of non-fiction, we increased the number of
non-fiction AR books each students was required to read. Using graphic
organizers to present new information was also required of each
classroom teacher. Use of graphic organizers was also included in each
teacher's performance evaluation. The tables in part VII show how
Grandview students perform on the CTBS test. We chose not to chart data
that we have from 5th grade when we were a K-5 school, but to
concentrate on data that represents the school we are becoming. Students
who scored 50% or above are labeled as having met expectations; students
who scored 70% or above are labeled as exceeding expectations. The
Nebraska State Report Card for Grandview Elementary is available at
http-://reportcard.nde.state.ne.us

The growth that students have experienced in reading and math can be
attributed to the attention teachers have given to curriculum,
instruction, and assessment in relation to student achievement. Every
summer since 2000, staff and administration have met to analyze the data
from that school year and to analyze the patterns of the data, as the
years for which they were available increased. Teachers used the
information to determine areas of strength and weakness and to determine
methods which student could improve learning. The reading program has
been changed at Grandview and many practices have been adapted based on
research available in the instruction of math and reading. Grandview is
involved in the accomplishment of the schoolwide goal of improving
reading in all content areas and is working on a school goal to improve
student performance in math on word problems, a skill highly linked to
reading so the goals are complementary. A dip in scores in 2002-2003 led
teachers to seriously consider implementing practices that work for
particularly needy students.

In addition, in order to provide a broader picture of student
achievement, Grandview staff has initiated the use of DIBELS (Dynamic
Indicators of Basic Early Literacy Skills) assessment and Reading
Mastery checkouts to determine student achievement in reading. Both
programs are in their first year of implementation this school year.

The tables giving the percent of students who have met and exceeded
standards do not include the ethnic minorities represented in Grandview
School because the numbers were too small to be statistically
significant several of the years (under ten students). However, the
number of ethnic minorities is increasing in the Alliance area, and
special attention is being given to the education of these students.
Thus far, as the number of American Indians and Hispanics has grown,
staff and administration have adapted methods, programs, and scheduling
in order to provide success for the students. Over the five-year period
2001-2005, scores have increased in reading and math\--both in meeting
the standards and exceeding the standards.

2\. **Using Assessment Results:** Grandview Elementary School is one of
many Nebraska schools currently writing and administering assessments
that not only match state standards but are written based on our own
district's curriculum. Because of this school-owned approach to
assessment, students in all grades are taught, tested, and then retaught
according to the results of the assessments. This guarantees that skills
are reviewed and new approaches tried in a timely manner. Students are
retaught assessment skills not mastered during the previous year. Along
with skills assessment in math, language arts, science, and social
studies Grandview also participates in the Nebraska State writing test.
These tests are scored at the state level and all teachers have been
trained in Six Traits as well as trained to score the tests to better
enable us to improve the program as needed.

Dynamic Indicators of Elementary Literacy System tests are now
administered in the fall, winter, and in the spring to identify students
in need of remediation in any of the five strands of reading.
Accelerated Reader is also used to record progress in the fall, midyear,
and again in the spring. AR encourages students to read on their own
while assuring teachers that it is at a level where they function well
independently but any student can move ahead as interventions succeed in
improving their reading skills. The adoption of a new direct instruction
reading program this year is changing our reliance on AR data for school
improvement. The staff does value the love of reading that our students
have acquired with the success of AR at Grandview, but also realize that
we can do more to impact student academic performance. We are
increasingly more aware of our need to use assessments to build better
programs.

The Language Assessment Scale and English Language Development
Assessment are annually given. Scores are used to identify English
language learners, place them in appropriate language classes and
measure yearly gains.

Teams of teachers meet both in summer and during the school year to look
at results of all these assessments and to plan a course of action for
improvement and to develop action plans for NCA School Improvement.

**3. Communicating Assessment Results**: Students and teachers are the
initial users of learning and performance data. Daily work is frequently
sent home to families. Teachers communicate informally with parents
through notes and phone calls. Formal communication consists of
quarterly report cards and two parent-teacher conferences each year.
Since our assessments are given scored, and recorded immediately, they
are available for all parents to see in the scheduled conferences. The
online database, which is utilized to record grades and other pertinent
student information, can be assessed at any time so that parents can
keep current on their child's progress.

The results of thee State Writing assessment given in 4^th^, 8^th^, and
11^th^ grades are mailed to parents as soon as they are released, and
end-of-the-year report cards includes the results of the national
achievement test and will now also include the students' achievement on
state standards.

Writing is celebrated each year with Writers' Night. Teachers save
writing projects throughout the year and these are displayed at an open
house for parents and the community. In addition, the students often
write and perform a skit about writing and prepare a slide show
production about the writing process and/or the Six-Traits of Writing.
Grandview also rewards reading with an end-of-the-year assembly. The
parent association provides a special picnic lunch and many reading
rewards are presented. Community members are invited to participate and
provide cultural and enrichment activities at a High Ability Learner
camp, which is held each summer. All of these traditional events are
highly publicized and well attended.

Additional communication resources include an online website
(allianceps.org) which is available to showcase and report important
classroom events and school successes. The superintendent recognizes
special events and student achievements at each regular board meeting.
In addition, the director of curriculum reports at each meeting
concerning both the work and the results available from each curriculum
area. These reports often receive additional coverage from local media.
A newsletter is prepared by the building principal each month and sent
home with each student. This newsletter informs parents of upcoming
events and provides assessment information on a regular basis. All
parents also receive the Nebraska State Report Card.

**4. Sharing Success:** Success stories from Grandview Elementary are
shared in many ways. Our district's leadership team meets each week to
discuss and report their concerns and accomplishments. Participation in
our local educational service unit provides opportunities for staff to
attend professional development sessions and to share our successes with
other school districts. Various staff members attend conferences and
seminars covering many areas of curriculum and teaching techniques.
During these conferences ideas and achievements are shared with other
professionals. Recently, several administrative and staff members
attended the National Assessments Leadership Conference where our state
assessment portfolio was shared with many districts across the nation.

After our district reconfigured our elementary schools into two
buildings, one primary and the other intermediate, daily collaboration
within grade level teams became possible. Team planning meetings are
also scheduled throughout the year to provide an opportunity for
teachers to develop curriculum, assessments, and various units of study
as well as share successful teaching techniques. Same grade level
teachers are encouraged (and often do) to attend specific intervention
workshops as a team Other schools in the district and the community are
invited annually to Grandview's Writer's Night, which showcases our
school's successful writing program.

Each teacher in the district participates on curriculum and assessment
committees These committees meet during June thus providing an
opportunity for teachers to meet collegially to share ideas with the
other schools in the district. Alliance Public Schools also has a web
site, www.allianceps.org, where information is provided about tall the
schools and individual classroom projects are often highlighted.

Sharing accomplishments within our school, with other schools in the
district, and with the community is and will continue to be an integral
part of our academic success.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:**

> The Nebraska Standards and Assessment System (STARS) is a framework
> for the Grandview Elementary curriculum. Teachers are responsible for
> developing local assessments based on national and state standards in
> the areas of mathematics, science, reading and language arts, and
> social studies. All Grandview students also receive weekly classroom
> instruction in physical education, art, music, computers, counseling,
> and library/media.
>
> **Math**: The math program at Grandview is a reflection of Nebraska's
> math standards. Mathematical instruction and assessment addresses
> numeration, number sense, measurement, estimation, problem solving,
> geometry/spatial, algebra, data analysis, probability, and statistical
> concepts. All classrooms use a basal supported by a variety of
> supplemental activities and materials. Classroom instruction is
> reinforced by computer-assisted instruction in the computer lab,
> graphing and charting activities in science, and after-school tutorial
> sessions for math. The goal of math curriculum is to build a firm
> basic math foundation so all students can successfully solve
> mathematical problems.
>
> **Science:** The inquiry-based science curriculum is a reflection of
> Nebraska's science standards. Assessments are given at all grade
> levels. The science curriculum includes standards for physical, earth,
> and life sciences. Hands-on exploration and discovery learning evolves
> into a program stressing the scientific method and processes by fourth
> grade. Science kits and computer software programs are utilized to
> enhance and supplement the program.
>
> **Reading/Language Arts:** Grandview's reading curriculum is aligned
> with the Nebraska reading standards and is written to support students
> who are learning both to read and to read to learn. Through the use of
> a direct instruction reading program in grades 2-3 and a basal series
> in grade 4, students develop skills in the literacy processes of
> reading, writing, speaking, listening, viewing, and visual
> representation. All Grandview teachers incorporate the six traits of
> writing, organization, ideas, conventions, word choice, sentence
> fluency, and voice, into daily instruction. Penmanship and spelling
> are also taught as part of the language arts curriculum.
>
> **Social Studies**: The core content areas of the Nebraska social
> studies standards are United States history, Nebraska history,
> geography, civics/government, and economics. The standards are met at
> the individual grade levels by the use of textbooks, thematic units,
> and a map skills program that emphasizes responsible citizenship and
> multicultural awareness along with essential social studies skills and
> concepts.
>
> **Physical Education, Music, Art, Counseling, Library/Media**:
> Students receive classroom instruction three days a week from teachers
> specializing in physical education, art, music, computers, counseling,
> and library/media. The physical education program is designed to
> encourage healthy and active lifestyles for all children. Daily
> lessons include games and activities that encourage teamwork,
> sportsmanship, and positive interaction among peers. The art
> curriculum is designed to introduce students to the elements of art --
> color, value, shape, form, space, line, and texture. Students are
> encouraged to express themselves through creative original artwork
> that is displayed in the hallways and at annual art shows. The music
> curriculum is designed to promote the reading of music and the
> performance of a variety of musical formats instrumentally or vocally
> through solos or group performance. The music curriculum also crosses
> other curriculum areas including reading, PE, geography, library,
> performance, improvisation, and history. Classroom instruction in the
> computer lab offers a variety of programs selected to compliment the
> classroom curriculum while also teaching the students basic computer
> literacy and skill. The counseling curriculum includes "Here's Looking
> at You", a drug awareness and prevention program and "Second Step", a
> conflict resolution program. This year "Steps to Respect" has been
> added. This program is a bullying prevention program. The counselor
> also uses "The Eight Keys of Success" from Quantum Learning for
> classroom instruction. The objective of the library/media center is to
> instill a desire to read for both pleasure and learning in all
> students. Library skills classes are taught with curriculum that
> focuses on learning about different genre, authors, dictionary skills,
> card catalog skills, and research using both printed and technology
> resources. The library/media classroom also includes instruction in
> using a five-step writing process to generate classroom reports.

**What is different about Grandview**

Our journey toward significant school improvement initially started
during the 1997-98 school year when the staff voted to begin the process
of becoming a Title I Schoolwide School. At that time we had 66% of our
students receiving free and reduced lunch and many of our students were
not scoring well on the Terra Nova tests. The number one goal of the
staff was to improve student performance in reading and math. Since that
time, many changes have occurred within the district and within the
school. The most significant one was the closing of one elementary
school in the district, which resulted in reconfiguration of the two
remaining elementary schools. Grandview went from a K-5 school to a 2-4
school. This, of course, has led to significant changes in the overall
programming. In addition to programming changes and adjustments with the
new configuration, a new school cultural was being formed. Blending old
traditions with new ones has been also been a challenge for the school
community. However, improvement of reading and math has remained a
constant for the Grandview staff.

Grandview Elementary became a Schoolwide Title I school in 1999. The
staff had determined that they wanted students to read more and had
chosen to implement Accelerated Reader. All staff members were trained
and computer software to support the program was purchased. A building
theme was established and every classroom established reading goals for
the year. Reading became very important and circulation of library books
that year increased to over 10,000 books. A huge celebration to
celebrate reading was held in the spring. In addition, as part of the
schoolwide planning, a free breakfast program was started. With the
breakfast program both tardiness and absenteeism decreased. There were
also fewer discipline issues. The staff also wanted Grandview to be a
parent friendly place, and each grade level held a family fun night with
a reading theme at different times throughout the year.

At the same time Grandview was working within to meet the standards of a
Title I schoolwide, significant changes were also occurring on the
district level. State standards had been adopted and the reporting of
reading and math criterion-referenced assessments for all fourth grade
students was initiated in 2000-2001. Therefore, on the district level,
school improvement teams were established. The work of these teams
started with the alignment of curriculum and the writing of assessments.
All Grandview certified teachers are members of a curriculum team. Hence
much of the work done in our building reflects the expectations of our
district. Because of the experience gained during the process of
becoming a schoolwide school, Grandview staff members have taken
leadership roles on the district level. In addition to the work of
aligning curriculum and writing state assessments, three years ago, the
NCA school improvement process was reactivated. Every effort has been
made to blend the work of the district with the NCA school improvement
process. Blending processes has lead us to a point where we understand
the need to personalize our data and rework initial planning to address
needs more specific to our building. The staff at Grandview now has a
much greater understanding of the school improvement process. We, too,
are a learning community and are seeking to use our data to drive our
decisions. Each June, the School Improvement Committees meet to analyze
building data and rework our action plans. Data analysis prompted
Grandview to begin looking at a new reading series to address our areas
of weakness. During the 2004-2005 school year, we studied the reports of
the National Reading Panel, attended Reading First Conferences, started
DIBELS testing, and researched best practices to prepared for the
adoption of a new reading series. Reading Mastery, a direct instruction
approach to reading, was selected and this past year our improvement
plans were directly related to the implementation of this new program.

**2**. **Reading:**

> In the fall of 2005, direct instruction in reading was implemented in
> grades K-3 students in second. Direct Instruction or Reading Mastery
> is a scripted, sequential model of instruction that ensures adequate
> time, small homogeneous group instruction, guided practice and
> feedback, mastery, and substantial training and materials for
> teachers. The model, lead, test procedure is the basic paradigm of
> Direct Instruction and is designed to support mastery of carefully
> sequenced skills. With over thirty years of scientifically based
> research, the Direct Instruction model uses cumulative review with
> sequential steps based on how students learn.
>
> The Direct Instruction approach to reading was chosen by our teachers
> with the assumptions that all children can learn and can improve; that
> teachers can be successful with adequate training and support; and
> that learning progress can move at a brisk pace. Students are expected
> to master skills taught. Practices, lesson performance, independent
> work, and reading mastery tests and checkouts measure mastery.
> Information from this data is recorded on a Lesson Progress Chart and
> used to make instructional decisions for students such as reteaching a
> particular skill or lesson, accelerating a student or group, or
> reorganizing groups as needed.
>
> Historically in our school, reading in the fourth grade changes focus
> from learning to read to reading to learn and offers higher-level
> thinking and comprehension skill development. We currently use the
> McGraw-Hill reading program which is literature-based instruction from
> the context of thematic units that include both fiction and nonfiction
> stories. With the growing success of Reading Mastery in grades 2 & 3,
> our 4^th^ grade teachers are now also considering adoption of Reading
> Mastery.
>
> **3.Mathematics, Science, Art, Etc**
>
> The Grandview Elementary Math Curriculum reflects the Nebraska math
> standards. The district has developed additional "local math
> assessments" for use in second grade that focuses on firming up basic
> math knowledge and computation skills that support our state
> standards. Numeration, number sense, measurement, estimation, problem
> solving, geometry/special, algebra, data analysis, probability, and
> statistical concepts are addressed throughout the Grandview program.
>
> The mission of the school is to develop in all students the individual
> skills and a desire for knowledge, and the personal commitment
> essential for a successful future. Grandview's math textbook provides
> a scope and sequence that not only builds on the previous year, but
> also provides differentiated levels of instruction. The McGraw-Hill
> series has additional instructional activities that range from
> reteaching to extensions for each lesson concept. These materials
> address individual needs and provide additional concept application
> challenges.
>
> Classrooms use the Otter Creek Institute math drill program to
> individualize mastery of math facts. In second grade, hands on
> activities and manipulatives give children an opportunity to be
> engaged in discovering and applying newly presented math concepts. In
> third and fourth grades, one will see math skills, such as
> charting/graphing, incorporated into science activities and projects.
> In computer classes, program software selection reinforces individual
> skill levels and provides enrichment opportunities for our HAAL (high
> ability learners) to be individually challenged. For children needing
> additional time to master math concepts, the Title I program and
> after-school tutoring program provide more opportunities for practice
> and mastery. The Grandview staff believes working together "Success
> for All Students" can be achieved.
>
> **4. Instructional Methods:**
>
> Grandview Elementary promotes enthusiastic teaching by challenging all
> students to perform to their greatest potential. The administration
> and faculty have taken a progressive approach toward learning and
> encourage the use of a variety of instructional methods. The staff is
> encouraged to seek and examine new teaching strategies and given
> support in finding staff development opportunities to address the
> identified needs of students.
>
> A Direct Instruction reading program has been implemented in grades 2
> and 3. All teachers involved in the program received summer training
> and ongoing site visits will support the implementation of the program
> for three years. Dynamic Indicators of Basic Early Literacy Skills
> test scores and the assessments provided by the direct instruction
> company are used for placement of students at their instructional
> level according to the needs shown by these test scores. The same
> procedure is used to place students in a direct instruction reasoning
> and writing program. These are performance-based groups and each
> student must demonstrate mastery of taught skills on a weekly basis.
> Continual monitoring of each student through weekly test scores and
> teacher observations allow each student to participate in instruction
> that is engaging and challenging. If the student does not experience
> positive success, he/she may be moved to a level that will better meet
> their needs. Knowledge and skill acquisition are tested at regular
> intervals and retaught to individuals when necessary.
>
> Strategies used in other content areas may include individual or small
> group work, cooperative learning assignments, differentiation, or
> supplemental work. Specialized programs such as Six-Trait Writing,
> Step-Up to Writing, and Otter Creek math drills assure the greatest
> progress toward meeting the appropriate standards. Students who have
> not successfully achieved mastery of state standards or curriculum
> goals may receive additional after-school instruction in the available
> tutoring program. Student performance has improved as a result of the
> effort and time given in after school involvement.
>
> **Professional Development**:
>
> Professional development at Grandview School is truly used to give our
> student population that "grand view" of their future. All Grandview
> para-educators, counselor, administrator, teachers and support
> educators have received training in many ways to better understand our
> students and to help them develop the skills they need to become
> successful and responsible citizens. Such professional development
> activities are ongoing. Training in Ruby Payne's [Framework of
> Poverty]{.underline} has been exceptionally valuable to all Grandview
> staff members. Before reconfiguration of our school, Grandview had 66%
> of our students on free or reduced lunch and our school truly was a
> poor school. The work of Ruby Payne has been timely for us as we work
> toward preserving past traditions while building new ones. Grandview
> has also been fortunate in that with the reconfiguration we have been
> able to send grade level teams of teachers to workshops selected by
> the teachers to help them meet our selected school improvement goals.
> All teachers have attended Six-Trait training and Step-Up-to Writing
> training. In turn, our teachers have provided leadership teams to
> inservice other grade levels in the district. Our curriculum director
> and our grade level teams carefully select those inservice
> opportunities, which support the school improvement goals, and yearly
> roll-out plans. The local service unit is also aware of individual
> school improvement plans and plans meaningful inservice opportunities
> that have been requested. They have been especially good at providing
> us with information on reading strategies and data analysis. All staff
> members are encouraged to attend timely staff development activities
> when they are offered. This system of staff development within our
> district has created a sharing atmosphere and a great deal of
> collegiality within our individual building. There have also been
> increased opportunities for Para educator training and ELL training.
>
> Paraprofessionals are required to take the Master Teacher Para
> Educator Course online. In addition, para-educators have partnered
> with teachers to take training from the National Institute for Direct
> Instruction.
>
> To increase understanding and to work more effectively with our Native
> American and Hispanic student population, many staff members have
> attended Hispanic and Latino summits, Native American Symposiums and
> received ELDA training.
>
> Special Educators, and sometimes their para-educators, have attended
> Nebraska Department of Education workshops on changes in special
> education laws, developing social skills and conferences addressing
> special needs such as Autism.
>
> Our computer coordinator has attended internet safety workshops and
> has been assisting and training all staff where needed to provide them
> with the skills necessary for technology they might use in the
> computer lab or in the classroom. Several staff members attend the
> Nebraska Association of Gifted students' conference each year and
> bring back to the whole school an increased awareness of technology.
>
> We have been provided with many workshops on intervention strategies
> to improve reading. A Reading First workshop and Teaching Reading in
> Math and Science workshop each provided differentiated strategies for
> teachers to use to improve delivery of information and skills to
> students. . Prior to selecting a new reading program, a yearlong
> evaluation process was used to research and evaluate best practices in
> reading. As part of the selection process for a new reading program,
> staff members made on-site visitations to see first hand direct
> instruction programs already in place. The district did choose a K-3
> Direct Instruction program and educators at our school are continuing
> to learn how direct instruction impacts the students. Time for
> teachers to examine reading materials and to discuss how to provide
> continuity in our reading program and expand learning for higher level
> thinking skills in fourth grade are in process this year.
>
> Yearly reviews of our district's assessment pieces for math, science,
> Reading, writing, and now, social studies are working workshops held
> each summer. The work involved in the assessment process has been
> professional development at its best in our district. The Grandview
> staff feels that the countless hours spent trying to understand and
> develop teaching skills, which are aligned to our own curriculum, and
> to Nebraska state standards can only benefit the future of educators
> and their students.

  --------------------------- --------------- --------------- --------------- --------------- ---------------
  **READING**                 04-05           03-04           02-03           01-02           00-01

                                                                                               

  Testing Month               September-May   September-May   September-May   September-May   September-May

  **School Scores**                                                                            

  \% At or Above Meets State  98%             96%             74%             89%             88%
  Standards                                                                                   

  \% at Exceeds State         76%             69%             36%             51%             21%
  Standards                                                                                   

  Number of Students Tested   92              95              39              35              42

  Percent of Students Tested  100%            99%             100%            99%             99%

  Number of Students          0               2               0               1               1
  Alternatively Assessed                                                                      

  Percent of Student          0%              2%              0%              3%              2%
  Alternatively Assessed                                                                      

                                                                                               

                                                                                               

                                                                                               

  **White**                                                                                    

  \% At or Above Meets State  98%             99%             81%             100%            96%
  Standards                                                                                   

  \% At Exceeds State         83%             86%             50%             48%             31%
  Standards                                                                                   

  Number of Students tested   59              70              26              21              26

                                                                                               

  **Free and Reduced Lunch**                                                                   

  \% At or Above Meets State  96%             92%             67%             88%             86%
  Standards                                                                                   

  \% At Exceeds State         62%             50%             17%             38%             0%
  Standards                                                                                   

  Number of Students tested   45              36              18              16              21

                                                                                               
  --------------------------- --------------- --------------- --------------- --------------- ---------------

  -------------------------- --------------- --------------- --------------- --------------- --------------- ---
  **MATH**                   04-05           03-04           02-03           01-02           00-01           

                                                                                                             

  Testing Month              September-May   September-May   September-May   September-May   September-May   

  **School Scores**                                                                                          

  \% At or Above Meets State 97%             98%             86%             94%                             
  Standards                                                                                                  

  \% at Exceeds State        87%             88%             64%             51%                             
  Standards                                                                                                  

  Number of Students Tested  92              95              36              35                              

  Percent of Students Tested 100%            99%             95%             99%                             

  Number of Students         0               2               0               1                               
  Alternatively Assessed                                                                                     

  Percent of Student         0%              2%              0%              3%                              
  Alternatively Assessed                                                                                     

                                                                                                             

                                                                                                             

  **White**                                                                                                  

  \% At or Above Meets State 97%             100%            88%             86%                             
  Standards                                                                                                  

  \% At Exceeds State        92%             91%             71%             62%                             
  Standards                                                                                                  

  Number of Students tested  59              70              24              21                              

                                                                                                             

                                                                                                             

  **Free and Reduced Lunch**                                                                                 

  \% At or Above Meets State 98%             94%             94%             88%                             
  Standards                                                                                                  

  \% At Exceeds State        91%             81%             47%             38%                             
  Standards                                                                                                  

  Number of Students tested  45              36              17              16                              

                                                                                                             

                                                                                                             

                                                                                                             
  -------------------------- --------------- --------------- --------------- --------------- --------------- ---

  --------------------------- ----------- ----------- ----------- ----------- -----------
  **Reading 4th Grade**                                                        

  **All Students**            **00-01**   **01-02**   **02-03**   **03-04**   **04-05**

  **Percent Meeting           79%         NA          79%         NA          85%
  Standards**                                                                 

  **Percent Not Meeting       21%         NA          21%         NA          15%
  Standards**                                                                 

                                                                              

  **Math 4th Grade**                                                           

  **All Students**            **00-01**   **01-02**   **02-03**   **03-04**   **04-05**

  **Percent Meeting           NA          78%         NA          85%         88%
  Standards**                                                                 

  **Percent Not Meeting       NA          22%         NA          15%         12%
  Standards**                                                                 
  --------------------------- ----------- ----------- ----------- ----------- -----------

  --------------------- --------------- --------------- --------------- --------------- ---------------
  **Year**              **2004-2005**   **2003-2004**   **2002-2003**   **2002-2001**   **2000-2001**

  **Testing Month**     **April**       **April**       **April**       **April**       **April**

  Number of Students    108             104             45              46              35
  Tested                                                                                

  Number of Students    59              59              13              17              14
  Met                                                                                   

  Percent of students   55%             57%             29%             37%             43%
  Met                                                                                   

  Number of Students    15              34              7               58              8
  Exceeding                                                                             

  Percent of Students   28%             33%             16%             17%             23%
  Exceeding                                                                             

                                                                                        

  **SUBGROUP SCORES**                                                                   

  **WHITE**                                                                             

  Number of Students    76              64              20              30              19
  Tested                                                                                

  Number of Students    50              43              9               15              1
  Met                                                                                   

  Percent of students   0.66            0.67            0.45            0.5             0.53
  Met                                                                                   

  Number of Students    36              27              7               7               6
  Exceeding                                                                             

  Percent of Students   0.47            0.42            0.35            0.23            0.32
  Exceeding                                                                             

  Percent of Students   31%             24%             \*              \*              \*
  Exceeding                                                                             

                                                                                        

  **FREE/REDUCED                                                                        
  LUNCH**                                                                               

  Number of Students    61              54              23              13              16
  Tested                                                                                

  Number of Students    26              24              3               4               4
  Met                                                                                   

  Percent of students   43%             44%             13%             31%             25%
  Met                                                                                   

  Number of Students    19              13              \*              \*              \*
  Exceeding                                                                             

  Percent of Students   31%             24%             \*              \*              \*
  Exceeding                                                                             
  --------------------- --------------- --------------- --------------- --------------- ---------------

  --------------------- --------------- --------------- --------------- --------------- ---------------
  **Year**              **2004-2005**   **2003-2004**   **2002-2003**   **2002-2001**   **2000-2001**

  **Testing Month**     **April**       **April**       **April**       **April**       **April**

  Number of Students    104             116             42              36              42
  Tested                                                                                

  Number of Students    57              64              17              13              20
  Met                                                                                   

  Percent of students   55%             55%             40%             36%             48%
  Met                                                                                   

  Number of Students    33              39              10              8               8
  Exceeding                                                                             

  Percent of Students   36%             34%             24%             22%             19%
  Exceeding                                                                             

                                                                                        

  **SUBGROUP SCORES**                                                                   

  **WHITE**                                                                             

  Number of Students    69              76              27              21              26
  Tested                                                                                

  Number of Students    43              45              16              8               15
  Met                                                                                   

  Percent of students   62%             59%             59%             38%             58%
  Met                                                                                   

  Number of Students    25              35              10              5               7
  Exceeding                                                                             

  Percent of Students   36%             46%             37%             24%             27%
  Exceeding                                                                             

                                                                                        

  **FREE/REDUCED                                                                        
  LUNCH**                                                                               

  Number of Students    55              58              13              16              21
  Tested                                                                                

  Number of Students    26              27              4               2               8
  Met                                                                                   

  Percent of students   47%             47%             31%             13%             38%
  Met                                                                                   

  Number of Students    16              9               1               2               1
  Exceeding                                                                             

  Percent of Students   25%             16%             8%              13%             5%
  Exceeding                                                                             
  --------------------- --------------- --------------- --------------- --------------- ---------------

  --------------------- --------------- --------------- --------------- --------------- ---------------
  **Year**              **2004-2005**   **2003-2004**   **2002-2003**   **2002-2001**   **2000-2001**

  **Testing Month**     **April**       **April**       **April**       **April**       **April**

  Number of Students    104             107             42              36              42
  Tested                                                                                

  Number of Students    56              59              17              16              16
  Met                                                                                   

  Percent of students   54%             55%             40%             44%             25%
  Met                                                                                   

  Number of Students    37              34              8               8.22            9
  Exceeding                                                                             

  Percent of Students   36%             32%             19%             17%             21%
  Exceeding                                                                             

                                                                                        

  **SUBGROUP SCORES**                                                                   

  **WHITE**                                                                             

  Number of Students    69              76              27              21              26
  Tested                                                                                

  Number of Students    40              50              15              10              15
  Met                                                                                   

  Percent of students   58%             66%             56%             48%             58%
  Met                                                                                   

  Number of Students    30              30              6               5               9
  Exceeding                                                                             

  Percent of Students   43%             39%             22%             24%             35%
  Exceeding                                                                             

                                                                                        

  **FREE/REDUCED                                                                        
  LUNCH**                                                                               

  Number of Students    55              49              13              16              21
  Tested                                                                                

  Number of Students    26              19              4               5               4
  Met                                                                                   

  Percent of students   47%             39%             31%             31%             19%
  Met                                                                                   

  Number of Students    16              11              1               3               2
  Exceeding                                                                             

  Percent of Students   29%             22%             8%              19%             10%
  Exceeding                                                                             
  --------------------- --------------- --------------- --------------- --------------- ---------------