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

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

**Cover Sheet**

Name of Principal \_\_\_\_\_[Mr. Gary Simmons]{.underline}

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

Official School Name \_\_\_ [Wing Public School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_ [P. O. Box 130, 4th and Main St]{.underline}.
[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Wing ND 58494-0130\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 701 ) 943-2319]{.underline} Fax [( 701 ) 943-2318]{.underline}

Website/URL [www.wing.school.k12.nd.us]{.underline} E-mail
[Wing.School@sendit.nodak.edu]{.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\_\_\_\_\_\_\_\_\_[2-3-04]{.underline}\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mr. Gene Kotaska]{.underline}

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

District Name [Wing Public School]{.underline} Tel. [( 701 )
943-2310]{.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\_\_\_\_\_\_[2-3-04]{.underline}\_\_\_\_\_\_\_\_\_ (Superintendent's
Signature)

Name of School Board Mr. Justin Deckert

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\_\_\_\_\_\_\_[2-3-04]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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1.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 school
    year.

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

3.  The school has been in existence for five full years, that is, from
    at least September 1998.

4.  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.

5.  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.

6.  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.

7.  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: \_\_\_\_ Elementary schools

\_\_\_\_\_ Middle schools

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

\_\_\_\_ High schools

\_\_\_[1]{.underline}\_ Other (Briefly explain)(One School housing
grades K-12)

\_\_[1]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_[\$ 7,934]{.underline}\_\_\_\_

Average State Per Pupil Expenditure: [\_\_\_\$
5,799]{.underline}\_\_\_\_

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

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

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

4\. [31]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **K**       7         3                      **10**       **7**       2         6           8

  **1**       1         6                      **7**        **8**       6         3           9

  **2**       4         0                      **4**        **9**       6         0           6

  **3**       2         5                      **7**        **10**      5         2           7

  **4**       2         5                      **7**        **11**      0         4           4

  **5**       3         1                      **4**        **12**      4         6           10

  **6**       3         3                      6            Other                             

                                    **TOTAL                                                   89
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

the students in the school: % Black or African American

\% Hispanic or Latino

\% Asian/Pacific Islander

[3%]{.underline} % American Indian/Alaskan Native

**100 % Total**

7\. Student turnover, or mobility rate, during the past year:
\_[6.4\_\_]{.underline}

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 4
              ***to*** the school after October  
              1 until the end of the year.       

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

  **(3)**     Subtotal of all transferred        5
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    77
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .064
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    6.4
              100                                
  ----------- ---------------------------------- ------------------------

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

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

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

Specify languages: English

9\. Students eligible for free/reduced-priced meals:
\_\_\_[50.6]{.underline}\_\_%

\_\_\_\_[45]{.underline}\_\_\_Total Number Students Who Qualify

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

10\. Students receiving special education services:
\_\_\_[12.4]{.underline}\_\_%

\_\_\_[11]{.underline}\_\_\_Total Number of Students Served

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

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

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

\_\_\_\_Deaf-Blindness \_[6]{.underline}\_\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_[9]{.underline}\_\_Speech or Language
Impairment

\_[1]{.underline}\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

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

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

    **Number of Staff**

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

Administrator(s) \_\_\_[1]{.underline}\_\_\_
\_\_\_[2]{.underline}\_\_\_\_

Classroom teachers \_\_\_[9]{.underline}\_\_\_
\_\_\_[5]{.underline}\_\_\_\_

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

Paraprofessionals \_\_\_[1]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[2]{.underline}\_\_\_
> \_\_\_[6]{.underline}\_\_\_\_
>
> Total number \_\_[13]{.underline}\_\_\_ \_\_[15]{.underline}\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_[8:1]{.underline}\_\_

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

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

  Daily student attendance 97.6%       95.7%       95.8%       95.8%       96.7%

  Daily teacher attendance 99%         99%         99%         99%         99%

  Teacher turnover rate    0%          8%          0%          0%          8%

  Student dropout rate     0%          3%          0%          0%          0%

  Student drop-off rate    +10%        3.3%        0%          0%          0%
  ------------------------ ----------- ----------- ----------- ----------- -----------

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

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_\_\_[5]{.  |
|                                                     | underline}\_\_ |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_[40]{    |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_[40]{    |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_[20]{    |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**PART III ‑ SUMMARY**

**Narrative Snapshot of the Wing Public School**

The Wing Public School District is a small North Dakota School located
in the center of the state. The geographic center of North Dakota is 25
miles north of Wing. The schools district contains 404 sections of land.
The land is mostly hilly pasture land used for raising cattle with a
small amount crop land. The town of Wing, where the school is located,
has a population just over 200. About 80% of the 90 students are
transported by the three district owned buses. The bus routes average 65
miles in length with the longest student ride time being about one hour
twenty-five minutes.

Physically our school consists of three attached buildings. The older
two story building has six classrooms and houses grades K-6, a 7-12
mathematic classroom, our Title I room and a counselor and special
education room. The newer structure, built in the 1960's, has classrooms
for grade 7-12 including a science and computer lab, the school offices,
the school kitchen and dining area, locker rooms and the boiler and
custodial rooms. The third building is the gym which includes the music
area.

Enrollment this year in grades K-12 is 90 students, up 16 from the
2002-03 school year. Twenty-three of the 90 students are either open
enrolled or tuition students from other school districts.

Following are the mission statement and the philosophy of the Wing
Public School:

The school is organized using the K-6-6 plan. The kindergarten meets
three full days a week for 90 days during the school year. There is a
full time kindergarten aide to help with the class. Grades 1-2, 3-4, and
5-6 are taught in combination classrooms. The K-6 instruction is
enhanced by separate music, including 5-6 grade band, physical
education, and computer classes. We have part time counseling available
for all our students, as well as special education(speech --LD-MR)
services and a part time nurse. We have a full time Title I Reading
instructor, a part time Title Math instructor and a 2 day a week Title I
paraprofessional.

Grades 7-12 are taught by teachers with majors or minors in their
instructional areas. In addition to the core instructional areas we have
classes in industrial arts, business and computer education, physical
education, and many interactive television classes (ITV). The ITV
classes provide our students with a choice of foreign languages, art
classes and a variety of other offerings including college English,
speech and psychology.

Our school has a family atmosphere, with a caring staff, that spend many
hours, helping individual students achieve success in they educational
experience.

**[MISSION STATEMENT]{.underline}**

The mission statement of the Wing Public School District is to provide
effective teaching and responsive learning which empower students to
acquire the concepts, knowledge, attitudes, and skills necessary to
become healthy, happy, and productive citizens.

**[PHILOSOPHY]{.underline}**

The philosophy of the Wing Public Schools is that quality education for
all students is possible through learner, staff, and parent interaction.

That :

\* A problem-solving attitude creates effective schools.

\* A safe and healthy environment must be present.

\* Clear direction shall be communicated and implemented.

\* Mutual trust, respect, and communication are crucial.

\* Schools control conditions for academic success.

\* The curriculum should maximize student potential.

\* All students are capable of learning even though there are individual
recognizable differences.

\* Each student has the responsibility and the right to acquire academic
knowledge and applied life skills.

\* Students are better able to learn when they possess a positive self
image.

\* Students are better able to learn when they are intrinsically
motivated.

\* All students need to learn to be positive contributors to society.

\* All students need to become independent learners.

\* Staff need to be appropriately involved in the decision-making
process.

\* Staff need to be good role models.

\* Commitment to on-going professional growth is essential for all
staff.

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

1.  **The meaning of the school's assessment results in reading
    (language arts or English) and mathematics**.

Assessment data are reported in terms of the North Dakota State
Assessment (NDSA), and North Dakota's four achievement levels (advanced,
proficient, partially proficient, and novice) for state content
standards, as required under the No Child Left Behind Act. For 2000-01,
however, the four achievement levels were defined in terms of
percentiles from the CAT/Terra Nova, second edition, the tool used by
the State at that time.

Wing Public School (K-12) has a small number of students in each grade.
Consequently, data presented here are aggregated across three grades
(grades 4 and 8, and a high school grade) to provide a more meaningful
interpretation. All Wing students were tested in reading/language arts
and mathematics each year in the grades required by mandated State
Assessment.

Tables following the narratives display data for reading/language arts
and for mathematics for 2000-01 through 2002-03. Statewide statistics
indicate a significant downward shift in achievement in both
reading/language arts and mathematics when the State moved from a
definition of achievement based on percentiles on the CAT/TN2 to a
definition based on cut scores on the NDSA. That is, the State's
achievement standards based on content standards were more rigorous than
those under the previous definition.

The statewide decrease in achievement is mirrored in Wing scores for
2001-02. State scores were consistently higher than those of Wing in
2000-01 for the school as a whole, for low income, and for non-low
income students. Yet by 2002-03, the reverse was true, with \>95% of the
Wing students at or above the basic level, and a noticeably greater
percentage were at or above proficient and at advanced levels. That is,
in 2000-01, the scores for Wing students were noticeably below those of
the State overall when less rigorous State achievement standards were in
place, but improved by 2002-03 to consistently and dramatically exceed
State performance overall even under more rigorous standards.

With the exception of the low income subgroup reported here, the number
of students in any one subgroup is too small to be interpreted
meaningfully. Low income subgroup scores parallel those of the entire
school, including the dramatic increase noted above. A comparison of low
income vs. non-low income scores indicates virtually no difference for
the basic and above level, while a higher percentage of low income
(compared with non-low income) students scored proficient or above in
two of the three years. A slightly higher percentage of non-low income
students scored at the advanced level in reading. In mathematics,
however, a consistently higher percentage of low income students
achieved at the advanced level.

2.  **How the school uses assessment data to understand and improve
    student and school performance.**

Wing Public School uses several different types of assessment data to
indicate success of our students. Among these are; standard curriculum
assessments, portfolio assessments, CTBS assessments, North Dakota State
Assessments, Accelerated Reader book tests, authentic learning checks,
STAR reading level assessments, and Title I Math and Reading
assessments. Our belief is that assessment must not be used solely as a
means of checking a student's progress, but a means for guiding the
future instruction for the student. The overall goal is to use
assessment as feedback so instruction can be continuously altered to
match student progress and learning style.

A simple example of this would be the use of Accelerated Reader test
results to monitor comprehension skills and appropriate reading level
material for each student. If a student does not score well, the type of
question and reading level of the material can be assessed so that the
appropriate action can be taken to include the needed reading strategies
for that student to insure future success.

A more complex example would include the use of school CTBS and North
Dakota State Assessment scores to show weaknesses in current curriculum
and teaching techniques. Once the weaknesses are known, they can be
addressed and proper training and curriculum alterations can be made.

3.  **How the Wing Public School communicates student performance,
    including assessment data, to parents, students, and the
    community.**

We administer several tests to different groups of students each year.
The TERRA NOVA is the state required assessment that evaluates students
in grades 4 -- 8 -- 12. The parents receive the results at their parent
teacher conferences. The results are explained by the teachers at that
time. Our students, that have been tested, meet with our counselors and
receive an interpretation of the results. The results are converted into
cut scores by our Department of Public Instruction and a Annual Yearly
Progress report sent to our school. This report is made available to our
entire community by publicizing it in our monthly newsletter entitled
the "Community Link". The newsletter is mailed to all addresses in our
school district.

The ACT or American College Test, which is usually taken by all of our
seniors, is another assessment of student performance. Our counselor
helps each student interpret their scores. Many times it is recommended
that the test be retaken to improve on the scores as they are the basis
for many scholarship. The schools average results are available to the
public in our school profile. The profile contains pertinent information
on our school, including a comparison of our ACT average scores with the
other schools in the state.

The other assessments in our school are principally career based. An air
force representative administers the ASVAB, which is an aptitude test.
The results are interpreted for the students by our counselor. He
administers other assessments, such as Choices, which also are career
related.

Our counselor has made himself available to the parents to discuss any
or all test results with them. We have an exceptionally open
relationship with our parents and the community. Individuals feel free
to stop in and visit all aspects of our school.

4.  **Describe how the school will share its successes with other
    schools.**

In rural North Dakota the sharing process is quite limited, although the
positive factor is that we know many of the school administrators in our
area and even in the state. Small schools such as ours, find it
necessary to work very closely with several neighboring schools. We
share in-services, music teachers, counselors, and sport teams.

The administrators have regional meetings where successes and school
issues are discussed. This group usually meets monthly and provides an
opportunity to elaborate on happenings within our school. It is exciting
to talk about positives in education and is inspiring to hear about
successes in neighboring schools. The great things going on in other
schools and what has been done to make them happen are often applicable
to our own school.

The monthly newsletter is also mailed to neighboring schools. The
newsletter contains short articles written by our teachers which
describe what is happening and what is going to happen in their classes
and classrooms. The descriptions are very positive, and what is written
is focused on exciting events going on within our school.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Wing Public School Curriculum**.

The kindergarten curriculum is the foundation which, in the next twelve
years, students begin to form their education goals and habits. Students
will learn letters and numbers as their core and have the opportunity to
develop their social skills and learn to work together.

Overall in grades Kindergarten through sixth, our main reading
curriculum consists of a whole language approach with stories that are
true to life from children's literature. These include: realistic
fiction, photo essays, nonfiction, fiction, fairytales, poems, plays,
biographies, and novel studies. Along with this rich literature, we also
stress the writing of complete thoughts and sentences when retelling the
story and answering questions.

The science curriculum for grades seven through ten includes the core
classes of life, earth and physical science and biology. The curriculum
meets the North Dakota State Standards and also the National Science
Standards. Even though our school is small, we offer elective classes to
grades eleven and twelve including, but not limited to, physics,
chemistry, human anatomy, and ecology.

The mathematics curriculum promotes literacy to help students live
interesting, responsible and productive lives. The elementary (grades
K-8) curriculum is based on the Saxon Math series and has greatly
increased our students math abilities. Grades 9-10, also use the Saxon
Series in the classes of algebra I, general mathematics and geometry.
Grade 11-12 have the electives algebra II, trigonometry, calculus and
advanced math available to them.

In the business curriculum, students will learn the basic principals of
the business environment, become familiar with and use terms associated
with business, and will be able to use the computer and different
applications such as: word processing, spreadsheet, data base, power
point, and the internet.

The social studies curriculum of grades 7-8 is composed of U. S.
History, North Dakota Studies and Geography of the Western Hemisphere.
Grades 9-12 must take World History and U. S. History and have Problems
of Democracy and a social studies internet research class to chose from.
Psychology and sociology are offered over our interactive television
network.

Physical education and health are taught at all grade levels within our
school.

Art in the Wing School is taught by the individual classroom teachers.
One week of the year we have an artist in residence and a comprehensive
concentration on various art areas. Grades 9-12 have art I-II-III
available to them over our interactive television network.

Foreign language is available to our students by way of our interactive
television network. Spanish I-II-III, German I-II, French and Latin are
the foreign language classes being taught.

Music curriculum includes singing -- vocally and technically accurate
alone, in small and large ensembles, and with and without accompaniment.
Students are taught improvisation and composition vocally and
instrumentally.

Instrument curriculum begins with rhythm instruments in the elementary
continuing to band. Instrumentalists are taught to play accurately as a
soloist, and in small and large ensembles. Students are taught music
history, style, listening, and composers with a wide variety of
repertoire.

The (Kindergarten through eighth grade) Title I Reading and Math
programs design individualized programs for struggling students
according to their needs. In Title I Reading some services include:
focused sight word and beginning reading skills practice, guided
practice with word attack strategies, study aids and games for 7-8
graders for students to use with parents, and monitoring the Accelerated
Reading Program. In Title I Math services include: practice of
computation facts, pre-teaching and re-teaching of lessons, and
assisting with assignment questions.

1.  **(Elementary Schools) The school's reading curriculum, including a
    description of why the school chose this particular approach to
    reading.**

Also in first and second grade, the teacher stresses the need for a
controlled vocabulary reader along with the whole language stories. This
gives students a good foundation in basic reading and decoding skills.
After the lesson has been taught, the students are expected to be
independent in their decoding and thought process of their daily work
which emphasizes good work habits. Each student has ample and equal
opportunity to read in the classroom and to their parents through "Read
Arounds," Accelerated Reader books, and literature stories.

With a great foundation in the primary grades fluency, comprehension,
and interpreting literature can be focused on in the intermediate
grades. This is accomplished by longer more in-depth stories, using
graphic organizers to organize information, incorporating creative
dramatics and theatre with literature, analyzing character attributes in
novels, and linking reading to other subject matter.

To ensure quality reading instruction, our Title I reading teacher (also
part time class reduction teacher) teaches one reading class from each
combination classroom. She also facilitates the Accelerated Reader
Program that involves Kindergarten through sixth grade. The benefits of
Accelerated Reader are that it pushes reluctant readers to read more,
improves comprehension, introduces test taking skills, requires
accountability, and rewards proficient readers.

We have a well-rounded effective reading program that is not a bought
curriculum, but through experience our program has become effective. Our
elementary staff feels that "you get what you expect," and we expect our
students to achieve their best, and we are small enough to ensure that
no student slips through the cracks.

> **(Secondary Schools) The school's English language curriculum,
> including efforts the school makes to improve the reading skills of
> students who read below grade level.**

The English curriculum is based upon a 7-12 strategy. In grades 7-8
heavy emphasis is placed on grammar as it relates to writing
competencies. In addition, students are introduced to different genres
of literature. They also must meet requirements in the Accelerated
Reading Program. Basic fundamentals of speaking are introduced and
practiced at this level.

In grades 9-12 the basic curriculum emphasizes mastering grammar,
writing, speaking, and interpreting skills. Grades 11-12 are acquainted
with American and English Literature. Many types of genres are taught to
include short story, poetry, and drama.

In order to improve the reading skills of students who read below grade
level, we maintain a continuous communication triad between the Title I
teachers, the classroom teacher, and the student.

2.  **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.**

**Science Curriculum**

The science curriculum at Wing Public School promotes literacy in
science, mathematics, and technology in order to help students live
interesting, responsible, and productive lives. In a culture
increasingly pervaded by science, mathematics, and technology, science
literacy requires understandings and habits of mind that enable citizens
to grasp what those enterprises are up to, to make some sense of how the
natural and designed worlds work, to think critically and independently,
to recognize and weigh alternative explanations of events and design
trade-offs, and to deal sensibly with problems that involve evidence,
numbers, patterns, logical arguments, and uncertainties.

Our curriculum is shaped by our vision of the lasting knowledge and
skills we want students to acquire by the time they become adults. This
includes both a common core of learning, and learning that addresses the
particular needs and interests of individual students. The common core
of learning in science, mathematics, and technology, center on science
literacy, not on an understanding of each of the separate disciplines.
The core studies include connections among science, mathematics, and
technology and between those areas and the arts, humanities, and
vocational subjects.

We believe that from their very first day in school students should be
actively engaged in learning to view the world scientifically. That
means encouraging them to ask questions about nature and to seek
answers, make qualitative and quantitative observations, organize
collections and observations, and communicate findings orally and in
written form. As students continue to investigate the world, they become
more adapt at observing, measuring, and communicating, all skills
necessary in the real world

**4. Instruction Methods for Improved Student Learning**

Recognizing that each student is an individual and therefore has
individual needs, the educators of Wing Public School employ a variety
of instructional practices.

We are fortunate in the fact that our teachers have a wide spectrum of
teaching styles which compliment each other. Walking from classroom to
classroom on any given day, you might witness any of the following
scenarios:

**The Constructivist Classroom** -- The teacher lays out guidelines for
students, sets them up with needed information, stands back and "lets
them go". It is discovery learning at its best.

**The Lecture/Discussion Classroom** -- Following the Practice Theory of
education, the teacher correctly demonstrates problem solving skills,
shows students *how* to learn and guides them into becoming independent
learners.

**The Cooperative Learning/Multiple Intelligence Classroom** --
Hands-on, minds-on, everyone is focused on one goal; building
connections. Teachers use the latest findings in Brain Research to make
learning meaningful, realizing that students are more apt to retain
material that is meaningful to them.

**The Technology Classroom** -- Teachers design and implement
standards-driven lessons that focus on student outcomes. Technology is
integrated not for technology's sake, but to enhance and accelerate
student learning.

**5. PROFESSIONAL DEVELOPMENT AND ITS IMPACT ON IMPROVING STUDENT
ACHIEVEMENT.**

The Wing School professional development program is determined by our
educational improvement plan. The educational improvement plan, in turn,
is developed from disaggregated test data, student-teacher-parent
surveys, and observable needs.

The test data is gathered from the ACT test which is voluntarily taken
by all of our students prior to graduation. All of our prospective
graduates take the test as it is a prerequisite for college and over 90%
of our students attend either a two or four year college. All of our
2004 senior class is going to attend college in the fall of 2004. We
also use the results of the Terra Nova, which is administered to grades
4-8-12 to help us determine what professional development activities are
needed. Areas which appear to be weak are the areas that teachers may
need additional help in teaching.

The use of the test results and surveys, both based on student
achievement, and student-teacher and parent observed needs are the areas
we hope to impact and hope to improve student achievement through
professional development activities.

Professional development activities include usually two full days prior
to the start of school in the fall and two evenings during the school
year. They are devoted to the predetermined activities which have been
indicated by the afore mentioned methods. Our teachers have improved
their technology skills and knowledge by enrolling in the state
sponsored and grant funded "Teaching with Technology" project. All,
except one teacher, have participated and completed all three phases of
the project. We have also had several in services that were technology
based.

All staff members have participated in the Character Counts Project
training which we have integrated into our schools environment the last
four years. One year of in services have been dedicated to educating the
teachers to better help them understand and use the state standards in
the teaching process. We have also had several technology related in
services and, to help make instruction more effective, in services on
recent brain research teaching techniques.

**PART VII - ASSESSMENT RESULTS**

Several circumstances are affecting the manner in which our assessments
are reported. North Dakota did not have cut points to determine
proficiency levels until the 2001-2002 school testing year. Following is
the information we have that indicated progress as related to state
data:

Grades Tested 4 - 8 - 12 in 2001-02, 2001-02 and 2002-03

No students were excluded and the percent following include all students
in the grades indicated. Also our free and reduced meal eligibility for
all years is at 50% or lower.

[Number of Students Tested 2001-2002 2002-2003]{.underline}

Grade 4 4 3

Grade 8 8 7

[Grade 12 8 5]{.underline}

[School percents indicate the number of students that met the cut
point]{.underline}

[School Composites 2001-2002 2002-2003]{.underline}

Reading 47% 90%

Math 13% 70%

(Please refer to page 8 for a more comprehensive explanation of the Wing
Public Schools assessment results.)

**WING PUBLIC SCHOOL FOR STATE CRITERION-REFERENCED TESTS**

> .

Completed a separate form for reading (language arts or English) and
mathematics at each grade level.

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

Test\_\_\_\_[Terra
Nova]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_[1997]{.underline}\_\_\_\_\_ Publisher
[McGraw-Hill]{.underline}\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
[Varies with year]{.underline}

Number of students who took the test [All students in the
grade]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_[None]{.underline}\_\_\_\_\_

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

Number excluded\_\_\_[0]{.underline}\_\_\_ Percent
excluded\_\_[0]{.underline}\_\_\_

**[WING PUBLIC SCHOOL ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Grade\_\_[4\_]{.underline}\_\_\_\_ Test\_\_\_[Terra Nova -
Math\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/publication year\_\_\_[1997]{.underline}\_\_\_\_ Publisher
[\_\_\_McGraw
Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
[Varies with Year]{.underline}\_\_\_\_\_\_\_

Number of students who took the test [All\_]{.underline}\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_[None]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Scores are reported here as (check one): NCEs\_\_[X]{.underline}\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

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

  Testing month                                     March              March              March              March              March

  **SCHOOL SCORES**                                                                                                             

  Total Score                                       74                 65                 59                 50                 59

  Number of students tested                         3                  4                  8                  5                  6

  Percent of total students tested                  100                100                100                100                100

  Number of students excluded                       0                  0                  0                  0                  0

  Percent of students excluded                      0                  0                  0                  0                  0

  SUBGROUP SCORES                                                                                                               

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_   None               None               None               None               None   
  (specify subgroup)                                                                                                            

  Number of students tested                                                                                                     

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                      
  (specify subgroup)                                                                                                            

  Number of students tested                                                                                                     

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                      
  (specify subgroup)                                                                                                            

  Number of students tested                                                                                                     

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                      
  (specify subgroup)                                                                                                            

  Number of students tested                                                                                                     
  ------------------------------------------ ------ ----------- ------ ----------- ------ ----------- ------ ----------- ------ -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL MEAN SCORE**                                                      

  **NATIONAL STANDARD                                                          
  DEVIATION**                                                                  
  ---------------------------- ----------- ----------- ----------- ----------- -----------

**[WING PUBLIC SCHOOL ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Grade\_\_\_[4]{.underline}\_\_\_\_ Test\_\_\_\_\_\_[Terra Nova -
Reading]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_[1997\_]{.underline}\_\_ Publisher
\_\_\_[McGraw Hill
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Number of students in the grade in which the test was administered
[\_Varies with Year]{.underline}

Number of students who took the test \_[All]{.underline}\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
[\_\_None\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Scores are reported here as (check one): NCEs[\_\_x\_]{.underline}
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

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

  Testing month                                     March              March              March              March              March

  **SCHOOL SCORES**                                                                                                             

  Total Score                                       70                 60                 56                 49                 59

  Number of students tested                         3                  4                  8                  5                  6

  Percent of total students tested                  100                100                100                100                100

  Number of students excluded                       0                  0                  0                  0                  0

  Percent of students excluded                      0                  0                  0                  0                  0

  SUBGROUP SCORES                                                                                                               

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_   None               None               None               None               None   
  (specify subgroup)                                                                                                            

  Number of students tested                                                                                                     

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                      
  (specify subgroup)                                                                                                            

  Number of students tested                                                                                                     

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                      
  (specify subgroup)                                                                                                            

  Number of students tested                                                                                                     

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                      
  (specify subgroup)                                                                                                            

  Number of students tested                                                                                                     
  ------------------------------------------ ------ ----------- ------ ----------- ------ ----------- ------ ----------- ------ -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL MEAN SCORE**                                                     

  **NATIONAL STANDARD                                                         
  DEVIATION**                                                                 
  --------------------------- ----------- ----------- ----------- ----------- -----------

> **WING PUBLIC SCHOOL FOR STATE CRITERION-REFERENCED TESTS**
>
> Completed a separate form for reading (language arts or English) and
> mathematics at each grade level.
>
> Grade\_\_[8]{.underline}\_\_
>
> Test\_\_\_[Terra Nova-Second Edition]{.underline}\_\_\_
>
> Edition/publication year\_[1997]{.underline}\_ Publisher
> \_\_\_\_[McGraw Hill]{.underline}\_\_\_\_\_
>
> Number of students in the grade in which the test was administered
> \_[Varies with Year]{.underline}\_
>
> Number of students who took the test \_[All]{.underline}\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_[None]{.underline}\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded\_[0]{.underline}\_ Percent excluded\_[0]{.underline}\_

**[WING PUBLIC SCHOOL ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Completed a separate form for each test and grade level, and place it on
a separate page.

Grade\_\_\_[8]{.underline}\_\_\_\_ Test\_\_\_\_\_\_[Terra Nova -- Second
Edition Reading]{.underline}\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_[1997\_]{.underline}\_\_ Publisher
\_\_\_[McGraw Hill
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Number of students in the grade in which the test was administered
[\_Varies with Year]{.underline}

Number of students who took the test \_[All]{.underline}\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
[\_\_None\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Scores are reported here as (check one): NCEs[\_\_x\_]{.underline}
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

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

  Testing month                                     March              March              March              March          

  **SCHOOL SCORES**                                                                                                         

  Total Score                                       67                 58                 27                 65             

  Number of students tested                         5                  8                  4                  8              

  Percent of total students tested                  100                100                100                100            

  Number of students excluded                       0                  0                  0                  0              

  Percent of students excluded                      0                  0                  0                  0              

  SUBGROUP SCORES                                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_   None               None               None               None                  
  (specify subgroup)                                                                                                        

  Number of students tested                                                                                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                  
  (specify subgroup)                                                                                                        

  Number of students tested                                                                                                 

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                  
  (specify subgroup)                                                                                                        

  Number of students tested                                                                                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                  
  (specify subgroup)                                                                                                        

  Number of students tested                                                                                                 
  ------------------------------------------ ------ ----------- ------ ----------- ------ ----------- ------ ----------- -- -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL MEAN SCORE**                                                     

  **NATIONAL STANDARD                                                         
  DEVIATION**                                                                 
  --------------------------- ----------- ----------- ----------- ----------- -----------

**[WING PUBLIC SCHOOL ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Completed a separate form for each test and grade level, and place it on
a separate page.

Grade\_\_\_[8]{.underline}\_\_\_ Test\_\_\_\_\_\_[Terra Nova -- Second
Edition- Math]{.underline}\_\_\_\_\_\_

Edition/publication year\_[1997\_]{.underline}\_\_ Publisher
\_\_\_[McGraw Hill
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Number of students in the grade in which the test was administered
[\_Varies with Year]{.underline}

Number of students who took the test \_[All]{.underline}\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
[\_\_None\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Scores are reported here as (check one): NCEs[\_\_x\_]{.underline}
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

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

  Testing month                                     March              March              March              March          

  **SCHOOL SCORES**                                                                                                         

  Total Score                                       8170               50                 32                 65             

  Number of students tested                         5                  8                  4                  8              

  Percent of total students tested                  100                100                100                100            

  Number of students excluded                       0                  0                  0                  0              

  Percent of students excluded                      0                  0                  0                  0              

  SUBGROUP SCORES                                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_   None               None               None               None                  
  (specify subgroup)                                                                                                        

  Number of students tested                                                                                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                  
  (specify subgroup)                                                                                                        

  Number of students tested                                                                                                 

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                  
  (specify subgroup)                                                                                                        

  Number of students tested                                                                                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                  
  (specify subgroup)                                                                                                        

  Number of students tested                                                                                                 
  ------------------------------------------ ------ ----------- ------ ----------- ------ ----------- ------ ----------- -- -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL MEAN SCORE**                                                      

  **NATIONAL STANDARD                                                          
  DEVIATION**                                                                  
  ---------------------------- ----------- ----------- ----------- ----------- -----------

> **STATE CRITERION-REFERENCED TESTS**
>
> Grade [12]{.underline}
>
> Test [TERRA NOVA- Second Edition]{.underline}
>
> Edition/publication year [1997]{.underline} Publisher [McGraw
> Hill]{.underline}
>
> Number of students in the grade in which the test was administered
> [Varies with Year]{.underline}
>
> Number of students who took the test [All]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded [0]{.underline} Percent excluded [0]{.underline}

**[WING PUBLIC SCHOOL ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Completed a separate form for each test and grade level, and place it on
a separate page.

Grade\_\_\_[12]{.underline}\_\_ Test\_\_\_\_\_\_[Terra Nova -
Reading]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_[1997\_]{.underline}\_\_ Publisher
\_\_\_[McGraw Hill
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Number of students in the grade in which the test was administered
[\_Varies with Year]{.underline}

Number of students who took the test \_[All]{.underline}\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
[\_\_None\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Scores are reported here as (check one): NCEs[\_\_x\_]{.underline}
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

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

  Testing month                                     March              March                                              

  **SCHOOL SCORES**                                                                                                       

  Total Score                                       73                 50                                                 

  Number of students tested                         5                  8                                                  

  Percent of total students tested                  100                100                                                

  Number of students excluded                       0                  0                                                  

  Percent of students excluded                      0                  0                                                  

  SUBGROUP SCORES                                                                                                         

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_   None               None                                                      
  (specify subgroup)                                                                                                      

  Number of students tested                                                                                               

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                
  (specify subgroup)                                                                                                      

  Number of students tested                                                                                               

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                
  (specify subgroup)                                                                                                      

  Number of students tested                                                                                               

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                
  (specify subgroup)                                                                                                      

  Number of students tested                                                                                               
  ------------------------------------------ ------ ----------- ------ ----------- -- ----------- ----------- -- ----- -- -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL MEAN SCORE**                                                      

  **NATIONAL STANDARD                                                          
  DEVIATION**                                                                  
  ---------------------------- ----------- ----------- ----------- ----------- -----------

**[WING PUBLIC SCHOOL ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Completed a separate form for each test and grade level, and place it on
a separate page.

Grade\_\_\_[12]{.underline}\_\_ Test\_\_\_\_\_\_[Terra Nova -
Math]{.underline}\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_[1997\_]{.underline}\_\_ Publisher
\_\_\_[McGraw Hill
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Number of students in the grade in which the test was administered
[\_Varies with Year]{.underline}

Number of students who took the test \_[All]{.underline}\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
[\_\_None\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Scores are reported here as (check one): NCEs[\_\_x\_]{.underline}
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

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

  Testing month                                     March              March                                        

  **SCHOOL SCORES**                                                                                                 

  Total Score                                       69                 49                                           

  Number of students tested                         5                  8                                            

  Percent of total students tested                  100                100                                          

  Number of students excluded                       0                  0                                            

  Percent of students excluded                      0                  0                                            

  SUBGROUP SCORES                                                                                                   

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_   None               None                                                
  (specify subgroup)                                                                                                

  Number of students tested                                                                                         

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                          
  (specify subgroup)                                                                                                

  Number of students tested                                                                                         

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                          
  (specify subgroup)                                                                                                

  Number of students tested                                                                                         

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                          
  (specify subgroup)                                                                                                

  Number of students tested                                                                                         
  ------------------------------------------ ------ ----------- ------ ----------- -- ----------- -- ----------- -- -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL MEAN SCORE**                                                     

  **NATIONAL STANDARD                                                         
  DEVIATION**                                                                 
  --------------------------- ----------- ----------- ----------- ----------- -----------

> **WING PUBLIC SCHOOL TEST RESULTS IN READING (LANGUAGE ARTS OR
> ENGLISH)**
>
> **2000-2001 THROUGH 2002-2003**

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

  Testing month                          March       March       March

  **SCHOOL SCORES**                                              

  \% At or Above Basic (Adv, Prof, PP)   \>95%       85%         58.6%

  \% At or Above Proficient (Adv, Prof)  92.2%       60%         41.0%

  \% At Advanced                         30.7%       5%          35.2%

  Number of students tested              13          20          17

  Percent of total students tested       100%        100%        100%

  Number of students excluded            0           0           0

  Percent of students excluded           0           0           0

                                                                 

  SUBGROUP SCORES                                                

  1.[\_Low Income (s]{.underline}pecify                          
  subgroup)                                                      

  \% At or Above Basic (Adv, Prof, PP)   \>95%       84.5%       58.3%

  \% At or Above Proficient (Adv, Prof)  \>95%       46.1%       46.6%

  \% At Advanced                         28.5%       0%          33.3%

  Number of students tested              7           13          12

  2\. [Non-Low Income                                            
  (]{.underline}specify subgroup)                                

  \% At or Above Basic (Adv, Prof, PP)   \>95%       85.7%       60%

  \% At or Above Proficient (Adv, Prof)  83.3%       71.4%       40%

  \% At Advanced                         33.3%       14.2%       40%

  Number of students tested              6           7           6

                                                                 

  **STATE SCORES**                                               

  \% At or Above Basic                   86.6%       85.7%       84.33%

  State Mean Score                       NOT                     
                                         REPORTED                

  \% At or Above Proficient              64.6%       64.1%       65.81%

  State Mean Score                       NOT                     
                                         REPORTED                

  \% At Advanced                         18.1%       18.6%       47.73%

  State Mean Score                       NOT                     
                                         REPORTED                
  -------------------------------------- ----------- ----------- -----------

> **WING PUBLIC SCHOOL TEST RESULTS IN MATHEMATICS**
>
> **2000-2001 THROUGH 2002-2003**

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

  Testing month                          March       March       March

  **SCHOOL SCORES**                                              

  \% At or Above Basic (Adv, Prof, PP)   \>95%       75%         72.1%

  \% At or Above Proficient (Adv, Prof)  76.1%       25%         61.0%

  \% At Advanced                         30.7%       5%          44.4%

  Number of students tested              13          20          18

  Percent of total students tested       100%        100%        100%

  Number of students excluded            0           0           0

  Percent of students excluded           0           0           0

                                                                 

  SUBGROUP SCORES                                                

  1\. [Low-Income]{.underline} (specify                          
  subgroup)                                                      

  \% At or Above Basic (Adv, Prof, PP)   \>95%       61.4%       66.6%

  \% At or Above Proficient (Adv, Prof)  85.7%       15.2%       58.3%

  \% At Advanced                         42.8%       7.6%        50.0%

  Number of students tested              7           13          12

  2\. [Non-Low Income]{.underline}                               
  (specify subgroup)                                             

  \% At or Above Basic (Adv, Prof, PP)   \>95%       85.7%       83.3%

  \% At or Above Proficient (Adv, Prof)  66.6%       42.8%       66.6%

  \% At Advanced                         16.6%       \<5%        33.3%

  Number of students tested              6           7           6

                                                                 

  **STATE SCORES**                                               

  \% At or Above Basic                   83.7%       83.3%       83.91%

  State Mean Score                       NOT                     
                                         REPORTED                

  \% At or Above Proficient              44.4%       44.3%       66.66%

  State Mean Score                       NOT                     
                                         REPORTED                

  \% At Advanced                         14.5%       14.2%       50.77%

  State Mean Score                       NOT                     
                                         REPORTED                
  -------------------------------------- ----------- ----------- -----------

  ---------------- ----------- ----------- -------- ----- ----------- -- -- -- ----------- ------ ----------- ----- ----- -- -- -- -- ----------- ----------- ------------- -- ------------- ----- -- ----- -- ----------- ----------- -- ----- ------- -- -- ----------- -- ----------- -- -- ----- ------ -- ----------- ----------- -- ----- ------ ----------- ----------- ------- ------------- ----- -- ----------- ----------- ----- ----- -- ----------- -- ----------- ----- -- ----- ----------- ----------- -- ----- -- ----- ----------- -- -- ----------- ----- ----- -- -- ----------- -- -- ----- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --------- -- -- -- -- --- -- ---
  **NUMBER AND                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       
  PERCENTAGE OF                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      
  STUDENTS AT                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
  ADVANCED,                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          
  PROFICIENT,                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
  PARTIALLY                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          
  PR0FICIENT, AND                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
  NOVICE                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
  ACHIEVEMENT                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
  LEVELS IN WING                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
  PUBLIC SCHOOL AS                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
  DETERMINED BY                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      
  NORTH DAKOTA                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       
  ACCOUNTABILITY                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
  SYSTEM 2000-01                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
  THROUGH                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
  2002-03**                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          

  **MATH**                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           

  ** **            **Grade 4**                                                                                                                                                                                 **Grade 8**                                                                                                                                         **High                                                                                                                                  **Across                                                                                                                                                                                                                                                                                                                                                                  
                                                                                                                                                                                                                                                                                                                                                                   School                                                                                                                                  Grades**                                                                                                                                                                                                                                                                                                                                                                  
                                                                                                                                                                                                                                                                                                                                                                   Grades**                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          

                   **00-01**                                                   **01-02**                                              **02-03**                                                                **00-01**                                      **01-02**                                        **02-03**                                           **00-01**                                              **01-02**                                 **02-03**                              **00-01**                                       **01-02**                     **02-03**                                                                                                                                                                                                                                                                                   

  **Advanced**     3                       37.50%                              1                              25%                     1                                                      33%               5                          83%                                                                  3                          60%                                                                                                                                                              8                       44%                     1                 5%          4                 31%                                                                                                                                                                                                                                                                       

  **Proficient**   3                       37.50%                              2                              50%                     2                                                      67%                                                              2                                25%             1                          20%                                                                                                                       3                    60%               3                       17%                     4                 20%         6                 46%                                                                                                                                                                                                                                                                       

  **Partially      1                       12.50%                              1                              25%                                                                                                                                             5                                63%             1                          20%                      1                                 25%                  4                 50%                     2                    40%               2                       11%                     10                50%         3                 23%                                                                                                                                                                                                                                                                       
  Proficient**                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       

  **Novice**       1                       12.50%                                                                                                                                                              1                          17%                 1                                12%                                                                 3                                 75%                  4                 50%                                                            5                       28%                     5                 25%                                                                                                                                                                                                                                                                                                     

  **N**            8                                                           4                                                      3                                                                        6                                              8                                                5                                                   4                                                      8                                         5                                      18                                              20                            13                                                                                                                                                                                                                                                                                          

  \* Grade 12 was                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
  not high school                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
  grade tested in                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
  2000-01; data is                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
  presented in                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       
  grade 10                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     

  **NUMBER AND                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       
  PERCENTAGE OF                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      
  STUDENTS AT                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
  ADVANCED,                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          
  PROFICIENT,                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
  PARTIALLY                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          
  PR0FICIENT, AND                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
  NOVICE                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
  ACHIEVEMENT                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
  LEVELS IN WING                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
  PUBLIC SCHOOL AS                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
  DETERMINED BY                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      
  NORTH DAKOTA                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       
  ACCOUNTABILITY                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
  SYSTEM 2000-01                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
  THROUGH                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
  2002-03**                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          

  **READING**                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        

  ** **                        **Grade 4**                                                                                                        **Grade 8**                                                                                                                                                              **High                                                                                                                    **Across                                                                                                                                                                                                                                                                                                                                                                                                                        
                                                                                                                                                                                                                                                                                                                           School                                                                                                                    Grades**                                                                                                                                                                                                                                                                                                                                                                                                                        
                                                                                                                                                                                                                                                                                                                           Grades**                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  

                               **00-01**                  **01-02**                               **02-03**                                       **00-01**                                                                **01-02**                                         **02-03**                                     **00-01**                   **01-02**                                              **02-03**                              **00-01**                                 **01-02**                                 **02-03**                                                                                                                                                                                                                                                                                                                                   

  **Advanced**                 4                    50%                                           1                 33%                           2                                                   40%                  1                    12.5%                                                                                                                                                         3                       60%            6                          35%            1                          5%             4                             31%                                                                                                                                                                                                                                                                                                           

  **Proficient**                                          4                                100%   2                 67%                           1                                                   20%                  4                    50.0%                        5                       100%                                              3                       37.5%                          1                       20%            1                          6%             11                         55%            8                             61%                                                                                                                                                                                                                                                                                                           

  **Partially                  2                    25%                                                                                           1                                                   20%                  3                    37.5%                                                                                                  2                       25.0%                          1                       20%            3                          18%            5                          25%            1                             8%                                                                                                                                                                                                                                                                                                            
  Proficient**                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       

  **Novice**                   2                    25%                                                                                           1                                                                                                                                                                        4                    100%   3                       37.5%                                                                 7                          41%            3                          15%                                                                                                                                                                                                                                                                                                                                                        

  **N**                        8                          4                                       3                                               5                                                                        8                                                 5                                             4                           8                                                      5                                      17                                        20                                        13                                                                                                                                                                                                                                                                                                                                          

  \* Grade 12 was                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
  not high school                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
  grade tested in                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
  2000-01; data is                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
  presented in                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       
  grade 10                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     

                                                                                                                                                              **2000-01                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
                                                                                                                                                              Achievement                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
                                                                                                                                                              Levels and                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
                                                                                                                                                              National                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               
                                                                                                                                                              Percentile                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
                                                                                                                                                              Rank Levels**                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          

                                                                                                                                                                               **2000-01                                                                                                                                                                                               **National                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
                                                                                                                                                                               Achievement                                                                                                                                                                                             Percentile                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
                                                                                                                                                                               Level**                                                                                                                                                                                                 Rank**                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        

                                                                                                                                                                               Advanced                                                                                                                                                                                                65.00-99.99                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   

                                                                                                                                                                               Proficient                                                                                                                                                                                              50.00-64.99                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   

                                                                                                                                                                               Partially                                                                                                                                                                                               30.00-49.99                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
                                                                                                                                                                               Prof.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 

                                                                                                                                                                               Novice                                                                                                                                                                                                  0-29.99                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       

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