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

*U.S. Department of Education*

**Cover Sheet** Type of School: [X]{.underline} Elementary \_\_ Middle
\_\_ High \_\_ K-12

Name of Principal [Mrs. Kathy Costello]{.underline}

Official School Name [Annie Jackson Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [1306]{.underline} [South Ridge Road]{.underline}

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

[Green Bay WI 54304-3234]{.underline}

City State Zip Code+4 (9 digits total)

County [Brown]{.underline} School Code Number\*[2289-0340]{.underline}

Telephone [( 920 ) 492-2620]{.underline} Fax [( 920 )
492-5568]{.underline}

Website/URL <http://www.greenbay.k12.wi.us/jackson/>

E-mail [KCOSTELL@greenbay.k12.wi.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Daniel Nerad]{.underline}

District Name [Green Bay Area Public School District]{.underline} Tel.
[( 920 ) 448-2100]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board President/Chairperson [Mrs. Jean
Marsch]{.underline}

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [25]{.underline} Elementary
schools

[4]{.underline} Middle schools

[0]{.underline} Junior high schools

[4]{.underline} High schools

[3]{.underline} Other

[36]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$10,526]{.underline}

Average State Per Pupil Expenditure: [\$10,590]{.underline}

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

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

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

4\. [10]{.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 as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**    16        25                     **41**       **7**                             

  **K**       33        22                     **55**       **8**                             

  **1**       22        27                     **48**       **9**                             

  **2**       27        27                     **54**       **10**                            

  **3**       27        16                     **43**       **11**                            

  **4**       23        18                     **41**       **12**                            

  **5**       25        24                     **49**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   331
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [79%]{.underline} White

the students in the school: [5%]{.underline} Black or African American

[7%]{.underline} Hispanic or Latino

[8%]{.underline} Asian/Pacific Islander

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

**100% Total**

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

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

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

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

  **(2)**                   Number of students who      21
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    44
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 344
                            the school as of October 1  

  **(5)**                   Total transferred students  .13
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           13
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [7]{.underline}%

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

Number of languages represented: [6]{.underline}

Specify languages: Hmong, Japanese, Spanish, Vietnamese, Lao, and Arabic

9\. Students eligible for free/reduced-priced meals: [38]{.underline}%

Total number students who qualify: [123]{.underline}

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

10\. Students receiving special education services: [17%]{.underline}

[57]{.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. Do not add additional categories.

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

[0]{.underline} Deafness [6]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [6]{.underline} Specific Learning
Disability

[7]{.underline} Emotional Disturbance [19]{.underline} Speech or
Language Impairment

0 Hearing Impairment [0]{.underline} Traumatic Brain Injury

> [8]{.underline} Mental Retardation [0]{.underline} Visual Impairment
> Including Blindness
>
> [0]{.underline} Multiple Disabilities [1]{.underline} Occupational
> Therapy

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} [0]{.underline}

Classroom teachers [14]{.underline} [4]{.underline}

Special resource teachers/specialists [1]{.underline} [12]{.underline}

Paraprofessionals [6]{.underline} [1]{.underline}

> Support staff [1]{.underline} [4]{.underline}
>
> Total number [23]{.underline} [21]{.underline}

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

students in the school divided by the FTE of classroom teachers:
[21:1]{.underline}

13. The high teacher turnover rate in 2000-2001 was the result of a
    number of retirements at the school. Teachers had been at the school
    38,39,40 years in the same classroom. As these retirements occurred,
    new teachers bid into Annie Jackson School. The new staff has
    remained stable since this time.

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

  Daily student attendance   97%         97%         96%         96%         96%

  Daily teacher attendance   94%         96%         95%         95%         Not
                                                                             Available

  Teacher turnover rate      5%          5%          10%         11%         26%

  Student dropout rate       \%          \%          \%          \%          \%
  (middle/high)                                                              

  Student drop-off rate      \%          \%          \%          \%          \%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**Part III -- School Summary**

Annie Jackson Elementary School is a public Pre-K through fifth grade
elementary school that also encompasses a Head Start program. The school
is located on the southwest side of Green Bay, just five blocks from
Lambeau Field and the Green Bay Packers headquarters. Most students live
in our attendance area and walk to school daily. Early childhood special
education and Head Start students are bussed to school daily. Annie
Jackson School serves 331 children. Our cultural diversity is 79% White,
5% African-American, 7% Hispanic, 8% Asian and 3% Native American.
Thirty-eight percent of our student population are eligible for free or
reduced hot lunch. Seven percent of our students have Limited English
Proficiency. Special needs students comprise 17% of our total Annie
Jackson population.

The mission of Annie Jackson School is based on the mission of the Green
Bay Area Public Schools. We embrace learning for all as our highest
priority. We feel all students can and will learn so that no child is
left behind. We integrate a comprehensive literacy program and
school-wide writing instruction throughout the curriculum (science,
social studies, math, art, music and physical education). We prepare
students to be productive citizens and lifelong learners. Students are
motivated to excel in higher-level thinking to meet proficiency on grade
level standards and other learning targets. Annie Jackson's success at
working toward our mission is attributed to our school's learning goal,
which is the guide that enables us to maintain an ongoing focus on our
curriculum. All staff members work collaboratively, providing input for
the goal. Upon analyzing formative and summative assessments, we
determine our strengths and weaknesses. We review and reflect on the
data, and use this information to choose programs and best practices
that will enhance our learning and increase student achievement, as well
as plan our staff development that will support our professional growth.

Programs that support our goal include: Reading Recovery in first grade,
St. Norbert College reading class, Calvary Lutheran Church After-School
Tutoring, an after school Reading Buddies Program, and literacy tutoring
with volunteers from The Volunteer Center. Student activities include
sports teams, school newspaper, service stars, safety patrols, reading
clubs and reading buddies. Community outreach involves partnerships with
St. Norbert College, University of Wisconsin-Green Bay, and Northeast
Wisconsin Technical College, whose field students teach and tutor our
children.

Family participation in school decision-making is made possible through
the Parent Teacher Organization Learning Council. Surveys are also sent
out throughout the school year to gather information. The PTO sends
information and seeks input through its quarterly newsletter and monthly
meetings. Annie Jackson uses student-led parent conferences where
students together with their parents look at individual student
achievement and make goals for student improvement. We begin the process
of family participation on the first day of school each year by
participating in The First Day of School Celebration. Parents attend
school with their children on this day. Each classroom informs parents
about its goals and mission. Several times a year we walk our attendance
area and leave handouts on front doors inviting neighbors to be involved
in our school and to inform them of what we are doing at school. There
is not one day of the school year that we do not have a parent volunteer
in a classroom at Annie Jackson School. Additionally, newsletters, open
houses, and numerous day and evening programs serve as family outreach
opportunities. Through the use of research-based programs, strategies
and interventions already in place -- an emphasis on writing,
comprehensive literacy, family involvement and high expectations - we
have been able to create a successful learning environment. Despite our
accomplishments, we know we must continually strive to improve student
achievement.

**Part IV -- 1 Indicators of Academic Success (Description of Assessment
Results)**

The last eight years have seen the Jackson's attendance area change from
a homogeneous, middle income area to a more diverse, lower economic
neighborhood. Along with these demographic changes, our students face
more economic and educational challenges than ever before. Twenty-one
percent of our students are minority students and 123 pupils in 2005-06
are receiving free and reduced meals. Annie Jackson School relies on
district resources with the only additional resource being a half time
Reading Recovery teacher provided by the District. We are also members
of the READS grant (Wisconsin Department of Public Instruction) studying
literacy. Despite these changes, Annie Jackson School has continually
increased student achievement over each of the last five years. Student
achievement has increased across a wide range of district and state
assessments. We have surpassed not only the district norm, but also
exceeded performance levels of the state. On the state's annual
assessment -- the grade 4 Wisconsin Knowledge and Concepts Examination
Criteria Referenced Test (WKCE-CRT) - we out performed the state. The
table below shows the percentage of students enrolled scoring at/above
the proficient level on the grade 4 WKCE-CRT in reading and math for
Annie Jackson School, the district and the state, and the difference
between our school and the district and our school and the state.
Although our cell size cannot be reported due to the low cell size,
school disaggregated scores over the last five years for students with
disabilities went from 85% in 2001 to 100% proficient/advanced in
2004-05 in reading and above the state average in 2001 to 100% in math
for 2004-05. Scores for students in the economically disadvantaged
category rose from 85% in 2001 to 100% in reading for 2004-05 and above
the state to 100% in math for 2004-05. We disaggregate our data yearly
to narrow our achievement gap and to coincide with our school's learning
goal. Also shown below are the third grade reading comprehension (WRCT)
scores (see table in Part VII) for Annie Jackson School. Scores rose
from 82% proficient/advanced in 2000-01 to 100% proficient/advanced in
2004-05. Although our number of students in subgroups is too low to be
reported by the state, looking at the individual years and our school's
disaggregated data, we see that students with disabilities who scored
proficient/advanced has grown from a low of 50% in 2002 to 100% in
2004-05. Third grade students in the economically disadvantaged category
who have scored proficient/advanced has grown from 60% in 2001 to 100 %
in 2004-05. Annie Jackson School's scores have ranged from 14% to 21%
higher than the district scores and 3% to 13% higher than the state
scores between 2000 and 2005.

[Difference Between Jackson and the District, and Between Jackson and
the State Proficient and Advanced on Grade 4 Wisconsin Knowledge &
Concepts Examination and Grade 3 Wisconsin Reading Comprehension
Test.]{.underline}

  --------- ---------- --------- ---------- --------- --- --------- ---------- -----------
  WKCE      Reading              Math                     WRCT                 
                                                          Reading              

            Jackson to Jackson   Jackson to Jackson                 Jackson to Jackson to
            District   to State  District   to State                District   State

  2000-01   +16%       +11%      +14%       +14%          2000-01   +14%       +5%

  2001-02   +19%       +14%      +30%       +28%          2001-02   +21%       +12%

  2002-03   +18%       +15%      +21%       +20%          2002-03   +16%       +7%

  2003-04   +9%        +3%       +16%       +16%          2003-04   +20%       +11%

  2004-05   +21%       +16%      +24%       +23%          2004-05   +21%       +13%
  --------- ---------- --------- ---------- --------- --- --------- ---------- -----------

**Part IV -- 2- Indicators of Academic Success (Using Assessment Data
for Improvement)**

Three times a year, the staff, including all classroom teachers, special
education teachers, English as a Second Language teacher, Reading
Resource Teacher and principal, meets to analyze our READS data based on
the Dominie Reading Assessment. We look at hearing and recording sounds,
fluency and reading comprehension of all students. Twice a year this
same group analyzes student writing scores. In addition, each year as a
group, all staff reviews disaggregated standardized data. This
information is used not only to review and revise our school's learning
goal, but also to drive our instructional practices. All teachers meet
at least twice each month to align their practices with the school's
learning goal as well as review the implementation of the goal. Teachers
assess fourth grade students in reading three times a year using the SRI
(Scholastic Reading Inventory) to determine their reading lexile level.
Fifth grade students use the MAP Assessment (Measure of Academic
Progress) three times during the school year to assess reading and math
targets. Work samples in writing are maintained each year to document
student growth in writing. Communication among grade level teachers and
special education teachers is ongoing, with special education and ESL
staff providing services to students in the regular classroom setting.
This teaming creates strategies to improve student learning. Teachers
share best practices and effective teaching strategies on a weekly, many
times daily, basis. If students are not meeting targets, team teaching
using flexible grouping is used. Ongoing communication is shared with
tutors and other volunteers to assure that instruction is aligned with
current areas of need. All students are expected to achieve.

**Part IV -- 3 Indicators of Academic Success (Communication of Student
Performance)**

Annie Jackson School works in partnership with parents. We begin on the
first day of school by participating in The First Day of School
Celebration. Parents come to school with their students and together
hear classroom and school expectations. Parents also support our Summer
Readers' Club and Summer Writers' Club by providing incentives for
student participation. We are committed to ongoing communication with
parents. In addition to our open door policy, student-led conferences
are held twice a year. Teachers accommodate parents outside the required
conference schedules to ensure all students and parents can confer. Over
the past 5 years, we have had a 99% participation rate. Newsletters go
home from the classroom at least twice a month and from the school once
a month. Classroom telephones provide another important home/school
link. In addition to personal contacts, results of standardized and
district assessment data are sent to parents as soon as the assessments
are received. Report cards are sent home three times each year. Students
who are not performing at target levels are brought to our TAT (Teacher
Assistance Team) meetings. If students still do not improve in their
learning, they are taken to our consultation team, which is composed of
the principal, psychologist, social worker, guidance counselor and
classroom teacher. Parents are invited to attend this meeting. Annie
Jackson's learning council, consisting of the principal, staff and
parents, reviews assessment data yearly and monitors progress toward
reaching the school's learning goal. The school's learning goal and its
results are communicated to parents in the monthly newsletter as is the
yearly assessment data. The Green Bay Area School Board receives the
school's learning goal and the assessment data on a yearly basis. The
Green Bay Area School District publishes each school's profile and
assessment data, as does the State Department of Public Instruction.

**Part IV -- 4 Indicators of Academic Success (Sharing Our Success with
Others)**

The staff at Annie Jackson School continually interacts with other
schools and the community to share our successes as well as to learn
from others. Our staff was awarded the Partners in Education Golden
Apple Award in 2002 for its work in improving student writing. This work
has been shared with all 26 elementary schools in our district and also
surrounding districts. Not only their academic work, but also service is
shared with others. In 2003 the staff was awarded the St. Vincent
Hospital Young Philanthropist Award for the large amount of service work
the school provides the Green Bay community. The staff has given many
professional development workshops and trainings. These sessions include
6 trait writing, literacy centers, 4 square writing, penmanship,
curriculum mapping and grammar. The staff is highly regarded for its
literacy work within the district and has had several members on the
district literacy committee the past 7 years. Our annual Literacy
Institute and district staff development offerings often host a staff
member from Annie Jackson to provide professional development. Staff has
presented at state and local conferences. Presentations are aligned with
our school's learning goal. Many other school districts visit Annie
Jackson School to look at our literacy success as well as our Integrated
Kindergarten program. Staff members lend their expertise as they serve
on district curriculum committees. Staff members are involved in
modeling and training university field students and student teachers. A
reading class from St. Norbert College actually holds class in our
building. Outreach is an important aspect of our school as we learn as
much from presenting and interacting with others as they learn from us.

**Part V 1 -- Curriculum and Instruction (Core Curriculum and High
Standards)**

Curriculum at Annie Jackson School is based on the Green Bay Area Public
School's curriculum. Based on state and district learning standards,
these standards guide all instruction in our classrooms. Priority is
given to curricula and programs that assist students in accomplishing
higher standards for learning. These standards are for all students and
are based on scientific research on student learning as well as what is
known about the need to prepare students for further education, the
world of work, and learning for the 21^st^ century. Teachers
differentiate the teaching of curriculum through instructional
strategies such as flexible grouping, literature circles, compacting,
and tiered center activities.

The core of the Reading curriculum is providing scaffolding to each
student, enabling them to learn at their reading level and become
competent readers.

The core of the Language Arts curriculum is writing using literature for
a variety of audiences/purposes, including independent/peer revising and
editing, oral language (listening and speaking skills), grammar, and
media/technology. Language Arts is embedded in the reading instruction
and daily Writer's Workshop. Classrooms use the library weekly and
computer classes provide hands-on instruction. Writing is used in all
content areas at Annie Jackson School.

The core of Social Studies curriculum includes actively engaging
students to acquire the knowledge, skills, attitudes and competencies
necessary to become responsible citizens and family members. We want our
students to be productive employees, informed decision-makers, and
life-long learners. Students must understand the factors that influence
individual and cultural identity in various times and settings, personal
and civic rights and responsibilities, and the purpose of rules, laws,
and government. Students must understand production, exchange, and
consumption in order to make informed decisions. They must understand
geography, the study of the relationships among people, places, and
environments and understand the concept of history, examining change and
continuity over time in order to develop historical perspective, explain
historical relationships, and analyze issues that affect the present and
future.

The core of the Mathematics curriculum is focused on the Wisconsin State
Academic Standards that are inherent in the Everyday Math Program. The
program is based on the basic premise of spiraling the curriculum. In
other words, skills are revisited on a frequent basis rather than
mastered and forgotten. The program focuses on understanding number
relationships, computation, geometry, and problem solving. Students are
required to communicate solutions to problems in written and oral work;
use estimation strategies to solve problems; measure and construct
geometric figures; use a variety of tools (calculator, compass,
protractor, template); and collect, organize, and graph data.

The core of the Science curriculum begins with understanding the nature
of scientific inquiry about life science, physical science, earth
science, and human science. The curriculum builds on more complex
curriculum as students progress through the grades. Students are
encouraged to question, investigate and experiment with hands-on
activities and technology.

The core of the Art curriculum is to understand and apply media,
technology, techniques, and processes related to the visual arts, to
know how to use the structures and functions of art, and to understand
the visual arts in relation to history and cultures. They must
understand the characteristics of one's own artwork and the artwork of
others and understand the connections among the various art forms, other
disciplines and the world of work.

The core of the Physical Education curriculum is to develop students
optimal level of physical fitness, wellness, and a lifelong interest in
physical activity.

The core of the Music curriculum involves singing, instrumental,
composition, reading and notating, analysis, evaluation and history and
culture of music. Students learn to express themselves through music and
play basic musical instruments as well as read simple pitch notation,
listen to and describe music, and listen to music from various time
periods and world cultures.

The core of our Technology curriculum is to provide general library and
computer lessons. These skills are used in other curricular areas.

# Part V -- 2a -- Reading Program

At Annie Jackson School, all teachers are reading teachers. We are a
comprehensive reading school providing scaffolding to all students to
enable them to become competent readers. We have chosen this reading
approach because it aligns with our mission that all students can learn.
Comprehensive literacy also means we cover all the areas of a balanced
reading curriculum. We take our students where they are and move them to
their benchmark level. Our early childhood programs teach reading by
exposing students to letters and their sounds. Primary students are
instructed in skills and strategies that help with comprehension and
fluency. All teachers at all grade levels model expressive language
through shared reading. As a comprehensive reading school, we provide
read alouds, shared reading, guided reading and independent reading in
an uninterrupted 120 minute block daily. Implementing Guided Reading in
all grade levels, students are matched with books at their instructional
level. The repeated reading of these texts improves the student's
fluency and comprehension. At the intermediate level, guided reading
continues and literature circles and independent reading play a larger
role in the student's reading development. Students who do not meet
grade level targets meet with the classroom teacher on a daily basis.
Primary students use guided reading books from the Wright Group and
other suppliers. At grades 3, 4, and 5, the Houghton-Mifflin Reading
Anthology and guided reading books are used.

Ongoing evaluation occurs three times a year. As part of the READS Grant
through the State of Wisconsin Department of Public Instruction, we use
the Dominie Reading Assessment to assist the teachers in identifying
students' instructional and independent reading levels. More specific
diagnostic testing is also used. Grades K-5 use running records, grades
3-5 use the Scholastic Reading Inventory Lexile, and at grade 5 the MAP
assessment is given to students.

To help ensure student success in reading, the PTO has purchased texts
at levels appropriate for all students and our bookroom houses a special
library of these leveled texts. Primary students have book bags with
leveled texts, which can be shared at home. Leveled texts are used for
sustained silent reading and in the student's flexible reading groups in
class. Special educators, English as a Second Language teacher,
paraprofessionals, parents and community volunteers and classroom
teachers provide many interventions to differentiate student learning in
reading. Each classroom buddies with another classroom to read to each
other. The PTO has organized the Reading Buddies program after school
with parent volunteers to help with student reading. Leisure reading is
encouraged with our Summer Readers' Club and monthly classroom reading
clubs. Two literacy nights are held with families that come to school to
read together. The school holds two book sales each year and used books
are sold in the school's store.

**Part V -- 3 Curriculum and Instruction (English Language Arts)**

Writing has played a major role in improving student literacy at Annie
Jackson School. Our school's motto, [Jackson School the "Write" Place To
Be,]{.underline} signifies that we hold writing as our top priority.
Eight years ago, we decided to "weed the garden" and focus on writing.
Using a needs assessment, we found we did not have any commonalities for
writing across the grade levels. We began extensive training in the 6
Traits of Good Writing. Each staff meeting and every professional
development day was spent increasing our knowledge of what good writing
looks like. Using the Writer's Workshop format during the daily literacy
blocks at all grade levels provided the time for writing instruction.
Teachers used the mini-lesson component to model their thinking and
writing while also providing specific instruction for students. While
the students write, they apply the lessons learned from the
mini-lessons. When students conference with their teacher and peers,
they receive specific feedback to improve their writing.

Each fall, we give grade level writing prompts and score these, thus
creating baseline data. Teachers use this baseline data to drive their
writing instruction and create relevant mini-lessons. These prompts help
our students experience on-demand writing. This is a genre used in state
and national assessments. Both the principal and staff analyze the data
provided by the prompts. The feedback looks at overall grade level
performance and overall school performance with writing. In addition,
this feedback provides direction for the staff to assist in consistency
in scoring and planning for professional development.

We have also adopted a school-wide graphic organizer. We feel the
consistency of knowing how to use one graphic organizer well will help
all students organize their writing whether in an on-demand writing
situation or not. Brain research tells us that students need to use
something 11 times before they own it. We feel we have given our
students a valuable tool to guide them through the writing process.
Having a mental picture of the 4 square organizer assists those students
who need visual models to learn. We have modified this 4 square graphic
organizer so that it becomes more complex as the student moves through
the grades. All grade levels PreK -- 5 use this organizer. We were the
first school in Green Bay Area Public Schools to study the 6 Traits of
Good Writing and to use data to drive our instruction. As our writing
scores moved from the bottom to the top of the district, it became
evident that using a common language and using data to drive instruction
improved student learning.

**Part V -- 4 Different Instructional Methods Used for Improvement**

Before we could work on our instructional methods to improve student
learning, the staff at Annie Jackson spent an entire summer working on a
school-wide discipline program. The end result is a program we named
"Making Tracks". Each day, students spend 5 minutes learning about the
values of interacting properly in the classroom, hallway and recess.
Getting the behavior of our students under control has allowed us to
concentrate on instructional methods to improve student learning.

The greatest instructional method used to improve student learning is
using a common vocabulary across the school and the curriculum. When we
saw the impact of all being together for behavior, we felt it was
important to carry this same belief across to the academic curriculum.
All staff participates in various professional development focusing on
how students learn. We have taken many workshops on brain development
and use this information to work together to improve student learning.
Using both formative and summative student data also guides our
instruction. As mentioned earlier, the curriculum is aligned with the
Wisconsin State Academic Standards. We use the standards as our guide to
where students need to be at certain times. How we get the students to
meet these targets is by working together creating commonalities so that
students can "own" the learning. Although individual staff has different
teaching styles, we have worked hard to have the information taught the
same at each grade level. Also helpful is the use of looping in our
school. Students stay with the same teacher for two consecutive years.
This is beneficial because the teacher knows her students. The benefits
are especially evident the second year as the teacher knows what the
students have learned, where they are in literacy and math development
and can start with instruction on the first day of school. Motivating
students to have positive behavior, learning together, using a common
vocabulary and looping have proven to be benefits in improving student
learning at Annie Jackson School.

**Part V -- 5 Professional Development Program**

Professional development has played a major role in our growth as
teachers. We believe that the improvement of instruction is our primary
goal as educators. We further believe that professional development is
continuous, constructive and needs to take place in an atmosphere of
trust and respect. Working hard toward our beliefs, the administration
and all staff go to professional development sessions together. This
past summer, the entire Pre-K through third grade staff went to a
weeklong comprehensive literacy conference. The entire 4-5 staff went to
the Literacy Institute for a week in August. Our belief is not to learn
in isolation, but that together we can reflect, refine and practice our
skills to improve student learning. Working together as a professional
learning community, we have grown professionally and in turn, improved
our students' learning.

Notable is how we have embraced professional development. Using our
school's learning goal as a guide, professional development is embedded
in our monthly staff meetings, grade level team meetings and Teachers as
Readers meetings. Using ongoing data analysis and committee meetings, we
determine our own learning needs and use on-site staff to support our
needs. We seek out resources, knowledge and support from each other.
Professional development is provided in a variety of formats, such as
teacher-to-teacher, principal to teacher, one-on-one, small group or
whole group meetings. Throughout the school year, staff participate in
district professional staff development days. On these days we focus on
topics that align with our school's learning goal. Parents are becoming
members of our professional development plan. We have invited parents to
join us in reading several books on improving student learning. Several
parents have joined us and with the support of our PTO, we hope this
number grows.

**PART VII - ASSESSMENT RESULTS**

**[Wisconsin 2006 Blue Ribbon School Nominee Proficiency Information -
REVISED]{.underline}**

School and District Name: **Jackson Elementary, Green Bay Area School
District**

Subject: **Mathematics**

Tested Grade(s): 4

Test: Wisconsin Knowledge & Concepts Examination (WKCE)

Publisher: State of Wisconsin and CTB/McGraw-Hill

**[Note 1]{.underline}**: No performance data are reported for student
subgroups with fewer than 10 full academic year (FAY) students. In
addition, performance data for some subgroups larger than 10 are not
reported in order to avoid indirect disclosure of confidential
information; these are noted with an asterisk (\*).

**[Note 2]{.underline}**: Performance data for 2004-05 and 2003-04
include students scoring in each of Wisconsin's four proficiency
categories on the WKCE + the Wisconsin alternate assessments for
students with disabilities (WAA-SwD) and English Language Learners
(WAA-ELL). Data for 2002-03 are for the WKCE + the WAA-SwD only, due to
a change in the way WAA-ELL results were reported beginning in 2003-04.

**[Note 3]{.underline}**: Totals for the four proficiency categories may
not add to 100% due to some combination of (a) rounding, (b) the
exclusion of WAA-ELL results for 2002-03 (see Note 2), (c) the
suppression of certain data to protect student privacy (see Note 1),
and/or (d) student non-participation in testing.

  ----------------------------------------- --------------- --------------- ---------------
                                            **2004-2005**   **2003-2004**   **2002-2003**

  Testing month                             November        November        November

  **[SCHOOL SCORES (Full Academic Year                                      
  Students)]{.underline}:**                                                 

  \% Proficient + Advanced (meeting state   96%             90%             91%
  standards)                                                                

  \% Advanced                               43%             45%             53%

  Number of students (full academic year)   47              44              45

  Percent tested                            100%            100%            100%

  Number of students alternatively assessed 0               0               0

  Percent of students alternatively         0%              0%              0%
  assessed                                                                  

  **[SUBGROUP SCORES (Full Academic Year                                    
  Students)]{.underline}:**                                                 

  1\. White, non-Hispanic                                                   

  \% Proficient + Advanced (meeting state   95%             90%             90%
  standards)                                                                

  \% Advanced                               44%             45%             53%

  Number of students tested                 39              38              38

  2\. Economically Disadvantaged                                            

  \% Proficient + Advanced (meeting state   100%            100%            
  standards)                                                                

  \% Advanced                               55%             45%             

  Number of students tested                 11              11              8
  ----------------------------------------- --------------- --------------- ---------------

**[Wisconsin 2006 Blue Ribbon School Nominee Proficiency Information -
REVISED]{.underline}**

School and District Name: **Jackson Elementary, Green Bay Area School
District**

Subject: **Reading**

Tested Grade(s): 4

Test: Wisconsin Knowledge & Concepts Examination (WKCE)

Publisher: State of Wisconsin and CTB/McGraw-Hill

**[Note 1]{.underline}**: No performance data are reported for student
subgroups with fewer than 10 full academic year (FAY) students. In
addition, performance data for some subgroups larger than 10 are not
reported in order to avoid indirect disclosure of confidential
information; these are noted with an asterisk (\*).

**[Note 2]{.underline}**: Performance data for 2004-05 and 2003-04
include students scoring in each of Wisconsin's four proficiency
categories on the WKCE + the Wisconsin alternate assessments for
students with disabilities (WAA-SwD) and English Language Learners
(WAA-ELL). Data for 2002-03 are for the WKCE + the WAA-SwD only, due to
a change in the way WAA-ELL results were reported beginning in 2003-04.

**[Note 3]{.underline}**: Totals for the four proficiency categories may
not add to 100% due to some combination of (a) rounding, (b) the
exclusion of WAA-ELL results for 2002-03 (see Note 2), (c) the
suppression of certain data to protect student privacy (see Note 1),
and/or (d) student non-participation in testing.

  ----------------------------------------- --------------- --------------- ---------------
                                            **2004-2005**   **2003-2004**   **2002-2003**

  Testing month                             November        November        November

  **[SCHOOL SCORES (Full Academic Year                                      
  Students)]{.underline}:**                                                 

  \% Proficient + Advanced (meeting state   98%             85%             96%
  standards)                                                                

  \% Advanced                               68%             55%             67%

  Number of students (full academic year)   47              44              45

  Percent tested                            100%            100%            100%

  Number of students alternatively assessed 0               0               0

  Percent of students alternatively         0%              0%              0%
  assessed                                                                  

  **[SUBGROUP SCORES (Full Academic Year                                    
  Students)]{.underline}:**                                                 

  1\. White, non-Hispanic                                                   

  \% Proficient + Advanced (meeting state   98%             87%             97%
  standards)                                                                

  \% Advanced                               67%             55%             71%

  Number of students tested                 39              38              38

  2\. Economically Disadvantaged                                            

  \% Proficient + Advanced (meeting state   100%            72%             
  standards)                                                                

  \% Advanced                               64%             36%             

  Number of students tested                 11              11              8
  ----------------------------------------- --------------- --------------- ---------------

**[Wisconsin 2006 Blue Ribbon School Nominee Proficiency Information --
REVISED]{.underline}**

School and District Name: **Jackson Elementary, Green Bay Area School
District**

Subject: **Reading**

Tested Grade(s): 3

Test: Wisconsin Reading Comprehension Test (WRCT)

Prior to the 2003-04 school year small subgroups were not reported. Only
the number of students in each group was reported. There is no
achievement data by subgroup. In addition, only students that were in
our school for a full academic year have data reported.

  ----------------------------------------- --------------- --------------- ---------------
                                            **2004-2005**   **2003-2004**   **2002-2003**

  Testing month                             March           March           March

  **[SCHOOL SCORES (Full Academic Year                                      
  Students)]{.underline}:**                                                 

  \% Proficient + Advanced (meeting state   100%            97%             87%
  standards)                                                                

  \% Advanced                               45%             53%             16%

  Number of students (full academic year)   38              55              49

  Percent tested                            100%            100%            100%

  Number of students alternatively assessed 0               0               0

  Percent of students alternatively         0%              0%              0%
  assessed                                                                  

  **[SUBGROUP SCORES (Full Academic Year                                    
  Students)]{.underline}:**                                                 

  1\. White, non-Hispanic                                                   

  \% Proficient + Advanced (meeting state   100%            97%             88%
  standards)                                                                

  \% Advanced                               57%             54%             17%

  Number of students tested                 30              46              42

  2\. Economically Disadvantaged                                            

  \% Proficient + Advanced (meeting state   100%            93%             83%
  standards)                                                                

  \% Advanced                               33%             31%             8%

  Number of students tested                 12              13              12
  ----------------------------------------- --------------- --------------- ---------------