##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[X\] Elementary
\[ \] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal [Dr. Cynthia Kalogeropoulos]{.underline}

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

Official School Name [Grove Avenue School]{.underline}

(As it should appear in the official records)

School Mailing Address [900 South Grove Avenue]{.underline}
\_\_\_\_\_\_\_\_\_\_\_

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

[Barrington IL 60010-5023]{.underline} City State Zip Code+4 (9 digits
total)

County [Lake]{.underline} State School Code Number\*
[34-049-2200-26]{.underline}

Telephone [( 847 ) 381-1888]{.underline} Fax [( 847 )
304-3922]{.underline}

Web site/URL [http://gr.cusd220.lake.k12.il.us]{.underline} E-mail
[ckalogeropoulos@cusd220.org]{.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. Mary Herrmann]{.underline}

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

District Name [Community Unit School District 220]{.underline} Tel. [(
847 ) 381-6300]{.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 Mr. Jeffrey Nordquist

President/Chairperson

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

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

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

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

**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 for Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    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: [8]{.underline} Elementary
schools

[2]{.underline} Middle schools

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

[1]{.underline} High schools

[1]{.underline} Other (Early Childhood Center)

[12]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$10,667]{.underline}

Average State Per Pupil Expenditure: [\$8,786]{.underline}

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

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

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

4\. [22]{.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**    4         3                      **7**        **7**                             

  **K**       48        24                     **72**       **8**                             

  **1**       43        42                     **85**       **9**                             

  **2**       46        46                     **92**       **10**                            

  **3**       54        34                     **88**       **11**                            

  **4**       43        36                     **79**       **12**                            

  **5**       46        54                     **100**      **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   523
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [72]{.underline} % White

the school: [3]{.underline} % Black or African American

[7]{.underline} % Hispanic or Latino

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

[0]{.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:
[6]{.underline} % (2005/2006 school year)

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      20
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      9
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    29
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 502
                            the school as of October 1, 
                            2005                        

  **(5)**                   Total transferred students  0.0578
                            in row (3) divided by total 
                            students in row (4)         

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

8\. Limited English Proficient students in the school: [4]{.underline} %

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

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

Specify languages: German, Japanese, Korean, Polish, Spanish, Urdu

9\. Students eligible for free/reduced-priced meals: [6]{.underline} %

Total number students who qualify: [30]{.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} %

[89]{.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.

[9]{.underline} Autism [6]{.underline} Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness [23]{.underline} Specific Learning Disability

[1]{.underline} Emotional Disturbance [42]{.underline} Speech or
Language Impairment

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

> [3]{.underline} Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> [5]{.underline} Multiple Disabilities

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

    **Number of Staff**

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

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

Classroom teachers [19]{.underline} [4]{.underline}

Special resource teachers/specialists [13]{.underline} [3]{.underline}

Paraprofessionals [14]{.underline} [2]{.underline}

> Support staff [11]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [58]{.underline} [9]{.underline}

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [25:1]{.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. Also
explain a high teacher turnover rate.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student attendance   96 %        96 %        96 %        95 %        96 %

  Daily teacher attendance   97 %        95 %        97 %        97 %        98 %

  Teacher turnover rate      3 %         0 %         12 %        3 %         6 %

  Student dropout rate       n/a %       n/a %       n/a %       n/a %       n/a %
  (middle/high)                                                              

  Student drop-off rate      n/a %       n/a %       n/a %       n/a %       n/a %
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Grove Avenue School is part of Community Unit School District 220 which
includes an early childhood center, eight elementary schools, two middle
schools and a high school. The district covers a seventy-two mile area
in a country-suburban setting approximately forty miles from Chicago.
While most heads of household are commuting professional or business
people, there are pockets of less affluence in the district as well.

Grove Avenue School has served as a recognized symbol of quality
education for fifty-three years in this community. Our enrollment of 523
K-5 children represents wide diversity in family background and cultural
heritage. Grove is home to three district self-contained special
education programs which creates a portrait of even greater student
diversity. These classrooms include an early childhood five year old
program; a self-contained autistic classroom; and a self-contained
learning disabilities program. The children from these programs
colorfully strengthen the richness of our student body. We are a better
school because of our student diversity.

Our Grove Family is committed to attaining the goals in our mission
statement...*to respect the needs of each child and to create a
nurturing learning environment that fosters compassion, curiosity,
self-discipline, independence and confidence*. We want this mission to
apply not only to the children, but also to our staff so that they, too,
are working in a challenging, yet nurturing environment..

To accomplish this important mission, the Grove staff partners with
parents and community members in our work and is guided by seven
powerful belief statements that serve as the compass in our journey of
learning. These belief statements are posted in every classroom and
common area of our school and keep us fully accountable in our work.

The belief statements of Grove Avenue School are:

-   Grove Avenue School is a community of learners connected by mutual
    caring in an intellectually challenging environment.

-   Our school recognizes, values and nurtures the uniqueness of each
    member.

-   Our school fosters positive self esteem and responsible citizenship.

-   Our school strives to develop awareness, understanding and respect
    for cultural and social diversity.

-   Our school promotes meaningful learning through active
    participation, choice and reflection.

-   Our school empowers learners with strategies and skills for lifelong
    success.

-   Learning is a responsibility shared by our students, parents, staff
    and community members.

These belief statements guide our work at Grove Avenue School as we
address the unique needs of our students intellectually, socially,
emotionally and physically in order to empower each child to be the best
he/she can be. We focus on each child's strengths to guide the way. Our
work leads to significant success because of the partnership we form
with students, staff, parents and community members to get the job done.
We are never totally satisfied with our work because we know we can
always strive for further greatness for a particular child or a group of
them. This quest leads to growth and renewal every year for both
teachers and students.

In summary, Grove is a great place to learn because of our constant
quest for excellence in providing the best educational opportunities we
can for children. It is our goal to help every child to be the best
he/she can be.

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

1.  **Assessment Results:** Public school students in Illinois
    participate in our state's Illinois Standards Achievement Test
    (ISAT). Third, fourth and fifth grade students are tested in reading
    and math and in fourth grade students are also tested in science.
    Since there are not three consecutive years of test data for fourth
    graders due to changes in the testing schedule, they will not be
    included in this analysis. ISAT assessments evaluate our students'
    progress in mastering the Illinois Learning Standards. Students'
    results are reported using four categories.

-   Exceeds Standards -- Student work demonstrates advanced knowledge
    and skills.

-   Meets Standards -- Student work demonstrates proficient knowledge
    and skills.

-   Below Standards -- Student work demonstrates basic knowledge and
    skills.

-   Academic Warning -- Student work demonstrates limited knowledge and
    skills.

A more thorough explanation of these can be obtained at
[www.isbe.net/assessment](http://www.isbe.net/assessment).

On the 2006 ISAT Reading Test, 87% of the third graders of Grove scored
at the meets/exceeds level. This included 46% of third grade students
with IEPs. On the 2006 ISAT Reading Test, 95% of fifth graders scored at
the meets/exceeds level. This was an increase from 2005 when 87% scored
at the meets/exceeds level. Fifth grade students with IEPs demonstrated
strength with 86% scoring at the meets/exceeds category.

Another subgroup monitored is our Asian student group. In this category
76% of Asian third graders scored at the meets/exceeds level in reading;
and in fifth grade, 100% scored at the meets/exceeds level. In fact, 79%
of these students scored at the exceeds level.

On the 2006 ISAT Math Test, 99% of the third graders of Grove scored at
the meets/exceeds level. This high level of achievement has been
maintained for three years. In third grade, 82% of the students scored
at the exceeds level.

On the 2006 ISAT Math Test, 100% of the fifth graders of Grove scored at
the meets/exceeds level. This is an increase from 92% and 93% scoring at
that level in 2005 and 2004 respectively.

In Math, 46% of third grade students with IEPs scored at the
meets/exceeds category. One hundred percent of third grade Asian
students scored at the meets/exceeds category. On the 2006 fifth grade
math test, one hundred percent of students with an IEP scored at the
meets/exceeds category. One hundred percent of students in the Asian
subgroup scored at the meets/exceeds category, including 64% scoring at
the exceeds level.

The lower performance of students with IEPs is due to their individual
learning challenges. However, it should be noted, that all students are
given rigorous educational goals in order to maximize their learning and
help them to continue to make gains in learning.

2.  **Using Assessment Results:** The Grove staff understands that
    assessment data can be used to promote learning. Like athletic
    coaches, our teachers recognize the importance of using ongoing
    assessments to maximize learning by making instructional adjustments
    for their students based on the received student data.

In the fall, winter and spring of the year, third through fifth graders
are tested on the Measure of Academic Progress Test (MAPS) which helps
to determine each student's instructional level and academic growth in
mathematics and reading. The test results are used by teachers to
determine areas of strength for each learner as well as areas that need
attention. Instructional goals are adjusted based on the general trends
of student performance both individually and by clusters of students in
a grade level.

Students in grades three, four and five take the Illinois Standards
Achievement Test (ISAT) each spring. Students are tested in math and
reading and in grade four students also are tested in science.
Individual student results are studied to see trends in each child's
learning and adjust instructional goals accordingly. As a school,
general strengths and weaknesses of content growth are studied and used
to

modify instruction in each grade level. The ISAT test is linked to the
benchmarks of learning that guide the design of our curriculum.

Student achievement on these exams is shared with parents and students
so that all groups partner together in attaining learning success. It is
particularly meaningful for students to be invested in helping to
formulate their learning goals. Students are identified through
assessment analysis to receive additional learning help when warranted
both during the school day and through an after school tutoring program.
More significant intervention may occur for identified students through
a case study analysis that may be initiated as a result of lower
achievement.

Assessment data are also used to plan staff development programs in
order to provide teachers with the most advanced ideas in teaching and
to support their challenges in meeting the needs of every student.

3.  **Communicating Assessment Results:** Information about student
    performance on the Illinois Standards Achievement Test is sent to
    parents through a prepared school report card. In this report
    parents receive comprehensive data about testing results at our
    school, our district and in the State of Illinois. Information about
    attendance, class size and per pupil expenditure is contained in
    this report. Specific information about each child's performance is
    contained on an accompanying report. The reports contain a thorough
    explanation to help parents understand information about their
    child's academic performance on the ISAT test. Parents are always
    encouraged to contact our school's teachers or principal if they
    have further questions about the test or want to discuss their
    child's performance in greater detail. ISAT results are also
    discussed during our fall parent teacher conferences. These
    conferences are attended by fourth and fifth graders in the fall and
    in the spring by third through fifth graders.

Student progress on the Measure of Academic Progress (MAPS) Test is
shared with parents in reports in the fall and spring. A narrative
report including graphs is shared with parents to keep them informed
about their child's progress in math and reading. Parents are encouraged
to contact their child's teacher and principal with any questions they
have. Teachers often initiate conversations about particular students
when they display slower than expected academic growth.

Student performance is shared at School Board Meetings, on our
district's website ([www.cusd220.org](http://www.cusd220.org/)), and in
the local and Chicago newspapers. General trends about student
performance of Grove students are shared by the principal to members of
the school's PTO; and also shared several time a year in articles
written by the principal in our school's weekly parent newsletter.

4.  **Sharing Success:** School ideas are shared with teacher colleagues
    across the district during grade level articulation meetings;
    curriculum committee subgroups; and district planning groups. There
    is an eagerness on the part of Grove teachers to also hear about
    successful instruction taking place in schools across our district.
    School idea sharing also occurs among principals and curricular
    leaders during weekly principal meetings.

Dr. Kalogeropoulos, our principal, made a presentation at the Illinois
Reading Council Convention in the spring of 2005 about our school's most
successful ideas for making positive growth in student reading.

It is important that our staff seek out ways to make presentations at
state and national conferences so that more of our school's excellent
ideas can be shared with other educators.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:** The instructional program of Grove Avenue School is
    guided by the Illinois State Standards which provide all of our
    students with fair and equitable educational opportunities. The
    learning benchmarks from our state lead our teachers to create
    instructional opportunities that are complex and rigorous for all
    learners.

Specific grade levels are not tied to the benchmarks so our students
flexibly move to more difficult objectives whenever they master goals.
Here is a brief synopsis of the core focus of each curricular area.

-   [English/Language Arts]{.underline}: In reading, our learners are
    taught to be actively engaged with print in order to construct
    meaning from a wide range of written materials. Children are taught
    to develop strong communication skills both as articulate speakers
    and discerning listeners. As writers, they develop the ability to
    communicate their thoughts with clarity. This requires the mastery
    of standard skills of grammar, usage, punctuation, spelling and
    handwriting. Many students are working on objectives above grade
    level.

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-   [Mathematics]{.underline}: Students study a broad range of
    mathematical topics including arithmetic, measurement, algebra,
    geometry, probability and data interpretation. They are taught to
    recognize numerical relationships and patterns in their world.
    Finally, students receive opportunities to use higher level thinking
    skills during problem solving, and are encouraged to discover
    alternative strategies in their work. Many students are challenged
    by above grade level goals.

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-   [Science]{.underline}: Students develop higher level thinking skills
    through our process science program. They learn to generalize,
    infer, draw conclusions, create hypotheses, compare/contrast and use
    the scientific method.

-   [Social Studies]{.underline}: Students learn to integrate the social
    sciences to become civically competent and have a global
    understanding of their world. Even at a young age, the children
    become contributing members of their community and their nation
    through social action projects they work on with their classmates.
    Students receive instruction in current events in order to be
    knowledgeable about the world in which they live.

-   [Physical Development and Health]{.underline}: Students participate
    in a rigorous daily physical education program to help them sustain
    a high standard of fitness and health. Students establish goals of
    fitness related to endurance, strength and flexibility. In health,
    children learn the importance of nutrition, exercise, rest, hygiene
    and safety in their lives.

-   [The Arts]{.underline}: Grove students receive over one hundred
    minutes of instruction by specialists in the visual and performing
    arts every week. In art, students explore lessons in the elements of
    design including line, shape, form, color, texture and space.
    Students study the work of art masters and create projects using the
    celebrated style and techniques of these artists. In music, students
    study rhythm, melody, pitch, harmony, form, texture, style and
    dynamics. Students in intermediate grades have the opportunity to
    participate in orchestra and/or band lessons during their school
    day.

2\. **Reading:** Success for children in all academic subjects is
important to us; however, we believe that reading excellence is our most
important goal. The goals of our reading program are for students to
develop the ability to obtain meaning from the printed page, and to
foster in children a life-long love of reading. In order to accomplish
these, our program is guided by the Illinois State Standards and the
Standards for the English Language Arts which was derived from the
collaborative work of the National Council of Teachers of English and
the International Reading Association.

Reading instruction in all classrooms -- even in kindergarten -- focuses
on teaching our learners to make connections between reading and
thinking. Children construct meaning from text by applying learned
cognitive strategies before, during, and after reading. Our teachers
encourage diversity of opinion so that children understand that
comprehending print leads to many interpretations by readers.

Students are immersed in the highest quality and variety of print.
Teachers use basal texts, Junior Great Books, novel sets, small book
sets, *National Geographic for Kids*, *Time for Kids*, and many other
outstanding reading materials.

Reading instruction is flexibly grouped in classrooms so students have a
variety of instructional settings during the day -- whole groups and
small groups -- based on the learning needs and special interests of
students. Reading objectives are primarily focused on during our daily
literacy block, however reading skill instruction also occurs during
other parts of a student's day including math, science and social
studies classes.

Finally, all students participate in a daily period of sustained silent
reading. They are read to every day by their teachers in kindergarten
through fifth grade. All children are expected to read at home every day
because students become strong readers through practice. Through dynamic
instruction and the fostering of a love of reading, our students attain
high levels of achievement.

Progress monitoring in reading occurs by assessing all students three
times a year through AIMSWEB which focuses on phonemic skills and
fluency. Gathered data are used to drive the instructional decisions to
appropriately challenge all learners, and provide help for students who
need intervention.

3.  **Additional Curriculum Area - Writing:** Writing is a skill that is
    learned through practice...similarly to learning to play a musical
    instrument or batting a ball! Success in writing is linked to the
    amount of time that each child spends writing and rewriting.
    Therefore, at Grove Avenue School our students write every day.
    Children in kindergarten through fifth grade are doing authentic
    writing in many genres -- poetry, essays, book reviews, memoirs,
    plays, and letters.

Our students select their own topics because those subjects are most
important to them; and because they are knowledgeable, their writing is
more successful. This is also the easiest way for children to grow in
their love of writing which is evident during writing time at Grove, a
favorite time in the day for many students.

Our students invest significant time and effort in their writing. Their
work is shared with classmates, parents and of course, their teacher who
serves as their writing coach. Classroom celebrations are held regularly
to "toast" the completion of a writing unit. The publication of student
writing is a significant way to show students how important their work
is. A teacher planning team is finalizing the unveiling of a new school
Literary Magazine to showcase student writing beginning this spring.

In summary, our students love to write because it is a time in their day
when they are encouraged to express their thoughts and feelings and have
them validated and respected. This complements our school's belief of
empowering our learners with skills for lifelong success and meaningful
learning experiences.

4.  **Instructional Methods:** Teachers are guided by methodology that
    is identified as Best Practice. Students are placed in heterogeneous
    class groupings in kindergarten through fifth grades. National,
    state and school tests are regularly reviewed to prepare appropriate
    instructional goals for each student to help maximize each child's
    potential. Groupings within classes remain flexible. Flexibility of
    groupings is the result of progress monitoring in math and reading
    three times a year, and more frequently using informal classroom
    assessments.

During reading and math instruction students work in both whole class
groupings and small clusters based on each child's skill needs and
ability levels. Diagnostic and formative assessment techniques are used
for instructional planning so that children can progress systematically
and expediently through benchmark goals. Individual needs are
accommodated by teachers who are assisted by instructional assistants,
parent volunteers and tutors.

Our students who are diagnosed with special learning, physical or
behavioral needs are mainstreamed as much as possible and given extra
assistance to contribute to their success. Specialists work with
students who demonstrate the most significant needs. Gifted students in
mathematics and language arts receive approximately fifty minutes of
daily instruction in grades 3-5 from a gifted resource teacher.

Finally, our school recruits high school volunteers to work with
children after school to provide our more struggling learners another
layer of support to help them succeed. Grove also has secured the help
of a small corps of former parents to tutor students.

5.  **Professional Development:** The Grove staff displays an
    enthusiastic commitment to professional development and this quest
    has resulted in a staff composed of knowledgeable and enthusiastic
    educators. All members of the staff -- from beginning teachers to
    veterans -- display great dedication to increasing their competence
    and staying informed about the latest findings in educational
    research. Over ninety-three percent of our staff have completed a
    masters degree or work beyond this degree. Teachers have attended
    over 120 workshops, seminars and conventions over the last three
    years at the local, state and national level. Four members of the
    staff have completed or are working on their National Board
    Certification. Most of Grove's instructional assistants are
    certified teachers who also regularly attend inservice sessions and
    workshops. Our staff development work is paid for by our district
    budget and by money allocated by our PTO.

Our school district provides opportunities for professional growth
particularly in the summer when over fifty courses are available for
staff members.

Grove has established our own rigorous program for teacher learning.
Teachers participate in staff development activities every week for
sixty minutes during our staff meetings. During the 2006-07 school year
the entire staff has studied the curricular and instructional
recommendations contained in [Best Practice]{.underline} by Zemelman,
Daniels and Hyde. This work has led us to closely examine our work in
all instructional areas. Our staff begins our school year with two days
of study and reflection before the official opening of the school year.
Last August all teachers learned about how to incorporate interpretive
questioning strategies into reading instruction.

Optional book study groups meet throughout the year which also provide
teachers opportunities to learn with colleagues and grow professionally.
This year book topics have included [What A Writer Needs]{.underline}
and [Boy Writers]{.underline} by Ralph Fletcher and [Comprehending
Math]{.underline} (Hyde). The high levels of student achievement at
Grove Avenue School are closely linked to the academic diligence of
teachers who display a commitment to life long learning.

**PART VII -- ASSESSMENT RESULTS**

**[Grove Avenue School]{.underline}**

**STATE CRITERION-REFERENCED TEST RESULTS**

Subject [Reading]{.underline} Grade [3]{.underline} Test [Illinois
Standards Achievement Test]{.underline}

  ------------------------------- ----------- ----------- ----------- ----------- -----------
                                  2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                   March       March       March       March       March

  **SCHOOL SCORES**                                                               

  \% "Meeting" plus "Exceeding"   87.4%       93.8%       90%         88%         91%
  State Standards                                                                 

  \% "Exceeding" State Standards  49.4%       61.7%       42.5%       41%         48%

  Number of students tested       79          81          80          83          91

  Percent of total students       100%        100%        100%        100%        100%
  tested                                                                          

  Number of students              0           0           0           0           0
  alternatively assessed                                                          

  Percent of students             0           0           0           0           0
  alternatively assessed                                                          

                                                                                  

  SUBGROUP SCORES                                                                 

  1\. IEP                                                                         

  \% "Meeting" plus "Exceeding"   46.2%       n/a         91.7%       68.4%       73%
  State Standards                                                                 

  \% "Exceeding" State Standards  15.4%       n/a         25.0%       36.8%       9%

  Number of students tested       13          n/a         12          19          11

  2\. Asian                                                                       

  \% "Meeting" plus "Exceeding"   n/a         n/a         92.9%       90%         n/a
  State Standards                                                                 

  \% "Exceeding" State Standards  n/a         n/a         64.3%       40%         n/a

  Number of students tested       n/a         n/a         14          10          n/a

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

**[Grove Avenue School]{.underline}**

**STATE CRITERION-REFERENCED TEST RESULTS**

Subject [Math]{.underline} Grade [3]{.underline} Test [Illinois
Standards Achievement Test]{.underline}

  ------------------------------- ----------- ----------- ----------- ----------- -----------
                                  2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                   March       March       March       March       March

  **SCHOOL SCORES**                                                               

  \% "Meeting" plus "Exceeding"   98.8%       98.8%       100%        95.2%       92%
  State Standards                                                                 

  \% "Exceeding" State Standards  82.3%       77.8%       56.3%       68.6%       66%

  Number of students tested       79          81          80          83          92

  Percent of total students       100%        100%        100%        100%        100%
  tested                                                                          

  Number of students              0           0           0           0           0
  alternatively assessed                                                          

  Percent of students             0           0           0           0           0
  alternatively assessed                                                          

                                                                                  

  SUBGROUP SCORES                                                                 

  1\. IEP                                                                         

  \% "Meeting" plus "Exceeding"   100%        n/a         100%        89.2%       45%
  State Standards                                                                 

  \% "Exceeding" State Standards  46.2%       n/a         33.3%       42.1%       18%

  Number of students tested       13          n/a         12          19          11

  2\. Asian                                                                       

  \% "Meeting" plus "Exceeding"   n/a         n/a         100%        100%        n/a
  State Standards                                                                 

  \% "Exceeding" State Standards  n/a         n/a         78.6%       80%         n/a

  Number of students tested       n/a         n/a         14          10          n/a

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

**[Grove Avenue School]{.underline}**

**STATE CRITERION-REFERENCED TEST RESULTS**

Subject [Reading]{.underline} Grade [4]{.underline} Test [Illinois
Standards Achievement Test]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

  ------------------------------- ----------- ----------- ----------- ----------- -----------
                                  2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                   March                                           

  **SCHOOL SCORES**                                                               

  \% "Meeting" plus "Exceeding"   99%         n/a         n/a         n/a         n/a
  State Standards                                                                 

  \% "Exceeding" State Standards  64%         n/a         n/a         n/a         n/a

  Number of students tested       88          n/a         n/a         n/a         Na/

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

  Number of students              0           n/a         n/a         n/a         n/a
  alternatively assessed                                                          

  Percent of students             0           n/a         n/a         n/a         n/a
  alternatively assessed                                                          

                                                                                  

  SUBGROUP SCORES                                                                 

  1\. IEP                                                                         

  \% "Meeting" plus "Exceeding"   n/a         n/a         n/a         n/a         n/a
  State Standards                                                                 

  \% "Exceeding" State Standards  n/a         n/a         n/a         n/a         n/a

  Number of students tested       n/a         n/a         n/a         n/a         n/a

  2\. Asian                                                                       

  \% "Meeting" plus "Exceeding"   100%        n/a         n/a         n/a         n/a
  State Standards                                                                 

  \% "Exceeding" State Standards  58%         n/a         n/a         n/a         n/a

  Number of students tested       12          n/a         n/a         n/a         n/a

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

**[Grove Avenue School]{.underline}**

**STATE CRITERION-REFERENCED TEST RESULTS**

Subject [Math]{.underline} Grade [4]{.underline} Test [Illinois
Standards Achievement Test]{.underline}

  ------------------------------- ----------- ----------- ----------- ----------- -----------
                                  2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                   March                                           

  **SCHOOL SCORES**                                                               

  \% "Meeting" plus "Exceeding"   99%         n/a         n/a         n/a         n/a
  State Standards                                                                 

  \% "Exceeding" State Standards  81%         n/a         n/a         n/a         n/a

  Number of students tested       88          n/a         n/a         n/a         n/a

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

  Number of students              0           n/a         n/a         n/a         n/a
  alternatively assessed                                                          

  Percent of students             0           n/a         n/a         n/a         n/a
  alternatively assessed                                                          

                                                                                  

  SUBGROUP SCORES                                                                 

  1\. IEP                                                                         

  \% "Meeting" plus "Exceeding"   n/a         n/a         n/a         n/a         n/a
  State Standards                                                                 

  \% "Exceeding" State Standards  n/a         n/a         n/a         n/a         n/a

  Number of students tested       n/a         n/a         n/a         n/a         n/a

  2\. Asian                                                                       

  \% "Meeting" plus "Exceeding"   100%        n/a         n/a         n/a         n/a
  State Standards                                                                 

  \% "Exceeding" State Standards  83%         n/a         n/a         n/a         n/a

  Number of students tested       12          n/a         n/a         n/a         n/a

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

**[Grove Avenue School]{.underline}**

**STATE CRITERION-REFERENCED TEST RESULTS**

Subject [Reading]{.underline} Grade [5]{.underline} Test [Illinois
Standards Achievement Test]{.underline}

  ------------------------------- ----------- ----------- ----------- ----------- -----------
                                  2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                   March       March       March       March       March

  **SCHOOL SCORES**                                                               

  \% "Meeting" plus "Exceeding"   94.7%       87.3%       86%         88.1%       79%
  State Standards                                                                 

  \% "Exceeding" State Standards  36.8%       47.1%       54%         52.6%       41%

  Number of students tested       76          87          100         76          88

  Percent of total students       100%        100%        100%        100%        100%
  tested                                                                          

  Number of students              0           0           0           0           0
  alternatively assessed                                                          

  Percent of students             0           0           0           0           0
  alternatively assessed                                                          

                                                                                  

  SUBGROUP SCORES                                                                 

  1\. IEP                                                                         

  \% "Meeting" plus "Exceeding"   n/a         60%         10%         n/a         55%
  State Standards                                                                 

  \% "Exceeding" State Standards  n/a         20%         0%          n/a         22%

  Number of students tested       n/a         15          10          n/a         18

  2\. Asian                                                                       

  \% "Meeting" plus "Exceeding"   100%        100%        100%        90%         n/a
  State Standards                                                                 

  \% "Exceeding" State Standards  78.6%       53.8%       70%         40%         n/a

  Number of students tested       14          13          10          10          n/a

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

**[Grove Avenue School]{.underline}**

**STATE CRITERION-REFERENCED TEST RESULTS**

Subject [Math]{.underline} Grade [5]{.underline} Test [Illinois
Standards Achievement Test]{.underline}

  ------------------------------- ----------- ----------- ----------- ----------- -----------
                                  2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                   March       March       March       March       March

  **SCHOOL SCORES**                                                               

  \% "Meeting" plus "Exceeding"   100%        93%         92%         93.3%       83%
  State Standards                                                                 

  \% "Exceeding" State Standards  44.7%       33.7%       33%         32%         18%

  Number of students tested       76          86          100         75          88

  Percent of total students       100%        99%         100%        99%         100%
  tested                                                                          

  Number of students              0           0           0           0           0
  alternatively assessed                                                          

  Percent of students             0           0           0           0           0
  alternatively assessed                                                          

                                                                                  

  SUBGROUP SCORES                                                                 

  1\. IEP                                                                         

  \% "Meeting" plus "Exceeding"   n/a         73.4%       50%         n/a         62%
  State Standards                                                                 

  \% "Exceeding" State Standards  n/a         6.7%        10%         n/a         6%

  Number of students tested       n/a         15          10          n/a         18

  2\. Asian                                                                       

  \% "Meeting" plus "Exceeding"   100%        100%        100%        100%        n/a
  State Standards                                                                 

  \% "Exceeding" State Standards  64.3%       69.2%       50%         50%         n/a

  Number of students tested       14          13          10          10          n/a

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