**REVISED 3/23/05**

##### *2004-2005 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 [\_\_\_Mr. Bruce E.
LaRose\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [\_\_Butternut Elementary
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address \_\_[P.O. Box 247\_\_ 312 West Wisconsin
Street\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Butternut\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Wisconsin\_\_\_\_\_\_\_\_\_\_\_\_
54514-0247\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County [Ashland \_\_]{.underline}School Code
Number\*\_\_\_[0020]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 715) 769-3434 \_\_\_\_\_\_\_\_\_\_]{.underline}Fax [(
715)-769-3712\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/URL [www.butternut.k12.wi.us](http://www.butternut.k12.wi.us/)
E-mail
[\_]{.underline}<blarose@butternut.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\* [Mr. Bruce E.
LaRose\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Butternut School District]{.underline} Tel. [( 715)
769-3434\_\_\_\_\_\_\_\_]{.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

Chairperson [Mr. John
Radlinger\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

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

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

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

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

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1.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

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

3.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

[1]{.underline} Middle schools

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

[1]{.underline} High schools

\_\_ [\_\_]{.underline}Other (K-12)

\_\_[3\_\_\_]{.underline}TOTAL

2\. District Per Pupil Expenditure: \_\_[\$12,283\_\_\_\_]{.underline}

Average State Per Pupil Expenditure: \_\_[\$7,527\_\_\_\_\_]{.underline}

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

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

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

4\. [\_\_4\_\_\_]{.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**    8         6                      **14**       **7**                             

  **K**       4         7                      **11**       **8**                             

  **1**       6         5                      **11**       **9**                             

  **2**       10        6                      **16**       **10**                            

  **3**       6         4                      **10**       **11**                            

  **4**       5         2                      **7**        **12**                            

  **5**       6         5                      **11**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   80
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [\_97\_\_]{.underline}% White

the students in the school: % Black or African American

\% Hispanic or Latino

\% Asian/Pacific Islander

[\_\_3\_\_]{.underline} % American Indian/Alaskan Native

**100% Total**

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:
\_\_\_[17\_\_\_]{.underline}%

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  6
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           8
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   14
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 80
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .17
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          17
  --------- -------------------------------------------- ------------------

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

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

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

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_[74\_\_\_]{.underline}%

Total number students who qualify: \_\_\_[57\_\_\_]{.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:
\_\_[22\_]{.underline} %

\_\_[17]{.underline} Total Number of Students Served

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

\_\_\_\_Autism \_\_[1\_\_]{.underline}Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness \_\_[3\_]{.underline}Specific Learning Disability

\_\_\_\_Emotional Disturbance \_[12\_]{.underline}Speech or Language
Impairment

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

> \_[1\_\_]{.underline}Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness

\_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

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

Classroom teachers \_\_\_[5\_\_\_]{.underline}
\_\_\_\_[2\_\_]{.underline}

Special resource teachers/specialists \_\_\_[1\_\_\_]{.underline}
\_\_\_\_[6\_\_]{.underline}

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_[3\_\_]{.underline}

> Support staff \_\_\_\_\_\_\_ \_\_\_\_[3\_\_]{.underline}
>
> Total number \_\_\_[6\_\_\_]{.underline} \_\_\_[15 \_]{.underline}

12\. Average school student-"classroom teacher" ratio: \_[12 -
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.)

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance  96 %        94 %        96 %        96 %        96 %

  Daily teacher attendance  97 %        96 %        97 %        95 %        96 %

  Teacher turnover rate     0 %         16 %        16 %        0 %         0 %

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

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

**[PART III --
SUMMARY\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

In 1878, Butternut's first school consisted of a log cabin previously
used as an ice house. In 1895 a two story grade school was built. This
school served its purpose until a three story building was built in
1914. It wasn't long before a thriving Butternut outgrew its existing
grade school. New state regulations and a demand for a quality education
brought about continued changes to include: a gymnasium, four year old
Kindergarten, expanded IMC/media opportunities, as well as a state of
the art school-wide computer network and internet system. Recently, with
a continued commitment to quality education, a distance education lab
was added to afford expanded curriculum opportunities for students via
the internet, satellite and fiber optics.

The Butternut Elementary School educates students from four adjacent
political jurisdictions spread over 170 square miles in rural northern
Wisconsin \-- Butternut Village and the townships of Agenda, Chippewa,
and Lake. The total population of this area is 2,672. With an enrollment
of 80 students and a 12-1 student /teacher ratio, our school is a safe,
friendly place where you recognize everyone's passing face. In support
of our theme "Striving for Excellence", our quest for excellence has
focused on continued curriculum development and alignment with Wisconsin
State Standards, implementation of Applied Control Theory to strengthen
effective classroom management, and the study of Multiple Intelligence
to ensure a greater understanding of student learning styles.

The Butternut Elementary School is an award winning school. In 2003 and
2004 the school was recognized by the State of Wisconsin Department of
Public Instruction for academic excellence. In a recent visit by the
Wisconsin State Superintendent, she stated: "Your school has so much of
what other schools are striving for." Our academic success is due to a
common commitment to the school philosophy, "The primary objective is to
help each student develop into a mature individual, capable of becoming
a contributing member of society." Because of our T.E.A.M. (Together
Everyone Accomplishes More) approach, we emphasize our unconditional
commitment to each and every student. Our TEAM recognizes and further
supports the school philosophy "that all students are unique
individuals." Therefore, we work unceasingly to support and develop each
student to his/her fullest potential.

The dedicated staff strives relentlessly to maintain a progressive,
stimulating, and challenging school. We believe that it takes everyone
to successfully provide our students with the best education possible.
In addition to student achievement, we strongly subscribe to building
and maintaining a strong partnership between everyone -- home, school
and community. The staff is passionate and thrives on student success.
In specific, yearly developed goals focus on strategies for continued
school improvement. In support of this effort, priorities reflect the
proven characteristics of effective schools: (1) positive school
climate, (2) home -- school -- community collaboration, (3)
safe/drug-free school, and (4) student achievement.

The Butternut Elementary School has a proud heritage and an even more
promising future. In support, the Butternut Community Partnership
Foundation contributes additional financial resources to support
academic achievement. The community and school is committed to a vision
of optimism supported by a "can do" attitude and "what ever it takes"
commitment to make our school the best that it can be.

**[PART IV -- INDICATORS OF ACADEMIC
SUCCESS\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

**1. RESULTS:** The tables and graphs provided illustrate the academic
achievement of Butternut 4^th^ grade students over the past 5 years in
Reading and Math, compared to the performance of students statewide over
the same time period. The scores provided for Reading and Math is the
percent of students who scored at the Proficient or Advanced levels on
the Wisconsin Knowledge and Concepts Exam (WKCE). Cut points to
determine proficiency levels were determined by the state. The primary
websites that can be accessed for information and data about the
Wisconsin State Assessment System (WSAS) are:
[www.dpi.state.wi.us/data/selschool.asp](http://www.dpi.state.wi.us/data/selschool.asp)
and
[www.dpi.state.wi.us/dpi/oea/sprkce.html](http://www.dpi.state.wi.us/dpi/oea/spr_kce.html).
Alternate assessments are not calculated into this data analysis because
Butternut Elementary only used one alternative assessment for a special
education student over the past 5 years. Also, this analysis does not
provide disaggregated data for special education because not enough
Butternut 4^th^ graders were in special education to allow public
disclosure of their scores. A minimum of 6 students must be in a
disaggregated group. The number of special education students in
Butternut at 4^th^ grade over the past 5 years was 4 students in 2001-02
and 2002-03.

AYP (Adequate Yearly Progress) cut points, required of the federal
government under NCLB legislation, are also based on the percent of
students who score proficient or advanced in Reading and Math and are
used to determine if a school is in need of improvement. The starting
point for application of those AYP cut points was 2001-02. From 2001-02
through 2003-04, the AYP cut point in Reading was 61% and 37% in Math.
Examining the percent of students who score proficient or advanced in
Butternut Elementary School and across the state of Wisconsin, it is
clear that both are well above the AYP cut points in Reading and Math.

By looking at the line graphs in Reading and Math, students consistently
scored higher than the state average in Reading and scored about equal
to state average in Math. In both Reading and Math, scores rose much
higher than the state from 2002-03 to 2003-04. In 2003-04, students
scored 27 percentage points higher than the state in Math and 19
percentage points higher in Reading. All 4^th^ grade students were
either proficient or advanced in Reading and Math in 2003-04.

The achievement gap between students who are considered "economically
disadvantaged" and "not economically disadvantaged" is compared between
Butternut Elementary 4^th^ graders in Reading and Math and those same
students statewide. "Economically disadvantaged" is defined as those
students who qualify for free or reduced lunch prices, which in turn is
determined by their parent's personal income. Only in 3 of the past 5
years did Butternut have enough 4^th^ graders who received free or
reduced lunch to permit public disclosure of their test scores. Seven
4^th^ grade students received free and reduced lunch in 1999-00, 2001-02
and 2002-03.

When examining the Reading achievement gap of economically disadvantaged
students, the data shows that Butternut Elementary has much less of a
gap than the state of Wisconsin. Statewide, the gap is consistently 20
to 24 percentage points higher for non economically disadvantage
students. The gap was widest in 1999-00 at only 7 percentage points,
then narrowed to 6 points in 2001-02, and in 2002-03 the gap didn't exit
at all. In fact, 100% of the disadvantaged students scored proficient or
advanced that year.

In Math, the achievement gap of economically disadvantaged 4^th^ graders
is consistently wider statewide than at Butternut. The gap statewide is
between 24-28 percentage points over the past 5 years, but is
inconsistent at Butternut Elementary. In 1999-00, Butternut Elementary
disadvantaged 4^th^ graders scored 23 percentage points higher than
non-economically disadvantaged 4^th^ graders, but in 2002-03, 4^th^
grade disadvantaged students scored 29 percentage points lower than non
economically disadvantaged.

The data showing the Standards Performance Index for the past 2 years
illustrate the "subtests" within Reading and Math. The data is expressed
as the percent of test items correct for each standard. In 2002-03,
Butternut and state 4^th^ graders scored nearly the same across all
Reading and Math standards, with Geometry having the highest scores and
Math Processes and Algebra the lowest. In 2003-04, Butternut scores are
higher than the state average across all Reading and Math standards. In
Algebra, Butternut scores went up 8 points, while the state average went
down 1 point. In Geometry, both state and Butternut scores went down
from the previous year, but Butternut scores are 6 points higher than
the state. In 2003-04, Butternut scores are 15 points higher than the
state in Language and 10 points higher than the state in Number
Operations. The assessment results provided illustrate this change from
2001-02 to 2002-03 for Butternut compared to the state.

**2**. **USE OF DATA:** The Butternut Elementary School uses assessment
data from the Wisconsin Knowledge and Concept Exam (WKCE) in a very
effective way to enhance school improvement. Beginning in the fall of
2002, the school began a five year plan to involve teachers who teach
the core subjects of Reading/Language Arts, Math, Science and Social
Studies in writing curriculum benchmarks aligned to the Wisconsin
Academic Performance Standards. WKCE assessment data was used to begin
this process by having these teachers participate in a data retreat that
focused on aligning test results to state standards. Teachers reviewed
test results for their content area, looking for weak areas that needed
improvement. Then the teachers reviewed specific objectives or standards
within each content area to determine what parts or aspects of their
discipline needed to be improved. Teachers next prioritized the
objectives or standards and rewrote them as curriculum benchmarks.
Consequently, the curriculum benchmarks reflect priority areas that need
to be addressed, and are sometimes referred to as "power standards".
These curriculum benchmarks are, therefore, "data driven" and form the
backbone of the core curriculum. Other objectives and standards in the
content areas are not forgotten or neglected, but the prioritized
benchmarks provide a focus for teachers clearly indicating what is
important to improve student achievement in order to improve the school
as a whole.

**3. COMMUNICATE STUDENT PERFORMANCE:** Positive reinforcement and
feedback exhibit the core of the effort and commitment to have a safe
and healthy climate. Acknowledging student performance is inherent
within the school's commitment to Applied Control Theory and the POPS
(Power of Positive Students) program.

The dedicated and caring staff recognizes the importance of positive
reinforcement and acknowledges student performance and achievement. On a
daily basis, student performance is communicated to parents weekly via
progress reports and student folders. These folders, reflecting all
subjects, are used to communicate grade summaries, weekly units of
study, and the status of assigned projects and concerns. In addition to
allowing the parent to respond in writing within the folder, the folder
requires a parent signature in return. Also, because the after school
program has a high attendance rate, teachers share information daily
with parents when they pick up their student.

Each month the school distributes to all parents and community members a
comprehensive news letter to identify and share highlights and features
of the school. With this publication, a monthly notice of selected
students of the month is featured. Publishing student recognition is
further highlighted by hosting a special presentation at the monthly
school board meeting. This recognition and ceremony is complemented with
a framed certificate and selected rewards to emphasize the spirit and
importance of high achievement. To ensure maximum awareness, student
recognition is further highlighted and published in the local newspaper.

Wisconsin Student Assessment System (WSAS) test data is distributed to
both students and parents. This data is mailed home for student and
parent notice and review. This data is also used to augment recorded
performance information at the individually scheduled parent/teacher
conferences during the year.

**4. SHARE SUCCESSES WITH OTHER SCHOOLS:** The school frequently
welcomes the opportunity to exhibit and disseminate successful programs
at state and local events. Sharing and collaboration is a common thread
woven through the 18 schools in CESA 12. Because our school is
frequently part of a consortium of small schools for various projects,
training and staff development, regular scheduled meetings are opportune
times to share and disseminate pertinent school information and data.
One collaborative effort is to host an annual "data retreat" to review
and understand Wisconsin State Assessment data. Our school recently
partnered with another school to initiate a new reading program. The
project involved joint planning along with staff mentoring to ensure
successful implementation.

In addition to a descriptive school brochure, a comprehensive web site
is available for easy access to specific school information. Interested
persons or agencies are frequently encouraged to visit our web site to
view information and programs. With the addition of the new distance
education program, the fiber optic system has allowed for shared staff
development between schools and staff participation in regional
meetings.

**[PART V -- CURRICULUM AND
INSTRUCTION\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

**1. CURRICULUM:** Teachers have created curriculum benchmarks and
prioritized them according to curriculum needs as revealed in their test
results. These benchmarks for each core content area and each grade
level were formatted into a user friendly way so all staff could readily
understand the priority areas by content area and grade level. These
curriculum benchmarks were then uploaded into the school's networked
computers. This allows any staff member to access the curriculum
benchmarks at any time. Further, it allows teams of content area
teachers to work together to develop, update, and edit the benchmarks at
any time. Such flexibility and teacher ownership allows curriculum and
instruction to be dynamic, focused on critical needs, and sensitive to
students and teachers.

All students are engaged in learning the general curriculum through
direct instruction emphasizing the student's unique learning styles. Use
of technology, hands-on activities, cooperative learning, and
investigative approaches, lead students through the clearly defined
scope and sequence. Teachers utilize lesson strategies by reviewing
content from previous lessons and introducing up coming concepts. Higher
order thinking and real world applications are integrated throughout the
curriculum. Reteaching and enrichment options are provided based on the
students' needs. Needs are determined by quizzes, tests and lesson
reviews. The core of the K-5 **Language Arts** curriculum encompasses:
spelling, English, written and oral communication. Students develop
mechanics, word usage, sentence structure, grammatical rules, and
creative writing. Students begin with writing simple structured
sentences, which evolve into well developed descriptive and functional
paragraphs. At the core of the **Mathematics** curriculum, students are
introduced to problem-solving and critical thinking strategies and the
language of math as they master skills. From this foundation, teachers
increase classroom participation and student success with cooperative
learning techniques and extensive use of manipulatives. Hands-on
activities motivate students and help transform Mathematics into real
and interesting practice. Once students have an understanding of the
manipulative (concrete) and how it's modeling the math concepts,
students move to mental math (abstract), a necessary step for
formulation of higher-level thinking. Students apply strategies for
learning facts and processes with meaning and mastery. The **Science**
curriculum begins with basic, life science, physical science, earth
science, and the human body. It builds on more complex and in-depth
curriculum as student's progress through the grades. Students are
encouraged to question, investigate and experiment with hands-on
activities and uses of technology. Solutions become meaningful and
relevant as activities connect to the students' lives. The K-3 **Social
Studies** curriculum consists of citizenship, character education,
community awareness, safety and current events. The 4-5 curriculum
focuses on Wisconsin and the United States, including geography,
citizenship, government, economics, and history. Students analyze,
identify, describe, examine and interpret a variety of historical and
current events.

Art, music, physical education, media skills and computer education are
offered to students throughout the week. These classes are infused with
core subject areas to help students make connections in their daily
lives. **Art** in grades K-5 is a hands-on project based program.
Through a variety of sessions, students are given the opportunity to
experience art in their environment and to realize how it influences
their lives. Personal expression and creativity is stressed as students
work with a variety of art media. **Music** provides the opportunity for
students to learn to match pitch, play simple classroom instruments and
accompany a melody of rhythm in tempo, and demonstrate simple movements
in rhythm. Students sing ostinato, partner songs and rounds. They learn
basic musical notation of whole note, half note, quarter note, and
eighth note, along with note names of both the treble and bass clef.
Students identify standard symbols for dynamics, tempo and
articulations. **Physical Education** is designed to develop a student's
optimal level of physical fitness and wellness, emotional maturity,
positive social interactions, and a lifetime interest in leisure
activities. The curriculum is structured to provide experiences and an
outlet for "every" student. To this effort, the curriculum emphasizes
all three learning domains: the psychomotor, cognitive, and affective,
to ensure the total development of the student. Our **Media Skills**
program incorporates both general library and related computer lessons.
Our students also learn to use graphic organizers, such as Kidspiration,
and Inspiration, which they can utilize in other content areas, as well.
Students are also exposed to a wide variety of genres and authors in
order to promote a lifelong love of reading and learning.

**2. READING PROGRAM:** We believe that all teachers must be teachers of
Reading. We work to provide scaffolding around each child to give needed
support to develop confident readers. Beginning in 4 Year-old
Kindergarten, children are exposed to letters and sounds. They are
guided with rich language experiences and develop reading-readiness
skills. Primary grades give specific attention to skills and strategies
that assist in comprehension and fluency. Students are exposed to text
in a variety of genres and express their understanding through many
creative outlets. Teachers model expressive language through shared
reading to raise interest and invite children to read. Teachers are
attentive to individual learning styles and reading levels. Our recent
focus on the implementation of a comprehensive Guided Reading Program,
emphasizes matching students with real, interesting books at their
instructional level. Repeated reading of texts also improves fluency and
confidence. With this support, students become empowered and discover
that they are in charge of their learning, and strive to achieve.
Students experience challenges with books that match their zone of
proximal development, and will experience continues success.
Intermediate grades build on this foundation by furthering students'
interest in reading. They incorporate novel, play-acting,
creative/descriptive writing, and time to read silently. We portray
reading as a vital, life-long skill as well as an exciting, enjoyable
activity. We know our approach to reading is working because our
students love to read. They are making appropriate reading selections,
read orally in class, as well as for enjoyment. They enjoy sharing and
discussing various genres of literature, as well as recommending books
to classmates. Our classroom tests and state tests show our students are
confident and successful readers.

**3. OTHER CURRICULUM:** Students in the Butternut Elementary School
have the relevant opportunity to utilize technology in their own
classrooms. Technology is infused into the curriculum with the use of
the school's mobile computer lab. This creates a quality and flexible
way to incorporate the use of technology into the core curricula.
Students are able to do research and webquests at their own desks, as
well as to create quality projects and presentations on the laptops in
our mobile lab. Students learn essential compute skills such as proper
keyboarding, how to utilize computer search engines, and how to create
effective slide presentations. In addition, students are taught word
processing, creating databases, using drawing programs and working with
graphic organizers (both Kidspiration and Inspiration). They learn about
internet safety and evaluating websites, as well. We have an active
Generation Yes program, which enables classroom teachers to collaborate
with the Gen Y students. Together they create technology projects that
are used in the elementary classrooms to improve and expand new
applications of technology, which strengthen the curriculum and enhance
student empowerment. In addition, our students have access to
interactive TV technology, as well as video streaming. These resources
have enabled our students to go on virtual field trips and to take an
introductory course in Spanish.

**4. INSTRUCTIONAL METHODS:** Teachers believe that building
relationships with students is the key to their success.  By knowing and
understanding the whole child, we can closely monitor their progress.
Students that are happy and involved in class will learn and retain more
information. Instruction is delivered by a very qualified staff that is
dedicated to making learning fun and exciting. Staff consistently exude
excitement and enthusiasm for learning and their students. Classroom
teachers, title one staff, speech/language, as well as special education
teacher's work together to help students become successful. In addition
to a balance of large group, small group, and individualized
instruction, teachers plan lessons to support individual learning
styles.

As mentioned earlier, the curriculum has been aligned with the
Wisconsin's State Academic Standards. Testing follow up includes an item
analysis to validate mastery. Accordingly, curriculum and instruction is
adjusted to remedy deficiencies. In addition to students being
introduced to problem-solving and critical thinking strategies,
assistive technology is provided. The curriculum requires a cross
curriculum emphasis and integration of computer technology to ensure
reinforcement and application.  From this foundation, teachers increase
classroom participation and student success with cooperative learning
techniques and hands-on activities to help motivate students and help
transform learning into real and interesting experiences.

If a student requires improvement, teachers intervene immediately.
Teachers strive to communicate with families.   School and community
support and guidance has helped students become academic achievers. In
addition to calling home at the first sign of a concern, the Student
Assistance Team (SAT) meets with parents to consider an appropriate
plan. Options may include individualized title one lessons, Early
Reading Empowerment (ERE) lessons, or after-school support. Continued
support and positive reinforcement is afforded through the utilization
of the "advisor advisee" program.

**5. PROFESSIONAL DEVELOPMENT:** Academic achievement and excellence
requires well-trained, knowledgeable teachers that have acquired
knowledge, and strategies to support and administer their prescribed
curriculum. Because the school places a high priority on staff and staff
improvement, release time and financial support is awarded for their
continued professional growth. As a result, teachers continually
complete graduate courses for recertification and professional
enrichment.

Staff annually participate in advanced training by attending local and
state staff development opportunities in their specific content areas in
order to supplement and enrich teaching strategies. Several local
initiatives, including "Facilitating the Future", and the "Gichee Gumee"
academy, annually afford a professional and stimulating gathering filled
with leading-edge approaches to education. They also incorporate time to
design individual practices and opportunities to interact and share
experiences with others.

Staff has participated in trainings that establish a safe and
comfortable learning environment. In support of effective classroom
management, local initiatives and priorities have supported teacher
training in Applied Control Theory, and Restitution and Reality Therapy.
In addition, specific training in Guided Reading, Literature Circles,
Big Books, Early Reading Empowerment (ERE), as well as a balanced
practice of whole-language ideas, and phonemic awareness has enriched
instructional strategies to ensure greater mastery. All of these tools
are intricately woven together with individual learning styles to
stimulate student interest as well as support and encourage performance.

**[PART VII - ASSESSMENT
RESULTS\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

**State of Wisconsin 2005 Blue Ribbon School Nominee Proficiency
Information**

School Name and District: Butternut Elementary, Butternut

Test Grade Level, Subjects, and Years of Data: Grade 4 Reading and
Mathematics, 2001-02 through 2003-04

School Percent Free and Reduced Price Lunches, 2003-04: 65%

Test Name and Publisher: Wisconsin Knowledge and Concepts Examinations
(WKCE), CTB/McGraw-Hill

  ------------------------------- ------------- ------------- ------------- ------------- ------------- -------------
                                  **Reading**                               **Math**                    

                                  **2003-04**   **2002-03**   **2001-02**   **2003-04**   **2002-03**   **2001-02**

  Month of Test Administration    February      November      November      February      November      November

  **School Information and                                                                              
  Scores:**                                                                                             

  \# FAY\* in school students     9             14            19            9             14            19
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  \% of all FAY students tested   100%          100%          100%          100%          100%          100%

  \% tested on WKCE scoring at or 100%          100%          100%          100%          100%          100%
  above Minimal                                                                                         

  \% tested on WKCE scoring at or 100%          93%           94%           100%          93%           100%
  above Basic                                                                                           

  \% tested on WKCE scoring at or 100%          93%           94%           100%          71%           72%
  above Proficient                                                                                      

  \% tested on WKCE scoring at or 78%           29%           11%           44%           29%           11%
  above Advanced                                                                                        

  Number of students alternately  0             0             1             0             0             1
  assessed\*\*                                                                                          

  \% of all students alternately  0%            0%            5%            0%            0%            5%
  assessed                                                                                              

  **School Scores by Student                                                                            
  Subgroup:\*\*\***                                                                                     

  *American Indian/Alaskan                                                                              
  Native*                                                                                               

  \# FAY\* in school students     2             0             0             2             0             0
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  *White, non-Hispanic*                                                                                 

  \# FAY\* in school students     7             14            19            7             14            19
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  \% of all FAY students tested   100%          100%          100%          100%          100%          100%

  \% tested on WKCE scoring at or 100%          100%          100%          100%          100%          100%
  above Minimal                                                                                         

  \% tested on WKCE scoring at or 100%          93%           94%           100%          93%           100%
  above Basic                                                                                           

  \% tested on WKCE scoring at or 100%          93%           94%           100%          71%           72%
  above Proficient                                                                                      

  \% tested on WKCE scoring at or 71%           29%           11%           29%           29%           11%
  above Advanced                                                                                        

  Number of students alternately  0             0             1             0             0             1
  assessed\*\*                                                                                          

  \% of all students alternately  0%            0%            5%            0%            0%            5%
  assessed                                                                                              

  *Limited English Proficient*                                                                          

  \# FAY\* in school students     0             0             1             0             0             1
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  *Economically Disadvantaged*                                                                          

  \# FAY\* in school students     5             7             7             5             7             7
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  \% of all FAY students tested                 100%          100%                        100%          100%

  \% tested on WKCE scoring at or               100%          100%                        100%          100%
  above Minimal                                                                                         

  \% tested on WKCE scoring at or               100%          86%                         86%           100%
  above Basic                                                                                           

  \% tested on WKCE scoring at or               100%          86%                         57%           57%
  above Proficient                                                                                      

  \% tested on WKCE scoring at or               0%            0%                          0%            0%
  above Advanced                                                                                        

  Number of students alternately                0             0                           0             0
  assessed\*\*                                                                                          

  \% of all students alternately                0%            0%                          0%            0%
  assessed                                                                                              

  *Students with Disabilities*                                                                          

  \# FAY\* in school students     2             4             4             2             4             4
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  **State Scores**                                                                                      

  \# FAY\* in district students   56,022        57,026        58,196        56,022        57,026        58,196
  tested (WKCE [or]{.underline}                                                                         
  alternate)                                                                                            

  \% of all FAY in district       100%          99%           99%           100%          100%          99%
  students tested                                                                                       

  \% tested on WKCE scoring at or 100%          100%          100%          100%          100%          100%
  above Minimal                                                                                         

  \% tested on WKCE scoring at or 93%           93%           95%           84%           81%           95%
  above Basic                                                                                           

  \% tested on WKCE scoring at or 82%           81%           83%           74%           71%           72%
  above Proficient                                                                                      

  \% tested on WKCE scoring at or 44%           41%           19%           30%           30%           27%
  above Advanced                                                                                        

  \% of all students alternately  3%            2%            4%            2%            1%            3%
  assessed\*\*                                                                                          
  ------------------------------- ------------- ------------- ------------- ------------- ------------- -------------

\*FAY = Full Academic Year

\*\*Alternate assessments approved under the Wisconsin accountability
system are administered to qualified students with disabilities and
Limited English Proficient (LEP) students.

\*\*\*Per Wisconsin policy, test results for individual student
subgroups with fewer than six students are not released for public
consumption in order to protect student privacy. In addition, some test
results for other student subgroups are suppressed because their
performance of students can be inferred indirectly. Suppressed data are
noted within the table with an asterisk (\*).