##### *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 **Mr. Randall S. Vincent**

Official School Name **Fieldcrest Elementary South**

School Mailing Address **523 Johnson St.**

**Minonk, Illinois 61760-1363**

County **Woodford** State School Code Number\* **43-102-0060-26-2001**

Telephone **(309) 432-2838** Fax **(309) 432-2192**

Web site/URL
**[www.fieldcrest.k12.il.us](http://www.fieldcrest.k12.il.us/)** E-mail
**rvincent@fieldcrest.k12.il.us**

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. Randall S. Vincent**

District Name **Fieldcrest Community Unit School District No. 6** Tel.
**(309) 432-2177**

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

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

Name of School Board

President/Chairperson **Mr. Joe Kirkpatrick**

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)

**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: **2** - Elementary schools

**1** -- Elementary/Middle schools

**1** - High schools

**4** - TOTAL

2\. District Per Pupil Expenditure: **\$7,174**

Average State Per Pupil Expenditure: **\$8,786**

**FIELDCREST ELEMENTARY SOUTH**

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

> \[ **x** \] Small city or town in a rural area

4\. **2** Number of years the principal has been in her/his position at
this school.

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

  **PreK**      **32**             **31**           **63**

  **K**         **24**             **27**           **51**

  **1**         **23**             **19**           **42**

  **2**         **19**             **16**           **35**

  **3**         **26**             **20**           **46**

  **4**         **26**             **26**           **52**

  **TOTAL                                           **289**
  STUDENTS IN                                       
  THE APPLYING                                      
  SCHOOL**                                          
  ------------- ------------------ ---------------- ---------------------

***\[Throughout the document, round numbers 1 or higher to the nearest
whole number.***

> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of **93%** White

the school: **6%** Black or African American

**0%** Hispanic or Latino

**1%** Asian/Pacific Islander

**0%** American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year: **9%**

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

  ---------------------------------- ------------------------------------
  **(1) 14**                         Number of students who transferred
                                     ***to*** the school after October 1
                                     until the end of the year

  **(2) 6**                          Number of students who transferred
                                     ***from*** the school after October
                                     1 until the end of the year

  **(3) 20**                         Total of all transferred students
                                     \[sum of rows (1) and (2)\]

  **(4) 226**                        Total number of students in the
                                     school as of October 1

  **(5) .0885**                      Total transferred students in row
                                     (3) divided by total students in row
                                     (4)

  **(6) 8.85%**                      Amount in row (5) multiplied by 100
  ---------------------------------- ------------------------------------

8\. Limited English Proficient students in the school: **0%**

**0** Total Number Limited English Proficient

Number of languages represented: **0**

Specify languages:

9\. Students eligible for free/reduced-priced meals: **26%**

Total number students who qualify: **75**

10\. Students receiving special education services: **15%**

**44** 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.

**3** Autism **1** Orthopedic Impairment

**0** Deafness **3** Other Health Impaired

**0** Deaf-Blindness **14** Specific Learning Disability

**0** Emotional Disturbance **21** Speech or Language Impairment

**0** Hearing Impairment **0** Traumatic Brain Injury

> **1** Mental Retardation **1** Visual Impairment Including Blindness
>
> **0** 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) **0** **1**

Classroom teachers **12 0**

Special resource teachers/specialists **5 0**

Paraprofessionals **6 0**

> Support staff **2** **3**
>
> Total number **25** 4

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 **24:1**

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

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

  Daily student attendance  **96%**     **95%**     **97%**     **96%**     **96%**

  Daily teacher attendance  **96%**     **96%**     **97%**     **96%**     **96%**

  Teacher turnover rate     **0%**      **0%**      **0%**      **0%**      **0%**
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Fieldcrest South is part of the Fieldcrest Community School District No.
6 with a total student enrollment of 1300 that encompasses the rural
communities of Dana, Minonk, Rutland, Toluca and Wenona. The district
was formed in 1992 through the consolidation of the former
Minonk-Dana-Rutland, Wenona and Toluca school districts. The finances of
the district have suffered as a result of a decline in the value of
farmland as it composes 40% of the district's wealth. Despite that,
recent community support was demonstrated by the passage of a referendum
in November 2006 with new revenue earmarked for educational programs and
personnel. We are also benefiting from the construction of a large wind
farm which will increase the wealth in the district and consequently
revenue to support and expand our educational programs.

The original building was built in 1937 and served the Minonk community
until 1957 when an addition was added. After the Fieldcrest district was
created the need for additional class space resulted in the most recent
addition constructed in 2002. The new 6 classroom addition is not only
modern but is air conditioned resulting is some minor inequities in the
instructional environment during hot weather.

The Fieldcrest South Elementary vision is "To build a Better World One
Student at a Time."

Our families, communities and staff are committed to providing an
environment which nurtures the whole child... physically, socially,
emotionally and intellectually.  Our goal is to engage every student in
learning, enabling each to become a life-long learner.

Fieldcrest South currently houses 289 students in grades Pre-K through
4. Beginning with the 2006-07 school year the district designated
Fieldcrest South as the early childhood center. With 2 sections in each
grade this results in an average class size of 22.6. Space is not an
issue as there are approximately 4 vacant classrooms. We are already
planning using one of these classrooms as an early childhood autism
class for our special education co-op. This will directly benefit 3 of
our students and students from neighboring communities.

The teaching staff is a good mix of new and experienced teachers. The
building is staffed by a ½ time principal who also serves as the
district superintendent. The superintendent duties take up more than 50%
of the time resulting in the lack of a day to day administrative
presence and instructional leadership. Fortunately, as a result of our
successful referendum the Board authorized the search for an
administrator that will be in the building every day. The recent cuts of
elementary physical education and art have put a time burden on the
regular education teachers who have been asked to teach these areas.
Consequently this has reduced the instructional quality in these art and
physical education. However, our recently passed referendum will see
both of these programs restored in 2007-08.

The support staff at Fieldcrest South includes 1 fulltime psychologist,
1 fulltime secretary, 1 and ½ custodians, 4 instructional aides and 1
and ½ food service personnel. The psychologist is not only instrumental
in the gathering and analyzing of achievement data, but plays an
important role in special education entitlement cases and also counsels
South students on personal issues. The 4 aides support instruction of
our special education students as documented in their individual
education plans.

Fieldcrest Elementary South is supported by a very active Parent-Teacher
Organization. Their primary function is to raise funds for additional
instructional materials and equipment. During the lean times of our
budget problems their contributions of almost \$10,000 per year were
essential to maintaining quality programs.

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

1.  **Assessment Results:** The results in the tables at the end of this
    application show reading and math scores on the Illinois Standards
    Achievement Test (ISAT) for Fieldcrest South the past 5 years. The
    ISAT for reading and math consists of three 45 minute sessions each
    composed of multiple choice and extended response questions. State
    performance levels for each student are divided into 4 categories
    including; exceeding standards -- demonstrating advanced knowledge
    and demonstration of skills; meeting standards -- demonstrating
    proficient knowledge and effective application of skills; being
    below standards -- demonstrating basic knowledge and limited
    application of skills; and academic warning -- demonstrating limited
    knowledge and ineffective application of skills. Fieldcrest South
    was nominated for the Blue Ribbon Schools award as a result of
    performance on the 2005-06 4^th^ grade ISAT. The chart show that 96%
    of the 4^th^ grade met /exceeded expectations in reading and 98% of
    the 4^th^ grade met/exceeded expectations in math. This resulted in
    Fieldcrest South being ranked in the top 10% of Illinois schools.
    The other table shows 3^rd^ grade ISAT scores in reading and math
    the past 5 years. The 4^th^ grade is not included because the ISAT
    did not test 4^th^ grade in reading and math until the 2005-06.
    Nevertheless, analysis of the last 3 years of ISAT reading and math
    show a positive trend in Fieldcrest South scores.

The percent of students meeting/exceeding expectations in math went from
90% in 2003-04, to 96% in 2004-05, and to 98% in 2005-06. We are most
proud of is the increase in percentage of students that are exceeding
math expectations. This went from 38% in 2003-04 down to 35% in 2004-05
and up to 58% in 2005-06. This means that the third grade that had 35%
exceeding ISAT math expectations in 2004-05 is the same group of
students who as 4^th^ graders had 58% exceeding ISAT math expectations
in 2005-06.

We have enjoyed a positive trend in reading performance that improved
from 69% meeting/exceeding reading expectations in 2003-04, to 83% in
2004-05, and up to 96% in 2005-06. We saw a significant increase in the
percentage of student exceeding reading expectations from 24% in
2003-04, down to 19% in 2004-05, up to 47% in 2005-06. It is important
to note the 3^rd^ grade percentage of 83% meeting/ exceeding reading
expectations in 2004-05 is the same group of students who as 4^th^
graders had 96% meeting/exceeding reading expectations in 2005-06. This
same group had 19% exceeding reading expectations as 3^rd^ graders in
2004-05 but 47% exceeding reading expectations as 4^th^ graders in
2005-06. The number of students exceeding expectations in that class of
51 students went from 10 to 24.

2.  **Using Assessment Results:** When we get ISAT results back we look
    at group scores in specific performance areas within each subject of
    reading and math to determine where instructional changes may need
    to take place. Upon receiving the 2004-05 ISAT results we determined
    that the areas of greatest weakness in reading were vocabulary and
    word analysis. While our 2004-05 math scores were pretty good we
    still needed an emphasis in measurement, algebraic concepts and
    problems solving. All staff members developed specific instructional
    strategies designed to attack these areas of deficiency.
    Instructional strategies could be items such as a change in
    presentation, increased daily emphasis or spending more time on the
    concept. Staff members were required to schedule administrative
    observations of these strategies in order to gain additional
    feedback. In addition, they were also asked to analyze how these
    changes affected day to day classroom performance achievement. While
    the group scores served to inform us on where instructional changes
    could take place, teachers also targeted students who were not
    meeting expectations for remediation. The change in instructional
    focus, tighter alignment to the ISAT and targeting individual
    students resulted in improved performance in both math and reading.

3.  **Communicating Assessment Results:** Assessment results are used to
    develop a detailed school improvement plan and school improvement
    goals. The first step in the process is to communicate achievement
    results to the staff. From these results staff members develop their
    portion of the school improvement plan. The 2 components emphasized
    are first how group achievement scores can inform staff members
    about necessary instructional and curricular changes; and secondly
    how individual scores can dictate specific interventions for
    particular students. The recommended curricular and instructional
    changes from each grade level comprise the bulk of the school
    improvement plan. Teachers are then asked to communicate school
    improvement goals with their students in grade level appropriate
    terms. School improvement plans are then approved by the board and
    then passed on to parents through our website or hard copy if
    necessary. While the school improvement plan shows the bigger
    picture of targeted school achievement activities teachers
    communicate individual student achievement results directly to
    parents at parent teacher conferences along with strategies they
    might be able to help with at home.

It is important to note that assessment results are also communicated
throughout the district as well as being compared to neighboring
schools. Once school improvement plans for each school are developed
after receiving assessment results each school shares their school
improvement goals with the other buildings. The purpose of this is to
determine if larger district wide curricular issues need to be addressed
and to provide an opportunity to dialogue with other buildings on
successful intervention strategies that may have already been
implemented. The school Board has set an achievement goal that
Fieldcrest schools will out perform neighboring schools. Consequently,
assessment results are also communicated in the context of this
comparison to the Board and the general public through our website.

4.  **Sharing Success:** Sharing of our success starts within the
    building, then moves throughout the district and then on to other
    schools.

Due to our focused effort on improving vocabulary and word analysis it
was with great pride that we shared what is classic school improvement
success within our building. Because of the need to improve achievement
in these areas the 4^th^ grade teachers made a significant change in the
way vocabulary and word analysis was taught. The tremendous increase in
the percentage of students who meet and exceeded state standards was
eagerly shared with the rest of the staff thereby demonstrating the
success of focused and aligned school improvement activities.

This example of success was then shared with the other three Fieldcrest
building administrators and staff members. While the needs for improving
achievement might be slightly different the process for focusing and
aligning improvement efforts can be replicated. It was with the purpose
of replication that we were eager to share our success. First, the
success of the school improvement process in improving student
achievement is being shared with our 2 other elementary schools for
potential replication.

Even though our Board goal is to out perform neighboring districts we
understand the importance of collectively improving education by sharing
our successes with other districts as we would want their success shared
with us. What can be replicated in the Fieldcrest district can be
replicated in schools in other neighboring districts. We have already
communicated our Blue Ribbon nomination to 2 other superintendent
groups. As a result of this communication we have been able to share the
success of our school improvement process with these groups and have
been asked to make individual presentations to educators from these
districts.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum** The curriculum at Fieldcrest Elementary South focuses
    on reaching one student at a time to enable them to demonstrate
    exemplary performance in reading, writing, mathematics, social
    studies, and science. There is an emphasis also on the fine arts and
    physical education. The curriculum is aligned to the State of
    Illinois Learning Standards for each grade level.

[Language Arts]{.underline}

Students will learn to read and comprehend various types of literature
that are representative of a variety of cultures for the purpose of
becoming an able reader who enjoys reading. At the primary grade levels
there is an emphasis on phonemic awareness, letter and word recognition,
vocabulary development, and the ability to read the printed word with
understanding and fluency. Students will demonstrate the ability to
express their thoughts and ideas in written form using correct Standard
English. FES uses Daily Oral Language exercises and Shurley English
practice activities. Students will also be able to listen and respond
appropriately to the oral message, and also be able to communicate by
speaking in an organized manner.

[Mathematics]{.underline}

Students will be able to demonstrate and apply an understanding in the
various areas of mathematics, such as algebraic concepts, geometry,
number sense, probability, measurement, and math vocabulary. The use of
math manipulatives, technology, and extra help is provided for those who
require additional assistance to succeed. Students are also be required
to write written responses when problem solving.

[Social Studies]{.underline}

The Social Studies curriculum teaches the students map and globe skills,
chart and graph skills, citizenship skills, and to understand and use
social studies terminology correctly. Our school uses the Harcourt
Horizons series. Reading comprehension strategies are an integral part
of this curriculum.

[Science]{.underline}

Our school uses the Silver Burdett Ginn Science Discovery Works series.
This series emphasizes learning scientific concepts (life science,
physical science, earth science, space science, and health units) and
learning the scientific process by providing the students with
opportunities to conduct experiments and apply their knowledge. This
curriculum is aligned with the State of Illinois Learning Standards.

[Physical Education]{.underline}

Students participate in physical education classes twice a week. The
curriculum involves activities to promote fitness and skill development.
Teamwork is also stressed to promote learning to work in cooperative
groups.

[Music]{.underline}

All students attend music classes daily. Students learn to read musical
notes, how music is counted out, musical instruments, and various types
of music. The students also work with "Music Counts" in the computer lab
once weekly.

[Art]{.underline}

Students are provided art instruction in the classroom. Students are
exposed to various elements and principles of art. They are allowed to
work with many different mediums to convey their ideas.

**2. Reading:** Fieldcrest Elementary South kindergartners are involved
in early literacy skills development. Our Reading Discovery Program
provides students who need extra reinforcement of these skills with that
assistance. First grade students who require extra help receive
assistance in our Reading Recovery Program.

Fieldcrest Elementary South uses Houghton Mifflin's Reading A Legacy of
Literacy series, which is supplemented with many trade books. This
series provides the scope and sequence of skills and strategies. These
are some of the strategies that are taught: metacognition, building
background, creating sensory images, making connections, predicting,
making inferences, summarizing and synthesizing, and determining main
idea. Reading is taught in small groups based on instructional reading
levels. Teachers also use learning centers, Versa Tiles, and computer
related activities on a regular basis.

Fieldcrest Elementary South encourages students to read independently
with the use of the Accelerated Reading Program. Students are asked to
earn at least five points monthly. At the conclusion of each month
students who have reached their reading goal participate in a monthly
reading party.

Students in grades 2-4 also receive additional instruction and
assistance with their reading fluency and comprehension skills from the
Title I teacher who works with small groups of students. Many of these
students also work in the Read Naturally computer program.

**3. Additional Curriculum Area -- Math:** Fieldcrest Elementary South
provides students many opportunities to develop their math skills.
Teachers make use of manipulatives such as clocks, geoboards, tangrams,
pentominoes, base ten blocks, pattern blocks, Fraction Factory, meter
sticks, balance scales, and weights. Students use these tools to help
them further their mathematical understandings.

The math curriculum is supplemented with additional resources such as
Drops in the Bucket and Math 4 Today to reinforce previously taught
skills on a weekly basis. These skills are then assessed weekly. There
is a variety of software in the computer lab and in each of the
classrooms that also help reinforce skills that have been taught in the
classroom.

There is a strong emphasis on problem solving strategies and
communicating how the students employ these strategies. Students are
asked routinely to solve problems and then provide a written explanation
of how they solved the problem.

**4. Instructional Methods:** Teachers at FES employ a wide variety of
instructional methods to help insure that each student experiences
success in learning. Since all students do not learn in the same manner
or at the same rate teachers provide many different ways for students to
master skills. Learning centers are provided to help reinforce academic
skills. These centers are designed to meet the needs of small groups of
students. If students do not master the skill the first time, additional
activities are provided when necessary. Teachers also work small groups
of students who are grouped according to their instructional levels.
Students are also provided opportunities to work in cooperative groups,
peer editing, and working independently. There is also software
available in the computer lab and classrooms for students to use to
reinforce skills, to master math facts, and to explore areas of
interests. Access to the Internet also enhances the students learning
experiences.

Specialists to address the students' individual needs provide special
services. There are teacher aides who also help provide individual or
small group assistance for those students who require extra assistance
with classroom assignments.

**5. Professional Development:** Throughout the year there are half-day
in-service opportunities for the staff. These days are used in a variety
ways: alignment of curriculum with state standards, collaboration with
grade level teachers, alignment of curriculum from grade to grade, and
review of assessment results. Curriculum is adjusted to meet the needs
of students when test results indicate that it is necessary. Specific
professional development activities are related to our school
improvement goals toward improving student achievement. To that end
selected staff members are being trained in Standards Aligned Classroom
which will benefit all students and Response to Intervention which will
benefit our most at-risk students.

The district encourages teachers to attend conferences, workshops, and
seminars by allowing each teacher up to three days per academic year to
attend conferences, workshops, and seminars. The district helps defer
the cost of conferences, workshops, and seminars. The district also
reimburses teachers for any graduate level courses.

**PART VII - ASSESSMENT RESULTS**

Subject **Reading** Grade **4** Test **Illinois Standards Achievement
Test**

Edition/Publication Year **2006** Publisher **Harcourt Assessment,
Inc**.

**\***For 2005-06 the highest grade tested at Fieldcrest South
Elementary was 4^th^ grade. This was the first year the Illinois
Standards Achievement Test for reading and math was administered to
4^th^ grade. That data is included below and it is the 4^th^ grade
performance that resulted in our nomination for the Blue Ribbon Schools
Award. The other charts shows 3^rd^ grade scores for the last 5 years
since that was the highest grade tested.

  ---------------------------------------------------------- ------------
                                                             2005-2006

  Testing month                                              **March**

  **SCHOOL SCORES\***                                        

  \% "Meeting" plus "Exceeding" State Standards              **96%**

  \% "Exceeding" State Standards                             **47%**

  Number of students tested                                  **51**

  Percent of total students tested                           **100%**

  Number of students alternatively assessed                  **0**

  Percent of students alternatively assessed                 **0**

  SUBGROUP SCORES -- NA                                      

  No subgroups of 10 or more.                                
  ---------------------------------------------------------- ------------

Subject **Reading** Grade **3** Test **Illinois Standards Achievement
Test**

Edition/Publication Year **2006** Publisher **Harcourt Assessment,
Inc**.

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

  Testing month                     **March**   **March**   **March**   **March**   **March**

  **SCHOOL SCORES\***                                                               

  \% "Meeting" plus "Exceeding"     **74%**     **83%**     **69%**     **71%**     **71%**
  State Standards                                                                   

  \% "Exceeding" State Standards    **23%**     **19%**     **24%**     **19%**     **15%**

  Number of students tested         **53**      **52**      **45**      **48**      **48**

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

  Number of students alternatively  **0**       **0**       **0**       **0**       **0**
  assessed                                                                          

  Percent of students alternatively **0**       **0**       **0**       **0**       **0**
  assessed                                                                          

  SUBGROUP SCORES -- NA                                                             

  No subgroups of 10 or more.                                                       
  --------------------------------- ----------- ----------- ----------- ----------- -----------

Subject **Mathematics** Grade **4** Test **Illinois Standards
Achievement Test**

Edition/Publication Year **2006** Publisher **Harcourt Assessment,
Inc**.

  ---------------------------------------------------------- ------------
                                                             2005-2006

  Testing month                                              **March**

  **SCHOOL SCORES\***                                        

  \% "Meeting" plus "Exceeding" State Standards              **98%**

  \% "Exceeding" State Standards                             **58%**

  Number of students tested                                  **51**

  Percent of total students tested                           **100%**

  Number of students alternatively assessed                  **0**

  Percent of students alternatively assessed                 **0**

  SUBGROUP SCORES - NA                                       

  No subgroups of 10 or more.                                
  ---------------------------------------------------------- ------------

Subject **Mathematics** Grade **3** Test **Illinois Standards
Achievement Test**

Edition/Publication Year **2006** Publisher **Harcourt Assessment,
Inc.**

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

  Testing month                     **March**   **March**   **March**   **March**   **March**

  **SCHOOL SCORES\***                                                               

  \% "Meeting" plus "Exceeding"     **87%**     **96%**     **90%**     **96%**     **95%**
  State Standards                                                                   

  \% "Exceeding" State Standards    **25%**     **35%**     **38%**     **31%**     **35%**

  Number of students tested         **53**      **52**      **45**      **48**      **48**

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

  Number of students alternatively  **0**       **0**       **0**       **0**       **0**
  assessed                                                                          

  Percent of students alternatively **0**       **0**       **0**       **0**       **0**
  assessed                                                                          

  SUBGROUP SCORES -- NA                                                             

  No subgroups of 10 or more.                                                       
  --------------------------------- ----------- ----------- ----------- ----------- -----------