##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mr. Lynn W. Clapp \_\_\_]{.underline}.

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

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

(As it should appear in the official records)

School Mailing Address [700 West Cleveland
Avenue\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Belleville Illinois 62220 -2496\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(618) 233-1608]{.underline} Fax [(618)
233-1757\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/Url [www.belleville118.stclair.k12.il.us]{.underline} Email
[lclapp@stclair.k12.il.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)

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

Name of Superintendent [Dr. James T.
Rosborg\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Belleville Public School District
#118\_\_\_\_\_\_\_\_\_]{.underline}Tel. [( 618) 233-2830]{.underline}

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

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

Name of School Board

President/Chairperson [Mrs. Carol
Scharf\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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)

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

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

1\. Number of schools in the district: \_\_[9\_\_]{.underline}
Elementary schools

\_\_[0]{.underline} \_\_ Middle schools

\_\_[2]{.underline}\_\_ Junior high schools

\_\_[0\_\_]{.underline} High schools

\_[11\_\_]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$4211\_\_\_]{.underline}

Average State Per Pupil Expenditure: [\$4667\_\_\_]{.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
>
> \[x \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

[\_ 7\_\_\_\_]{.underline} If fewer than three years, how long was the
previous principal at this school?

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

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

  **K**       28        22                     **50**       **7**                             

  **1**       18        25                     **43**       **8**                             

  **2**       14        13                     **27**       **9**                             

  **3**       21        25                     **46**       **10**                            

  **4**       27        29                     **56**       **11**                            

  **5**       31        26                     **57**       **12**                            

  **6**       33        25                     **58**       Other                             

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

6\. Racial/ethnic composition of [\_\_ 76.9]{.underline} % White

the students in the school: [18.9]{.underline} % Black or African
American

[.3]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[12.17]{.underline}\_%

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 24
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 18
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        42
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    318
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .13
              total in row (4)                   

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

8\. Limited English Proficient students in the school:
[\_\_\_\_.3]{.underline}\_%

[\_\_\_ 1]{.underline}\_\_Total Number Limited English Proficient

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

Specify languages: Korean

9\. Students eligible for free/reduced-priced meals:
[\_\_\_33]{.underline}\_\_\_%

\_\_\_[106]{.underline}\_\_Total Number Students Who Qualify

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

10\. Students receiving special education services:
\_\_\_\_[18\_]{.underline}\_%

[\_\_\_\_61\_\_]{.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.

[\_\_0\_]{.underline}Autism [\_\_0]{.underline}\_Orthopedic Impairment

[\_\_0\_]{.underline}Deafness \_\_[1]{.underline}\_Other Health Impaired

[\_\_0]{.underline}\_Deaf-Blindness \_[47]{.underline}\_Specific
Learning Disability

[\_\_0\_]{.underline}Hearing Impairment \_[13]{.underline}\_Speech or
Language Impairment

[\_\_0\_]{.underline}Mental Retardation [\_\_0]{.underline}\_Traumatic
Brain Injury

[\_\_0\_]{.underline}Multiple Disabilities [\_\_0\_]{.underline}Visual
Impairment Including Blindness

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

    **Number of Staff**

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

Administrator(s) \_\_\_[1]{.underline}\_\_\_ \_\_\_\_0\_\_\_

Classroom teachers [\_\_14\_\_\_]{.underline}
[\_\_\_\_5\_\_\_]{.underline}

Special resource teachers/specialists [\_\_\_1\_\_\_]{.underline}
[\_\_\_\_0\_\_\_]{.underline}

Paraprofessionals [\_\_\_1\_\_\_]{.underline}
[\_\_\_\_0\_\_\_]{.underline}

> Support staff \_\_\_0\_\_\_ [\_\_\_\_2\_\_\_]{.underline}
>
> Total number [\_\_17\_\_\_]{.underline} [\_\_\_\_7\_\_\_]{.underline}

12\. Student-"classroom teacher" ratio: \_\_[24:1\_\_]{.underline}

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 95.9%       96.4%       96.4%       95.8%       96.1%

  Daily teacher attendance 96%         95%         99%         97%         95%

  Teacher turnover rate    0%          0%          0%          23.5%       0%

  Student dropout rate     \-          \-          \-          \-          \-

  Student drop-off rate    \-          \-          \-          \-          \-
  ------------------------ ----------- ----------- ----------- ----------- -----------

##  

## [PART III ‑ SUMMARY]{.underline}

Roosevelt Elementary School was built in the heart of a traditional
blue-collar neighborhood in 1928 in the city of Belleville, Illinois.
Our community of 42,000 is considered part of the greater St. Louis
metropolitan area. Our student population nearly doubled in size in 1991
when new housing sprouted in the area and new classrooms were added to
the existing structure. There are two sections of classes at each grade
level, kindergarten through sixth grade. Enrollment includes 33% low
income and 22% minority. Our staff serves students with learning
disabilities through resource and instructional programs. Reading
Recovery is offered for first graders, and Americorps reading coaches
and tutors assist the other grades. Speech/Language services and social
work intervention services are available, and Roosevelt participates in
the district program for gifted students.

The vision of our stakeholders is "...for all students to develop to
their optimum potential as persons of character as well as learners". To
do this, the stakeholders (staff, parents, students, and community)
collaborate in developing a School Improvement Plan to "...identify
where we are and where we want to be in relation to student achievement,
teaching and learning, and the learning community." Goals for school
improvement are developed, monitored, and revised throughout the year
and made available to the public. Parents and supporters are invited to
attend an annual school-community council meeting to discuss current
progress and future initiatives.

Our staff is an experienced and thoroughly dedicated group. Most believe
this assignment to be a permanent career choice. Several are considered
experts in their subject area, and are frequently invited to offer
training to peers. Two teachers have earned National Board
Certification.

Roosevelt School has forged strong collaborative partnerships. Parent
organizations conduct fundraisers, volunteer in the classrooms, and help
sponsor our annual family Campus Campout. We have an active PTA and
Mothers Club that sponsor family theme nights on reading, mathematics,
and technology, as well as student musical and art presentations. The
Retired Senior Volunteers Program supplies a librarian. Together with
city officials, our staff coordinates city-wide Veterans Day activities
and organizes a yearly neighborhood clean-up day. We hosted a
neighborhood Safety Fair this year, involving more than twenty
businesses and agencies to offer special activities for families. We
have an Adopt-A-Cop and D.A.R.E. officer as community allies for safety
education.

Roosevelt addresses the social/emotional needs of students with
character education initiatives such as Word-of-the-Month and Do The
Right Thing. The Second Step violence prevention program is taught at
all grade levels. Opportunities abound for service projects in the
Roosevelt Student Service Club and the Junior Optimist Club, and sixth
grade patrol students contribute to our safety program.

Roosevelt's greatest asset is its own self-image. There is a pervasive
attitude among stakeholders that this is an institution that sets itself
apart in molding students into persons of high achievement and
character. There is a strong belief that children always come first. New
students and their parents catch this spirit almost immediately.
Students offer their best performance not because of the pressure to
succeed, but because they enjoy the faith and encouragement of their
teachers. There is a true love of learning at Roosevelt School, because
all our children believe they can learn.

## Part IV [‑]{.underline} Indicators of Academic Success

## 

## 1 Assessment Results

The Illinois Standards Achievement Test (ISAT) is administered each
spring to grades 3, 4, 5, 7, 8, and 11. At Roosevelt, Grades 3 and 5 are
assessed in Math (both traditional and extended answer), Reading (both
traditional and extended answer), and Writing (in Expository,
Persuasive, and Narrative forms). Grade 4 takes assessments in Physical
and Natural Science as well as Social Studies. The content area of the
test is based on the learning standards created and published by the
Illinois State Board of Education and shared with its public school
system.

Since our school welcomes accountability, every effort is made to assess
each student in the Roosevelt system. We need all data, including ISAT
scores, to reach those that are "falling through the cracks". With our
current track record of solid test scores drawing attention from
educational administrators at the state and federal levels, we must
maintain a testing integrity that is most appropriate. Approximately 97%
of our students were assessed by the ISAT, compared to the state average
that hovers at 95%. All Roosevelt students attending District 118
schools participated; the small number of our students that were not
assessed were housed in private facilities at the time of the testing.
These children require services for their severe physical or mental
health conditions that require the special care of such institutions.
Our district makes information and resources regarding alternate
assessment available to these facilities.

The attached tables show that disaggregated statistics from the ISAT
tests have just become available over the last few years, evolving into
a rather thorough process by the time of the 2002 testing. The positive
factors we discovered were that our school showed a steady growth in our
test scores, and that most disaggregated groups were outperforming the
state average. As we looked over numbers that raised concerns, we
considered all factors. In the case of students with an IEP, the percent
of Academic Warning among those students was alarming in 1998-1999. The
alteration of two factors, the improved alternate assessment process
installed by the state and our goal to increase the number of IEP
students who could experience success in the normal testing, brought the
Academic Warning percent scores down to miniscule or zero. In comparing
the subgroups of African-American and Low Income with our overall score,
we find some gaps in 2000-2001 that drew closer in the following year.
These groups tend to be the most transient, and we make the best effort
possible to acclimate them to our school environment. The one glitch in
the state's reporting of disaggregated data exists in the 2000-2001
fifth grade reading scores. We had the bare minimum in the
African-American subgroup to generate numbers in the areas of math and
writing, but an extended absence of one student before the administering
of the Reading section resulted in his exclusion from that category.
This dropped the number of African-American participants below the
state's minimum, and the state did not calculate that subtotal.

## 2- Indicators of Academic Success Use of Assessment Data

The process of data assessment begins in May with the return of data
from the Illinois Standards Achievement Test (ISAT) and our district's
locally developed criterion-referenced tests. The principal distributes
the results to the teachers whose students were measured, the
instructors who will have the students the following year, and the
School Improvement Team -- consisting of a teacher from each grade
level, a special education teacher, and the principal.

In August, the School Improvement Team analyzes test data, determining
areas of strengths and areas of concern. By early September, the entire
faculty collaborates on an action plan to identify instructional
strategies to improve learning and ultimately influence performance. The
action plan is assembled into a School Improvement Plan. This document
is published in booklet form, shared with the parents at a meeting in
the spring, and made available in the school office for the community to
view. The School Improvement Plan serves as the working document for the
faculty. Throughout the year the instructors at the various grade levels
discuss their progress and articulate with their neighboring grade
levels. Our teachers use multiple, ongoing formal and informal
evaluation methods to check the success of strategies developed in the
plan. We use our assessment data to develop the teaching strategies that
will ensure that no child is left behind.

## 3-Indicators of Academic Success Communication of Student Performance 

Roosevelt School staff recognizes the importance of providing
information on student performance to all stakeholders. We present
information through several formats, including the internet,
face-to-face meetings, periodic written reports, and group
presentations.

Our annual School Report Card is displayed on the websites of Belleville
School District 118 and the Regional Office of Education. The Report
Card includes demographic data as well as school and grade level
performance on the Illinois State Achievement Test. The School
Improvement Plan is a document that includes annual improvement goals,
student performance and analysis, and funding resources. Free copies are
available, and a summary page is sent to all parents.

Formal parent-teacher conferences occur twice per year, but informal
meetings occur more regularly. At least once per quarter and sometimes
weekly, progress reports are sent home that show grade trends and
percentages. Every Wednesday, each student delivers a large white
envelope to parents containing school communications, including progress
reports and other academic information. The achievements of honor roll
students are celebrated at quarterly school assemblies. Once per year, a
school-community council meeting is convened to discuss the current
state of Roosevelt, including a report on student achievement and test
performance.

Roosevelt is truly a \"public\" school, where information about our
performance is available to all, because we value and depend upon the
feedback and support of all stakeholders.

## 4-Indicators of Academic Success Sharing Success with Other Schools

Roosevelt School educators recognize the importance of a strong
collaborative network with other educators. We welcome teams of teachers
into our classrooms for observations, demonstrations of teaching methods
and strategies, and curriculum discussions. To accomplish this goal, we
rely on creative scheduling, flexibility, and the cooperation of our
close-knit staff. Additionally, we train and mentor student teachers,
serve on and chair educational committees at local, state, and national
levels, and contribute to professional publications. A significant
number of Roosevelt teachers also conduct workshops throughout the
region, sharing a variety of key topics across the curriculum.

Should Roosevelt School be chosen for this prestigious honor and be
named a Blue Ribbon School, our teachers are eager to continue to
volunteer our collective knowledge. Networking through e-mail, sharing
information on our District 118 website, publishing teacher-friendly
materials, and traveling to other districts with a trained team of
presenters are just a few of our anticipated plans. We feel that by
sharing within our own profession, Roosevelt School will continue to
improve its effectiveness while impacting the education of each and
every learner with whom we are privileged to work.

### [PART V -- CURRICULUM AND INSTRUCTION]{.underline}

## Part V-1-Curriculum and Instruction Curriculum

Roosevelt's curriculum is the backbone of our instruction. It is the
continually evolving product of decades of ongoing evaluation and
assessment. Belleville District 118 was an early leader in the field of
standards and benchmarks, and our original skills continuum and
assessment system became the model for countless school districts that
hoped to match our success. That continuum has now been meticulously
aligned with the Illinois Learning Standards. The Learning Standards set
high expectations, and our curriculum is designed to make sure all
students meet them. Materials and methods are chosen with significant
input from teachers, and as a result, the curriculum is challenging,
effective, appropriate, and well defined. Teachers know what they must
teach, and students know what they must learn.

As mandated by the state of Illinois, the curriculum includes a specific
number of daily minutes of language arts, mathematics, science, social
studies, P.E., art, and music. Additionally, all Roosevelt teachers
conduct lessons in character development and ethical behavior. As a
team, teachers share ideas and resources, and have developed a thorough
understanding of the materials and methods used at other grade levels.
This broad, shared curricular knowledge allows us to build seamlessly
upon the skills we know have been taught in earlier grades, and to
ensure that the different subjects are clearly integrated with one
another.

The quality of our curriculum is vital to our teaching. We have lengthy
experience in developing and adapting curricula to the changing needs
and expectations of a diverse society, and we view our curriculum as a
fluid, evolving work. We use it in a dynamic cycle of teach, assess, and
revise. Since we believe that all students are entitled to an education
that will allow them to take advantage of the opportunities our country
offers, we spend significant time throughout the school year and in the
summer assessing the performance of each of our disaggregated groups.
Our curricular content is strongly connected to the Illinois Learning
Standards, and we judge its efficacy by our students' performance on the
state tests.

We use data from the state tests, our own locally developed test system,
and our innate knowledge of our students to reexamine our goals and
maintain our high standards for student learning and teacher
instruction. We rely upon the many Roosevelt teachers whose expertise
has been recognized at the local, state, and national level to help us
adapt our curriculum to new, research-based methods, and build on our
strengths in the most effective ways to meet our goals. Together, we
study our weaknesses and make plans to correct them. These plans may
include more effective methods and materials, more efficient use of
human resources, or more extensive accommodations to meet the needs of
an increasingly diverse population. Our curricular content is
significant and relevant because it equips students with the academic
and social skills they must have to become productive, participatory
citizens of our community. Our task is to maintain the integrity of our
curriculum through ongoing assessment and reflection. It is a challenge
we embrace because we believe every child deserves the best education we
can provide.

The most empowering aspect of our curriculum is the fact that it was
created and is constantly revised by the teachers who use it. It is not
a framework that is imposed upon us, but rather a road map that we have
drawn ourselves with our proudly earned expertise and experience. For
each area of study, there is a district committee composed of teachers
and administrators, and decisions made by those committees are honored
by the administration. Even today, there are very few school districts
that encourage that kind of collaboration or offer teachers such
important and meaningful control. We teach our curriculum as though we
own it, because we do.

## Part V-2-Curriculum and Instruction Reading Curriculum

The goal of Roosevelt's reading curriculum is to ensure that no child is
left without the critical skill of reading. At each grade level,
developmentally appropriate reading skills are taught and practiced
using thoughtfully selected literature on topics that range across the
disciplines.

At the primary level, instruction is a careful balance of phonics, word
recognition, and whole language. Teachers use a basal reading series,
elements of Patricia Cunningham's Four Blocks model, and books chosen
for their appeal and relevance to other subjects. As students progress,
these basic skills are expanded to include structural analysis of words,
sentences, short stories, and novels. Beginning at second grade, all
classes use sets of novels that provide a common experiential base for
vocabulary development and comprehension. These skills are enhanced
through the use of Scholastic's computerized Reading Counts program.
Throughout all grade levels, reading is closely tied to writing. Both
are tightly connected to the Illinois Learning Standards, and the
success of our curriculum is obvious from our test scores.

Roosevelt chose this comprehensive approach to reading because we
believe it is the most successful in teaching children to read
regardless of the literary background they bring to school. From the
beginning, reading is meaningful, attractive, motivating, and possible.
Children are inspired to read through the appeal of well-chosen
literature, and are then systematically taught the necessary skills to
act on that desire. Roosevelt's reading curriculum is not designed to
make children read. It makes them want to read.

## 

## Part V-3-Curriculum and Instruction Mathematics Curriculum

Roosevelt School's mathematics curriculum epitomizes our school's
mission and vision, ". . .to help all students develop to their optimum
potential as persons of character as well as learners." Our mathematics
curriculum is built on the premise that all students can and must
experience success in an academic environment of mutual respect and
trust.

The concepts of critical thinking, problem solving skills, and
experiential learning comprise the framework of mathematics education at
Roosevelt School. At all levels, our students are provided with the
opportunity to construct mathematical understanding through the use of
manipulatives and a wide range of concrete experiences before
progressing to more abstract levels of application. The integration and
use of technology in our classrooms provides our students with the
awareness and essential skills to apply these tools in their daily
lives.

Our teachers recognize the importance of communicating and explaining
one's thinking, and as a result, the use of writing in mathematics is a
valued instructional strategy. Careful alignment of our curriculum with
the Illinois Learning Standards ensures a successful blend of skills,
concepts, and problem solving as evidenced by our consistently high
performance on state and locally developed tests.

Assimilation of mathematical knowledge and processes provides our
students with a solid foundation for life-long learning and continued
personal growth. The excitement of success and thrill of discovery
allows the magic of mathematics to come alive for every child.

## Part V-4-Curriculum and Instruction Instructional Methods

Roosevelt teachers are experts at using a variety of instructional
methods. Through our extensive professional development, experience, and
collaboration with other teachers, community members, and our own
students, we have improved the learning of our students, including those
with specific learning needs, gifted as well as learning disabled. Using
instructional techniques based on Bloom's Taxonomy, accommodating
students' kinesthetic, auditory, and visual learning styles, and
employing different technologies, our teachers establish a caring,
stimulating, and safe community where students learn as individuals, in
small collaborative groups, and in whole-class instruction.

In the primary grades, our teachers use phonics manipulatives to make
the learning of reading and writing as kinesthetic as possible, and
students are taught to use manipulatives like tangrams and counters to
better understand math concepts. The instructional method of patterning
can also be seen as cross-curricular: students are taught how to pattern
a plot through a 'story map', and for math instruction, students are
taught the skill of pattern recognition to solve problems like 'Pascal's
Triangle' and geometric proofs.

We also use writing as an instructional tool, teaching students to
analyze their solutions to math problems. Our teachers use modeling and
demonstrations to help students make connections, too, even inviting
other teachers into our classrooms to teach a lesson! By striving to
improve our methods at every opportunity, we keep alive our enthusiasm
for teaching, for learning, and, most importantly, for our students.

## Part V-5-Curriculum and Instruction Professional Development

## 

Professional development at Roosevelt School is a site-based management
program, driven by the goals formulated for the Roosevelt School
Improvement Plan. Also, teachers from Roosevelt are represented on every
Belleville School District 118 committee, where decisions are
collectively made for district-wide professional development
initiatives.

Roosevelt staff has the responsibility of managing its own professional
development program, connected to the specific objectives of the school
improvement plan. Teachers analyze test data and make recommendations to
the entire faculty. Since decisions are data-driven, the majority of
professional development is directed to areas targeted for improvement,
and achievement scores have correspondingly improved. Our teachers share
new research-based information from training sessions, visit each
other\'s classrooms to model instructional strategies, and participate
in a grade level articulation network. They have been involved in
national projects, sponsored by such bodies as the National Science
Foundation, to improve achievement in areas such as math and reading. A
partnership between the District and the teachers' association offers
graduate level courses entitled Educational Research and Dissemination.

The preparation of novice teachers is a high priority. During a two-year
apprenticeship program, new teachers are assigned a mentor, and
participate in specially designed inservice programs.

We believe our site-ownership of professional development has two
benefits. It serves to strengthen the team approach to school
improvement, but most importantly, contributes to the consistent growth
of student achievement for all groups of students.

### Roosevelt School Third Grade Reading

> ISAT ISAT ISAT ISAT

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

  Testing month         April        April       April        Feb

  **School Scores Total                                       
  %**                                                         

  Academic Warning      0            0           0            9

  Below                 2            14          12           26

  Meets/Exceeds         98           86          88           66

  Exceeds               51           24          35           33

  **SUBGROUPS**                                               

  **1. Caucasian %**                                          

  Academic Warning      0            0                        

  Below                 0            14                       

  Meets/Exceeds         100          86                       

  Exceeds               61           24                       

  **2.**                                                      
  **African/American                                          
  %**                                                         

  Academic Warning      0            0                        

  Below                 9            20                       

  Meets/Exceeds         91           80                       

  Exceeds               27           20                       

  **3**. **Low Income                                         
  %**                                                         

  Academic Warning      0            0                        

  Below                 8            20                       

  Meets/Exceeds         93           80                       

  Exceeds               8            13                       

  **4**. **IEP %**                                            

  Academic Warning      0            0           0            42

  Below                 20           22          43           17

  Meets/Exceeds         80           78          57           41

  Exceeds               20           0           0            8

  **STATE TOTAL %**                                           

  Academic Warning      7            7           6            8

  Below                 31           31          32           31

  Meets/Exceeds         63           62          62           61

  Exceeds               19           19          21           17
  --------------------- ------------ ----------- ------------ ------------

**Illinois Standards Achievement Test (ISAT)**

**[Groups excluded from testing]{.underline}:** All Roosevelt students
attending District 118 schools participated in the Illinois Standards
Achievement Test. The students who were not assessed were housed in
private facilities for care of their severe physical or mental health
conditions. Our district makes information and resources regarding
alternate assessment available to these facilities.

**[Illinois cutpoints]{.underline}:**

Academic Warning 120-137

Below Standards 138-155

Meets Standards 156-173

Exceeds Standards 174-200

**[Performance Levels]{.underline}:**

**Academic Warning:** displays limited knowledge and skills and applies
them ineffectively

**Below Standards:** displays basic knowledge and skills, but applies
them in limited ways

**Meets Standards:** demonstrates proficiency in the subject and
effective use of knowledge and skills to solve problems **Exceeds
Standards:** demonstrates advanced subject understanding and high-level
skills that are creatively applied to solve problems and evaluate
results

### Roosevelt School Third Grade Writing

> ISAT ISAT ISAT ISAT

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

  Testing month         April        April       April        Feb

  **School Scores Total                                       
  %**                                                         

  Academic Warning      0            0           0            7

  Below                 7            21          7            10

  Meets/Exceeds         93           79          93           83

  Exceeds               2            0           9            14

  **SUBGROUPS**                                               

  **1. Caucasian %**                                          

  Academic Warning      0            0                        

  Below                 3            22                       

  Meets/Exceeds         97           78                       

  Exceeds               3            0                        

  **2.**                                                      
  **African/American                                          
  %**                                                         

  Academic Warning      0            0                        

  Below                 9            20                       

  Meets/Exceeds         91           80                       

  Exceeds               0            0                        

  **3**. **Low Income                                         
  %**                                                         

  Academic Warning      0            0                        

  Below                 8            27                       

  Meets/Exceeds         92           73                       

  Exceeds               0            0                        

  **4**. **IEP %**                                            

  Academic Warning      0            0           0            33

  Below                 0            22          0            25

  Meets/Exceeds         100          78          100          42

  Exceeds               0            0           0            0

  **STATE TOTAL %**                                           

  Academic Warning      9            9           6            9

  Below                 34           33          38           35

  Meets/Exceeds         57           58          55           56

  Exceeds               3            3           2            6
  --------------------- ------------ ----------- ------------ ------------

**Illinois Standards Achievement Test (ISAT)**

**[Groups excluded from testing]{.underline}:** All Roosevelt students
attending District 118 schools participated in the Illinois Standards
Achievement Test. The students who were not assessed were housed in
private facilities for care of their severe physical or mental health
conditions. Our district makes information and resources regarding
alternate assessment available to these facilities.

**[Illinois cutpoints]{.underline}:**

Academic Warning 6-13

Below Standards 14-21

Meets Standards 22-29

Exceeds Standards 30-32

**[Performance Levels]{.underline}:**

**Academic Warning:** displays limited knowledge and skills and applies
them ineffectively

**Below Standards:** displays basic knowledge and skills, but applies
them in limited ways

**Meets Standards:** demonstrates proficiency in the subject and
effective use of knowledge and skills to solve problems **Exceeds
Standards:** demonstrates advanced subject understanding and high-level
skills that are creatively applied to solve problems and evaluate
results

### Roosevelt School Third Grade Math

> ISAT ISAT ISAT ISAT

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

  Testing month         April        April       April        Feb

  **School Scores Total                                       
  %**                                                         

  Academic Warning      0            2           0            5

  Below                 2            0           4            3

  Meets/Exceeds         97           97          96           51

  Exceeds               77           60          50           47

  **SUBGROUPS**                                               

  **1. Caucasian %**                                          

  Academic Warning      0            0                        

  Below                 3            0                        

  Meets/Exceeds         97           100                      

  Exceeds               84           61                       

  **2.**                                                      
  **African/American                                          
  %**                                                         

  Academic Warning      0            20                       

  Below                 9            0                        

  Meets/Exceeds         100          80                       

  Exceeds               55           60                       

  **3**. **Low Income                                         
  %**                                                         

  Academic Warning      0            7                        

  Below                 7            0                        

  Meets/Exceeds         93           93                       

  Exceeds               43           33                       

  **4**. **IEP %**                                            

  Academic Warning      0            10          0            23

  Below                 17           0           29           8

  Meets/Exceeds         83           90          72           69

  Exceeds               50           30          29           15

  **STATE TOTAL %**                                           

  Academic Warning      7            8           10           12

  Below                 19           18          21           20

  Meets/Exceeds         74           74          69           68

  Exceeds               30           28          23           21
  --------------------- ------------ ----------- ------------ ------------

**Illinois Standards Achievement Test (ISAT)**

**[Groups excluded from testing]{.underline}:** All Roosevelt students
attending District 118 schools participated in the Illinois Standards
Achievement Test. The students who were not assessed were housed in
private facilities for care of their severe physical or mental health
conditions. Our district makes information and resources regarding
alternate assessment available to these facilities.

**[Illinois cutpoints]{.underline}:**

Academic Warning 120-141

Below Standards 142-152

Meets Standards 153-172

Exceeds Standards 173-200

**[Performance Levels]{.underline}:**

**Academic Warning:** displays limited knowledge and skills and applies
them ineffectively

**Below Standards:** displays basic knowledge and skills, but applies
them in limited ways

**Meets Standards:** demonstrates proficiency in the subject and
effective use of knowledge and skills to solve problems **Exceeds
Standards:** demonstrates advanced subject understanding and high-level
skills that are creatively applied to solve problems and evaluate
results

### Roosevelt School Fifth Grade Reading

> ISAT ISAT ISAT ISAT

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

  Testing month         April        April       April        Feb

  **School Scores Total                                       
  %**                                                         

  Academic Warning      0            0           0            0

  Below                 19           18          21           24

  Meets/Exceeds         81           82          79           76

  Exceeds               33           36          23           33

  **SUBGROUPS**                                               

  **1. Caucasian %**                                          

  Academic Warning      0            0                        

  Below                 16           14                       

  Meets/Exceeds         84           87                       

  Exceeds               39           40                       

  **2.**                                                      
  **African/American                                          
  %**                                                         

  Academic Warning      0            \*                       

  Below                 29           \*                       

  Meets/Exceeds         71           \*                       

  Exceeds               0            \*                       

  **3**. **Low Income                                         
  %**                                                         

  Academic Warning      0            0                        

  Below                 36           55                       

  Meets/Exceeds         64           45                       

  Exceeds               7            18                       

  **4**. **IEP %**                                            

  Academic Warning      0            0           0            0

  Below                 29           29          50           100

  Meets/Exceeds         72           72          50           0

  Exceeds               29           43          0            0

  **STATE TOTAL %**                                           

  Academic Warning      1            1           0            1

  Below                 39           40          41           38

  Meets/Exceeds         59           59          59           61

  Exceeds               22           25          20           24
  --------------------- ------------ ----------- ------------ ------------

**Illinois Standards Achievement Test (ISAT)**

**[Groups excluded from testing]{.underline}:** All Roosevelt students
attending District 118 schools participated in the Illinois Standards
Achievement Test. The students who were not assessed were housed in
private facilities for care of their severe physical or mental health
conditions. Our district makes information and resources regarding
alternate assessment available to these facilities.

**[Illinois cutpoints]{.underline}:**

Academic Warning 120-129

Below Standards 130-155

Meets Standards 156-170

Exceeds Standards 171-200

**[Performance Levels]{.underline}:**

**Academic Warning:** displays limited knowledge and skills and applies
them ineffectively

**Below Standards:** displays basic knowledge and skills, but applies
them in limited ways

**Meets Standards:** demonstrates proficiency in the subject and
effective use of knowledge and skills to solve problems **Exceeds
Standards:** demonstrates advanced subject understanding and high-level
skills that are creatively applied to solve problems and evaluate
results

### Roosevelt School Fifth Grade Writing

> ISAT ISAT ISAT ISAT

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

  Testing month         April        April       April        Feb

  **School Scores Total                                       
  %**                                                         

  Academic Warning      0            0           0            0

  Below                 4            0           2            2

  Meets/Exceeds         96           100         97           98

  Exceeds               13           49          27           78

  **SUBGROUPS**                                               

  **1. Caucasian %**                                          

  Academic Warning      0            0                        

  Below                 3            0                        

  Meets/Exceeds         98           100                      

  Exceeds               16           51                       

  **2.**                                                      
  **African/American                                          
  %**                                                         

  Academic Warning      0            0                        

  Below                 14           0                        

  Meets/Exceeds         86           100                      

  Exceeds               0            40                       

  **3**. **Low Income                                         
  %**                                                         

  Academic Warning      0            0                        

  Below                 7            0                        

  Meets/Exceeds         93           100                      

  Exceeds               0            42                       

  **4**. **IEP %**                                            

  Academic Warning      0            0           0            0

  Below                 14           0           50           25

  Meets/Exceeds         85           100         50           75

  Exceeds               14           29          0            25

  **STATE TOTAL %**                                           

  Academic Warning      6            4           3            2

  Below                 35           27          26           23

  Meets/Exceeds         59           70          71           75

  Exceeds               5            12          14           23
  --------------------- ------------ ----------- ------------ ------------

**Illinois Standards Achievement Test (ISAT)**

**[Groups excluded from testing]{.underline}:** All Roosevelt students
attending District 118 schools participated in the Illinois Standards
Achievement Test. The students who were not assessed were housed in
private facilities for care of their severe physical or mental health
conditions. Our district makes information and resources regarding
alternate assessment available to these facilities.

**[Illinois cutpoints]{.underline}:**

Academic Warning 6-13

Below Standards 14-20

Meets Standards 21-27

Exceeds Standards 28-32

**[Performance Levels]{.underline}:**

**Academic Warning:** displays limited knowledge and skills and applies
them ineffectively

**Below Standards:** displays basic knowledge and skills, but applies
them in limited ways

**Meets Standards:** demonstrates proficiency in the subject and
effective use of knowledge and skills to solve problems **Exceeds
Standards:** demonstrates advanced subject understanding and high-level
skills that are creatively applied to solve problems and evaluate result

### Roosevelt School Fifth Grade Math

> ISAT ISAT ISAT ISAT

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

  Testing month         April        April       April        Feb

  **School Scores Total                                       
  %**                                                         

  Academic Warning      0            0           0            2

  Below                 10           10          30           16

  Meets/Exceeds         90           90          70           82

  Exceeds               19           25          11           2

  **SUBGROUPS**                                               

  **1. Caucasian %**                                          

  Academic Warning      0            0                        

  Below                 5            5                        

  Meets/Exceeds         95           95                       

  Exceeds               21           28                       

  **2.**                                                      
  **African/American                                          
  %**                                                         

  Academic Warning      0            0                        

  Below                 43           40                       

  Meets/Exceeds         57           60                       

  Exceeds               14           0                        

  **3**. **Low Income                                         
  %**                                                         

  Academic Warning      0            0                        

  Below                 21           33                       

  Meets/Exceeds         78           66                       

  Exceeds               7            8                        

  **4**. **IEP %**                                            

  Academic Warning      0            0           0            0

  Below                 14           29          100          75

  Meets/Exceeds         85           71          0            25

  Exceeds               14           0           0            0

  **STATE TOTAL %**                                           

  Academic Warning      5            4           6            6

  Below                 32           34          37           39

  Meets/Exceeds         63           61          57           56

  Exceeds               8            6           5            3
  --------------------- ------------ ----------- ------------ ------------

**Illinois Standards Achievement Test (ISAT)**

**[Groups excluded from testing]{.underline}:** All Roosevelt students
attending District 118 schools participated in the Illinois Standards
Achievement Test. The students who were not assessed were housed in
private facilities for care of their severe physical or mental health
conditions. Our district makes information and resources regarding
alternate assessment available to these facilities.

**[Illinois cutpoints]{.underline}:**

Academic Warning 120-137

Below Standards 138-157

Meets Standards 158-190

Exceeds Standards 191-200

**[Performance Levels]{.underline}:**

**Academic Warning:** displays limited knowledge and skills and applies
them ineffectively

**Below Standards:** displays basic knowledge and skills, but applies
them in limited ways

**Meets Standards:** demonstrates proficiency in the subject and
effective use of knowledge and skills to solve problems **Exceeds
Standards:** demonstrates advanced subject understanding and high-level
skills that are creatively applied to solve problems and evaluate
results