##### *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. Charles A. Kuester

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

Official School Name Clay Central/Everly Elementary School

(As it should appear in the official records)

School Mailing Address 306 East 2^nd^ Street, P. O. Box 110

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

City: Everly State: Iowa Zip Code+4 (9 digits total): 51338-0110

County Clay State School Code Number 1218-0409

Telephone (712) 834-2227 Fax (712)- 834-2193

Web Site URL: www.claycentral/everly.com E-mail:
ckuester@clay-everly.k12.ia.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. Monte O. Montgomery

District Name: Clay Central/Everly Community School District Tel:
712-933-2242

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. Sue Brugman

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

1.  The school has some configuration that includes grades K-12.
    (Schools 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 Middle schools

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

1 High schools

\_\_\_\_\_ Other

4 TOTAL

2\. District Per Pupil Expenditure: \$8,924.00

Average State Per Pupil Expenditure: \$7,477.00

**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 12 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**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**       8         14                     **22**       **11**                            

  **4**       11        16                     **27**       **12**                            

  **5**       9         14                     **23**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   73
                                    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 98 % White

the school: % Black or African American

1 % Hispanic or Latino

1 % Asian/Pacific Islander

\% 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: [\_\_\_8.3
%]{.underline}

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      5
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

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

  **(3)**                   Total of all transferred    6
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 73
                            the school as of October 1  

  **(5)**                   Total transferred students  .082
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           8.2%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

0 % Total Number Limited English Proficient

Number of languages represented:

Specify languages:

9\. Students eligible for free/reduced-priced meals: 41 %

Total number students who qualify: 30

> 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: 14%

10 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.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness \_\_\_\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_\_\_Speech or Language Impairment

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

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities \_[10]{.underline}\_Noncategorical (Iowa
> does not categorize)

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

Classroom teachers 4 2

Special resource teachers/specialists 1 3

Paraprofessionals 2 1

> Support staff 2 2
>
> Total number 9 9

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 16:1

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   95.8%       97%         96.6%       95.6%       96.9%

  Daily teacher attendance   95%         94%         97%         94%         94%

  Teacher turnover rate      0%          17%         2%          20%         18%

  Student dropout rate                                                       
  (middle/high)                                                              

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

**PART III -- SUMMARY**

The Clay Central/Everly Community School District is located in
Northwest Iowa approximately 10 miles west of Spencer, Iowa. The
district has a student population of 460 students in Grades Pre-K
through Grade 12. The North Elementary (Grades 3 through 5) and High
School (Grades 9 through 12) are located in Everly, Iowa. The building
for grades Pre-K through 2 and Grades 6 through 8 are located in Royal,
Iowa. The district has one administrator at each site and is governed by
a five member Board of Education.

Sixty teachers, four secretaries, four custodians and four cooks are
assigned in the district with six assigned to the rural bus routes. Our
district is very rural district which provides our students with several
opportunities to participate in a multitude of class instruction and
participate in the extra-curricular activities of their choice. Many of
our staff who teach in our district also sponsor at least one committee
or extra-curricular activity. Our staff knows our students well and
interacts with them and often their families both in and out of the
school setting.

Our community members, parents, students and staff function very well
together and are just a small part of our "family" atmosphere which we
have built together in this district. Our vision statement is "Where
learning is a journey, not a destination." The district holds monthly
Board Meetings to discuss issues and make decisions as a team and
operate under the theory of team management in our buildings. Many of
the district graduates go on to post-secondary education and represent
themselves well in those pursuits.

Clay Central/Everly is very proud of our reputation as an academic
leader in our region of Iowa and we believe that we equip our students
with the proper learning tools to be productive and functional citizens
in the world now and in the future. North Elementary has been involved
in the *Reading in Excellence* program for six years. A detailed
description of this program is included later in this document.

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

1.  **Assessment Results:**

The Clay Central/Everly School District collects and analyzes data on a
regular basis. The administration, staff, students, parents, school
board and community are all involved in the process of data collection.
The data being collected is organized and presented by the
administration and building leadership teams including the North
Elementary Building Level team. The Team will discuss and analyze the
presented data and make recommendations for consideration in development
of long and short range goals. Analyzed and prioritized data along with
suggested long and short range goals is then presented to the School
Board. Based on this input the School Board will make a final decision
on district goals.

Our district scores at or above the state level and above the national
average in both reading and math on the Iowa Tests of Basic Skills
(ITBS). We provide an environment and atmosphere conducive to student
performance so students can perform at an optimum level. Our website has
additional information (www.clay-everly.com).

Our staff communicates the importance of testing to our students. We
have also implemented incentives for the students based on both
individual and grade score improvement on the Iowa Tests. We make sure
all students are tested and have make-up sessions for our students if
they happen to miss a section of any testing session or day. The make-up
sessions are provided by the classroom instructor or the elementary
counselor.

Our staff, parents and students support our academic program, and our
student's academic gains speak well for the program and for the
teachers. Teacher Professional Development Training is data driven by
test results and is accomplished through in-service days or afternoon
information sessions. Administration and staff work together to
continually hone the skills of our teaching staff.

**2. Using Assessment Results:**

Our staff receives the ITBS report approximately March of each year and
studies the results to determine the weakness and strength areas of our
students. Our reading program to supplements the weakest areas and
teachers adjust lesson plans and use strategies to endeavor to improve
these areas. Each year there are different areas to work on as the
chemistry of our elementary changes each year. Scores are discussed as
an entire 3-5 staff. Individual student results are reviewed and
emphasis is put on improving the weakest areas of each student. Test
data is reviewed at least monthly throughout the entire school year. The
data from all of the district reading assessments is disaggregated
according to specific programs (i.e. Title I, at-risk, TAG). The staff
also supports students at the transition periods between 2^nd^ and 3^rd^
grade as well as between grades 5 and 6. If supplemental programming is
needed for a student, it is provided.

The belief for our instructors concerning our state and local
assessments is that the results provide us with valid and accurate
information and data so that we may make the appropriate adjustments in
our programming. Weekly and sometimes daily meetings are held to discuss
student progress and the staff works very closely with each other to
provide the optimum learning environment for the students in our school.

We report our data to the local Board of Education on a periodic basis
and continue to receive support for our reading program from both the
Board and the public. Frequent parent meetings are held if we feel as a
team that a student needs extra help. This procedure is done for all
students and usually done before and after school.

The Basic Reading Inventory (BRI), given to all students, shows large
increases in comprehension but smaller increases in fluency after the
2nd grade. Additional analysis of our test data in the past has shown
that disparities among subgroups found in the testing has to do with the
ability of some students to properly comprehend questions in the reading
area. To address this achievement gap, our reading program is
supplemented by Title I Reading time for each student that has fallen
below the expected range of reading for their grade level. This program
coordinates activities and concepts with the regular education
classroom. Our testing scores are used to develop lesson plans and
continually improve our program. We have developed an elementary
computer laptop program for our students. Student technology skills and
reading skills are encouraged through the use computers in the area of
story analysis. Assessment results are continually analyzed by staff.
Adjustments are often made in teaching strategies for groups and for
individuals. The reading curriculum is also reviewed yearly.
Additionally we utilize a system of books which we refer to as the
\"Rise Room\" books which are leveled reading books for each our grades
in the elementary. The books are leveled through a lettering system and
this lettering system and grade level is reported to the parents at the
end of each nine weeks of the school year.

We also supplement our reading program by having approximately eight
weeks of summer school programming for our students. This has been a
great benefit for our students and maintains the consistency of progress
especially for our lower readers in the following fall when school
resumes.

**3. Communicating Assessment Results:**

During our fall and spring parent teacher conferences times all students
are scheduled at a specific time so they all parents are afforded the
opportunity to visit with their student's teachers about the student's
educational progress. During the spring conferences ITBS results are
discussed and explained to the parents. Staff will review not only the
current year\'s results but also at previous year\'s scores in order to
provide a baseline for the parents and how a student may or may not be
progressing in a particular area. All parents receive a printout of
scores for their students by individual testing blocks and this is used
for a visual base for parent teacher conferences. The results are also
explained to the students by the classroom teachers.

**4. Sharing Success:**

We attend regional, conference and local meetings in our area and
specifically discuss not only our successes, but also our drawbacks with
other administrators in the Northwest Iowa area. We discuss different
strategies that are used in each of our schools and share ideas that
could be used in any given school system. We have our regional meetings
monthly (Area Education Agency meetings for Superintendents); Conference
Meeting for Principals and Superintendents four times each year and also
has AEA Counselor Meetings twice a year to discuss testing patterns and
scores.

One key to our success has been the fact that we take our student's
achievement very seriously and make every effort help students to
experience success. We have had a long history of success in our
standardized testing programs and all staff believes that these tests
are important. The major thrust of a testing program is to find out the
weakest area of the curriculum and improve that weakest area. Our staff
understands this and makes sure that students are thoroughly prepared
for testing sessions.

Our data is also provided to the Board of Education as a discussion
topic on our Board Agenda. Administrators explain our test scores to the
Board in terms of meeting state and national averages. They examine the
results for any changes the scores from the previous years. Group test
results are also reported by the local media. The district publishes a
District Report Card for the community using multiple data points.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:**

For five years we have been using research-based strategies in math,
reading and science and the effect can be seen in our high proficiency
rates. Our math program uses sequential units in each level along with
standards and benchmarks to determine lesson planning each year. The
same textbook series is used throughout the elementary grades in the
district. We have also been working on the alignment of assessment,
curriculum, and instruction with standards and benchmarks for the last
six years. Using the action research process, we consider the available
research base with the local student data in mind. Both the research and
local data indicate that our current practices should contribute to
positive student results. We relied upon the Iowa Content Networks, the
AEA, McREL, NCTM, NCREL, and local content area experts to access
information about practices supported by scientifically based research.

The core of our elementary curriculum and instructional program is
mathematics and reading. Our math program is scheduled for a 50 minutes
block each day in a large group setting to start the class period. After
the subject is taught to the entire group, our Special Education
students report to our Special Education instructor for supplemental
instruction. The elementary uses the "think aloud" strategy to teach
conceptual mathematics (NCTM research based). The development of math
benchmark assessments supplements the evidence teachers have to document
increased student achievement of our standards and benchmarks.

Our Reading program is composed of a large group reading session of an
hour a day and additional small group reading sessions which are 50
minutes each day and is discussed in detail in the next section. Our
social studies and science curriculum core is introduced in the 3^rd^
Grade with a heavier emphasis in the 4^th^ and 5^th^ grade core
curriculum.

We offer six special offerings in our curriculum including music,
library, physical education and health, counseling, art, and computers.
These subjects are taught once a week, with the exception of Computers
which is taught twice a week. Our special courses are rotated among the
grades each day and consist of25-30 minutes sessions.

Lesson planning and unit planning is accomplished by each instructor
using staff-developed standards and benchmarks as approved by the state.
Our staff builds their subject material on these benchmarks and
standards each year as developed.

**2A. Reading (Elementary Schools):**

The school received monies from the Reading Excellence Act and the Roy
J. Carver Charitable Trust and instituted a reading program six years
ago for all staff and students which places students in \"Just Right
Reading Groups\". This means all elementary students receive reading
instruction at the level they need, when they need it. Our teachers have
received training in small and large group reading strategies. We have
purchased leveled fictional and non-fictional reading materials to
assist in the \"Just Right Reading Groups\". The program involves small
reading groups each day for 50 minutes a day and is structured so
students of like reading ability are grouped accordingly. Our reading
groups are dynamic. As our students improve their reading level and
skills the student may be moved to another group as decided by our
elementary team. Formative assessments including Read Naturally, BRI,
and SRI are used to continually to drive and improve instruction for
each child. The program also contains ability grouped reading materials
that are used for our small group reading sessions. Our small group
reading sessions contain approximately 7 to 9 students per group. The
program includes multiple strategies to reach the needs of all students
including journaling, individual reading, whole group reading,
vocabulary, phonemic awareness, and story analysis.

In 2000-2001 all elementary staff members were trained in delivering the
method of reading instruction called Reading Excellence to our students.
Instruction is based on the reading level of each individual student and
through our small group reading efforts we can offer our students
appropriate reading materials to fit their level of reading. We also use
Accelerated Reading which presents students the chance to read several
selections from the elementary media center and receive points for
completing reading selections.

**3. Additional Curriculum Area:**

We use outdoor classroom settings during the course of our school year
to supplement our basic core curriculum. Core subjects are integrated
into student experiences. For example, a favorite supplemental day is
our trip with the entire elementary to a nearby state park. Each teacher
chooses a topic and we divide up in groups and teach six to eight
different topics during the course of the outdoor classroom day. We
explore the areas of science and social studies in depth with topics
such as anthropology, Native American history, compass reading,
environmental issues, and other similar topics. Our students bring the
outdoor information back to the classroom and write stories concerning
their experiences during their day in the outdoor classroom.

**4. Instructional Methods:**

Our staff uses several methods of instruction to improve our student
learning including differentiated strategies. Lesson plans are
constantly be adjusted and reteaching of major concepts is completed on
a whole class, small group, or individual basis as needed. The
relationship between material taught in our small group reading sessions
each day and the same objectives taught in our whole classroom settings
greatly enhances our student achievement. Teachers spend many hours
before, during and after school encouraging our students which in turn
creates an atmosphere that both challenges and supports our students.
The certified and non­certified staff work closely together and share
often during each day of instruction. Our staff includes many
student-based activity sessions throughout each day and keeps the goal
of student-based learning in mind at all times. Several wonderful
projects are incorporated in our student improvement process such as
5^th^ grade \"Famous Iowans\" day, our grandparent-student project with
a local nursing home, our 4^th^ grade poetry recital given each spring,
and other activities which keep our students motivated and engaged in
the learning process.

**5. Professional Development:**

Our district was a pilot school for the Iowa Professional Development
Model and uses this model in the development of its District Career
Development Plan which includes theory, classroom demonstration and
practice, observation, reflection, collaboration and technology
integration. The Building Leadership Team reviews the goals (both long
and short) and determines appropriate actions based on indicators of
success for the goal and the research that supports goal attainment. The
Leadership Team will review implementation logs from the District Career
Development Plan for fidelity of implementation and teacher
participation. The Leadership Team will plan ongoing professional
development from the monitoring of the implementation logs. Formative
assessment data will be collected from the Leadership Team on the
District Career Development Plan as well as summative data from the
indicators of success in the math, reading, and science goals.

Staff development and professional development occur for our entire K-12
staff 12 times per year. Topics are chosen from our Action Plan which is
developed by our level teams each year and specific items from the
Action Plan are addressed. Topics this year include math assessment
training; writing rubrics for reflective journalizing, and technology
training. We have a five school consortium with a consultant at each
school one day a week who has developed staff credit or recertification
credits for our staff during our in-service training. This program is
also implemented as our entire staff receives technology training twice
a month for a ninety minute session. Staff members are required to
attend professional development activities as part of our emphasis on
Teacher Quality required by the State of Iowa. Teachers are taught the
strategy and then demonstrate, model, and share the process with other
teachers. The teacher then uses the strategy with the students so they
can internalize the process and use it with automaciticity.

All teachers have an Individualized Career Development Plan (ICDP). This
plan includes evidence that the district career development plan has
been implemented where appropriate in their content area. Each teacher
must show evidence of the Iowa Teaching Standards and use appropriate
content research based instructional strategies.

All beginning teachers employed by the school participate in the
mentoring and induction program and are expected to meet the goals of
the district career development plan, as appropriate to their teaching
assignment.

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

**Public Schools**

Each nominated school must show comparable results in reading (language
arts or English) and mathematics for at least the last three years
according to the criteria used by the CSSO to nominate the school. The
school must show results beyond the first grade in the school. For
example, ninth grade test results are not sufficient for grades 9-12
high schools. For formatting, use or adapt the tables (no charts or
graphs) at the end of this application.

If the state allows the use of the PSAT, PLAN, SAT, or ACT as part of
its accountability system and at least 90 percent of the students in the
appropriate classes must take the tests, schools must report the
results. For these tests, schools must use national norms. The national
school norms for the 90th and 60th percentiles can be found on the
Department's Web site. If fewer than 90 percent of the students take a
combination of the tests, that is, the ACT and the SAT or the PLAN and
the PSAT, do not report the data.

The school must disaggregate all data for socioeconomic and
ethnic/racial groups that are of sufficient numbers to be a part of the
state's assessment reports or are of sufficient numbers to be
statistically significant. Show how all subgroups of students achieved
at high levels or improved dramatically in achievement for at least
three years. Explain any disparity among subgroups. The school must
specify the number and percentage of students assessed by alternative
methods.

All test data tables should be attached to the end of the application,
with all pages numbered consecutively.

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

Subject\_[Reading]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Grade\_[3]{.underline}\_\_\_\_\_ Test\_[Iowa Tests of Basic
Skills]{.underline}\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2003]{.underline}\_\_\_
Publisher\_\_[Riverside Publishing
Company]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  Testing month                        January     January     January                 

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  83%         88%         94%                     
  Standards                                                                            

  \% "Exceeding" State Standards       22%                                             

  Number of students tested            23          26          23                      

  Percent of total students tested     100         100         100                     

  Number of students alternatively                                                     
  assessed                                                                             

  Percent of students alternatively                                                    
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Males                                                                            

  \% "Meeting" plus "Exceeding" State                                                  
  Standards                                                                            

  \% "Exceeding" State Standards                                                       

  Number of students tested            9           13          9                       

  2\. Females                                                                          

  \% "Meeting" plus "Exceeding" State  86%                                             
  Standards                                                                            

  \% "Exceeding" State Standards       29%                                             

  Number of students tested            14          13          14                      

  3\. Students receiving F or R lunch                                                  

  \% "Meeting" plus "Exceeding" State  91%                                             
  Standards                                                                            

  \% "Exceeding" State Standards       18%                                             

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

Subject\_[Mathematics]{.underline}\_\_\_\_\_\_\_\_\_\_
Grade\_[3]{.underline}\_\_\_\_\_ Test\_[Iowa Tests of Basic
Skills]{.underline}\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2003]{.underline}\_\_\_
Publisher\_\_[Riverside Publishing
Company]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  Testing month                        January     January     January                 

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  78%         96%         89%                     
  Standards                                                                            

  \% "Exceeding" State Standards       26%                                             

  Number of students tested            23          26          23                      

  Percent of total students tested     100         100         100                     

  Number of students alternatively                                                     
  assessed                                                                             

  Percent of students alternatively                                                    
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Males (specify subgroup)                                                         

  \% "Meeting" plus "Exceeding" State                                                  
  Standards                                                                            

  \% "Exceeding" State Standards                                                       

  Number of students tested            9           13          9                       

  2\. Females(specify subgroup)                                                        

  \% "Meeting" plus "Exceeding" State  71%                                             
  Standards                                                                            

  \% "Exceeding" State Standards       29%                                             

  Number of students tested            14          13          14                      

  3\. Students receiving F or R lunch                                                  

  \% "Meeting" plus "Exceeding" State  73%                                             
  Standards                                                                            

  \% "Exceeding" State Standards       27%                                             

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

Subject\_[Reading]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Grade\_[4]{.underline}\_\_\_\_\_ Test\_[Iowa Tests of Basic
Skills]{.underline}\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2003]{.underline}\_\_\_
Publisher\_\_[Riverside Publishing
Company]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  Testing month                        January     January     January                 

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  92%         84%         89%                     
  Standards                                                                            

  \% "Exceeding" State Standards       27%         14%                                 

  Number of students tested            26          22          32                      

  Percent of total students tested     100         100         100                     

  Number of students alternatively                                                     
  assessed                                                                             

  Percent of students alternatively                                                    
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Males (specify subgroup)                                                         

  \% "Meeting" plus "Exceeding" State  100%                    88%                     
  Standards                                                                            

  \% "Exceeding" State Standards       30%                                             

  Number of students tested            11          7           19                      

  2\. Females(specify subgroup)                                                        

  \% "Meeting" plus "Exceeding" State  88%         92%         92%                     
  Standards                                                                            

  \% "Exceeding" State Standards       25%         15%                                 

  Number of students tested            15          15          13                      

  3\. Students receiving F or R lunch                                                  

  \% "Meeting" plus "Exceeding" State  100%                                            
  Standards                                                                            

  \% "Exceeding" State Standards       20%                                             

  Number of students tested            10          9           9                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject\_[Mathematics]{.underline}\_\_\_\_\_\_\_\_\_\_
Grade\_[4]{.underline}\_\_\_\_\_ Test\_[Iowa Tests of Basic
Skills]{.underline}\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2003]{.underline}\_\_\_
Publisher\_\_[Riverside Publishing
Company]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  Testing month                        January     January     January                 

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  92%         84%         82%                     
  Standards                                                                            

  \% "Exceeding" State Standards       23%         18%                                 

  Number of students tested            26          22          32                      

  Percent of total students tested     100         100         100                     

  Number of students alternatively                                                     
  assessed                                                                             

  Percent of students alternatively                                                    
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Males (specify subgroup)                                                         

  \% "Meeting" plus "Exceeding" State  100%                    88%                     
  Standards                                                                            

  \% "Exceeding" State Standards       30%                                             

  Number of students tested            11          7           19                      

  2\. Females(specify subgroup)                                                        

  \% "Meeting" plus "Exceeding" State  88%         92%         69%                     
  Standards                                                                            

  \% "Exceeding" State Standards       19%         15%                                 

  Number of students tested            15          15          13                      

  3\. Students receiving F or R lunch                                                  

  \% "Meeting" plus "Exceeding" State  80%                                             
  Standards                                                                            

  \% "Exceeding" State Standards       20%                                             

  Number of students tested            10          9           9                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject\_[Reading]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Grade\_[5]{.underline}\_\_\_\_\_ Test\_[Iowa Tests of Basic
Skills]{.underline}\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2003]{.underline}\_\_\_
Publisher\_\_[Riverside Publishing
Company]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  Testing month                        January     January     January                 

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  91%         85%         NA                      
  Standards                                                                            

  \% "Exceeding" State Standards       17%                                             

  Number of students tested            23          23          34                      

  Percent of total students tested     100         100         100                     

  Number of students alternatively                                                     
  assessed                                                                             

  Percent of students alternatively                                                    
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Males (specify subgroup)                                                         

  \% "Meeting" plus "Exceeding" State                                                  
  Standards                                                                            

  \% "Exceeding" State Standards                                                       

  Number of students tested            9           9           23                      

  2\. Females(specify subgroup)                                                        

  \% "Meeting" plus "Exceeding" State  94%                                             
  Standards                                                                            

  \% "Exceeding" State Standards       18%                                             

  Number of students tested            14          14          11                      

  3\. Students receiving F or R lunch                                                  

  \% "Meeting" plus "Exceeding" State  80%                                             
  Standards                                                                            

  \% "Exceeding" State Standards       10%                                             

  Number of students tested            10                                              
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject\_[Mathematics]{.underline}\_\_\_\_\_\_\_\_\_\_
Grade\_[5]{.underline}\_\_\_\_\_ Test\_[Iowa Tests of Basic
Skills]{.underline}\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2003]{.underline}\_\_\_
Publisher\_\_[Riverside Publishing
Company]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  Testing month                        January     January     January                 

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  91%         76%         NA                      
  Standards                                                                            

  \% "Exceeding" State Standards       13%                                             

  Number of students tested            23          23          34                      

  Percent of total students tested     100         100         100                     

  Number of students alternatively                                                     
  assessed                                                                             

  Percent of students alternatively                                                    
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Males (specify subgroup)                                                         

  \% "Meeting" plus "Exceeding" State                                                  
  Standards                                                                            

  \% "Exceeding" State Standards                                                       

  Number of students tested            9           9           23                      

  2\. Females(specify subgroup)                                                        

  \% "Meeting" plus "Exceeding" State  100%                                            
  Standards                                                                            

  \% "Exceeding" State Standards       12%                                             

  Number of students tested            14          14          11                      

  3\. Students receiving F or R lunch                                                  

  \% "Meeting" plus "Exceeding" State  90%                                             
  Standards                                                                            

  \% "Exceeding" State Standards       10%                                             

  Number of students tested            10                                              
  ------------------------------------ ----------- ----------- ----------- ----------- -----------