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

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

**Cover Sheet**

Name of Principal [Mrs. Deborah Rickard]{.underline}

Official School Name [Congdon Park Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [3116 E Superior St]{.underline}

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

[Duluth Minnesota 55812-2398]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 218 ) 728-7420]{.underline} Fax [( 218 ) 728-7422]{.underline}

Website/URL [www.duluth.k12.mn.us/congdon/congdon.html]{.underline}

Email [Deb.Rickard@duluth.k12.mn.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 [Mr. Julio Almanza]{.underline}

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

District Name [Duluth Public Schools]{.underline} Tel. [( 218 )
723-4100]{.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 Mr. Robert Mars, Jr.

(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: [13]{.underline} Elementary
schools

[4]{.underline} Middle schools

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

[3]{.underline} High schools

[20]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$ 9,298]{.underline}

Average State Per Pupil Expenditure: [\$10,536]{.underline}

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

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

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

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

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students 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**       38        37                     **75**       **7**                             

  **1**       52        21                     **73**       **8**                             

  **2**       41        35                     **76**       **9**                             

  **3**       46        36                     **82**       **10**                            

  **4**       54        48                     **102**      **11**                            

  **5**       44        38                     **82**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   490
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [93.67]{.underline} % White

the students in the school: [1.22]{.underline} % Black or African
American

[1.84]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year: [8.75
%]{.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 30
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 12
              ***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    480
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0875
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    8.75
              100                                
  ----------- ---------------------------------- ------------------------

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

[0]{.underline} Total Number Limited English Proficient 1 student
identified as Home Language

other than English but not served as LEP

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

Specify languages: Chinese

9\. Students eligible for free/reduced-priced meals: [11.84]{.underline}
%

[58]{.underline} Total Number Students Who Qualify

10\. Students receiving special education services: [8.78]{.underline} %

[43]{.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.

[19]{.underline} Autism [2]{.underline} Orthopedic Impairment

\_\_\_\_Deafness [4]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [5]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [8]{.underline} Speech or Language Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

[2]{.underline} Developmental Delay [3]{.underline} Emotional/Behavioral
Disorder

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

    **Number of Staff**

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

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

Classroom teachers [18]{.underline} [2]{.underline}

Special resource teachers/specialists [3]{.underline} [7]{.underline}

Paraprofessionals [9]{.underline} [4]{.underline}

> Support staff [5]{.underline} [6]{.underline}
>
> Total number [36]{.underline} [19]{.underline}

12\. Student-"classroom teacher" ratio: [24.5]{.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 95.83       96.07       95.94       96.27       96.43

  Daily teacher attendance 98.4        99.1        98.5        99.1        98.6

  Teacher turnover rate    7 %         9 %         9 %         5 %         0 %

  Student dropout rate     N/A                                             

  Student drop-off rate    N/A                                             
  ------------------------ ----------- ----------- ----------- ----------- -----------

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

Congdon Park Elementary School in Duluth, Minnesota is located near the
shore of the largest freshwater lake in the world. The school is nestled
between two flowing creeks and is surrounded by the sparkling, natural
beauty of Lake Superior, fresh-smelling northern pines and crisp, white
birch trees. Red fox, white-tailed deer, black bear and occasionally
moose pass by. Two years ago, an eagle landed at the school and spent
the entire day overseeing the activities of the students.

The school is the center of the neighborhood's recreational activities.
A new playground was built this year, thanks to a partnership between
business, community and individual donations. During Minnesota's long
winter, the outdoor athletic fields are turned into three ice-skating
rinks so children and their families can play and exercise.

The Duluth Public Schools have a total population of approximately
11,000 students. Duluth Public Schools have a strong tradition of
academic excellence. Congdon Park is one of thirteen elementary schools
in the city. The school was built in 1929 and 500 students are enrolled
in kindergarten through grade five. This year, Congdon Park fifth grade
students had the highest reading score in the State. The students felt
it was like "winning the State championship in reading." The Minnesota
Comprehensive Assessment is given to all students in grades three and
five. Congdon Park School consistently performs in the top 10 percent on
state tests.

The school mission statement is ***Reaching to be Respectful,
Responsible, and Resourceful learners in our world.*** Teaching
***respect*** happens daily. Congdon Park hosts the city's special
education program for elementary students who have autism. Learning
together in classrooms, children see how they are similar. Respect is
also shown in the calm, quiet learning environment at the school. The
school has high standards for student behavior. Teachers and parents
expect their children to be ***responsible*** for learning by doing
their best. In the primary grades, students are given daily reading
assignments for homework. Gradually, intermediate age students learn
important study skills so they can be independent and successful
learners.

Congdon Park students learn to be ***resourceful*** in two ways. First,
students learn how to access reference materials so they can learn in
today's world. The school media specialist teaches students how to use
both print and computer resources. A second way students learn to be
resourceful is by participating in environmental education classes.
Children explore and discover the area's watershed and the effects of
population on the neighborhood. Students examine water quality and study
conservation of resources. Each year, fourth grade students, teachers
and parents travel to a camp in the northern wilderness for three days
of intensive outdoor classes.

The keys to success at Congdon Park Elementary School include a clearly
defined academic curriculum, highly qualified, trained and experienced
teachers, a strong partnership between parents and school staff, and
hard-working students who do their best. We are proud to have been
nominated by the State of Minnesota for the prestigious Blue Ribbon
Schools Award.

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

**Achievement Data Narrative -- Congdon Park Elementary, Duluth MN**

Minnesota Comprehensive Assessments are criterion referenced tests used
by the state education department for system accountability in [high
academic content standards]{.underline}. The achievement results for
Congdon Park reveal a system of academic excellence for all students by
Grade 5, especially in reading. Grade 3 results are also outstanding,
but the results attained by Grade 5 show superior performance, surpassed
by no other school in the state of Minnesota in 2002. Please note that
the only subgroup that had sufficient numbers to report for statistical
reliability was students eligible for free/reduced priced meals. These
results are compared to students ineligible for free/reduced priced
meals in the attached data tables. The grade configuration was K-4 in
1998 and 1999.

**Grade 5 Reading Highlights**

-   In 2002, Congdon Park Elementary is #1 in the state (highest average
    scale score).

-   In 2002, 60% of students eligible for free/reduced meals met
    advanced proficiency (correlated with the top 5-10% nationally).

-   In 2001, Congdon Park Elementary was #2 in the state (one other
    school had an average scale score of 1751.3 compared to Congdon
    Park's average scale score of 1750.7).

-   In 2001, 100% of students eligible for free/reduced meals met basic
    proficiency or higher.

-   Overall average scale score for all students is nearly 200 points
    higher than the state average for the past three years.

**Grade 5 Math Highlights**

-   In 2002, Congdon Park Elementary ranked 15^th^ in the state, in the
    top 1.8% in the state.

-   90% or more of all students met basic proficiency or higher for the
    past three years (96% in 2002).

-   In 2002, 89% of all students met [proficient]{.underline}
    achievement level (correlates to the top 25% nationally). This is
    better than the state's [basic]{.underline} proficiency percentage.

-   78% or more of students eligible for free/reduced meals met basic
    proficiency the past 3 years. This is better than the state's
    performance for all students.

**Grade 3 Reading Highlights**

-   In 2002, Congdon Park was in the top 2% of the state, ranking
    17^th^.

-   In 2002, Congdon Park's average scale score for [student
    eligible]{.underline} for free/reduced meals is higher than the
    state's average scale score for [students ineligible]{.underline}
    for free/reduced meals.

-   Overall, results for all students in the highest level of
    proficiency (the advanced level correlates to the top 5-10%
    nationally) has improved steadily every year, increasing by 15
    percentage points since 1998 (at 35% in 2002).

**Grade 3 Math Highlights**

-   In 2002, students eligible for free/reduced meals performed
    substantially better than the state average for same group (Congdon
    Park -- 64% basic, 57% proficient vs. state average -- 45% basic and
    29% proficient).

-   In the past 3 years, results for all students show 17% or more met
    advanced proficiency (correlated to the top 5-10% nationally).

-   In the past 5 years, percentages for all students meeting basic
    proficiency were 71% or higher.

1.  Show in one-half page (approximately 200 words) how the school uses
    assessment data to understand and improve student and school
    performance.

District specialists train and support classroom teachers annually in
the use of assessment data. Using research conducted by the University
of Minnesota Office of Educational Accountability, the achievement
results of norm-referenced standardized tests have been correlated to
the achievement levels (proficiency levels) of the Minnesota
Comprehensive Assessments. Teachers receive a list of their current
students with previous standardized test results. Using this
information, teachers can "predict" performances on the Minnesota
Comprehensive Assessments and differentiate instruction based on student
needs and current level of achievement. Furthermore, curriculum
committees composed of teachers and district specialists have developed
assessment tools and benchmarks for our district reading and math
curriculum, and these benchmarks guide the determination of
below/at/above grade level achievement in regular classroom work.
Teachers receive an additional list of their current students that
includes the results of the local district curriculum assessments,
providing them with another perspective of below/at/above grade level
achievement for each of their students. Subsequent professional
development supports the use of best practice strategies that address
not only the needs of students below grade level but also the need to
improve the higher order thinking and analysis skills for all students.

2.  Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.

The school communicates student performance in many ways. Assessment
reports are sent to parents of third and fifth grade students. The
principal and teachers answer parent questions and concerns about the
reports. School performance is communicated to all parents in the school
newsletter. The school district posts achievement data on the Internet.
School assessment results are reported to the school system
accountability committee, which is comprised of community members,
parents and school district personnel. The accountability committee
publishes the achievement data of all schools in the local newspaper.

On October 18, 2002, the Duluth News Tribune headline read, "Students
rank highest in reading: Love of reading among Congdon Park Elementary
School's teachers, students leads to best fifth grade test scores in
Minnesota." Our success was listed as the top good news story in Duluth
in 2002.

3.  **Describe in one-half page how the school will share its successes
    with other schools.**

The successes of our school will be shared by publicizing our goals, the
measurement of the goals achieved and the instructional strategies used
in each area. The school site plan is posted on the Duluth Public
Schools web page www.duluth.k12.mn.us/Achievement/Congdon_01.html.
Measurable goals in reading, mathematics and writing are listed, along
with instructional strategies for each subject area. Goals for the
2001-02 school year: At least 75% of our students will score at grade
level or above on the State assessments for reading, writing and
mathematics. The school surpassed the goals in all areas.

Congdon Park teachers provide training for other schools. Some teachers
are math trainers, others teach reading strategies. We provide field
experiences for student teachers from two universities and one college
in the Duluth-Superior area. We have been asked by other schools to
share our curriculum. The curriculum of the school is printed in a handy
brochure and it outlines what students are taught and should be able to
do at each grade level.

The quality of student work is displayed on the Internet and at PTA
functions at both the local and state levels. Each year the Duluth
schools showcase exemplary student work at the local shopping mall. In
second grade, students correspond with children at other schools. The
pen pals exchange classroom visits.

We will showcase the Blue Ribbon Schools Award on the school web page if
it is awarded to us.

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

1.  **Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.**

The purpose of the Duluth Public Schools is to prepare all students for
successful lives in the twenty-first century...success in the workplace,
success in the home as family members and parents, and success in the
community. We aspire to be one of the best school districts in the
state. We believe in common, rigorous, high standards of academic
achievement and valid, standardized assessments that measure student
progress towards those high standards.

Grade level outcomes have been identified and describe what a student
should know and be able to do at each elementary grade level. The Grade
Level Outcomes also describe instructional materials used to achieve the
outcomes, assessment tools used to measure student achievement, and
Minnesota Graduation Standards. School activities, classroom or grade
level projects, homework, classroom work, special assignments, assigned
reading and writing projects reflect the child's progress towards the
outcomes at his/her grade.

In Language Arts, students expand their vocabulary, apply decoding
strategies, and read independently for a variety of purposes. Students
communicate information and listen to, read, interpret and respond to a
variety of literature. Children use the writing process including
spelling, mechanics, grammar and handwriting. They practice writing in a
variety of forms and they write in response to reading. Students
demonstrate oral communication and active listening skills.

In mathematics, students use number concepts, relationships and
computation procedures to communicate information, solve problems and
evaluate results. Children develop spatial intuition and visualization
skills by investigating space and measurement concepts using appropriate
tools and technology. They analyze mathematical patterns, relationships
and functions to model and solve problems. Students organize, interpret
and transform data into useful information to make predictions and
decisions.

Congdon Park School offers a well-rounded curriculum in music, fine
arts, and physical education. Specific goals are identified for each
grade level. Goals include music performance, musical interpretation,
music improvising, music history/culture, and music literacy. Students
are taught art history, aesthetics, art criticism and art production.
Physical education classes focus on maintaining a life style of fitness
and demonstrating competencies in movement forms and health-enhanced
physical activities.

Science lessons at each grade level address the content areas of life
science, physical science, earth science and scientific reasoning and
technology. In health classes, students learn about personal health,
growth and development, nutrition, disease prevention, consumer health,
drug use and abuse, safety and first aid. The social studies curriculum
provides instruction in citizenship, government, economics, geography,
history, and world cultures.

One school goal is to provide at least five enrichment opportunities for
each student. Students attend performances of the local ballet and
symphony. Students also participate in math club, musical theater,
environmental club, cultural arts programs, accelerated reading computer
programs, field day, student council, and choir. Many parents and
volunteers help lead enrichment activities for the students.

2.  **(Elementary Schools) Describe in one-half page the school's
    reading curriculum, including a description of why the school chose
    this particular approach to reading.**

The reading curriculum is based on a balanced approach to reading. The
components of the program include word attack (phonemic awareness and
phonics), vocabulary, fluency, comprehension and writing in relation to
reading. Teachers offer learning opportunities for students that focus
on reading strategies and skills through a balance of instructional
models including process/product, mastery, and experience. Students
participate in literacy curriculum at least 120 minutes a day of which
90 minutes are offered in a block. Students engage in a balance of
whole/small group and individual activities that research has shown
promote growth in reading achievement and in the desire to read. Rich
print resources in both fiction and nonfiction are provided for students
and teachers to use in classrooms and media centers. Teachers read to
students for 20 or more minutes daily. It is expected that students read
independently both for 20 minutes of sustained silent reading in school
and 30 minutes out of school. Student's reading achievement growth is
assessed every six weeks. Teachers adjust instruction based on
achievement results. Exemplary instruction and high expectations are the
core to the success of Congdon Park's reading program. Teachers
participate in on going staff development sessions focusing on the study
of literacy research and methods and their experiences in
implementation. The district chose a balanced approach to reading
curriculum and instruction. The reading program is supported by current
best practice research in reading.

3.  **Describe in one-half page one other curriculum area of the
    school's choice and show how it relates to essential skills and
    knowledge based on the school's mission.**

We believe that all children can be proficient in mathematics. All
students are given time to investigate and internalize key mathematics
concepts and ideas. They need to know what fundamental symbols,
diagrams, and procedures mean. In our program students spend time
exploring problems in depth working in a variety of groupings, such as
whole class, individually, in pairs, and in small groups to complete
these investigations. All students need to carry out mathematical
procedures such as adding, subtracting, multiplying, and dividing
numbers quickly, flexibly and accurately. In our program they invent
their own strategies and approaches, in addition to memorized
procedures. Students are constantly challenged to explain their
thinking. All students apply the learned concepts and procedures to make
up new mathematical problems and come up with strategies for solving
them using both the concept and their strategies appropriately. We
believe a concept or procedure is not useful unless students recognize
when and where to use it.

Students use logic to explain and justify the solution to a problem. The
best way for students to improve their reasoning is to explain or
justify their solutions to others. In our program, we expect our
students to express their mathematical thinking through drawing,
writing, and talking. All students are engaged in meaningful mathematic
activities that they can view it as sensible, useful, and doable. We
want all children to have a personal commitment to the idea that
mathematics makes sense and that given reasonable effort, they can be
successful.

4.  **Describe in one-half page the different instructional methods the
    school uses to improve student learning.**

Students in first through fifth grade receive at least 120 minutes of
language arts instruction and 70 minutes of math instruction daily.
Teachers use proven reading strategies to increase student achievement.
These include direct instruction using reading materials designed to
help below grade level readers. We offer all day kindergarten for
at-risk students. The all day kindergarten program focuses on strategies
to recognize letters, to know letter sounds, and to read high frequency
words. A reading teacher works with students having reading difficulty
twice per week. The reading teacher is funded through a generous
donation from an alumnus who struggled with reading as a child.

In math, high standard assessments are used to monitor student progress.
Students are involved in daily math computation lessons in addition to
math application and problem solving activities. Students are assessed
at the end of each math and reading unit. Volunteers tutor at-risk
students in math and reading. Volunteers are trained university
students, parents, and senior citizens.

Teachers hold grade level curriculum meetings to inform parents about
the content being taught to students. PTA meetings focus on subject
areas, with student demonstrating what they have learned. The school
holds an annual book exchange. Students bring books that they have
already read and exchange them for used ones. Every student leaves
school with new books to read.

5.  **Describe in one-half page the school's professional development
    program and its impact on improving student achievement.**

Teachers review achievement data and best practices in teaching reading
and math at staff development meetings. Teachers attend five meetings
spaced throughout the school year. In addition, Minnesota Comprehensive
Assessment results for students in third and fifth grade are analyzed.
Teachers discuss curriculum content with grade level colleagues to
develop lessons.

Teachers have integrated high standards into their teaching. The
Minnesota standards are incorporated in the school curriculum. Teachers
worked in subject teams to determine the lessons and projects that would
be taught for each standard. Congdon Park School teachers worked to
align the curriculum with the language arts, mathematics, science,
social studies, health, physical education, art and music standards.

**[STATE CRITERION-REFERENCED TEST]{.underline}**

The Data Display Table is included in attachments.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade [5]{.underline} Test [Reading]{.underline}

Edition/publication year [2002]{.underline} Publisher [MN Dept. of
Children, Families & Learning]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

Only the most cognitively disabled special education students are
exempted from testing. Every attempt is made to test every student
enrolled; however, there are a few absent students and occasionally a
refusal (student or parent) to test. After reviewing testing records, it
appears the only student not tested each year in Congdon Park Elementary
was either absent or refused.

Number excluded [1]{.underline} Percent excluded [1%]{.underline}

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

**Achievement Level I** -- Students scoring in this level have gaps in
the knowledge and skills necessary for satisfactory work, typically
working significantly below grade-level and need supplementary
instruction.

**Achievement Level IIA** -- Students scoring in this level have partial
knowledge and some of the skills necessary for achieving satisfactory
work, typically working at or slightly below grade-level and may benefit
from supplemental instruction.

**Achievement Level IIB** -- Students in this level are working
successfully at grade-level and are on track to achieve [basic
proficiency]{.underline}. **Students in this level typically score
between the 50^th^ -- 74^th^ percentile on nationally administered
tests.**

**Achievement Level III** -- Students at this level demonstrate solid
competence and are typically working above grade level and would be
considered [proficient]{.underline}. **Students in this level are
typically in the top 25% nationally.**

**Achievement Level IV** -- Students scoring in this level demonstrate
advanced academic performance that is well above grade-level
expectations and would be considered [advanced]{.underline}. **Students
in this level are typically in the top 5-10% nationally.**

**[STATE CRITERION-REFERENCED TEST]{.underline}**

The Data Display Table is included in attachments.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade [5]{.underline} Test [Math]{.underline}

Edition/publication year [2002]{.underline} Publisher [MN Dept. of
Children, Families & Learning]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

Only the most cognitively disabled special education students are
exempted from testing. Every attempt is made to test every student
enrolled; however, there are a few absent students and occasionally a
refusal (student or parent) to test. After reviewing testing records, it
appears the only students not tested each year in Congdon Park
Elementary was either absent or refused.

Number excluded [2]{.underline} Percent excluded [2%]{.underline}

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

**Achievement Level I** -- Students scoring in this level have gaps in
the knowledge and skills necessary for satisfactory work, typically
working significantly below grade-level and need supplementary
instruction.

**Achievement Level IIA** -- Students scoring in this level have partial
knowledge and some of the skills necessary for achieving satisfactory
work, typically working at or slightly below grade-level and may benefit
from supplemental instruction.

**Achievement Level IIB** -- Students in this level are working
successfully at grade-level and are on track to achieve [basic
proficiency]{.underline}. **Students in this level typically score
between the 50^th^ -- 74^th^ percentile on nationally administered
tests.**

**Achievement Level III** -- Students at this level demonstrate solid
competence and are typically working above grade level and would be
considered [proficient]{.underline}. **Students in this level are
typically in the top 25% nationally.**

**Achievement Level IV** -- Students scoring in this level demonstrate
advanced academic performance that is well above grade-level
expectations and would be considered [advanced]{.underline}. **Students
in this level are typically in the top 5-10% nationally.**

**[STATE CRITERION-REFERENCED TEST]{.underline}**

The Data Display Table is included in attachments.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade [3]{.underline} Test [Reading]{.underline}

Edition/publication year [2002]{.underline} Publisher [MN Dept. of
Children, Families & Learning]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

Only the most cognitively disabled special education students are
exempted from testing. Every attempt is made to test every student
enrolled; however, there are a few absent students and occasionally a
refusal (student or parent) to test. After reviewing testing records, it
appears the only student not tested each year in Congdon Park Elementary
was either absent or refused.

Number excluded [1]{.underline} Percent excluded [1%]{.underline}

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

**Achievement Level I** -- Students scoring in this level have gaps in
the knowledge and skills necessary for satisfactory work, typically
working significantly below grade-level and need supplementary
instruction.

**Achievement Level IIA** -- Students scoring in this level have partial
knowledge and some of the skills necessary for achieving satisfactory
work, typically working at or slightly below grade-level and may benefit
from supplemental instruction.

**Achievement Level IIB** -- Students in this level are working
successfully at grade-level and are on track to achieve [basic
proficiency]{.underline}. **Students in this level typically score
between the 50^th^ -- 74^th^ percentile on nationally administered
tests.**

**Achievement Level III** -- Students at this level demonstrate solid
competence and are typically working above grade level and would be
considered [proficient]{.underline}. **Students in this level are
typically in the top 25% nationally.**

**Achievement Level IV** -- Students scoring in this level demonstrate
advanced academic performance that is well above grade-level
expectations and would be considered [advanced]{.underline}. **Students
in this level are typically in the top 5-10% nationally.**

**[STATE CRITERION-REFERENCED TEST]{.underline}**

The Data Display Table is included in attachments.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade [3]{.underline} Test [Math]{.underline}

Edition/publication year [2002]{.underline} Publisher [MN Dept. of
Children, Families & Learning]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

Only the most cognitively disabled special education students are
exempted from testing. Every attempt is made to test every student
enrolled; however, there are a few absent students and occasionally a
refusal (student or parent) to test. After reviewing testing records, it
appears the only student not tested each year in Congdon Park Elementary
was either absent or refused.

Number excluded [1]{.underline} Percent excluded [1%]{.underline}

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

**Achievement Level I** -- Students scoring in this level have gaps in
the knowledge and skills necessary for satisfactory work, typically
working significantly below grade-level and need supplementary
instruction.

**Achievement Level IIA** -- Students scoring in this level have partial
knowledge and some of the skills necessary for achieving satisfactory
work, typically working at or slightly below grade-level and may benefit
from supplemental instruction.

**Achievement Level IIB** -- Students in this level are working
successfully at grade-level and are on track to achieve [basic
proficiency]{.underline}. **Students in this level typically score
between the 50^th^ -- 74^th^ percentile on nationally administered
tests.**

**Achievement Level III** -- Students at this level demonstrate solid
competence and are typically working above grade level and would be
considered [proficient]{.underline}. **Students in this level are
typically in the top 25% nationally.**

**Achievement Level IV** -- Students scoring in this level demonstrate
advanced academic performance that is well above grade-level
expectations and would be considered [advanced]{.underline}. **Students
in this level are typically in the top 5-10% nationally.**

Data Display Table for Grade 5 Reading -- Congdon Park Elementary,
Duluth, MN

+-----------------------------+--------+-------+-------+-------+------+
|                             | 2002   | 2001  | 2000  | 1999  | 1998 |
+-----------------------------+--------+-------+-------+-------+------+
| Testing month               | March  | March | March | March | Feb  |
+-----------------------------+--------+-------+-------+-------+------+
| # Congd                     |        |       |       |       |      |
| on Park Achievement Results |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| Average Scale Score         | 1742   | 1751  | 1682  | \*\*  | \*\* |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Basic           | 95%    | 99%   | 92%   | \*\*  | \*\* |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Proficient      | 93%    | 93%   | 79%   | \*\*  | \*\* |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Advanced        | 57%    | 61%   | 39%   | \*\*  | \*\* |
+-----------------------------+--------+-------+-------+-------+------+
| Number of students tested   | 85     | 74    | 67    | \*\*  | \*\* |
+-----------------------------+--------+-------+-------+-------+------+
| Percent of total students   | 99%    | 96%   | 100%  | \*\*  | \*\* |
| tested                      |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| Number of students excluded | 1      | 3     | 0     | \*\*  | \*\* |
+-----------------------------+--------+-------+-------+-------+------+
| Percent of students         | 1%     | 4%    | 0%    | \*\*  | \*\* |
| excluded                    |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| SUBGROUP SCORES             |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| 1\. Eligible free/reduced   | 1589   | 1748  | 1568  | \*\*  | \*\* |
| meals                       |        |       |       |       |      |
|                             |        |       |       |       |      |
| Average scale score         |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Basic           | 80%    | 100%  | 92%   | \*\*  | \*\* |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Proficient      | 70%    | 89%   | 67%   | \*\*  | \*\* |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Advanced        | 60%    | 44%   | 25%   | \*\*  | \*\* |
+-----------------------------+--------+-------+-------+-------+------+
| 2\. Ineligible free/reduced | 1764   | 1749  | 1707  | \*\*  | \*\* |
| meals                       |        |       |       |       |      |
|                             |        |       |       |       |      |
| Average scale score         |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Basic           | 97%    | 98.5% | 93%   | \*\*  | \*\* |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Proficient      | 96%    | 94%   | 83%   | \*\*  | \*\* |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Advanced        | 60%    | 62%   | 42%   | \*\*  | \*\* |
+-----------------------------+--------+-------+-------+-------+------+
| # State Achievement Results |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| Average Scale Score         | 1552   | 1545  | 1493  | 1451  | 1419 |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Basic           | 75%    | 74%   | 67%   | 60%   | 53%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Proficient      | 64%    | 63%   | 52%   | 55%   | 38%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Advanced        | 25%    | 24%   | 16%   | 12%   | 8%   |
+-----------------------------+--------+-------+-------+-------+------+
| Number of students tested   | 61,217 | 6     | 6     | 6     | 60   |
|                             |        | 3,114 | 2,203 | 1,541 | ,492 |
+-----------------------------+--------+-------+-------+-------+------+
| Percent of total students   | 95%    | 95%   | \#    | 93%   | \#   |
| tested                      |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| Number of students excluded | 3,188  | 3,429 | \#    | 4,559 | \#   |
+-----------------------------+--------+-------+-------+-------+------+
| Percent of students         | 5%     | 5%    | \#    | 7%    | \#   |
| excluded                    |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| SUBGROUP SCORES             |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| 1\. Eligible free/reduced   | 1431   | 1423  | 1371  | 1339  | 1315 |
| meals                       |        |       |       |       |      |
|                             |        |       |       |       |      |
| Average scale score         |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Basic           | 54%    | 52%   | 44%   | 37%   | 32%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Proficient      | 40%    | 39%   | 29%   | 24%   | 20%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Advanced        | 10%    | 10%   | 5%    | 4%    | 3%   |
+-----------------------------+--------+-------+-------+-------+------+
| 2\. Ineligible free/reduced | 1605   | 1596  | 1544  | 1499  | 1463 |
| meals                       |        |       |       |       |      |
|                             |        |       |       |       |      |
| Average scale score         |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Basic           | 84%    | 83%   | 76%   | 69%   | 62%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Proficient      | 74%    | 73%   | 61%   | 53%   | 46%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Advanced        | 32%    | 30%   | 20%   | 14%   | 10%  |
+-----------------------------+--------+-------+-------+-------+------+

\# information not known

\*\*grade configuration was K-4 in 1998 and 1999

Data Display Table for Grade 5 Mathematics -- Congdon Park Elementary,
Duluth, MN

+-----------------------------+--------+-------+-------+-------+------+
|                             | 2002   | 2001  | 2000  | 1999  | 1998 |
+-----------------------------+--------+-------+-------+-------+------+
| Testing month               | March  | March | March | March | Feb  |
+-----------------------------+--------+-------+-------+-------+------+
| # Congd                     |        |       |       |       |      |
| on Park Achievement Results |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| Average Scale Score         | 1664   | 1615  | 1643  | \*\*  | \*\* |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Basic           | 96%    | 94%   | 90%   | \*\*  | \*\* |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Proficient      | 89%    | 81%   | 76%   | \*\*  | \*\* |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Advanced        | 37%    | 20%   | 38%   | \*\*  | \*\* |
+-----------------------------+--------+-------+-------+-------+------+
| Number of students tested   | 86     | 77    | 65    | \*\*  | \*\* |
+-----------------------------+--------+-------+-------+-------+------+
| Percent of total students   | 98%    | 99%   | 97%   | \*\*  | \*\* |
| tested                      |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| Number of students excluded | 2      | 1     | 2     | \*\*  | \*\* |
+-----------------------------+--------+-------+-------+-------+------+
| Percent of students         | 2%     | 1%    | 3%    | \*\*  | \*\* |
| excluded                    |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| SUBGROUP SCORES             |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| 1\. Eligible free/reduced   | 1579   | 1547  | 1577  | \*\*  | \*\* |
| meals                       |        |       |       |       |      |
|                             |        |       |       |       |      |
| Average scale score         |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Basic           | 80%    | 78%   | 82%   | \*\*  | \*\* |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Proficient      | 70%    | 78%   | 55%   | \*\*  | \*\* |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Advanced        | 20%    | 0%    | 27%   | \*\*  | \*\* |
+-----------------------------+--------+-------+-------+-------+------+
| 2\. Ineligible free/reduced | 1677   | 1623  | 1657  | \*\*  | \*\* |
| meals                       |        |       |       |       |      |
|                             |        |       |       |       |      |
| Average scale score         |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Basic           | 99%    | 96%   | 93%   | \*\*  | \*\* |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Proficient      | 92%    | 81%   | 82%   | \*\*  | \*\* |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Advanced        | 40%    | 22%   | 41%   | \*\*  | \*\* |
+-----------------------------+--------+-------+-------+-------+------+
| # State Achievement Results |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| Average Scale Score         | 1503   | 1492  | 1470  | 1416  | 1395 |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Basic           | 70%    | 67%   | 61%   | 52%   | 47%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Proficient      | 53%    | 50%   | 45%   | 37%   | 32%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Advanced        | 14%    | 13%   | 12%   | 6%    | 6%   |
+-----------------------------+--------+-------+-------+-------+------+
| Number of students tested   | 60,832 | 6     | 6     | 6     | 60   |
|                             |        | 2,675 | 1,677 | 1,075 | ,362 |
+-----------------------------+--------+-------+-------+-------+------+
| Percent of total students   | 95%    | 94%   | \#    | 92.4% | \#   |
| tested                      |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| Number of students excluded | 3,573  | 3,868 | \#    | 5,025 | \#   |
+-----------------------------+--------+-------+-------+-------+------+
| Percent of students         | 5%     | 6%    | \#    | 7.6%  | \#   |
| excluded                    |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| SUBGROUP SCORES             |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| 1\. Eligible free/reduced   | 1395   | 1383  | 1356  | 1313  | 1294 |
| meals                       |        |       |       |       |      |
|                             |        |       |       |       |      |
| Average scale score         |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Basic           | 49%    | 45%   | 38%   | 30%   | 25%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Proficient      | 30%    | 28%   | 24%   | 18%   | 14%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Advanced        | 4%     | 4%    | 4%    | 2%    | 1%   |
+-----------------------------+--------+-------+-------+-------+------+
| 2\. Ineligible free/reduced | 1549   | 1538  | 1517  | 1461  | 1437 |
| meals                       |        |       |       |       |      |
|                             |        |       |       |       |      |
| Average scale score         |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Basic           | 80%    | 77%   | 71%   | 61%   | 55%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Proficient      | 63%    | 60%   | 55%   | 44%   | 38%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Advanced        | 18%    | 17%   | 16%   | 7%    | 6%   |
+-----------------------------+--------+-------+-------+-------+------+

\# information not known

\*\*grade configuration was K-4 in 1998 and 1999

Data Display Table for Grade 3 Reading -- Congdon Park Elementary,
Duluth, MN

+-----------------------------+--------+-------+-------+-------+------+
|                             | 2002   | 2001  | 2000  | 1999  | 1998 |
+-----------------------------+--------+-------+-------+-------+------+
| Testing month               | March  | March | March | March | Feb  |
+-----------------------------+--------+-------+-------+-------+------+
| # Congd                     |        |       |       |       |      |
| on Park Achievement Results |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| Average Scale Score         | 1611   | 1595  | 1594  | 1569  | 1540 |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Basic           | 84%    | 89%   | 89%   | 83%   | 79%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Proficient      | 72%    | 74%   | 68%   | 75%   | 72%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Advanced        | 35%    | 33%   | 25%   | 23%   | 20%  |
+-----------------------------+--------+-------+-------+-------+------+
| Number of students tested   | 92     | 80    | 88    | 86    | 88   |
+-----------------------------+--------+-------+-------+-------+------+
| Percent of total students   | 99%    | 98%   | 99%   | 93%   | 95%  |
| tested                      |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| Number of students excluded | 1      | 2     | 1     | 6     | 5    |
+-----------------------------+--------+-------+-------+-------+------+
| Percent of students         | 1%     | 2%    | 1%    | 7%    | 5%   |
| excluded                    |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| SUBGROUP SCORES             |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| 1\. Eligible free/reduced   | 1544   | 1447  | 1455  | 1386  | 1433 |
| meals                       |        |       |       |       |      |
|                             |        |       |       |       |      |
| Average scale score         |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Basic           | 71%    | 60%   | 75%   | 40%   | 57%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Proficient      | 50%    | 30%   | 33%   | 30%   | 43%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Advanced        | 21%    | 20%   | 8%    | 10%   | 7%   |
+-----------------------------+--------+-------+-------+-------+------+
| 2\. Ineligible free/reduced | 1623   | 1605  | 1614  | 1593  | 1561 |
| meals                       |        |       |       |       |      |
|                             |        |       |       |       |      |
| Average scale score         |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Basic           | 86%    | 92%   | 91%   | 89%   | 84%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Proficient      | 76%    | 76%   | 73%   | 82%   | 78%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Advanced        | 37%    | 31%   | 27%   | 25%   | 23%  |
+-----------------------------+--------+-------+-------+-------+------+
| # State Achievement Results |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| Average Scale Score         | 1486   | 1487  | 1461  | 1428  | 1410 |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Basic           | 67%    | 67%   | 61%   | 56%   | 52%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Proficient      | 49%    | 49%   | 44%   | 40%   | 35%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Advanced        | 16%    | 16%   | 11%   | 8%    | 5%   |
+-----------------------------+--------+-------+-------+-------+------+
| Number of students tested   | 58,685 | 5     | 6     | 6     | 60   |
|                             |        | 9,635 | 0,261 | 1,713 | ,577 |
+-----------------------------+--------+-------+-------+-------+------+
| Percent of total students   | 95%    | 95%   | \#    | 96%   | \#   |
| tested                      |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| Number of students excluded | 3,258  | 3,350 | \#    | 2,644 | \#   |
+-----------------------------+--------+-------+-------+-------+------+
| Percent of students         | 5%     | 5%    | \#    | 4%    | \#   |
| excluded                    |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| SUBGROUP SCORES             |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| 1\. Eligible free/reduced   | 1383   | 1383  | 1355  | 1330  | 1320 |
| meals                       |        |       |       |       |      |
|                             |        |       |       |       |      |
| Average scale score         |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Basic           | 46%    | 47%   | 39%   | 35%   | 31%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Proficient      | 28%    | 28%   | 24%   | 21%   | 18%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Advanced        | 7%     | 6%    | 4%    | 3%    | 2%   |
+-----------------------------+--------+-------+-------+-------+------+
| 2\. Ineligible free/reduced | 1532   | 1532  | 1509  | 1472  | 1452 |
| meals                       |        |       |       |       |      |
|                             |        |       |       |       |      |
| Average scale score         |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Basic           | 76%    | 76%   | 72%   | 66%   | 63%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Proficient      | 58%    | 58%   | 54%   | 48%   | 43%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Advanced        | 20%    | 20%   | 15%   | 10%   | 7%   |
+-----------------------------+--------+-------+-------+-------+------+

\# information not known

Data Display Table for Grade 3 Mathematics -- Congdon Park Elementary,
Duluth, MN

+-----------------------------+--------+-------+-------+-------+------+
|                             | 2002   | 2001  | 2000  | 1999  | 1998 |
+-----------------------------+--------+-------+-------+-------+------+
| Testing month               | March  | March | March | March | Feb  |
+-----------------------------+--------+-------+-------+-------+------+
| # Congd                     |        |       |       |       |      |
| on Park Achievement Results |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| Average Scale Score         | 1570   | 1543  | 1592  | 1582  | 1548 |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Basic           | 82%    | 71%   | 86%   | 83%   | 78%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Proficient      | 68%    | 65%   | 79%   | 71%   | 68%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Advanced        | 17%    | 17%   | 18%   | 13%   | 14%  |
+-----------------------------+--------+-------+-------+-------+------+
| Number of students tested   | 92     | 81    | 85    | 86    | 89   |
+-----------------------------+--------+-------+-------+-------+------+
| Percent of total students   | 99%    | 99%   | 95.5% | 93%   | 96%  |
| tested                      |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| Number of students excluded | 1      | 1     | 4     | 6     | 4    |
+-----------------------------+--------+-------+-------+-------+------+
| Percent of students         | 1%     | 1%    | 4.5%  | 7%    | 4%   |
| excluded                    |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| SUBGROUP SCORES             |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| 1\. Eligible free/reduced   | 1489   | 1344  | 1532  | 1428  | 1461 |
| meals                       |        |       |       |       |      |
|                             |        |       |       |       |      |
| Average scale score         |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Basic           | 64%    | 46%   | 73%   | 58%   | 57%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Proficient      | 57%    | 27%   | 64%   | 33%   | 43%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Advanced        | 0%     | 0%    | 18%   | 8%    | 14%  |
+-----------------------------+--------+-------+-------+-------+------+
| 2\. Ineligible free/reduced | 1585   | 1554  | 1602  | 1607  | 1560 |
| meals                       |        |       |       |       |      |
|                             |        |       |       |       |      |
| Average scale score         |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Basic           | 86%    | 74%   | 88%   | 87%   | 81%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Proficient      | 71%    | 68%   | 81%   | 77%   | 72%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Advanced        | 21%    | 18%   | 18%   | 14%   | 12%  |
+-----------------------------+--------+-------+-------+-------+------+
| # State Achievement Results |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| Average Scale Score         | 1486   | 1494  | 1478  | 1460  | 1401 |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Basic           | 65%    | 66%   | 65%   | 58%   | 51%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Proficient      | 48%    | 53%   | 47%   | 42%   | 35%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Advanced        | 11%    | 14%   | 10%   | 9%    | 6%   |
+-----------------------------+--------+-------+-------+-------+------+
| Number of students tested   | 58,653 | 5     | 5     | 6     | 60   |
|                             |        | 9,680 | 9,924 | 1,654 | ,685 |
+-----------------------------+--------+-------+-------+-------+------+
| Percent of total students   | 95%    | 95%   | \#    | 96%   | \#   |
| tested                      |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| Number of students excluded | 3,290  | 3,305 | \#    | 2,742 | \#   |
+-----------------------------+--------+-------+-------+-------+------+
| Percent of students         | 5%     | 5%    | \#    | 4%    | \#   |
| excluded                    |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| SUBGROUP SCORES             |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| 1\. Eligible free/reduced   | 1384   | 1391  | 1371  | 1353  | 1294 |
| meals                       |        |       |       |       |      |
|                             |        |       |       |       |      |
| Average scale score         |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Basic           | 45%    | 46%   | 44%   | 38%   | 30%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Proficient      | 29%    | 33%   | 27%   | 24%   | 18%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Advanced        | 5%     | 6%    | 3%    | 3%    | 2%   |
+-----------------------------+--------+-------+-------+-------+------+
| 2\. Ineligible free/reduced | 1533   | 1541  | 1527  | 1510  | 1452 |
| meals                       |        |       |       |       |      |
|                             |        |       |       |       |      |
| Average scale score         |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Basic           | 74%    | 74%   | 74%   | 68%   | 61%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Proficient      | 57%    | 61%   | 55%   | 51%   | 43%  |
+-----------------------------+--------+-------+-------+-------+------+
| At or above Advanced        | 14%    | 17%   | 12%   | 11%   | 8%   |
+-----------------------------+--------+-------+-------+-------+------+

\# information not known

**Data Table**

**Percentage At or Above Basic Proficiency (Level IIb, III, IV combined)
-- all students**

**State, Duluth District Average, and Congdon Park Elementary**

+-----------------------------+--------+-------+-------+-------+------+
| # GRADE 3 READING           |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| Year                        | 1998   | 1999  | 2000  | 2001  | 2002 |
+-----------------------------+--------+-------+-------+-------+------+
| # Cong                      | 79%    | 83%   | 89%   | 89%   | 84%  |
| don Park Elementary results |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| # Duluth District results   | 56%    | 61%   | 66%   | 68%   | 71%  |
+-----------------------------+--------+-------+-------+-------+------+
| State results               | 52%    | 56%   | 61%   | 67%   | 67%  |
+-----------------------------+--------+-------+-------+-------+------+
| # GRADE 3 MATHEMATICS       |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| Year                        | 1998   | 1999  | 2000  | 2001  | 2002 |
+-----------------------------+--------+-------+-------+-------+------+
| # Cong                      | 78%    | 83%   | 86%   | 71%   | 82%  |
| don Park Elementary results |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| # Duluth District results   | 51%    | 58%   | 66%   | 64%   | 66%  |
+-----------------------------+--------+-------+-------+-------+------+
| State results               | 51%    | 58%   | 65%   | 66%   | 65%  |
+-----------------------------+--------+-------+-------+-------+------+
| # GRADE 5 READING           |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| Year                        | 1998   | 1999  | 2000  | 2001  | 2002 |
+-----------------------------+--------+-------+-------+-------+------+
| # Cong                      | \*     | \*    | 92%   | 99%   | 95%  |
| don Park Elementary results |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| # Duluth District results   | 55%    | 63%   | 74%   | 78%   | 79%  |
+-----------------------------+--------+-------+-------+-------+------+
| State results               | 53%    | 60%   | 67%   | 74%   | 75%  |
+-----------------------------+--------+-------+-------+-------+------+
| # GRADE 5 MATHEMATICS       |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| Year                        | 1998   | 1999  | 2000  | 2001  | 2002 |
+-----------------------------+--------+-------+-------+-------+------+
| # Cong                      | \*     | \*    | 90%   | 94%   | 96%  |
| don Park Elementary results |        |       |       |       |      |
+-----------------------------+--------+-------+-------+-------+------+
| # Duluth District results   | 42%    | 47%   | 62%   | 67%   | 70%  |
+-----------------------------+--------+-------+-------+-------+------+
| State results               | 47%    | 52%   | 61%   | 67%   | 70%  |
+-----------------------------+--------+-------+-------+-------+------+

\*Congdon Park's grade configuration was K-4 in 1998 and 1999