#####  *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

Type of School: \[ \] Elementary \[ X \] Middle \[ \] High \[ \] K-12 \[
\] Charter

Name of Principal: [Mr. Ryan Mollet]{.underline}

Official School Name: [Central School]{.underline}

School Mailing Address: [620 Greenwood Avenue]{.underline}

[Glencoe, IL. 60022-1650]{.underline}

County: [Cook County]{.underline}

State School Code Number: 140160350020001

Telephone: [1 (847) 835-7610]{.underline} Fax: [1 (847)
835-7605]{.underline}

Web site/URL: [www.glencoecentral.org](http://www.glencoecentral.org/)
E-mail: [molletr@glencoeschools.org]{.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.

(Principal's Signature) Date

Name of Superintendent: [Dr. Cathlene Crawford]{.underline}

District Name: [Glencoe School District 35]{.underline} Telephone: [1
(847) 835-7810]{.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.

(Superintendent's Signature) Date

Name of School Board

President/Chairperson: [Ms. Catherine Schulte]{.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.

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [\_\_2\_\_]{.underline}
Elementary schools

[\_\_1\_\_]{.underline} Middle schools

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

\_\_\_\_\_ High schools

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: [\_\$ 12,936\_\_\_\_]{.underline}

Average State Per Pupil Expenditure: [\_\$ 9,099\_\_\_\_\_]{.underline}

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

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

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

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

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

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**                                                  **7**       72        75          147

  **K**                                                     **8**       91        74          165

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**       75        78                     153          **Other**                         

  **6**       88        74                     162                                            

                                    **TOTAL                                                   627
                                    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 96% White

the school: .8% Black or African American

.6% Hispanic or Latino

2% Asian/Pacific Islander

0% American Indian/Alaskan Native

**99% Total**

7\. Student turnover, or mobility rate, during the past year:
[\_\_2\_\_\_\_%]{.underline}

8\. Limited English Proficient students in the school:
[\_.2\_\_\_\_\_%]{.underline}

[\_\_\_1\_\_\_]{.underline}Total Number Limited English Proficient

Number of languages represented: [\_\_\_1\_\_\_\_\_]{.underline}

Specify languages:

9\. Students eligible for free/reduced-priced meals:
[\_\_\_.2\_\_\_\_%]{.underline}

Total number students who qualify: [\_\_\_\_1\_\_\_]{.underline}

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

10\. Students receiving special education services:
[\_\_\_20\_\_\_%]{.underline}

[\_\_\_\_130\_\_\_]{.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. Do not add additional categories.

[\_\_4\_]{.underline}Autism [\_\_\_\_]{.underline}Orthopedic Impairment

[\_\_\_\_]{.underline}Deafness \_ [20\_]{.underline} Other Health
Impaired

[\_\_\_\_]{.underline}Deaf-Blindness [80\_]{.underline} Specific
Learning Disability

[\_\_9\_]{.underline}Emotional Disturbance [11\_]{.underline} Speech or
Language Impairment

[\_\_\_\_]{.underline}Hearing Impairment [\_\_\_\_]{.underline}Traumatic
Brain Injury

> [\_\_\_\_]{.underline}Mental Retardation [\_\_\_\_]{.underline}Visual
> Impairment Including Blindness
>
> [\_\_6\_]{.underline}Multiple Disabilities

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

  -------------------------------------- --------------- ----------------
  **Number of Staff**                                    

                                         **Full-Time**   **Part-Time**

  Administrators                         2               

  Classroom Teachers                     50              2

  Special Education/Specialists          16              

  Paraprofessionals                      15              1

  Support Staff                          6               

  Total Number                           89              3
  -------------------------------------- --------------- ----------------

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 [13:1]{.underline}

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

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

  Daily student attendance   94%         93%         94%         94%         94%

  Daily teacher attendance   96%         96%         96%         96%         96%

  Teacher turnover rate      9%          10%         16%\*       4%          10%

  Student dropout rate       0%          0%          0%          0%          0%
  (middle/high)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

\* Indicates an unusually high turnover rate that was a result of the
retirement of seven Central School teachers.

**PART III ‑ SUMMARY**

Central School is a fifth through eighth grade learning facility located
in Glencoe, Illinois, approximately twenty miles north of Chicago. As
indicated on the United States Census from the year 2000, the typical
Glencoe resident is employed in a professional field and holds an
advanced degree. Information taken from the 2004 Illinois School Report
Card indicates that racial and ethnic information reflects minimal
diversity with ninety-five percent of the student body being white. The
remainder of the population falls in the category of Black, Hispanic, or
Asian/Pacific Islander. Average class size is twenty; there is a
ninety-three percent attendance rate; and no students were considered
chronically truant. To date, Central School has sixty-eight certified
faculty members, two secretaries, six custodians, and sixteen teacher
associates. Central School educates the *whole* child to maximize
creative and critical thinking skills and, as such, we use the following
mission statement to help guide decision-making:

## The mission of the Glencoe School District is to provide each child with the soundest possible educational foundation for life-long learning as a socially responsible member of a global society by dedicating resources toward the development of the whole child within a secure school environment.

Learning activities implemented at Central School are integrated,
developmental and multi‑disciplinary. Classroom experiences are designed
to engage students in authentic and meaningful learning, which can be
applied to real‑world situations. Special programs designed to promote
the full social, emotional, creative, and physical development of each
child augments the core academic program. These programs include: modern
language, art, music, physical education, a library learning center, and
two technology laboratories that support and enhance preexisting
curriculum. Support services are also available through the special
education department, which includes teachers of learning and
social/emotional disorders, a speech/language pathologist, two school
social workers, and a school psychologist. Additionally, Central School
provides two, self-contained special education classrooms that are
designed to meet the educational needs of students with significant
delays. Seven District #35 students attend these classes, as well as
regular education classes as appropriate. Additional special education
services are supplemented through the District's membership in the
cooperative, North Suburban Special Education District (NSSED).
Out-of-District placements and additional in-district support services
are provided through this cooperative.

The instructional and administrative functions of the overall
educational program are strengthened and supported by technology. A
standing District technology committee collaborates on an ongoing basis
to plan, implement and oversee the integrated use of technology within
the curriculum. To these ends, the committee maintains a technology
training program (available to staff and parents), and an infrastructure
which includes multimedia labs and classrooms, local and wide‑area
networks, automated library services and on‑line telecommunications.

Each member of the Central School staff applies his/her unique approach
to implementing curriculum objectives. The variety of teaching styles
and techniques allow students to experience cooperative, individualized
and teacher-directed learning. Through field trips and school-based
programs, students at Central School take advantage of the many
resources in the greater Chicago area. In conjunction with specific
units of study, students visit sites such as The Art Institute of
Chicago, The Grove, and The Field Museum of Natural History. The
Cultural Arts program, sponsored by the PTO, brings various performers
to the school and provides an authentic involvement by grade level with
classical music, fine arts, and theater. In addition, students of
Central school experience a reenactment of specific battles of the Civil
War, a variety of musical performances, and several presentations from
experts in numerous academic fields.

Education at Central School is viewed as a collaborative process between
the school, students, and parents. Early in the fall
"Go-to-School-Night" affords parents an opportunity to meet their
child's teaching team and learn about the experiences their child will
encounter during the coming school year. Parent-teacher conferences are
held twice each year and ongoing communication is expected.

Central School benefits from the countless volunteer hours of dedicated
parents. An active PTO raises funds and provides the support for
enrichment activities such as Cultural Arts trips and presentations,
social activities, and the year-end graduation party. Additionally, the
PTO funds yearly grant requests for student clubs and activities such as
Math and Science Explorers, Creative Writing, Homework Assistance, and
Literary Magazine. The years at Central School provide rich
opportunities for students to study, learn, and apply what they have
acquired in sophisticated ways that allow them to develop life-long
interests and career goals.

Finally, Central School values the ongoing articulation and planning
with New Trier High School, which enables it to properly prepare and
place students in accordance with established expectations.

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

**1. Assessment Results:** The *Illinois Standards Achievement Test
(ISAT)* is administered on a yearly basis and is designed to measure
student and school achievement levels as they relate to the Illinois
Learning Standards. Students are tested in the areas of math, science,
reading, and writing. For the purpose of this application, we are only
focusing on Reading and Math. Each category is divided into two or three
subtests with scores reported using a scaled assessment system. Student
results are then designated with one of the following rankings: Academic
Warning, Below Standards, Meets Standards, or Exceeds Standards. Each
subtest has a different scaled range that varies by grade level.
Furthermore, the Illinois State Board of Education identifies
performance levels for specific grades, and disaggregates testing
results for specific subgroups of students. Central School has one
subgroup as identified by the state, special education.

Central School is dedicated to ensure that all students master the
appropriate grade level and subject specific Illinois Learning
Standards. As a result of this dedication, our students, on a consistent
basis, demonstrate exceptional levels of proficiency. The following
table represents the percentage of fifth and eighth grade students
meeting or exceeding standards for the reading and math portions of the
ISAT tests for the previous three school years. In addition, subgroup
scores for students in our special education program are identified in
parenthesis.

  ------------------------ --------------- --------------- -----------------
                           **2005/2006**   **2004/2005**   **2003/2004**

  Reading                  95% (83%)       91% (75%)       89% (70%)

  Math                     96% (83%)       93% (70%)       91% (64%)
  ------------------------ --------------- --------------- -----------------

As indicated by the preceding table, our fifth and eighth grade
students, over the past three school years, have performed at
exceptional levels. The average reading score indicates that ninety-one
percent of our fifth and eighth grade students met or exceeded state
determined learning standards. In addition, on average, seventy-six
percent of our students falling within our one subgroup met or exceeded
these same standards. Although fifteen percentage points lower than our
combined score, Central School is pleased at the current performance
levels of our one subgroup, as these students are successfully
achieving, despite the significant learning challenges they face.

The subject of mathematics continues to be an area of strength for the
students of Central School. As identified above, on average,
ninety-three percent of Central School fifth and eighth grade students
meet or exceed state determined learning standards. In addition, on
average, seventy-two percent of our students falling within our one
subgroup met or exceeded these same standards. Although twenty-one
percentage points lower than our combined score, Central School is
pleased at the current performance levels of our one subgroup, as these
students are successfully achieving, despite the significant learning
challenges they face.

During the 2005-2006 school year, sixth and seventh grade students were
tested in the areas of mathematics and reading. This was the first year
that these grade levels were assessed and Central School is pleased with
the results. Reading scores indicate that ninety-seven percent of sixth
grade students and ninety-four percent of seventh grade students either
met or exceeded state determined learning standards. In addition,
ninety-seven percent of sixth grade students and ninety-four percent of
seventh grade students either met or exceeded state determined learning
standards in the area of mathematics.

If interested, additional information on the Illinois Standards
Achievement Test can be found at the following web address:
[www.isbe.net](http://www.isbe.net/).

**2. Using Assessment Results:** Central School values and recognizes
the benefit that data driven decision-making can have on student
achievement. As such, building and district level administrators analyze
student scores on an ongoing basis. The intent of this practice is to
identify areas of strength and weakness within our established
curriculum. When such a trend is identified, this information is
conveyed to the subject related curriculum committees and these
committees brainstorm ideas to strengthen what is already working and
develop strategies to improve upon areas of deficiency. During these
curriculum committee meetings, teachers review the identified trends and
examine curriculum goals and objectives to ensure that all Illinois
Learning Standards are covered. If, in this review process, it is
determined that a specific standards is not covered, the curriculum will
be revised. If a deficient standard is already covered, professional
development in the area of concern will be provided for specific grade
level teachers to enhance instructional practice.

In addition, Central School uses assessment data to ensure that all
students within our one subgroup are meeting state standards. Although
many of these students have diagnosed learning disabilities, Central
School truly believes that all students can learn. As such, intervention
related curriculum has been identified as being necessary to help close
the achievement gap that was discussed in the previous section. As a
result, Central School, beginning in the spring of 2007, will initiate a
language arts program that is scientifically based and designed to
strengthen specific skill areas.

**3. Communicating Assessment Results:** Performance levels on all state
mandated assessments are reported annually to the Board of Education.
Information presented includes percentages of students falling within
each of the rankings identified in the Assessment Results section, as
well as comparisons to previous school years. Specific grade level
cohort information is also identified and assumptions about progress are
identified. After this information is presented to the Board of
Education, the local newspaper reports grade level outcomes and makes
comparisons to local and surrounding communities. It is also important
to note that individual student scores are reported to the families with
rankings provided. Lastly, Central School utilizes and supports a
comprehensive web page
([www.glencoecentral.org](http://www.glencoecentral.org/)) that is
designed to communicate performance data with all constituents.

Central School uses a variety of methods to communicate student
performance. During the 2004/2005 school year, Central School
implemented a web-based reporting program that allowed parents and
students to access progress reports using a secure, password-protected
site. The inclusion of this web-based technology allows parents to
monitor progress at their convenience and provides students with the
opportunity to receive consistent feedback on classroom achievement. In
addition, students continue to receive quarterly report cards that are
distributed to each family and maintained in each student's cumulative
folder.

**4. Sharing Success:** Central School believes that techniques and
practices that allow for success should be shared and that a good idea
must not be isolated to one classroom, one school building, or one
district. As such our superintendent, assistant superintendent and
building principals all attend township leadership meetings to discuss
specific township related issues. At the forefront of these meetings are
student achievement and ways to improve our success in meeting the needs
of all our students. During said meetings, Central School offers
suggestions of methodology that we have found effective and have asked
for advice in dealing with complex issues from other school districts.
In addition, Central School has hosted focus groups from outside the
township looking to better their educational programming, and the
building principal has been interviewed several times about professional
development practice and effective pedagogy.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:** Adhering to the current educational practice of
meeting students' individual learning needs, District 35 and Central
School embrace the Curry-Samara Model for varied and balanced
instruction, curriculum, and assessment. This framework is built around
higher order creative and critical thinking skills. Infused within each
curricular area are intellectual standards applied to thinking and
questioning. Students learn to evaluate their own reasoning when working
within each curricular area. Technological tools are plentiful, and are
kept current and easily available, so that students may locate, analyze,
evaluate, interpret, and communicate information and ideas in every
curricular area.

Writing, reading, public speaking, grammar, and word study are major
components of the balanced literacy curriculum in fifth through eighth
grades. Students discover the interrelationship of the various areas of
literacy and also apply that knowledge across the curriculum. A mix of
classic and modern literature and learning to write in varied genres
round the literary experiences offered.

Mathematics employs a spiral approach in which teachers introduce new
materials and review previously taught concepts using Everyday
Mathematics in fifth and sixth grades. Seventh and eighth graders are
exposed to probability, statistics, geometry, algebra, logic, data
analysis, percents, decimals, and fractions on a regular basis, also
utilizing the spiral approach. Individual student abilities are dealt
with through optimal enrichment materials, fluid groupings, and math
assistance classes. Those who have met certain criteria, including
scores obtained on standardized tests and teacher recommendations, are
eligible to take the pre-algebra/algebra course sequence. An Extended
Mathematics Program functions as a self-contained mathematics class for
students whose exceptionally strong mathematics skills are identified in
fifth through eighth grades. This curriculum goes well beyond the
required mathematics curriculum.

Three strands of life, physical and earth sciences are offered in each
grade level addressing the doing of science and elements of
technological design. Science units are designed to develop learners in
the inquiry process. Unifying themes and essential questions link the
experiences into more meaningful sequences.

In social studies, each grade level's essential question guides the
yearly scope of study units. Unit questions and performances are
arranged into strands of political science, economic systems, history,
geography, social science, and recurring problem solving issues.
Students acquire tools integral to the program, including research,
expository and persuasive writing, discussion, critical thinking and
questioning, public speaking, and geography skills that lead to problem
solving and decision-making. An alternative curriculum has been
established for students who thrive on personal choice and kinesthetic
learning. The Humanities program links literature and social studies
together and is offered to selected students based on past performance
and parent and teacher recommendations.

Central's visual arts curriculum has been highlighted in [Emphasis Art:
A Qualitative Art Program for Elementary and Middle
Schools]{.underline}, published in 2001 by Addison Wesley Longman, Inc.
In-depth involvement is a critical factor for performance in art. Most
projects are extended in length and frequently include a series of steps
or processes that culminate in a significant finished art statement. A
basic theme is assigned, which each student is required to interpret in
his/her own way. There is emphasis on the development of personal taste
and style. Most mediums are explored throughout the four years in
Central School. Further, our visual arts program includes collaboration
with our technology program that allows skills to be developed in both
fields.

Spanish and French are taught to all students in fifth grade. At the end
of fifth grade, students decide which language to continue in sixth
through eighth grades. The goal of the program is to produce
enthusiastic and capable speakers of the target languages. Lesson study
among teachers has allowed for on-going examination of current
instructional practices, extended curricular opportunities and increased
understanding of the total program offerings.

**2. Reading:** The school's reading curriculum is closely intertwined
with writing and the social studies curriculum. In addition to the
ongoing active independent reading program, which requires students to
read a number of quality books at their ability and interest levels
outside of the required curriculum, novels are read in reading, writing,
and social studies courses. Philosophically, educators weave the subject
areas together to bring increased meaning to activities and projects. In
fifth and sixth grades, students use reading to identify, extend and
intensify interests and, therein, gain deeper understanding of the self
and others. Students develop strategies to monitor reading for
comprehension. This program is flexible and utilizes a wide variety of
instructional materials. Students continue to build on the foundations
of reading skills developed at earlier stages. The major areas of
reading emphasized include vocabulary, comprehension, reference and
study skills, and literary skills. In seventh and eighth grades,
students are acquainted with the best literature available for their age
group, including classics and outstanding contemporary adolescent
literature. All students read some of the literature used in each grade
level classroom. During the study of such works, students develop their
interpretive abilities and use higher level thinking skills to become
more thoughtful and discriminating discussants skilled in the process of
shared inquiry. Critical reading skills, which search for author's
purpose, assumptions, implications, and key concepts, are incorporated
at each level to develop students' reasoning skills.

**3. Additional Curriculum Area:** Central School students are
challenged fully to realize physical, social, and cognitive abilities.
Unique learning styles are nurtured, as well as students' special
interests, strengths, and pace. A solid foundation is provided for the
next phase of education and for learning throughout life. Therefore,
skills and the appreciation of the fine arts are developed with the same
attention as the other core academic curriculum. This value is deeply
imbedded in the culture of the school community. In fifth grade, every
student chooses either an orchestral or band instrument to study for the
year. Each student at Central School has the opportunity to learn to
perform, create and appreciate music. "The study of music helps to
provide students a unique vehicle for achieving excellence either alone
or in cooperation with others. Some discover talents leading to careers
in music; all will find that music can enrich their lives." (National
Music Educators Conference) Students perform regularly for audiences of
parents, their fellow Central students and staff. In sixth grade,
students may choose to continue their instrumental music study. There
are a host of other choices including visual art, drama, vocal music,
technology lab, students may select in addition to the academic core
curriculum in all grade levels at Central School. Central seems unique
in its long history of encouraging the arts as part of the whole school
experience for every child, even those with special learning challenges.

**4. Instructional Methods:** To improve student learning, Central
School incorporates various methodologies and strategies. In its belief
to educate the whole child and attend to individual needs of students,
instructional decisions are made considering Dr. Mel Levine's
neurodevelopmental constructs of mind. A child's strengths are
emphasized in this approach, when students' progress is examined in
language, attention, temporal sequential ordering, memory, neuromotor
functions, social cognition, and higher order cognition. Students are
taught about their own strengths and learning challenges in an attempt
to demystify their differences in learning. It is important to Glencoe
educators that students understand how they learn best, and what they
can do to improve their own chances for success. Evidence for their
learning is gathered as well as day-to-day observable phenomena to
identify underutilized strengths and breakdowns in the learning process.
This year, a series of curriculum-based measurements in reading fluency
have added to the quest for data which will drive instructional
decision-making. Teachers are tracking the progress of students and
learning to use this data in their daily instructional planning. Our
problem solving meetings to discuss students who present challenges have
improved over recent years to include a universal district language for
creating accommodations and interventions to support students' academic
success. In the true sense of differentiation, all learning styles,
affinities, interests, and strengths are honored and considered in the
planning of day-to-day instruction.

**5. Professional Development:** There are several ways professional
development is encouraged within the district and school. First, there
is a "Glencoe University," a stimulating environment for teachers and
administrators to share knowledge, experience, and enthusiasm in the
interest of meaningful reform. Sharing the wealth in this way, staff
members may instruct their peers in academic or technological areas of
expertise and high interest. Recent winter term classes have included
Special Education topics such as writing measurable goals or the sharing
of real examples of inclusion. There is an established book club as a
jigsaw learning project where teachers read several new classics of
age-appropriate literature, then share amongst the group for future
instructional choices. SMARTBoard technology, web page creation, and
digital graphics and editing are more examples of classes recently
offered. The principals of Central are offering a leadership class to
encourage staff members to improve their time management and own
leadership skills. The second type of professional development offered
staff comes through regularly schedule Teacher Institute Days, hosted by
the district Staff Development Committee. A year in advance, the
committee selects presenters or school based workshops that will enhance
instruction in the areas of current initiatives. For the past several
years, differentiated instruction has been the focus. Recent presenters
have included Dr. Mel Levine, Dr. Edward Hallowell, and Dr. James Curry.
Central School has offered building based professional development based
on the teachings of these types of presenters. Book talks and
specialized training strengthen instructional efforts. Thirdly, released
time training allows teachers to be excused from regular duties so that
in-house training can occur for each staff member. In the area of
balanced literacy, Jerry Michel from Gretchen Courtney and Associates,
Ltd., has met with building teams one grade level at a time. Related
topics of writing and reading have been emphasized. The fourth way the
school and district offer professional growth is through summer
academies designed to meet the needs of staff in support of initiatives.
In the past summer differentiated learning was the topic of three
workshops. Specific instructional areas were also highlighted.
Attendance for these is usually very high, with approximately 70% of the
school's teaching corps present. Finally, District 35 provides a tuition
reimbursement program to aid teachers in pursuing advanced academic
studies in order to stay current in their fields.

**PART VII - ASSESSMENT RESULTS**

**CENTRAL SCHOOL ISAT RESULTS**

**[READING]{.underline} (GRADES 5-8)**

Test: *Illinois Standards Achievement Test*

GRADE 5

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

  Testing Month                        March       March       March       March       March

  **SCORES**                                                                           

  \% "Meeting" plus "Exceeding" State  92%         89%         87%         83%         92%
  Standards                                                                            

  \% "Exceeding" State Standards       46%         38%         61%         50%         49%

  SUBGROUP SCORES (Special Education)                                                  

  \% "Meeting" plus "Exceeding" State  76%         75%         64%         48%         73%
  Standards                                                                            

  \% "Exceeding" State Standards       24%         21%         36%         20%         21%
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

GRADE 6

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

  Testing Month                                               March

  **SCORES**                                                  

  \% "Meeting" plus "Exceeding" State Standards               97%

  \% "Exceeding" State Standards                              46%

  SUBGROUP SCORES (Special Education)                         

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

  \% "Exceeding" State Standards                              19%
  ----------------------------------------------------------- -----------

GRADE 7

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

  Testing Month                                               March

  **SCORES**                                                  

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

  \% "Exceeding" State Standards                              34%

  SUBGROUP SCORES (Special Education)                         

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

  \% "Exceeding" State Standards                              20%
  ----------------------------------------------------------- -----------

GRADE 8

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

  Testing Month                        March       March       March       March       March

  **SCORES**                                                                           

  \% "Meeting" plus "Exceeding" State  97%         95%         90%         96%         93%
  Standards                                                                            

  \% "Exceeding" State Standards       28%         29%         23%         36%         32%

  SUBGROUP SCORES (Special Education)                                                  

  \% "Meeting" plus "Exceeding" State  88%         82%         74%         74%         81%
  Standards                                                                            

  \% "Exceeding" State Standards       9%          12%         6%          5%          14%
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**CENTRAL SCHOOL ISAT RESULTS**

**[MATH]{.underline} (GRADES 5-8)**

Test: *Illinois Standards Achievement Test*

GRADE 5

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

  Testing Month                        March       March       March       March       March

  **SCORES**                                                                           

  \% "Meeting" plus "Exceeding" State  95%         93%         92%         92%         93%
  Standards                                                                            

  \% "Exceeding" State Standards       41%         33%         35%         24%         32%

  SUBGROUP SCORES (Special Education)                                                  

  \% "Meeting" plus "Exceeding" State  81%         67%         69%         58%         72%
  Standards                                                                            

  \% "Exceeding" State Standards       26%         11%         8%          0%          15%
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

GRADE 6

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

  Testing Month                                               March

  **SCORES**                                                  

  \% "Meeting" plus "Exceeding" State Standards               97%

  \% "Exceeding" State Standards                              34%

  SUBGROUP SCORES (Special Education)                         

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

  \% "Exceeding" State Standards                              10%
  ----------------------------------------------------------- -----------

GRADE 7

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

  Testing Month                                               March

  **SCORES**                                                  

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

  \% "Exceeding" State Standards                              61%

  SUBGROUP SCORES (Special Education)                         

  \% "Meeting" plus "Exceeding" State Standards               75%

  \% "Exceeding" State Standards                              42%
  ----------------------------------------------------------- -----------

GRADE 8

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

  Testing Month                        March       March       March       March       March

  **SCORES**                                                                           

  \% "Meeting" plus "Exceeding" State  98%         93%         86%         90%         89%
  Standards                                                                            

  \% "Exceeding" State Standards       80%         65%         51%         55%         58%

  SUBGROUP SCORES (Special Education)                                                  

  \% "Meeting" plus "Exceeding" State  91%         70%         57%         52%         68%
  Standards                                                                            

  \% "Exceeding" State Standards       47%         33%         22%         24%         27%
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

The Following table represents the total number of fifth and eighth
grade students eligible to take an Illinois State mandated assessment.
In addition, the percent of students not taking a test is also
identified.

+----------------------------------+-----+-----+-----+-------+------+
|                                  | 200 | 200 | 200 | 2002  | 2    |
|                                  | 5-2 | 4-2 | 3-2 | -2003 | 001- |
|                                  | 006 | 005 | 004 |       | 2002 |
+----------------------------------+-----+-----+-----+-------+------+
| Total \# of 5^th^ and 8^th^      | NA  | 317 | 313 | 280   | 335  |
| Grade Students                   |     |     |     |       |      |
+----------------------------------+-----+-----+-----+-------+------+
| Total % of 5^th^ and 8^th^ Grade | NA  | .3  | 0   | M     | M    |
| Students Not Tested in State     |     |     |     | A-1.8 | A-.7 |
| Testing System                   |     |     |     |       |      |
|                                  |     |     |     | RD-   | R    |
|                                  |     |     |     | .9    | D-.7 |
+----------------------------------+-----+-----+-----+-------+------+