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

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[ **X** \]
Elementary \[ \] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal \_\_\_\_\_\_\_\_\_\_\_\_[Mrs. Virginia
Holmes]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address\_\_\_\_\_\_\_\_[P.O. Box 548 1625 South Elliott
Street]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_\_\_\_\_[Pryor]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[OK]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[74362-0548\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_\_\_[Mayes]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_\_\_\_\_\_\_[46I001105]{.underline}\_\_\_\_\_\_\_

Telephone [( 918 ) 825-0653\_\_\_\_\_\_\_]{.underline}Fax [( 918 )
825-3922]{.underline}

Web site/URL [www.pryor.k12.ok.us]{.underline} E-mail
\_\_[holmesv@pryor.k12.ok.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)

Name of Superintendent\* \_\_\_\_\_\_\_[Dr. Larry Burdick]{.underline}

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

District Name [Pryor Public Schools]{.underline} Tel. [( 918 )
825-1255]{.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. Ron
Reiser\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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:
\_\_\_[4]{.underline}\_\_Elementary schools

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

\_\_\_[1]{.underline}\_\_ Junior high schools

\_\_\_[1]{.underline}\_\_ High schools

\_\_\_\_\_ Other

\_\_\_[6]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_[\$5,318.00]{.underline}\_

Average State Per Pupil Expenditure: \_\_\_\_[\$6,457.00]{.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
>
> \[ \] Suburban
>
> \[X \] Small city or town in a rural area
>
> \[ \] Rural

4\. \_\_\_[7]{.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: **(as of 10/01/06)**

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

  **PreK**    46        59                     **105**      **7**                             

  **K**       34        25                     **59**       **8**                             

  **1**       48        37                     **85**       **9**                             

  **2**       31        20                     **51**       **10**                            

  **3**       30        36                     **66**       **11**                            

  **4**       25        27                     **52**       **12**                            

  **5**       25        28                     **53**       **Other     22        13          **35**
                                                            \***                              

  **6**       30        22                     **52**                                         

                                    **TOTAL                                                   **558**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

**\*includes 31 Co-op and 3 yr. old speech students as well as 4
out-of-home students**.

6\. Racial/ethnic composition of [54]{.underline} % White

the school: **(as of 10/01/06)** [1]{.underline} % Black or African
American

[4]{.underline} % Hispanic or Latino

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

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

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[20]{.underline}\_\_\_\_\_% **(**School Year 2005-06**)**

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      46
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      66
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    112
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 558
                            the school as of October 1  

  **(5)**                   Total transferred students  .20
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           20%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: \_\_
[1]{.underline}\_\_\_\_\_% **(**as of 10/01/06)

\_\_\_[4]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_[2]{.underline}\_\_\_\_\_

Specify languages: [Vietnamese, Spanish]{.underline}

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[58]{.underline}\_\_% (as of 10/31/06)

Total number students who qualify: \_\_\_[320]{.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: \_\_\_\_
[15]{.underline}\_\_\_% **(**as of 10/01/06)

\_\_\_\_\_[82]{.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 \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_ [3]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[13]{.underline}\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_[28]{.underline}\_\_Speech or Language
Impairment

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

> \_[21]{.underline}\_Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness
>
> \_[13]{.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]{.underline}** **[Part-Time]{.underline}**

Administrator(s) \_\_\_[2]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_[28]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[9]{.underline}\_\_\_
\_\_\_[1]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[4]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[9]{.underline}\_\_\_
> \_\_\_[2]{.underline}\_\_\_\_
>
> Total number \_\_[52]{.underline}\_\_\_ \_\_\_[3]{.underline}\_\_\_\_

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 \_\_[20:1]{.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%         94%         95%         94%         94%

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

  Teacher turnover rate      5%          10%         10%         2%          10%

  Student dropout rate       NA%         NA%         NA%         NA%         NA%
  (middle/high)                                                              

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

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

Lincoln Elementary School was established in 1968 to accommodate the
growing population of Pryor, Oklahoma. It is one of four elementary
schools in Pryor and is currently the largest with 558 students in
grades K4 through sixth grade. Pryor is located in northeastern
Oklahoma, approximately 45 miles northeast of Tulsa. It serves as the
county seat for Mayes County and is home to MidAmerican Industrial Park,
the largest industrial park in rural America.

Adapted from a quote by our namesake Abraham Lincoln, the vision of
Lincoln Elementary is: "We, the Lincoln Elementary School Community,
strive to be wiser today than we were yesterday with a vision of making
our world a better place." We believe our mission is to work hand in
hand with parents, creating a community of learning that will prepare
our students to be successful in all areas of life. With a belief that
all students can learn, we use a multi-faceted and comprehensive
approach to teaching in every curriculum area. Methodology and materials
are adapted to meet the diverse learning needs of all our students. We
are committed to developing a love for learning that will span the
lifetime of our students.

With achievement scores on state testing that are often the highest in
Mayes County, Lincoln Elementary demographics are diverse. 53% of our
students are from economically disadvantaged backgrounds, qualifying for
free/reduced lunches. Minority students total 46% of our school
population. The Mayes County Coop, located at Lincoln, includes 26
students with multiple disabilities ranging in age from three to
eighteen years old. We also have 56 students who are classified as
autistic, learning disabled, other health impaired, speech/language
impaired, or mentally retarded.

With high expectations for themselves as well as for their students,
teachers at Lincoln Elementary are dedicated professionals who are
willing to go the extra mile to gain skills to better educate students.
Of the 40 certified educators on staff, 33% have advanced degrees.
Teachers frequently attend workshops to expand their knowledge of
scientifically-based instructional strategies.

Individualized instruction through technology is a valued tool at
Lincoln. Two computer labs with a total of 50 state-of-the-art computers
are used by our students daily. All classrooms and the library are
equipped with two computers which are connected to the computer lab and
to the Internet.

In order to achieve our vision, we have initiated partnerships with
eighteen community groups. Pizza Hut, Braums, and Taco Bell provide
achievement incentive programs for our students. The Methodist Church
works with our students in an after school reading program, the Lions
Club provides glasses for needy students, and the Sertoma Club
challenges our students through a heritage essay contest. The Pryor
Chamber of Commerce has organized a Third Graders Go to Work career
awareness program. Parents are active in the Parent Teacher Organization
and volunteer many hours to help our students by listening to students
read, mentoring students with special needs, helping teachers in the
classrooms, etc.

We have written many grants to enhance the effectiveness of our school.
For example, the Jock Mayer Foundation provided a grant for playground
equipment and funded the Knight Character Education Program. The Pryor
Academic Excellence Foundation has awarded grants totally \$78,650 to
Lincoln in the past five years which have allowed us to successfully
institute many supplemental instructional programs. Wal-Mart has funded
grants to buy library books and digital cameras.

Our students actively participate in many service projects that put to
use what they have learned in the classroom in a way that can help
others. Projects include St. Jude's Math-a-thon, Jump Rope for Heart,
Walk for Diabetes, Relay for Life, etc. Students present programs at the
Senior Citizen's Center, participate in mentoring (students in older
grades help students in younger grades), assist in the cafeteria, and
write letters and cards to send to the Veteran's Center in Claremore and
to our troops overseas.

Lincoln Elementary functions as a community center for cub scouts, after
school tutoring, chess club, Senior Citizen Computer Workshop, Summer
School to help students with academic weaknesses, and a summer Reading
Academy. A parent lending library is available with information on
parenting skills, how to help with homework, etc. "Parenting with Love
and Logic" classes are provided for interested parents. Family Reading
Night allows parents to participate in reading activities with their
children. Lincoln has a website that can be accessed by parents and
others to gain information about the activities, accomplishments,
assessment results, vision, and mission of our school.

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

**1. Assessment Results:**

Oklahoma uses the Academic Performance Index (API) to measure Adequate
Yearly Progress (AYP) as required by No Child Left Behind legislation.
The API consists of the following components: attendance, dropout and
graduation rates, and academic excellence as demonstrated on state-wide
Oklahoma State Testing Program (OSTP) results. These components have an
API score ranging from 0-1500. The state average in 2005-06 was 1180.
The Oklahoma State Department of Education Office of Accountability and
Assessment has a website which provides information on the state
assessment title3.sde.state.ok.us/studentassessment

In school year 2001-02 the API score for Lincoln was [1188]{.underline}
which has been our lowest score. By contrast, in 2004-05 Lincoln
Elementary had an API score of [1416]{.underline}, an improvement of
[228]{.underline} points in three years. Our score of 1416 was also the
highest API score for any elementary school in Mayes County for that
school year. In 2005-06 our score was 1395.

Each year our students participate in the Oklahoma State Testing Program
(OSTP). Grades three through six are tested in Reading and Math. Fifth
graders are also tested in Social Studies and Science. In 2006 sixth
grade was included for the first time in OSTP testing, and fourth
graders began state testing in 2005. Third and fifth graders have been
included in state testing for many years.

The test used in the Oklahoma State Testing Program is the
criterion-referenced Oklahoma Core Curriculum Test (OCCT). The test
results are reported as Advanced, Satisfactory, Limited Knowledge, and
Unsatisfactory. These performance levels are determined by established
standards called the Oklahoma Performance Index (OPI) and range from 400
to 990.

Schools are expected to meet a benchmark of 70% or more of their
students scoring at the Advanced or Satisfactory levels. Test results
are disaggregated into subgroups which are also expected to achieve the
70% benchmark. These subgroups include regular students (excluding
non-full academic year), racial subgroups, male/female, economically
disadvantaged, and IEP Special Education.

As delineated on the attached data sheets, in 2006 our 6^th^ grade had
98% of all students, 95% of Native American, and 94% of Economically
Disadvantaged students scoring Advanced/Satisfactory in Reading. In
Math, 96% of all students, 95% of Native American, and 93% of
Economically Disadvantaged students scored Advanced/Satisfactory.
Because 2006 was the first year that sixth graders participated in the
OCCT, we were pleased with their scores and hope to maintain and even
exceed that high standard in years to come.

From 2002 to 2006, 5^th^ grade reading scores have improved from 77% to
93% at Advanced/ Satisfactory level. Math scores for 5^th^ grade have
improved from 74% to 93% during that time span. In examining
disaggregated scores, Native American students improved from 76% to 94%
in Reading and their Math scores have improved from 71% to 94%.
Economically Disadvantaged 5^th^ graders improved in Reading from 65% to
88% and improved in Math from 58% to 75%.

Fourth grade has only taken OCCT tests for two years. In Reading, they
scored 92-100% in Advanced/Satisfactory range for all students, Native
American and Economically Disadvantaged. In Math, scores have ranged
from 93-98% for all students, 86-100% for Native Americans, and 88-90%
for Economically Disadvantaged.

Third grade scores in Reading on the OCCT for the past two years ranged
from 96% for all students, 91-100% for Native Americans, and 91-92% for
Economically Disadvantaged. Math scores were in the 78-86% range for all
students in 2005. However, 3^rd^ grade Math in 2006 was 66% for all
students, 71% for Native American, and 62% for Economically
Disadvantaged. We are concerned about the math scores in the 60% range
and are taking steps for intervention during this current school year.

The accompanying data sheets record the number and percentage of
students who were alternately assessed with portfolios. Only 1% of a
school district's student population can be alternately assessed. We
have a much higher percent than 1% due to the fact that we are the
school site for Mayes County

Co-op. This Co-op includes multi-handicapped (MH) students from all
across the district and the county. We also have the only elementary
level mentally retarded (MR) class in the Pryor district. When
statistics are compiled across the entire Pryor district, the number of
alternately assessed is within the 1% quota.

**2. Using Assessment Results:**

During staff development meetings in August, Lincoln teachers and
administration examine the test results from the state tests that were
given the previous April. Strengths and weakness are noted, patterns are
examined, priorities are identified, and a plan for intervention is
developed. Teachers look at the test results from their class the
previous year as well as their incoming class for the new school year.
It is very important to look at test results from a longitudinal as well
as lateral perspective. If one of the Oklahoma Priority Academic Student
Skills (PASS) objectives is consistently not being achieved at any
certain grade level, the teachers look closely at the curriculum and
their teaching methodology to find reasons for this weakness. On the
other hand, if the longitudinal view reveals that the incoming group of
students is consistently low in any PASS objective in several previous
years, then teachers try to develop supplemental teaching strategies
that will be effective with this particular group of students. During
August staff development, teachers also collaborate across grade levels
to discuss the specific targeted support that students need and what
interventions worked with those students in the previous year. We
believe that educational strategies should be adopted and utilized with
the skill of a fine surgeon. "One size fits all" is not our philosophy.
Therefore, the August staff development time of examination of
assessment results and collaboration between grade levels is essential
in the success of our students.

During the 2006-07 school year, we have initiated a "mapping" procedure
which entails examining test results and charting them from the weakest
to the strongest in terms of PASS objectives. Teachers, by grade, then
utilize this information to "map out" their strategy as to how they can
focus on the weak areas in ways that will improve student skills.
Teacher have a district-developed curriculum guide, based on PASS
objectives, which they use throughout the year to insure that all PASS
skills are effectively taught. Also teachers use a PASS Flip Chart that
has references to Bloom's Taxonomy.

In addition to the state testing results, Lincoln teachers use multiple
assessments during the school year to identify student strengths and
weaknesses, to choose appropriate teaching materials to address unique
student needs, and to monitor the progress of our students. On-going
assessments include STAR Early Literacy and Reading, Success Maker,
Accelerated Reading, BEAR, Gates-McGinitie Reading Test, teacher-made
tests, and many other resources depending upon grade level and student
need.

**3. Communicating Assessment Results:**

The Lincoln Elementary mission statement reflects our belief that
parents are integral partners in the educational process. As a result of
this priority, we frequently communicate with parents in many ways
during the school year. At August enrollment, we give to parents the
results of their child's scores on the OCCT state testing that was done
in April. During the first two weeks of school we host a Back to School
Night during which parents meet their child's teacher. Teachers then
share with parents how they can be a part of their child's education and
ways the teacher will keep them informed about their child's progress. A
parent / teacher conference time is scheduled in October that provides
parents opportunity to come to school, either during the day or in the
evening, and meet with the teacher to discuss how their child is
progressing. Progress reports are sent home during the 5^th^ week of
each grading period. Reports cards are sent home every nine weeks with
information about student achievement.

PTO purchased sturdy homework folders for all students grades K-6. These
folders are used as a daily and/or weekly communication method with
parents, depending on the grade level. Students take home their
completed schoolwork and also homework that needs to be completed. Notes
are sent back and forth between parents and teachers about concerns and
achievements. Parents know when to expect the folder to be sent home,
and it has been very successful in improving student achievement.

A report for each student is sent home every five weeks detailing
individual achievement in the computer lab. At enrollment, parents
receive information about the Lincoln Website which has up-to-date
information about test results, up-coming events, student achievement,
vision and mission statements, etc. A brochure is sent to parents with
information about test results, presented in an easy to understand graph
format as well as a written summary of the test results. During the year
many individual parent / teacher conferences are held whenever teachers
and/or parents have a concern about student achievement. When needed,
the administrator, counselor, special education director, reading
specialist, etc. are also included.

**4. Sharing Success:**

Effectively educating a diverse population of students in an age of
unprecedented access to proposed teaching methods requires the Wisdom of
Solomon. There is no shortage of complex problems and no lack of
potential solutions. Selecting the most effective strategies to resolve
those problems necessitates finding out what other schools have done in
similar situations. Administrators can no longer "fly solo" in their
efforts to lead their schools toward excellence. Lincoln Elementary
actively seeks to share its successful strategies as well as learn from
the accomplishments of other schools.

In Pryor Schools, we have weekly meetings involving all six principals
and district level administrators. Administrators from the four
elementary schools share information regarding current areas of concern
and effective methods in curriculum, assessment, and many other areas of
school leadership. We also brainstorm with the secondary principals
regarding how we can better prepare our students for the secondary
level.

Oklahoma Association of Elementary School Principals (OAESP) District 6B
involves principals from twenty school districts in three counties who
meet several times during the school year to share ideas and strategies
for student success. Lincoln Elementary administration is actively
involved in these meetings.

Lincoln Elementary has a web site ([pryor.k12.ok.us]{.underline}) that
is available for anyone in the world to access information about our
school. Information on our website includes our mission and vision
statements, student achievement, assessment results, etc. Information
about Lincoln School achievement is frequently published in the local
newspapers, Pryor Daily Times and The Paper, which are distributed
throughout Mayes County. A Tulsa television news reporter did a feature
spot about a program in our early childhood classes that was aired to
all of northeastern Oklahoma.

Several times in recent years other schools have requested on-site
visits to gain information about various aspects of Lincoln's
teaching/learning model. During these visits, both teachers and
administrators have been made available to answer questions and give
information about our school. We have also been able to gain information
from our visitors about what is effective in their school. A dialogue is
always beneficial, and we seek to learn about other schools while we are
sharing our success with them.

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

**1. Curriculum:**

Lincoln Elementary is committed to providing a balanced curriculum
designed to address the unique needs and individual learning strengths
of every student. Lincoln's curriculum is aligned with the standards in
the Oklahoma Priority Academic Student Skills (PASS) which have been
endorsed by the Oklahoma State Board of Education. Reading, math,
language arts, writing, spelling, science, social studies, literature,
art, foreign language, physical education / health, and music form a
balanced and rigorous curriculum for our students. This curriculum is
formally reviewed and revised yearly to appropriately align the
curriculum with assessment results, to effectively accommodate the
unique individual learning needs of our students, and to properly
maintain continuity between grade levels. It is informally evaluated and
modified throughout the year.

Lincoln's early childhood curriculum for four year olds is designed to
lay the foundation for a successful educational experience that will
start our students on the path to becoming life-long learners. Students
participate in experiential learning experiences designed to develop
problem solving, number sense, phonetic awareness, and communication
skills through hands-on experiences, group instruction, learning
centers, music, movement, and storytelling.

Kindergarten utilizes Harcourt curriculum as a starting point and guide
for instruction in reading and math. Students are immersed in rich
literature experiences as well as phonics and sight word instruction.
Literacy centers, learning centers, and journal activities provide
opportunities for real life application of new skills. Morning Meeting
time promotes review and application of reading and math concepts.
Science and social studies are addressed with thematic units and student
art work.

First through third grade teachers use Harcourt Reading, Science and
Social Studies series in addition to Saxon Math and Phonics as the basis
for instruction. Reading is taught using phonics, sight words, whole
language, and learning experiences that build literacy skills.
Supplemental instruction is accomplished through SRA Reading Labs,
Accelerated Reader, Read Naturally, Reading Rainbow, computer-based
learning, etc. Curriculum Press Phonics, which has a foreign language
component, is used in conjunction with studies of other countries.
Writing activities are geared to coordinate with the basal reading story
or special events. The local newspaper is also used in supplemental
reading experiences.

In grades four through six the focus changes from teaching students "how
to read" to a focus on "reading to learn new content." Toward this end,
teachers use the McGraw-Hill reading series that is integrated with
language arts objectives. Students are exposed to a variety of reading,
writing, grammar, and spelling skills as well as visual literacy. Our
students "buddy" with classrooms in the lower grades to apply these
skills. Novels are used to supplement the basal reading program. In
addition, we use the Spectrum reading program which concentrates on
comprehension, critical thinking and study skills. Thematic units are
utilized to expand our curriculum. For example, the story "Number the
Stars" was combined with a social studies unit on the holocaust. Grades
four and five use Harcourt Math and sixth grade uses McDougal Middle
School Math to build mastery and deepen understanding of the math
objectives outlined in the Oklahoma PASS skills. Our teachers utilize
the web-based Brain Pop program which provides instructions in science,
math, social studies, and English though a variety of instructional
activities. Students create power point presentations to share
information with their classmates.

Every student at Lincoln is enrolled in the Success Maker computer
program. This program gives daily practice in four of the five areas of
reading and in math. Reports are generated to help give the teacher
insight to problem areas. It also provides "strands" of supplemental
instruction to help students develop skills in their areas of weakness
in reading and math.

Art is integrated into the curriculum both in specific units and as
supplementary activities in basic curriculum areas of reading and social
studies. Activities are designed to increase student awareness of
different types of art and the seven elements of art: line, shape,
color, value, texture, form and space. Students are exposed to artists
and their styles with the goal of enhancing the students' knowledge of
art.

Instruction in foreign language is provided in the regular classroom
with the assistance of high school students who are taking advanced
courses in German and Spanish. Classroom teachers collaborate with
German and Spanish teachers to develop an effective curriculum which is
grade level appropriate.

**2a. Reading:**

The reading curriculum at Lincoln Elementary is a balanced instructional
program that includes the five areas of reading: phonemic awareness,
alphabetic principles (phonics), vocabulary, comprehension and fluency.
Teachers address phonemic awareness using Saxon Phonics, learning
centers, movement and music. Phonics is presented using Saxon Phonics,
Curriculum Press, and skills practice in the Harcourt reading series.
Vocabulary is introduced through various activities in Saxon Phonics,
Harcourt, and McGraw Hill series. Special vocabulary words are
introduced in the context of social studies and science in the upper
grade levels.

Comprehension and fluency are essential in reading. Teachers use the
Accelerated Reader program and Harcourt Series in grades first through
third grades. In grades four through sixth the Accelerated Reader
program and McGraw Hill reading series are used. To improve skills in
fluency, the Read Naturally program is used when appropriate. SRA
Reading Labs are utilized at all levels.

All students in K-3^rd^ grade are tested in the fall for reading
proficiency. Using a multi-criteria approach, students who are not
achieving satisfactorily in reading are placed on a Reading Sufficiency
Plan and monitored closely. Parents have a part in developing this plan
and meet with the teacher at regular intervals to discuss the reading
progress of their child. In all grades, the STAR Program is used to
evaluate student reading levels.

Our reading specialist works very closely with the classroom teachers to
assist in developing appropriate individualized curriculum and
instructional strategies for students having difficulty in reading. Each
nine weeks our specialist charts the progress of our struggling readers
with information such as current reading level, grades, computer lab
achievement, Accelerated Reader scores, and attendance. This information
is given to the classroom teacher and the principal to assist in
individualized planning.

The reading curriculum is supported by many special curriculum
activities. We have participated in the Dr. Seuss Read Across America
project. Author visits are scheduled which stimulate a high level of
interest in reading for our students. School-wide reading "challenges"
spark student interest in reading.

In the past five years, nine Lincoln teachers have attained the status
of Model Classroom, as certified by Accelerated Reader/Renaissance. Five
of those teachers have also attained Master Classroom status. In
addition, our library has attained Master Library status. As a result of
this emphasis on reading, the Lincoln library checked out 39,169 books
last year. Over the school year, that averages out to 224 books per day
that were checked out. Reading is alive and well at Lincoln Elementary
School.

**3. Math:**

Saxon math is the chosen math curriculum for grades kindergarten through
third. This curriculum was selected because it uses many manipulatives
as reinforcement to the daily lessons taught. Spiraling is used in
reviewing and introducing skills to be learned which continually
reinforces math concepts. Math facts are completed in speed drill
fashion with variations to practice such as fact cards, partner check,
oral recitation, etc. Connections are made between classroom experiences
and real-life uses of math.

Grades four and five use Harcourt Math and sixth grade uses McDougal
Middle School Math. These two series were chosen because of the emphasis
on building mastery through a strong focus on Oklahoma PASS objectives.
Our students are challenged by more complex mathematics skills such as
pre-algebra and geometry concepts. Word problems are an important skill
in our math curriculum, and students are exposed to math word problems
daily. Lessons are planned to incorporate creative problem solving and
divergent thinking.

Extensive math skill building is a part of our computer lab Successmaker
program, which instructs, remediates, and challenges students with skill
objectives. Teachers can monitor students' progress with information
such as total correct percentages, total attempted, and number of skills
in remediation.

Many supplemental units in math have been developed by our teachers to
reinforce math concepts in unique ways for students. For example, one
teacher has developed a unit on probability, using the stock market to
model real-world situations that use math. Students apply mathematics in
the context of real-life situations, building analytical problem solving
skills and reinforcing math concepts. Our math curriculum supports our
mission of preparing our students to be successful in all areas of life.

**4. Instructional Methods:**

All students can learn, but all students do not learn in the same way.
Therefore, instructional methods must be diversified to meet the unique
learning needs of our students. At Lincoln, our teachers use a variety
of effective and research-based instructional methods such as
cooperative learning groups and literacy centers. Lessons are planned to
incorporate creative problem solving.

We strive to challenge our students with critical thinking activities
according to the higher levels of Bloom's taxonomy. Students apply
information that has been learned in different formats. We want our
students to be able to transfer the knowledge they have attained to
nontraditional settings and figure out solutions to problems that
require higher order thinking skills.

Technology is used when appropriate to supplement the basic curriculum.
Our teachers utilize the web-based Brain Pop program which provides
instruction in science, math, social studies, and English through
animated stories and interesting supplemental activities. Teachers also
use information from the Internet to enhance lessons. PowerPoint
presentations are used to make lessons more interesting for students
with visual learning strengths. Web quests permit students to research
topics of interest.

Our teachers encourage students to show their mastery of curriculum
objectives through a variety of methods including projects, reports,
oral presentations, performances, visual art, teacher-made tests,
writing, music, art, etc. Our hallways are filled with examples of
student work that shows their understanding of curriculum concepts.
Great Expectations methods are used in many classrooms to enhance the
learning process.

Students in the upper grades have formed "buddy" relationships with
students in younger grades. Activities include Book Buddies, Poetry
Pals, and Art Buddies. Teachers from the upper and lower grades plan
cooperatively for thematic units that pair older students with younger
ones. Often field trips are planned, with older students helping the
younger students during these "outside the school walls" learning
experiences. Many of our teachers have included our multi-handicapped
Co-op students into their classroom activities when it is appropriate.
Our regular students as well as our handicapped students have benefited
greatly from this partnership.

To encourage the artistic talents of our students, we are participating
in the web-based Artsonia project which gives world-wide exposure for
the art our students create. Parents are involved in this program and,
as a result, Artsonia has stimulated interest in art outside of the
school setting.

**5. Professional Development:**

Learning does not stop when the bachelor's degree is obtained. In fact,
the learning process has only begun when the diploma is conferred.
Teachers at Lincoln realize the need for continual up-grading of their
skills. We are constantly searching for ways to make the learning
process more effective for all our students. Multi-criteria is
considered when planning our staff development activities for the year.

We realized that our math scores are not as high as we would like in
some grade levels. Therefore, we wrote a grant this year that has
allowed us to purchase the Accelerated Math program for every classroom,
grades 1-6. This program necessitates extensive staff development in
order to have the results that we desire. Our staff is currently being
trained in the Accelerated Math program, and it will be implemented in
the near future.

The Great Expectations program has been effective at Lincoln. Many of
our teachers have been trained in this program during the summer months.
Implementation of Great Expectations has resulted in higher test scores
and improved student behavior, especially in the lower grades.

Literacy First training has been completed by many of our lower grade
teachers. The concepts of Literacy First have made the kindergarten
through third grade reading program much more productive for our
students. Teachers have returned from this training with renewed
enthusiasm for teaching reading. As a result, many new methods have been
implemented that have been successful with our emerging readers.

One of our teachers applied for and received a multi-thousand dollar
grant from Fund for Teachers which allowed her to travel to San Diego
last summer to do research to enhance her classroom curriculum. Other
Lincoln teachers are interested in pursuing a similar research-based
professional development grant from Fund for Teachers, and we hope that
many more of them can participate in this program.

**PART VII - ASSESSMENT RESULTS**

+------------------------------------+----------+----------+----------+---+
| Subject - Reading Grade - 3 Test - |          |          |          |   |
| Oklahoma Core Curriculum Test      |          |          |          |   |
|                                    |          |          |          |   |
| Edition/Publication Year - State   |          |          |          |   |
| Owned Test Publisher -- Harcourt   |          |          |          |   |
+------------------------------------+----------+----------+----------+---+
|                                    | 2        | 2        | 2        |   |
|                                    | 005-2006 | 004-2005 | 003-2004 |   |
+------------------------------------+----------+----------+----------+---+
| Testing Month                      | April    | April    | April    |   |
+------------------------------------+----------+----------+----------+---+
| **SCHOOL SCORES**                  |          |          | (see     |   |
|                                    |          |          | S        |   |
|                                    |          |          | tanford) |   |
+------------------------------------+----------+----------+----------+---+
| \% Scoring Satisfactory and        | 96       | 96       |          |   |
| Advanced                           |          |          |          |   |
+------------------------------------+----------+----------+----------+---+
| \% Scoring Advanced                | 2        | 19       |          |   |
+------------------------------------+----------+----------+----------+---+
| Number of students tested\*        | 48       | 43       |          |   |
+------------------------------------+----------+----------+----------+---+
| Percent of total students tested   | 100      | 100      |          |   |
+------------------------------------+----------+----------+----------+---+
| Number of student alternatively    | 3        | 8        |          |   |
| assessed                           |          |          |          |   |
+------------------------------------+----------+----------+----------+---+
| Percent of students alternatively  | 6        | 16       |          |   |
| assessed\*\*                       |          |          |          |   |
+------------------------------------+----------+----------+----------+---+
|                                    |          |          |          |   |
+------------------------------------+----------+----------+----------+---+
| **SUBGROUP SCORES**                |          |          |          |   |
+------------------------------------+----------+----------+----------+---+
| 1\. Native American (subgroup)     |          |          |          |   |
+------------------------------------+----------+----------+----------+---+
| \% Scoring Satisfactory and        | 100      | 91       |          |   |
| Advanced                           |          |          |          |   |
+------------------------------------+----------+----------+----------+---+
| \% Scoring Advanced                | 0        | 18       |          |   |
+------------------------------------+----------+----------+----------+---+
| Number of students tested          | 14       | 11       |          |   |
+------------------------------------+----------+----------+----------+---+
|                                    |          |          |          |   |
+------------------------------------+----------+----------+----------+---+
| 2\. Economically Disadvantaged     |          |          |          |   |
| (subgroup)                         |          |          |          |   |
+------------------------------------+----------+----------+----------+---+
| \% Scoring Satisfactory and        | 92       | 91       |          |   |
| Advanced                           |          |          |          |   |
+------------------------------------+----------+----------+----------+---+
| \% Scoring Advanced                | 0        | 17       |          |   |
+------------------------------------+----------+----------+----------+---+
| Number of students tested          | 24       | 23       |          |   |
+------------------------------------+----------+----------+----------+---+
|                                    |          |          |          |   |
+------------------------------------+----------+----------+----------+---+
| 3\. Special Education (IEP)        |          |          |          |   |
| (subgroup)                         |          |          |          |   |
+------------------------------------+----------+----------+----------+---+
| \% Scoring Satisfactory and        | \*       | \*       |          |   |
| Advanced                           |          |          |          |   |
+------------------------------------+----------+----------+----------+---+
| \% Scoring Advanced                | \*       | \*       |          |   |
+------------------------------------+----------+----------+----------+---+
| Number of students tested          | 6        | 5        |          |   |
+------------------------------------+----------+----------+----------+---+
| \*Number of students tested does   |          |          |          |   |
| not include the number of students |          |          |          |   |
| alternately assessed.              |          |          |          |   |
|                                    |          |          |          |   |
| \*\*To obtain an accurate percent, |          |          |          |   |
| the \# of alternately assessed     |          |          |          |   |
| students (3) was added to the \#   |          |          |          |   |
| of students tested (48) for a      |          |          |          |   |
| total of 51 to compute an accurate |          |          |          |   |
| percent; i.e. 3 ÷ 51 = 6% of       |          |          |          |   |
| students alternately assessed.     |          |          |          |   |
| Although only 1% of a school       |          |          |          |   |
| district\'s student population can |          |          |          |   |
| be alternately assessed, we have a |          |          |          |   |
| higher percent because we are the  |          |          |          |   |
| only school site in our district   |          |          |          |   |
| with multi-handicapped (MH) and    |          |          |          |   |
| mentally retarded (MR) classes.    |          |          |          |   |
| When statistics are compiled       |          |          |          |   |
| across the entire Pryor School     |          |          |          |   |
| District, the number of            |          |          |          |   |
| alternately assessed students is   |          |          |          |   |
| within the allowed 1% quota.       |          |          |          |   |
+------------------------------------+----------+----------+----------+---+

<table>
<colgroup>
<col style="width: 30%" />
<col style="width: 4%" />
<col style="width: 3%" />
<col style="width: 6%" />
<col style="width: 1%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 6%" />
<col style="width: 3%" />
<col style="width: 4%" />
<col style="width: 1%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="9" rowspan="2"><p>Subject - Math Grade - 3 Test - Oklahoma
Core Curriculum Test</p>
<p>Edition/Publication Year - State Owned Test Publisher –
Harcourt</p></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="2">2005-2006</td>
<td colspan="3">2004-2005</td>
<td colspan="2">2003-2004</td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="2">Testing Month</td>
<td colspan="2">April</td>
<td colspan="3">April</td>
<td colspan="2">April</td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="2"><strong>SCHOOL SCORES</strong></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2">(see Stanford)</td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="2">% Scoring Satisfactory and Advanced</td>
<td colspan="2">66</td>
<td colspan="3">86</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="2">% Scoring Advanced</td>
<td colspan="2">8</td>
<td colspan="3">12</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="2">Number of students tested*</td>
<td colspan="2">48</td>
<td colspan="3">43</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="2">Percent of total students tested</td>
<td colspan="2">100</td>
<td colspan="3">100</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="2">Number of student alternatively assessed</td>
<td colspan="2">3</td>
<td colspan="3">8</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="2">Percent of students alternatively assessed**</td>
<td colspan="2">6</td>
<td colspan="3">16</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="2"><strong>SUBGROUP SCORES</strong></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="2">1. Native American (subgroup)</td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="2">% Scoring Satisfactory and Advanced</td>
<td colspan="2">71</td>
<td colspan="3">82</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="2">% Scoring Advanced</td>
<td colspan="2">14</td>
<td colspan="3">9</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="2">Number of students tested</td>
<td colspan="2">14</td>
<td colspan="3">11</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="2">2. Economically Disadvantaged (subgroup)</td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="2">% Scoring Satisfactory and Advanced</td>
<td colspan="2">62</td>
<td colspan="3">78</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="2">% Scoring Advanced</td>
<td colspan="2">8</td>
<td colspan="3">13</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="2">Number of students tested</td>
<td colspan="2">24</td>
<td colspan="3">23</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="2">3. Special Education (IEP) (subgroup)</td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="2">% Scoring Satisfactory and Advanced</td>
<td colspan="2">*</td>
<td colspan="3">*</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="2">% Scoring Advanced</td>
<td colspan="2">*</td>
<td colspan="3">*</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="2">Number of students tested</td>
<td colspan="2">6</td>
<td colspan="3">4</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="9" rowspan="8"><p>*Number of students tested does not
include the number of students alternately assessed.</p>
<p>**To obtain an accurate percent, the # of alternately assessed
students (3) was added to the # of students tested (48) for a total of
51 to compute an accurate percent; i.e. 3 ÷ 51 = 6% of students
alternately assessed. Although only 1% of a school district's student
population can be alternately assessed, we have a higher percent because
we are the only school site in our district with multi-handicapped (MH)
and mentally retarded (MR) classes. When statistics are compiled across
the entire Pryor School</p>
<p>District, the number of alternately assessed students is within the
allowed 1% quota.</p></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="10" rowspan="3"><p>Subject - Reading Grade - 3 Test –
Stanford Achievement Test</p>
<p>Edition/Publication Year - 2001 Publisher - Harcourt</p>
<p>Scores are reported as (check one): NCEs___ Scaled scores___ State
Percentiles _<u>X_</u></p></td>
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2">2005-2006</td>
<td colspan="2">2004-2005</td>
<td>2003-2004</td>
<td colspan="2">2002-2003</td>
<td colspan="2">2001-2002</td>
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Testing Month</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td>April</td>
<td colspan="2">March</td>
<td colspan="2">Feb</td>
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>SCHOOL SCORES</strong></td>
<td colspan="2">(see OCCT)</td>
<td colspan="2">(see OCCT)</td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Total Reading Score</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td>69</td>
<td colspan="2">72</td>
<td colspan="2">63</td>
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Number of students tested*</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td>45</td>
<td colspan="2">50</td>
<td colspan="2">60</td>
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Percent of total students tested</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td>100</td>
<td colspan="2">95</td>
<td colspan="2">100</td>
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Number of student alternatively assessed</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td>8</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Percent of students alternatively assessed**</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td>15</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>SUBGROUP SCORES</strong></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>1. Native American (subgroup)</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td>68</td>
<td colspan="2">64</td>
<td colspan="2">52</td>
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Number of students tested</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td>19</td>
<td colspan="2">22</td>
<td colspan="2">12</td>
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>2. Economically Disadvantaged (subgroup)</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td>58</td>
<td colspan="2">52</td>
<td colspan="2">49</td>
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td>13</td>
<td colspan="2">18</td>
<td colspan="2">32</td>
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>3. Special Education (IEP) (subgroup)</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td>*</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Number of students tested</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td>3</td>
<td colspan="2">4</td>
<td colspan="2">3</td>
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="10" rowspan="7"><p>Explanation of alternative assessment –
The State of Oklahoma administered nationally normed achievement tests
to third grade students many years before the Oklahoma Core Curriculum
Test (OCCT) was developed.</p>
<p>Third graders began taking the OCCT in April 2005.</p>
<p>*Number of students tested does not include the number of students
alternately assessed.</p>
<p>**To obtain an accurate percent, the # of alternately assessed
students (8) was added to the # of students tested (45) for a total of
53 to compute an accurate percent; i.e. 8 ÷ 53 = 15% of students
alternately assessed.</p>
<p>Although only 1% of a school district's student population can be
alternately assessed, we have a higher percent because we are the only
school site in our district with multi-handicapped (MH) and mentally
retarded (MR) classes. When statistics are compiled across the entire
Pryor School District, the number of alternately assessed students is
within the allowed 1% quota.</p></td>
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 1%" />
<col style="width: 40%" />
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 6%" />
<col style="width: 3%" />
<col style="width: 7%" />
<col style="width: 3%" />
<col style="width: 7%" />
<col style="width: 2%" />
<col style="width: 4%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td colspan="11"><p>Subject - Math Grade - 3 Test – Stanford Achievement
Test</p>
<p>Edition/Publication Year - 2001 Publisher - Harcourt</p>
<p>Scores are reported here as (check one): NCEs___ Scaled scores___
State Percentiles _<u>X</u>_</p></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td colspan="2">2005-2006</td>
<td colspan="2">2004-2005</td>
<td colspan="2">2003-2004</td>
<td colspan="2">2002-2003</td>
<td colspan="2">2001-2002</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td>Testing Month</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td colspan="2">March</td>
<td colspan="2">Feb</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td><strong>SCHOOL SCORES</strong></td>
<td colspan="2">(see OCCT)</td>
<td colspan="2">(see OCCT)</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td>Total Math Score</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2">51</td>
<td colspan="2">67</td>
<td colspan="2">54</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td>Number of students tested*</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2">45</td>
<td colspan="2">51</td>
<td colspan="2">60</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td>Percent of total students tested</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2">100</td>
<td colspan="2">96</td>
<td colspan="2">100</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td>Number of student alternatively assessed</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2">8</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td>Percent of students alternatively assessed**</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2">15</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td><strong>SUBGROUP SCORES</strong></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td>1. Native American (subgroup)</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2">48</td>
<td colspan="2">67</td>
<td colspan="2">46</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td>Number of students tested</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2">19</td>
<td colspan="2">22</td>
<td colspan="2">12</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td>2. Economically Disadvantaged (subgroup)</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2">41</td>
<td colspan="2">58</td>
<td colspan="2">43</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td>Number of students tested</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2">13</td>
<td colspan="2">18</td>
<td colspan="2">32</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td>3. Special Education (IEP) (subgroup)</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td>Number of students tested</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2">3</td>
<td colspan="2">4</td>
<td colspan="2">3</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="11"><p>Explanation of alternative assessment – The State of
Oklahoma administered nationally normed achievement tests to third grade
students many years before the Oklahoma Core Curriculum Test (OCCT) was
developed. Third graders began taking the OCCT in April 2005.</p>
<p>*Number of students tested does not include the number of students
alternately assessed.</p>
<p>**To obtain an accurate percent, the # of alternately assessed
students (8) was added to the # of students tested (45) for a total of
53 to compute an accurate percent; i.e. 8 ÷ 53 = 15% of students
alternately assessed.</p>
<p>Although only 1% of a school district's student population can be
alternately assessed, we have a higher percent because we are the only
school site in our district with multi-handicapped (MH) and mentally
retarded (MR) classes. When statistics are compiled across the entire
Pryor School District, the number of alternately assessed students is
within the allowed 1% quota.</p></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="11" rowspan="2"><p>Subject - Reading Grade - 4 Test -
Oklahoma Core Curriculum Test</p>
<p>Edition/Publication Year - State Owned Test Publisher –
Harcourt</p></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="2">2005-2006</td>
<td colspan="2">2004-2005</td>
<td colspan="2">2003-2004</td>
<td colspan="2">2002-2003</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="3">Testing Month</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="3"><strong>SCHOOL SCORES</strong></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="4" rowspan="4"><p>(2005 was the first</p>
<p>year state testing</p>
<p>was given to</p>
<p>fourth grade.)</p></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="3">% Scoring Satisfactory and Advanced</td>
<td colspan="2">95</td>
<td colspan="2">100</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="3">% Scoring Advanced</td>
<td colspan="2">12</td>
<td colspan="2">17</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="3">Number of students tested*</td>
<td colspan="2">42</td>
<td colspan="2">41</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="3">Percent of total students tested</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="3">Number of student alternatively assessed</td>
<td colspan="2">5</td>
<td colspan="2">6</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="3">Percent of students alternatively assessed**</td>
<td colspan="2">11</td>
<td colspan="2">13</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="3"><strong>SUBGROUP SCORES</strong></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="3">1. Native American (subgroup)</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="3">% Scoring Satisfactory and Advanced</td>
<td colspan="2">92</td>
<td colspan="2">100</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="3">% Scoring Advanced</td>
<td colspan="2">21</td>
<td colspan="2">13</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="3">Number of students tested</td>
<td colspan="2">14</td>
<td colspan="2">15</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="3">2. Economically Disadvantaged (subgroup)</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="3">% Scoring Satisfactory and Advanced</td>
<td colspan="2">92</td>
<td colspan="2">100</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="3">% Scoring Advanced</td>
<td colspan="2">4</td>
<td colspan="2">0</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="3">Number of students tested</td>
<td colspan="2">26</td>
<td colspan="2">10</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="3">3. Special Education (IEP) (subgroup)</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="3">% Scoring Satisfactory and Advanced</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="3">% Scoring Advanced</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="3">Number of students tested</td>
<td colspan="2">4</td>
<td colspan="2">1</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="11" rowspan="4"><p>*Number of students tested does not
include the number of students alternately assessed.</p>
<p>**To obtain an accurate percent, the # of alternately assessed
students (5) was added to the # of students tested (42) for a total of
47 to compute an accurate percent; i.e. 5 ÷ 47 = 11% of students
alternately assessed. Although only 1% of a school district's student
population can be alternately assessed, we have a higher percent because
we are the only school site in our district with multi-handicapped (MH)
and mentally retarded (MR) classes. When statistics are compiled across
the entire Pryor School District, the number of alternately assessed
students is within the allowed 1% quota.</p></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2"></td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 40%" />
<col style="width: 0%" />
<col style="width: 5%" />
<col style="width: 3%" />
<col style="width: 0%" />
<col style="width: 5%" />
<col style="width: 2%" />
<col style="width: 0%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 2%" />
<col style="width: 0%" />
<col style="width: 1%" />
<col style="width: 4%" />
<col style="width: 2%" />
<col style="width: 0%" />
<col style="width: 5%" />
<col style="width: 2%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 5%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="18" rowspan="2"><p>Subject - Math Grade - 4 Test - Oklahoma
Core Curriculum Test</p>
<p>Edition/Publication Year - State Owned Test Publisher –
Harcourt</p></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="3">2005-2006</td>
<td colspan="4">2004-2005</td>
<td colspan="4">2003-2004</td>
<td colspan="4">2002-03</td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3">Testing Month</td>
<td colspan="3">April</td>
<td colspan="4">April</td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3"><strong>SCHOOL SCORES</strong></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="8" rowspan="4"><p>(2005 was the first</p>
<p>year state testing</p>
<p>was given to</p>
<p>fourth grade.)</p></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3">% Scoring Satisfactory and Advanced</td>
<td colspan="3">93</td>
<td colspan="4">98</td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3">% Scoring Advanced</td>
<td colspan="3">26</td>
<td colspan="4">27</td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3">Number of students tested*</td>
<td colspan="3">42</td>
<td colspan="4">41</td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3">Percent of total students tested</td>
<td colspan="3">100</td>
<td colspan="4">100</td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3">Number of student alternatively assessed</td>
<td colspan="3">5</td>
<td colspan="4">6</td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3">Percent of students alternatively assessed**</td>
<td colspan="3">11</td>
<td colspan="4">13</td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3"><strong>SUBGROUP SCORES</strong></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3">1. Native American (subgroup)</td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3">% Scoring Satisfactory and Advanced</td>
<td colspan="3">86</td>
<td colspan="4">100</td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3">% Scoring Advanced</td>
<td colspan="3">36</td>
<td colspan="4">13</td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3">Number of students tested</td>
<td colspan="3">14</td>
<td colspan="4">15</td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3">2. Economically Disadvantaged (subgroup)</td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3">% Scoring Satisfactory and Advanced</td>
<td colspan="3">88</td>
<td colspan="4">90</td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3">% Scoring Advanced</td>
<td colspan="3">19</td>
<td colspan="4">20</td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3">Number of students tested</td>
<td colspan="3">26</td>
<td colspan="4">10</td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3">3. Special Education (IEP) (subgroup)</td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3">% Scoring Satisfactory and Advanced</td>
<td colspan="3">*</td>
<td colspan="4">*</td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3">% Scoring Advanced</td>
<td colspan="3">*</td>
<td colspan="4">*</td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3">Number of students tested</td>
<td colspan="3">4</td>
<td colspan="4">1</td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="18" rowspan="7"><p>*Number of students tested does not
include the number of students alternately assessed.</p>
<p>**To obtain an accurate percent, the # of alternately assessed
students (5) was added to the # of students tested (42) for a total of
47 to compute an accurate percent; i.e. 5 ÷ 47 = 11% of students
alternately assessed. Although only 1% of a school district's student
population can be alternately assessed, we have a</p>
<p>higher percent because we are the only school site in our district
with multi-handicapped (MH) and mentally retarded (MR) classes. When
statistics are compiled across the entire Pryor School District, the
number of alternately assessed students is within the allowed 1%
quota.</p></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="19"><p>Subject - Reading Grade - 5 Test - Oklahoma Core
Curriculum Test</p>
<p>Edition/Publication Year - State Owned Test Publisher –
Harcourt</p></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="3">2005-2006</td>
<td colspan="4">2004-2005</td>
<td colspan="3">2003-2004</td>
<td colspan="4">2002-2003</td>
<td colspan="3">2001-02</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2">Testing Month</td>
<td colspan="3">April</td>
<td colspan="4">April</td>
<td colspan="3">April</td>
<td colspan="4">March</td>
<td colspan="3">Feb/Mar</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2"><strong>SCHOOL SCORES</strong></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2">% Scoring Satisfactory and Advanced</td>
<td colspan="3">93</td>
<td colspan="4">91</td>
<td colspan="3">90</td>
<td colspan="4">82</td>
<td colspan="3">77</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2">% Scoring Advanced</td>
<td colspan="3">13</td>
<td colspan="4">32</td>
<td colspan="3">5</td>
<td colspan="4">19</td>
<td colspan="3">15</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2">Number of students tested*</td>
<td colspan="3">40</td>
<td colspan="4">41</td>
<td colspan="3">41</td>
<td colspan="4">43</td>
<td colspan="3">66</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2">Percent of total students tested</td>
<td colspan="3">100</td>
<td colspan="4">100</td>
<td colspan="3">98</td>
<td colspan="4">100</td>
<td colspan="3">100</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2">Number of student alternatively assessed</td>
<td colspan="3">5</td>
<td colspan="4">4</td>
<td colspan="3">3</td>
<td colspan="4">0</td>
<td colspan="3">0</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2">Percent of students alternatively assessed**</td>
<td colspan="3">11</td>
<td colspan="4">8</td>
<td colspan="3">7</td>
<td colspan="4">0</td>
<td colspan="3">0</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2"><strong>SUBGROUP SCORES</strong></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2">1. Native American (subgroup)</td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2">% Scoring Satisfactory and Advanced</td>
<td colspan="3">94</td>
<td colspan="4">85</td>
<td colspan="3">100</td>
<td colspan="4">95</td>
<td colspan="3">76</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2">% Scoring Advanced</td>
<td colspan="3">13</td>
<td colspan="4">21</td>
<td colspan="3">0</td>
<td colspan="4">24</td>
<td colspan="3">19</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2">Number of students tested</td>
<td colspan="3">16</td>
<td colspan="4">14</td>
<td colspan="3">13</td>
<td colspan="4">21</td>
<td colspan="3">21</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2">2. Economically Disadvantaged (subgroup)</td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2">% Scoring Satisfactory and Advanced</td>
<td colspan="3">88</td>
<td colspan="4">77</td>
<td colspan="3">95</td>
<td colspan="4">75</td>
<td colspan="3">65</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2">% Scoring Advanced</td>
<td colspan="3">13</td>
<td colspan="4">8</td>
<td colspan="3">6</td>
<td colspan="4">0</td>
<td colspan="3">3</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2">Number of students tested</td>
<td colspan="3">8</td>
<td colspan="4">13</td>
<td colspan="3">18</td>
<td colspan="4">12</td>
<td colspan="3">29</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2">3. Special Education (IEP) (subgroup)</td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2">% Scoring Satisfactory and Advanced</td>
<td colspan="3">*</td>
<td colspan="4">*</td>
<td colspan="3">*</td>
<td colspan="4">*</td>
<td colspan="3">*</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2">% Scoring Advanced</td>
<td colspan="3">*</td>
<td colspan="4">*</td>
<td colspan="3">*</td>
<td colspan="4">*</td>
<td colspan="3">*</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2">Number of students tested</td>
<td colspan="3">1</td>
<td colspan="4">0</td>
<td colspan="3">1</td>
<td colspan="4">7</td>
<td colspan="3">9</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="19"><p>*Number of students tested does not include the
number of students alternately assessed.</p>
<p>**To obtain an accurate percent, the # of alternately assessed
students (5) was added to the # of students tested (40) for a total of
45 to compute an accurate percent; i.e. 5 ÷ 45 = 11% of students
alternately assessed.</p>
<p>Although only 1% of a school district's student population can be
alternately assessed, we have a higher percent because we are the only
school site in our district with multi-handicapped (MH) and mentally
retarded (MR) classes. When statistics are compiled across the entire
Pryor School District, the number of alternately assessed students is
within the allowed 1% quota.</p></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="19" rowspan="2"><p>Subject - Math Grade - 5 Test - Oklahoma
Core Curriculum Test</p>
<p>Edition/Publication Year - State Owned Test Publisher –
Harcourt</p></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="3">2005-2006</td>
<td colspan="4">2004-2005</td>
<td colspan="3">2003-2004</td>
<td colspan="4">2002-2003</td>
<td colspan="4">2001-2002</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td>Testing Month</td>
<td colspan="3">April</td>
<td colspan="4">April</td>
<td colspan="3">April</td>
<td colspan="4">March</td>
<td colspan="4">Feb/Mar</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td><strong>SCHOOL SCORES</strong></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td>% Scoring Satisfactory and Advanced</td>
<td colspan="3">93</td>
<td colspan="4">93</td>
<td colspan="3">87</td>
<td colspan="4">72</td>
<td colspan="4">74</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>% Scoring Advanced</td>
<td colspan="3">28</td>
<td colspan="4">54</td>
<td colspan="3">24</td>
<td colspan="4">19</td>
<td colspan="4">30</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td>Number of students tested*</td>
<td colspan="3">40</td>
<td colspan="4">41</td>
<td colspan="3">41</td>
<td colspan="4">43</td>
<td colspan="4">66</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>Percent of total students tested</td>
<td colspan="3">100</td>
<td colspan="4">100</td>
<td colspan="3">98</td>
<td colspan="4">100</td>
<td colspan="4">100</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td>Number of student alternatively assessed</td>
<td colspan="3">5</td>
<td colspan="4">4</td>
<td colspan="3">3</td>
<td colspan="4">0</td>
<td colspan="4">0</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>Percent of students alternatively assessed**</td>
<td colspan="3">11</td>
<td colspan="4">8</td>
<td colspan="3">7</td>
<td colspan="4">0</td>
<td colspan="4">0</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td><strong>SUBGROUP SCORES</strong></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td>1. Native American (subgroup)</td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>% Scoring Satisfactory and Advanced</td>
<td colspan="3">94</td>
<td colspan="4">93</td>
<td colspan="3">92</td>
<td colspan="4">81</td>
<td colspan="4">71</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td>% Scoring Advanced</td>
<td colspan="3">38</td>
<td colspan="4">57</td>
<td colspan="3">15</td>
<td colspan="4">29</td>
<td colspan="4">33</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>Number of students tested</td>
<td colspan="3">16</td>
<td colspan="4">14</td>
<td colspan="3">13</td>
<td colspan="4">21</td>
<td colspan="4">21</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>2. Economically Disadvantaged (subgroup)</td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td>% Scoring Satisfactory and Advanced</td>
<td colspan="3">75</td>
<td colspan="4">85</td>
<td colspan="3">83</td>
<td colspan="4">66</td>
<td colspan="4">58</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>% Scoring Advanced</td>
<td colspan="3">25</td>
<td colspan="4">31</td>
<td colspan="3">11</td>
<td colspan="4">8</td>
<td colspan="4">17</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="3">8</td>
<td colspan="4">13</td>
<td colspan="3">18</td>
<td colspan="4">12</td>
<td colspan="4">29</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td>3. Special Education (IEP) (subgroup)</td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>% Scoring Satisfactory and Advanced</td>
<td colspan="3">*</td>
<td colspan="4">*</td>
<td colspan="3">*</td>
<td colspan="4">*</td>
<td colspan="4">*</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td>% Scoring Advanced</td>
<td colspan="3">*</td>
<td colspan="4">*</td>
<td colspan="3">*</td>
<td colspan="4">*</td>
<td colspan="4">*</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>Number of students tested</td>
<td colspan="3">1</td>
<td colspan="4">0</td>
<td colspan="3">1</td>
<td colspan="4">7</td>
<td colspan="4">9</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="19" rowspan="6"><p>*Number of students tested does not
include the number of students alternately assessed.</p>
<p>**To obtain an accurate percent, the # of alternately assessed
students (5) was added to the # of students tested (40) for a total of
45 to compute an accurate percent; i.e. 5 ÷ 45 = 11% of students
alternately assessed.</p>
<p>Although only 1% of a school district's student population can be
alternately assessed, we have a higher percent because we are the only
school site in our district with multi-handicapped (MH) and mentally
retarded (MR) classes. When statistics are compiled across the entire
Pryor School District, the number of alternately assessed students is
within the allowed 1% quota.</p></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="17"><p>Subject - Reading Grade - 6 Test - Oklahoma Core
Curriculum Test</p>
<p>Edition/Publication Year - State Owned Test Publisher –
Harcourt</p></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="4">2005-2006</td>
<td colspan="6">2004-2005</td>
<td colspan="4">2003-2004</td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3">Testing Month</td>
<td colspan="4">April</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3"><strong>SCHOOL SCORES</strong></td>
<td colspan="4"></td>
<td colspan="10" rowspan="3"><p>2006 was the first year</p>
<p>that state testing</p>
<p>was administered</p>
<p>to sixth grade.</p></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3">% Scoring Satisfactory and Advanced</td>
<td colspan="4">98</td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3">% Scoring Advanced</td>
<td colspan="4">27</td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3">Number of students tested*</td>
<td colspan="4">48</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3">Percent of total students tested</td>
<td colspan="4">100</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3">Number of student alternatively assessed</td>
<td colspan="4">1</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3">Percent of students alternatively assessed**</td>
<td colspan="4">2</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3"><strong>SUBGROUP SCORES</strong></td>
<td colspan="4"></td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3">1. Native American (subgroup)</td>
<td colspan="4"></td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3">% Scoring Satisfactory and Advanced</td>
<td colspan="4">95</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3">% Scoring Advanced</td>
<td colspan="4">28</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3">Number of students tested</td>
<td colspan="4">18</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3">2. Economically Disadvantaged (subgroup)</td>
<td colspan="4"></td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3">% Scoring Satisfactory and Advanced</td>
<td colspan="4">94</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3">% Scoring Advanced</td>
<td colspan="4">7</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3">Number of students tested</td>
<td colspan="4">15</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3">3. Special Education (IEP) (subgroup)</td>
<td colspan="4"></td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3">% Scoring Satisfactory and Advanced</td>
<td colspan="4">*</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3">% Scoring Advanced</td>
<td colspan="4">*</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3">Number of students tested</td>
<td colspan="4">1</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="17"><p>*Number of students tested does not include the
number of students alternately assessed.</p>
<p>**To obtain an accurate percent, the # of alternately assessed
students (1) was added to the # of students tested (48) for a total of
49 to compute an accurate percent; i.e. 1 ÷ 49 = 2% of students
alternately assessed. Although only 1% of a school district's student
population can be alternately assessed, we have a higher percent because
we are the only school site in our district with multi-handicapped (MH)
and mentally retarded (MR) classes. When statistics are compiled across
the entire Pryor School District, the number of alternately assessed
students is within the allowed 1% quota.</p></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="17"><p>Subject - Math Grade - 6 Test - Oklahoma Core
Curriculum Test</p>
<p>Edition/Publication Year - State Owned Test Publisher –
Harcourt</p></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="4">2005-2006</td>
<td colspan="6">2004-2005</td>
<td colspan="4">2003-2004</td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3">Testing Month</td>
<td colspan="4">April</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3"><strong>SCHOOL SCORES</strong></td>
<td colspan="4"></td>
<td colspan="10" rowspan="3"><p>2006 was the first year</p>
<p>that state testing</p>
<p>was administered</p>
<p>to sixth grade.</p></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3">% Scoring Satisfactory and Advanced</td>
<td colspan="4">96</td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3">% Scoring Advanced</td>
<td colspan="4">71</td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3">Number of students tested*</td>
<td colspan="4">48</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3">Percent of total students tested</td>
<td colspan="4">100</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3">Number of student alternatively assessed</td>
<td colspan="4">1</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3">Percent of students alternatively assessed**</td>
<td colspan="4">2</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3"><strong>SUBGROUP SCORES</strong></td>
<td colspan="4"></td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3">1. Native American (subgroup)</td>
<td colspan="4"></td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3">% Scoring Satisfactory and Advanced</td>
<td colspan="4">95</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3">% Scoring Advanced</td>
<td colspan="4">67</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3">Number of students tested</td>
<td colspan="4">18</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3">2. Economically Disadvantaged (subgroup)</td>
<td colspan="4"></td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3">% Scoring Satisfactory and Advanced</td>
<td colspan="4">93</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3">% Scoring Advanced</td>
<td colspan="4">53</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3">Number of students tested</td>
<td colspan="4">15</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3">3. Special Education (IEP) (subgroup)</td>
<td colspan="4"></td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3">% Scoring Satisfactory and Advanced</td>
<td colspan="4">*</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3">% Scoring Advanced</td>
<td colspan="4">*</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="3">Number of students tested</td>
<td colspan="4">1</td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="17"><p>*Number of students tested does not include the
number of students alternately assessed.</p>
<p>**To obtain an accurate percent, the # of alternately assessed
students (1) was added to the # of students tested (48) for a total of
49 to compute an accurate percent; i.e. 1 ÷ 49 = 2% of students
alternately assessed. Although only 1% of a school district's student
population can be alternately assessed, we have a higher percent because
we are the only school site in our district with multi-handicapped (MH)
and mentally retarded (MR) classes. When statistics are compiled across
the entire Pryor School District, the number of alternately assessed
students is within the allowed 1% quota.</p></td>
<td colspan="4"></td>
</tr>
</tbody>
</table>