##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: \_X\_ Elementary \_\_ Middle \_\_ High
\_\_ K-12

Name of Principal [Mrs. Jolene
:Landwer\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [Marble Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address[\_\_ 201 Kate Street -- P. O. Box
10\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(If address is P.O. Box, also include \_\_\_\_\_\_\_\_\_\_

Marble Minnesota 55764-0010
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County \_ [Itasca\_]{.underline} \_School Code
Number\*\_\_[01-0316-120]{.underline} \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 218) 247-7306]{.underline} Fax [(218) 245-6612]{.underline}

Website/URL [www.greenway.k12.mn.us]{.underline} E-mail[:
jolenelandwer@greenway.k12.mn.us\_\_\_\_]{.underline}

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

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

(Principal's Signature)

Name of Superintendent[\* Dr. Rod
Thompson\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Greenway Schools (Independent School District
316)]{.underline} Tel: . [(218) 245-1566\_\_\_]{.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 Mr. Galen Jasper

President/Chairperson

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or 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 2004-2005 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 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

6.  The 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
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_ 2\_\_ Elementary schools

\_\_1\_\_ Middle schools

\_\_N/A Junior high schools

\_\_1\_\_ High schools

\_\_\_\_\_ Other

\_\_\_4\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\$9,097\_

Average State Per Pupil Expenditure: \_\_\_\_\$8,004\_

**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\. 8 Number of years the principal has been in her/his position at this
school.

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

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

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

  **PreK**                                                  **7**                             

  **K**       13        14                     **27**       **8**                             

  **1**       9         13                     **22**       **9**                             

  **2**       10        8                      **18**       **10**                            

  **3**       10        15                     **25**       **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   92
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 92 % White

the students in the school: 0 % Black or African American

[0]{.underline} % Hispanic or Latino

0 % Asian/Pacific Islander

8 % 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: \_\_3.26%

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

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

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

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

  **(4)**   Total number of students in the school as of 92
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .0326
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          3.26
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school: \_\_\_\_0\_\_\_%

\_\_\_\_0\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_1\_\_\_\_\_

Specify languages: English

9\. Students eligible for free/reduced-priced meals: \_\_\_51\_\_\_\_\_%

Total number students who qualify: \_\_\_47 of 92\_\_\_\_\_

10\. Students receiving special education services: \_\_\_\_10\_\_\_\_%

\_\_\_\_\_9\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

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

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

\_\_\_\_Deaf-Blindness \_\_2_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_6_Speech or Language Impairment

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

> \_\_\_\_Mental Retardation \_\_1_Visual Impairment Including Blindness

\_\_\_\_Multiple Disabilities \_\_\_\_\_Emotional Disturbance

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

    **Number of Staff**

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

Administrator(s) \_\_ 1\_\_\_ \_\_\_\_\_\_\_

Classroom teachers \_\_\_4\_\_\_ \_\_ 2\_\_\_

Special resource teachers/specialists \_\_\_1\_\_\_ \_ \_ 1\_\_\_

Paraprofessionals \_\_\_\_\_\_\_\_ \_\_\_1\_\_\_

> Support staff \_\_\_2\_\_\_\_ \_\_\_2\_\_\_
>
> Total number \_\_\_8\_\_\_\_ \_\_\_6\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_23:1\_\_\_\_\_\_

13\. Show the attendance patterns of teachers and students as a
percentage.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance  95%         96%         96%         96%         96%

  Daily teacher attendance  96%         84%\*\*     94%         95%         96%

  Teacher turnover rate     0%          0%          0%          0%          0%
  ------------------------- ----------- ----------- ----------- ----------- -----------

\*\*one teacher was out ill for half of the school year in 2002-2003

**PART III ‑ SUMMARY**

**Narrative of Marble Elementary School**.

Marble Elementary School in Marble, Minnesota, is part of the Greenway
School District. Greenway is a small, rural school district in the heart
of the Iron Range in northeastern Minnesota. Greenway Public Schools are
comprised of a unique blend of communities, diverse in ethnic heritage,
and fused with a rich tradition of excellence, pride and a spirit of
unity. The Greenway District mission statement says, "*Greenway Public
Schools will provide an academically strong, fiscally sound foundation
for student success through leadership, communication, and community
involvement and support."*

The Greenway Elementary Schools, of which Marble Elementary is a part,
have created a comprehensive, integrated instructional program that
affects all subjects, all teachers, and all children in its elementary
schools. The elementary schools are linked by one principal who is
committed to excellence at all levels of responsibility. The elementary
school program has created goals to support the district's mission.

> GOAL \# 1 - Promote the District through positive elementary PR at
> least 3 times/month.
>
> GOAL #2 A. Clarify and inform teachers of state standards in all
> areas.
>
> B. Align elementary curriculum with standards.
>
> GOAL #3 - Increase the rate of 3 & 4 year olds in Early Childhood
> Screening by 5% by 2005.
>
> GOAL #4 - Promote participation at Community Education Basic Computer
> and Internet courses at the elementary level during the 2004-05 school
> year.
>
> GOAL #5 - Foster and maintain a safe environment, both physically and
> emotionally, for our students, staff and community members.

Marble Elementary is a 37-year-old K-3 building. The staff and the
community are proud of the school and it shows in its cleanliness and
its bright learning environment. Marble has Schoolwide Title 1
designation. Marble Elementary also houses Early Childhood Family
Education and Early Childhood Special Education for the Greenway Public
Schools. One of the goals is that by the year 2006, all Greenway
children will start school ready to learn. Having the early childhood
programs at Marble helps meet that goal with families and teachers
getting acquainted prior to the children entering kindergarten.

Marble is a building that has a family feel, and the school has many
strengths that provide excellent learning experiences for its students.
The school's small size allows the staff to know all of the students and
visit back and forth about student needs and oversee the education of
all students. There is one section for each class within the building,
K-3. Marble has a stable school population -- 80-85% of the students go
through all four grades in one school. Marble is committed to good
communication with staff, students, and families. Marble is also part of
the Greenway Elementary Schools Comprehensive School Reform program
award, which has brought additional reading resources and state-of-the-
art computer hardware and software for use in its instructional
programs.

Inadequate federal, state, and local funding, has required the Greenway
Elementary School program to be creative in order to provide funding for
some of its dreams and programs. Grant awards have included
Comprehensive School Reform and two Blandin Foundation initiatives,
Project Read and Invest Early -- an early childhood regional funding
opportunity, all of which have benefited Marble Elementary.

Marble Elementary School is committed to providing the strongest program
possible for its students, whether they struggle or have the ability to
soar. The effectiveness of the overall program at Marble Elementary is
determined by better standardized test scores, increased
parent/community involvement and satisfaction with the program, enhanced
teaching strategies for the faculty, and a greater interest in reading
by the students.

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

**Meaning of the School's Assessment Results in Reading and
Mathematics**

Academic scores in reading and math are required by the State of
Minnesota in the third grade and are gathered through a testing system
known as Minnesota Comprehensive Assessments (MCA). MCA score results
are divided into **[five achievement levels]{.underline}** that
represent the expectations for academic success toward the state's
content standards. Students meet the content standards if they score at
Level 3 or above. The five levels have been in place since 2004.

**[Level 1]{.underline}** -- Students scoring in this level have gaps in
the knowledge and skills necessary for satisfactory work in the state's
content standards.

**[Level]{.underline} 2 -** Students scoring in Level 2 have partial
knowledge and some of the skills necessary for achieving satisfactory
work in the state's content standards.

**[Level 3]{.underline}** -- Most students in this level are working
successfully on grade-level material and are on track to achieve a
satisfactory level in the state's content standards.

**[Level 4]{.underline}** -- Students at this level demonstrate solid
performance and competence and are typically in the top 25% nationally.

**[Level 5]{.underline}** -- Students scoring at this level demonstrate
advanced academic performance, knowledge and skills and are typically in
the top 5%-10% nationally.

The Minnesota Department of Education School Report Card (which reports
on all the public schools in the state) shows the following information
regarding Marble Elementary state assessment results. The website for
this assessment documentation is
<http://education.state.mn.us/ReportCard2004/mca>.

-   Marble Elementary rates 5 stars (maximum) in reading. Three stars
    meet federal requirements. Two additional stars were earned
    because (1) over 30% Marble Elementary students scored in level five
    (the highest level) in reading, and (2) for outstanding performance
    compared to schools with similar numbers of students.

-   Marble Elementary rates 5 stars (maximum) in mathematics. Three
    stars meet federal requirements. Two additional starts were earned
    because (1) fewer than 10% of the students scored in level one and
    2, and (2) more than 30% scored in level five.

-   The Adequate Yearly Progress report in reading and math shows that
    Marble Elementary has far exceeded its target rates for 2004. The
    target rate for reading was 49.97 and Marble recorded a 94. The
    target rate for math was set at 53.4 and Marble recorded 97.92.
    Attendance target rate was set at 90% and Marble reached 96.16%.
    Adequate Yearly progress also indicates that proficiency scores in
    reading and math should average at least 1420. Marble reached 1759.6
    in math (state average is 1522.6) and 1663.5 in reading (state
    average is 1535.3).

-   The state report card also shows that Marble elementary provides
    services for the gifted and talented, opportunities for academic
    acceleration, competitive academic activities, and students are able
    to meet standards in three of the following four areas: dance,
    music, theater, and visual arts.

In addition to the MCA testing process, Greenway Elementary Schools use
Measures of Academic Progress (MAP) in second and third grade. These
computer tests, which are given at least twice a year, assess a
student's ability level and measure individual growth in reading and
math. These tests provide a real time assessment of a student's ability
and instruction is then designed to meet the student's needs.

Early Intervention in Reading (EIR) and Accelerated Reader (AR), two
supplemental reading programs embraced by the Greenway Elementary
Schools, also provide testing to measure progress. With these
supplemental testing vehicles complementing the standardized tests,
Greenway Elementary Schools are able to produce an on-going picture of
both school and individual student success.

**How Marble Elementary Uses Assessment Data to Improve Performance**

Greenway Public Schools have identified and developed indicators and an
ongoing process for school performance reporting and levels of student
achievement. The overarching goal for Marble Elementary School is for
students to be both comfortable with reading and turned on to reading,
which will enhance mathematics performance. Student test scores on
standardized tests as well as anecdotal evidence have shown that many
students need added assistance to help them learn and love to read which
Greenway Elementary teachers feel is the basis of success in all core
subject areas, especially mathematics.

The scores attained on the MCA tests at the third grade level become the
benchmarks and baseline data upon which the evaluation of the success of
the reading and math programs are based. MCA's are used again to mark
progress in fifth grade. One of the goals and one of the values of the
Greenway Schools that are closely monitored and evaluated are "high
standards are the basis of excellence," and "always make student
achievement our primary focus." Using MCA test data, Greenway elementary
school staff sets goals for increasing elementary reading performance
and interest in reading as well as mathematics.

Assessment Data is required and desired to measure curriculum/subject
outcomes; measure student achievements and abilities; share information
with parents and teaching staff; identify individual needs for
instruction; meet Minnesota Academic Standards Requirements and provide
Systems Accountability.

In addition, teachers receive the preliminary results of the Measures of
Academic Progress (MAP) tests within 24 hours of testing and are able to
create effective and appropriate lesson plans based on these results.
MAP is also used to test new students as they enter the district in
order to give teachers information about each new student's abilities to
help create suitable instruction plans.

**How the School Communicates Student Performance**

Greenway is a close knit community where parents and community
representatives have input into the schools' culture and activities
through the school board, advisory committees, volunteer efforts,
membership on task forces, participation on the Project Read Team, and
the Parent/Teacher Connection (PTC) organization. A healthy partnership
between school and family is a powerful union. This happens by investing
energy into keeping parents informed and involved in their child's life
at school.

To help strengthen this partnership, all elementary parents were
surveyed in the Fall of 2004 using the Greenway Elementary Schools
Report Card for Parents. This survey allowed parents to grade their
child's school. There was an excellent response and action plans were
designed as a result of the surveys that have improved parent
participation in the school.

Each week students takes their "Tuesday Folder" home for parents to see
their academic work as well as announcements of school activities. MAP
test results for 2^nd^ and 3^rd^ graders give teachers an additional
tool regarding student performance to share with parents. These test
results and the student's overall progress is shared through
parent-teacher conferences, report cards, and unit tests. Parents will
soon be able to access the district website for specific information on
their student. This will soon be an added feature of the site
[www.greenway.k12.mn.us](http://www.greenway.k12.mn.us/).

Greenway Elementary Schools create activities to encourage parents and
daycare providers to read to their children often; to educate parents
about the importance of early brain development, and to promote other
community reading activities to celebrate with families, such as
Greenway Elementary Schools' award-winning Project Read.

**How Marble Elementary School Shares Its Successes**

Marble's principal, Jolene Landwer, has been the driving force in both
the academic and community success of the Greenway Elementary Schools.
She believes in making connections by reaching people and establishing
relationships. These connections are with students, faculty, community,
and colleagues in other schools. Mrs. Landwer has had the privilege of
being a part of the Bush Educational Fellows Program and the Blandin
Educational Leadership Program which were excellent leadership learning
experiences which also provided the opportunity to share expertise and
experience with other educational colleagues. Mrs. Landwer is a
recipient of the 2005 Minnesota Elementary School Principals' Leadership
Award. She continues to give presentations and share her successful
elementary program at various conferences and meetings.

Marble Elementary School and its staff welcome the opportunity to share
the school's academic achievements and programs with other schools, as
well as creating partnerships to improve student learning. Several
northern Minnesota school districts have requested visitations to the
Greenway Elementary Schools to observe the Comprehensive School Reform
activities that have been so successfully integrated into the teaching
environment, as well as the other successes evident at the school.

Greenway Elementary Schools teamed with a neighboring school district to
study various reading curriculums for use in the elementary reading
program. Each school district had the same teacher representation, and
chose to implement the same reading curriculum, which allowed for
combined staff development and opportunities for the exchange of
teaching resources. The elementary school leadership by faculty is
evident in these kinds of activities.

The subject of sharing success is not complete without a word about the
Greenway Elementary Celebrations, which draw hundreds of observers and
participants. A rich part of the culture of this elementary school
program is that it makes a point of celebrating success. This is
captured in activities such as Family Read Night, the Project Read
Carnival, End-of-the-Year Teacher Celebration, Winter Program,
Grandparents Day, Ethnic Diversity Celebration, Bovey Farmers' Day
Parade and Fine Arts Day. Student achievements are also celebrated. This
creates positive publicity. All of these celebrations focus on the
importance of reading.

**PART V -- CURRICULUM AND INSTRUCTION**

**Marble Elementary School Curriculum**

All subject matter has significant content and outcomes based on
Minnesota Department of Education Academic Standards as found at
education.state.mn.us/html/intro_acad_standards.htm . Curriculum
articulation to meet these standards is outlined in **The Greenway
Schools --K-12 Scope and Sequence Learner Outcomes,** which has just
been completed and presented to the Greenway School Board.

**ART** -- Primary -- K-3 The student will demonstrate an understanding
of drawing as a means of expression and learn to use drawing materials
correctly; space, shape, texture, line, and color as design qualities;
painting, printmaking, sculpture, and paper compositions as means of
expression; cultural and historical context of art through general
exposure to artist work; and the vocabulary of the visual arts.

**MATH** -- Primary -- K-3 See math curriculum as outlined on page 11.

**PHYSICAL EDUCATION/HEALTH** -- Primary -- K-3 Students will learn the
proper care of the body, nutrition, body systems, decision-making,
healthy relationships, safety, exercise and recreation, and specifics
such as germs, self-esteem, and dental health.

**READING AND LANGUAGE ARTS** -- Primary -- K-3

-   In **[kindergarten]{.underline}** students will identify upper and
    lower case letters in random order; recognize that letters represent
    sounds and the sounds represent a letter; learn sequencing, identify
    colors and shapes; print letters; follow directions from left to
    right, recite the alphabet correctly, appreciate written and spoken
    language; read and print first and last names, listen to stories and
    recall certain facts of the story; follow oral directions; and read
    sight words.

-   In **[first grade]{.underline}** students will work with vocabulary,
    phonics, long and short vowels, structural analysis, thinking,
    comprehension, study skills, integrated spelling, language
    composition and grammar in addition to speaking, listening and
    viewing.

-   In **[second grade]{.underline}** the students move into word
    recognition, analysis and fluency; vocabulary expansion,
    comprehension, and literature as well as types of writing, elements
    of composition; spelling, grammar and usage; research; and
    handwriting. The students will also work with speaking, listening
    and viewing.

-   In **[third grade]{.underline}** the students develop thinking
    skills; strategic reading; comprehension; vocabulary; decoding -
    both in phonics and structural analysis; study skills; literary
    appreciation; composition; grammar; speaking and listening skills,
    spelling, handwriting and word processing abilities.

**SCIENCE --** Primary -- K-3 Students will learn a variety of science
information in subjects including the history and nature of science,
physical science, earth and space, life science, rocks and minerals,
environment, planets and the solar system, phases of matter, motion, the
human body, plant and animal life, physical force, heredity, seasons,
conservation, and personal health.

**SOCIAL STUDIES: -** Primary -- K-3 Students will learn a variety of
social science information in subjects including map skills, economics,
world history, American history, government and citizenship, current
events and geography.

**MUSIC --** Primary -- K-3 Students will be able to identify dynamic
range, classroom instruments, tempo, beat, high and low sounds, harmony,
orchestra instrument families, different notes, melodies, and members of
the brass family. The students will also be introduced to basic music
terminology, be able to sing and play some basic instruments, and learn
performance etiquette.

**Marble Elementary School's Reading Curriculum**

Greenway Elementary Schools map the curriculum across grade levels by
choosing one curriculum for reading and one curriculum for math that
encompasses grades K-4. Standards are implemented by virtue of the
programs selected and through all the supplemental materials.

Greenway Elementary Schools adopted a new reading curriculum three years
ago. The primary concern in the choice of the curriculum to be used was
that it be aligned with Minnesota Academic Standards. The reading
curriculum chosen was Harcourt Brace Signatures. Consultants for the
publisher provided training on how to use this curriculum to provide
effective instruction

The curriculum teams in the two elementary schools determined the
priorities for the choice of each curriculum. The two priorities were:

-   Curriculum was standards based

-   Curriculum was aligned with the District's needs.

> Selection criteria for the specific curriculum were established and
> followed. The teams set up the curriculum framework, including state
> and national standards, did extensive research into best practices and
> current theory, and then decided on a program. A component of the
> adoption of a new curriculum included research by team members as to
> current practices in each core area. The teams then selected the top
> three offerings and compared them as to how each program supported
> improved academic achievement. The curriculum that was most closely
> aligned with all the criteria was the one selected.

**Marble Elementary School's Mathematics Curriculum**

Marble Elementary uses the Scott Foresman-Addison Wesley -- MATH -- The
Millennium Edition for grades K-3. This choice for the math curriculum
reinforces the portion of the mission that *Greenway Public Schools will
provide an academically strong foundation for student success.*

Starting in **[kindergarten,]{.underline}** there are eight outcomes on
which the students will be measured. These include counting to 100 and
backward from ten; locating and describing the placement of objects;
understanding comparisons; sorting objects in a set by one attribute;
recognizing, describing, and repeating patterns involving up to three
elements; having a beginning understanding of sequencing; recognizing,
counting, writing and matching sets to twelve; and comparing and
ordering objects by length, weight, volume, temperature or size.

In **[first grade]{.underline}** students begin to learn numeration,
number theory, addition, subtraction, number sense, estimation, mental
math strategies, problem solving, reasoning, geometry, patterns,
measurement, time and money, data, statistics and probability, and the
uses of technology in math processes to show how it relates to essential
skills and knowledge based on the school's mission.

When students gets to the **[second grade]{.underline}**, they learn
more involved mathematical reasoning; number sense computation and
operations; patterns, functions, and algebra; data analysis, statistics
and probability; spatial sense, geometry and measurement.

Marble Elementary serves K-3. In **[third grade]{.underline}** the
students work with more complex ideas in data, graphs, and reasoning;
place value and time; adding whole numbers and money; subtracting whole
numbers and money; multiplication concepts and facts; geometry,
fractions and customary linear measurements; metric linear measurement;
measurement and probability; division concepts and facts; multiplying
and dividing; and decimals.

**Different Instructional Methods Used to Improved Student Learning**

The Title I teacher at Marble Elementary has been described as the
"glue" for the instructional program at Marble. This teacher knows all
the students, because she provides instruction in art, music, physical
education and Title I. She is an exceptional teacher that goes the extra
mile. Her colleagues call her competent, thorough, efficient and driven.
One instructional program that she oversees is Morning Mentoring. This
is a program that pairs third graders with first graders for reading
enhancement. This program takes place in the ½ hour before school starts
and gets students ready for learning. Other instructional methods
include field trips and the use of area resource experts (Examples
include the DNR and the County Extension Office).

Paraprofessionals are trained along with the teachers to work with the
instructional program. All of the Marble paraprofessionals have met the
new federal guidelines for competency.

Additional options in reading are provided through Accelerated Reader
(AR) and Early Intervention in Reading (EIR). Providing these additional
educational options has changed the approach to reading instruction,
enriched the existing curriculum, and has given Marble Elementary the
ability to direct and evaluate instruction through real-time assessment.

[Early Intervention in Reading (EIR)]{.underline} is an instructional
model used by classroom teachers and reading resource teachers to
provide effective supplemental assistance to readers in grades K-4. EIR
is a program built on the premise that almost all children can learn to
read in grade 1, can be reading on grade level by the end of grade 2,
and continue to make good reading gains through grade 6.

**[Accelerated Reader (AR)]{.underline}** is reading management
software. Accelerated Reader provides teachers with an easy and
effective way to increase literature-based reading practice. AR provides
detailed instructional data teachers can use to ensure success for every
student, regardless of level. AR has had a positive effect on children
reading for enjoyment, and has increased reading comprehension for
students.

**Marble Elementary School's Professional Development Program**

The Greenway Elementary Schools bring the expertise for staff
development directly to the schools so that

all teachers and paraprofessionals can benefit from the information. The
elementary school principal

believes staff development is more effective when staff uses the
equipment and expertise in the same place

where they teach. It also gives teachers the opportunity to learn
together and build a successful teams.

Collegial support is an important component of staff development, such
as during the monthly grade level

meetings or the creation of the **Greenway Schools K-12 Scope and
Sequence Learner Outcomes** document.

Currently the two major topics for staff development are technology and
the strategies for using the Early

Intervention in Reading (EIR) program.

The Comprehensive School Reform award provided new computers and
learning programs for Marble Elementary and significantly enhanced the
learning environment. In order to use this technology effectively,
teachers and paraprofessionals have received and are continuing to
receive training on its uses as a teaching tool. Accelerated Reader is
also a computer-based reading program, and staff development has been
provided to make this option a positive one for student learning.

Early Intervention in Reading's (EIR) strength is in its staff
development, which teaches teachers to

take responsibility for struggling readers. Staff development is a
system of Internet teaching modules

of teaching strategies for specific grade levels and abilities. It
includes the sharing of ideas, small group

discussions, learning about phonemic awareness, videos, use of the EIR
manual, and learning about teaching.

**PART VII - ASSESSMENT RESULTS**

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

Subject\_\_\_Reading\_\_ Grade\_\_3\_\_\_ Test\_\_Minnesota
Comprehensive Assessments

Edition/Publication Year\_\_2004\_\_\_\_\_\_Publisher\_\_\_Data
Recognition Corporation (DRC)

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month Varies -- In the       March       April       March       March       April
  spring                                                                               

  **SCHOOL SCORES**                                                                    

  \% At or Above Level 3               85%         88%         83%         80%         59%

  \% At or Above Level 4               81%         76%         65%         59%         32%

  \% At Level 5                        46%         40%         17%         22%         5%

  Number of students tested            26          25          23          41          41

  Percent of total students tested     100%        100%        96%         93%         95%

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0%          0%          0%          0%          0%
  assessed                                                                             

                                                                                       

  **STATE SCORES**                                                                     

  \% At or Level 3                     73%         73%         67%         67%         62%

  \% At or Level 4                     60%         56%         49%         49%         45%

  \% At Level 5                        23%         17%         16%         16%         12%
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject\_\_\_\_Mathematics\_\_\_\_ Grade\_\_3 Test\_ Minnesota
Comprehensive Assessment

Edition/Publication Year_2004 Publisher_Data Recognition Corporation
(DRC)\_\_\_

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month Varies -- in the       March       April       March       March       April
  spring                                                                               

  **SCHOOL SCORES**                                                                    

  \% At or Above Level 3               96%         92%         92%         79%         76%

  \% At or Above Level 4               92%         84%         75%         71%         57%

  \% At Level 5                        52%         40%         21%         14%         7%

  Number of students tested            25          25          24          42          42

  Percent of total students tested     96%         100%        100%        95%         98%

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0%          0%          0%          9%          0%
  assessed                                                                             

                                                                                       

  **STATE SCORES**                                                                     

  \% At or Level 3                     70%         72%         65%         66%         65%

  \% At or Level 4                     55%         56%         48%         53%         46%

  \% At Level 5                        15%         14%         11%         14%         9%
  ------------------------------------ ----------- ----------- ----------- ----------- -----------