##### *Revised March 16, 2006*

##### *2005-2006 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 **[Ms. Mondell
Mayfield]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Official School Name [**River Trail School of Math Science and
Technology**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address [**12021 W. Florist
Avenue**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[**Milwaukee**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**WI**\_\_\_\_\_\_\_\_**53225-2119\_\_\_\_\_\_\_\_\_\_**]{.underline}

City State Zip Code+4 (9 digits total)

County [**Milwaukee**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline} State
School Code Number\*
[**3619**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone
[**(414)393-2200**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Fax [**(414) 393-2215**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

**Website/URL**[www2.Milwaukee.k12.wi.us/river_trail/default.html]{.underline}
**E-mail** [radosax@mail.milwaukee.k12.wi.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 [**Mr. William
Andrekopoulos**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [**Milwaukee Public
Schools**\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}Tel. [(**414)
475-9393**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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: [Milwaukee Board of School
Directors\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

President/Chairperson : [**Mr. Kenneth L.
Johnson**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(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**

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 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *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: 123 Elementary schools

26 Middle schools

0 Junior high schools

48 High schools

30 Other

227 TOTAL

2\. District Per Pupil Expenditure: \$8,097

Average State Per Pupil Expenditure: \$10,590

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

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

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

4\. \_\_[1\_\_]{.underline} Number of years the principal has been in
her/his position at this school.

[11]{.underline} 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 Males**       **\# of Females**     **Grade Total**

  **Pre-K**   **21**                **32**                **53**

  **K**       **26**                **20**                **46**

  **1**       **32**                **19**                **51**

  **2**       **18**                **29**                **47**

  **3**       **22**                **25**                **47**

  **4**       **26**                **26**                **52**

  **5**       **29**                **30**                **59**

  **6**       **17**                **10**                **27**

  **Total**   **191**               **191**               **382**
  ----------- --------------------- --------------------- -------------------

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of [17]{.underline} % White

the students in the school: [64]{.underline} % Black or African American

[4]{.underline} % Hispanic or Latino

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

\_\_[1]{.underline}\_\_\_\_% American Indian/Alaskan Native

\_\_[7]{.underline}\_\_\_\_% Other

**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:
\_\_\_\_[27]{.underline}\_\_\_\_%

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

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

  **(2)**                   Number of students who      **58**
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    **104**
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in **382**
                            the school as of October 1  

  **(5)**                   Total transferred students  **27%**
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           **27%**
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

[8]{.underline} Total Number Limited English Proficient

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

Specify languages: [Hmong\_\_\_\_\_\_]{.underline}

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_\_[65]{.underline}\_\_\_\_%

Total number students who qualify: \_\_\_\_[248]{.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:
\_\_\_\_[13]{.underline}\_\_\_\_\_\_%

\_\_\_\_[51]{.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.

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

\_\_\_\_Deafness \_[24]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[7]{.underline}\_Specific Learning Disability

\_\_[1]{.underline}\_Emotional Disturbance \_[15]{.underline}\_Speech or
Language Impairment

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

> \_\_[4]{.underline}\_Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness
>
> \_\_\_\_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) \_\_\_ [1]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[19]{.underline}\_\_ \_\_\_\_\_\_\_\_

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

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

> Support staff \_\_\_\_[8]{.underline}\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_**[43]{.underline}**\_\_
> \_\_\_\_**[1]{.underline}**\_\_\_

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
\_\_\_[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.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  92%         92%         92%         92%         94%

  Daily teacher attendance  98%         98%         98%         98%         98%

  Teacher turnover rate     18%         5%          24%         48%         17%

  Student dropout rate      N/A         N/A         N/A         N/A         N/A
  (middle/high)                                                             

  Student drop-off rate     N/A         N/A         N/A         N/A         N/A
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

In the 2001-2002 school year River Trail went to a year round schedule
which created vacancies due to family and scheduling conflicts. In the
2002-2003 school year River Trail added two SAGE classrooms and several
staff members left the district.

**Part III-Summary**

River Trail School of Math, Science and Technology is a year round
school that served 382 students in 2004-05 and with the addition of
7^th^ grade we are currently serving 421 students on the far northwest
side of Milwaukee. Our year round calendar disperses 180 school days in
a way that students and staff receive a three week intersession every
nine weeks. The students have a short six week break in the summer to
ensure they retain information taught eliminating the need to review at
the beginning of each year. We are currently expanding our K4 through
grade 6 program to a K4 through grade 8 program. As part of this
expansion, a budget request has been submitted to add a foreign language
teacher to provide a foreign language as a whole year subject. Our
school is organized into three multi-grade units and has an open
environment (no interior walls). River Trail serves a culturally diverse
population with 64% African American, 16% White, 8% Asian, 4% Hispanic
and 1% Native American. We receive Title I funding with 65% of our
students meeting the qualifications for free or reduced lunch. In the
current school year, the number of students meeting the qualifications
for free or reduced lunch has risen to 79%. In the 2000-2001 school
year, River Trail School began participation in the SAGE (Student
Academic Guarantee in Education) program. This state funded grant helped
to keep class sizes in K5 through 3^rd^ grade at a 15:1 student to
teacher ratio. Of the 421 students at River Trail, 13% of the students
are special needs.

River Trail's vision and mission is to prepare [all]{.underline}
students for higher-level education by helping them reach their maximum
potential. We are a school focused on math, science and technology. Our
students receive rigorous instruction in math and science while
incorporating technology throughout all curricular areas. All of which,
is integrated with a comprehensive literacy framework. River Trail's
staff is highly qualified and attends professional workshops,
in-services, conferences and continuing education courses at the
university level. Professional development is also provided at monthly
school wide meetings. These meetings coincide with the needs of the
students, which are defined in our yearly educational plan. This plan is
developed based on an analysis of assessment data. From the data, goals
are set and strategies to meet these goals are defined.

River Trail has developed supportive programs that foster positive
behavior, perfect attendance, and academic success. Our school-wide STAR
(Students Taking and Accepting Responsibility) program promotes positive
behavior through students taking and accepting responsibility. We
encourage students to be in school every day by rewarding them with
perfect attendance luncheons. In addition, River Trail challenges and
supports students with Honor Roll and Good Citizenship recognition
awards. River Trail also offers various extracurricular activities such
as, orchestra, choir, soccer, basketball, cheerleading, peer mediators,
cadets and student council. We offer an extended day program which
provides quality before and after school care for those students who
need it. Our afterschool program is offered weekly in which staff and
volunteers provide an array of mini courses, such as, art, piano, book
clubs and cooking. A tutoring program is provided for students to better
prepare them for state assessments. All of these programs offer a sense
of community and allow students to take an active part in their own
learning and behavior.

At River Trail, we believe that parent involvement is an important
component of each student's educational success. River Trail has placed
much emphasis on increasing parental involvement and accountability
through such activities as School Governance Council, PTO,
Make-it-Take-It workshops for families, science fair and student
performances. Several informational meetings are held throughout the
year in order to acquaint parents with research-based, effective
strategies for assisting children in reading, writing, mathematics,
science and test taking.

River Trail has gone from a "School Identified for Improvement" in
2001-02 to a "New Wisconsin Promise School of Recognition" in 2004 and
2005. Our staff is very aware that we cannot bask in the glow of past
achievements. We must apply our efforts consistently from year to year
and not be satisfied until our mission is completed and all of our
students reach their maximum potential.

**Part IV-Indicators of Academic Success (Assessment Results)**

All Milwaukee Public Schools have been required to take the Wisconsin
Knowledge and Concepts Examination (WKCE), a state assessment, at grades
4, 8 and 10. The WKCE focuses on major curricular areas of Math,
Reading, Language Arts, Science and Social Studies. Beginning in the
2005-06 school year, statewide assessments in reading and mathematics
are also administered in grades 3, 5, 6 and 7 as required under No Child
Left Behind. The table below shows the percentage of students enrolled
scoring at/above the proficient level on the grade 4 WKCE in the
subjects of reading and mathematics, for River Trail, the district and
the state. As illustrated by the graph below, high achievement was not
always the norm at River Trail. As a result of the analysis of the state
assessments at the end of the 2001-02 school year, River Trail was named
as a school identified for improvement in the areas of reading, language
arts and mathematics for the 2002-03 school year. At that point our
staff sought assistance from the District's Department of Assessment and
Accountability and received training in test analysis and data driven
decision making. We took that valuable information, aligned our
curriculum to state standards and planned instruction for the following
year in grade level teams. The results of that focused and dedicated
work has become an embedded practice and is a key component in our
students' high achievement levels. In fact, by the end of the 2003-04
school year, our school was named a "New Wisconsin Promise School of
Recognition" by the Wisconsin Department of Public Instruction for
showing consistent growth over the last five years.

# Percent of Students Enrolled-Scoring At/Above Proficient

  --------------------------- ---------- -------- -------- ------------------------ ---------- -------- --------
  **[Reading]{.underline}**   District   State    River    **[Math]{.underline}**   District   State    River
                                                  Trail                                                 Trail

  **2000-01**                 52%        78%      59%      **2000-01**              35%        65%      27%

  **2001-02**                 54%        79%      65%      **2001-02**              41%        69%      37%

  **2002-03**                 62%        80%      76%      **2002-03**              46%        71%      80%

  **2003-04**                 67%        82%      83%      **2003-04**              53%        74%      90%

  **2004-05**                 62%        82%      90%      **2004-05**              46%        72%      90%
  --------------------------- ---------- -------- -------- ------------------------ ---------- -------- --------

River Trail outscored the district in reading the last five years and in
mathematics the last 3 years. River Trail scored higher than the state
in reading the last two years and the last three years in mathematics.
In addition, the state target for meeting adequate yearly progress for
2004-05 in reading was 68% which River Trail outscored by nearly 23
percentage points. To meet adequate yearly progress in mathematics the
state standard for 2004-05 was 48%, which River Trail outscored by 42.5
percentage points.

River Trail continues to close the achievement gaps among subgroups and
now all students at the fourth grade are performing at a high
achievement rate. Similar results are also occurring between males and
females and special education students versus regular education
students. Besides reading and mathematics, comparable achievement trends
are exhibited by River Trail students in science and social studies on
the grade 4 WKCE.

River Trail also administers an annual district assessment at grade 3
(math-reading) as well as in grades 5 and 6 (reading-math-language
arts). River Trail students have averaged 75% or more proficient in each
of these grades and subjects over the last three years, over 25
percentage points higher than the district.

**[Part IV-Indicators of Academic Success (Using Assessment Data for
Improvement)]{.underline}**

As previously stated, River Trail fell below expected levels of
achievement and was identified as a School Identified for Improvement
(SIFI) in 2000-01. Aggressive measures and a gradual process took place
to ensure all students reached proficiency. Annually and periodically
during the year, River Trail's Learning Team, comprised of teachers from
each grade level, special education teachers, Literacy Coach,
Implementer, Principal and Math Lead Teacher, analyze data from
standardized tests, CABS (classroom assessments based on standards) and
SPS (Student Promotion System) proficiency results to revise the
school's Educational Plan. The Educational Plan consists of a school
narrative, needs assessment, core smart goals, family and community goal
and embedded professional development among others. Using on-going
evaluation of assessment data, attendance variables, and analysis of
previously identified strategies designed to improve performance, the
team, with continuous input from the staff, establishes a set of core
goals to put in place to refine instructional practices and student
achievement. Professional development is then provided to the staff
monthly at both the school and district level, which primarily focuses
on the school's core goals. Students performing below proficiency are
recognized and various additional interventions are then provided for
them. These interventions include additional reading groups, tutoring
and Fall and Spring intersession, a one week academic program offered
during our year round intersession. The data from CABS and classroom
grades are closely monitored during weekly grade level meetings. At
grade level meetings, teachers share progress of students and brainstorm
various strategies to improve results. At times, the Literacy Coach
assists classroom teachers in creating flexible groupings of students
for reading. An additional discussion takes place between grade level
teachers and the principal at quarterly monitoring conferences. At that
time, teachers share results and progress of instruction and student
achievement. The Educational Plan is then reviewed and revised once to
twice a month by the Learning Team to confirm that the staff is working
towards achieving the goals illustrated in the initial Educational Plan.
Besides focusing on instructional practices during educational plan
reviews, the staff also analyzes the programs used in each core
curricular area. Any program that is not sufficiently meeting the needs
of students nor meeting the standards set out by the district is
reevaluated and new programs are researched and employed.

**[Part IV- Indicators of Success (Communicating Assessment
Results)]{.underline}**

River Trail staff is dedicated to an open communication with both
parents and students and the

community. We believe it is important for parents and students to
understand assessment results

and the programs being implemented at the school level. River Trail
parents receive numerous communications from the school regarding the
performance of their children. Besides the quarterly report cards,
parents receive a progress report every quarter indicating areas in need
of improvement. As a result of the progress report, parent/teacher
conferences are scheduled, in addition to the two held school-wide, to
better help the parents understand any problems their child may be
experiencing. Parents also receive intervention letters if their child
is performing below level in reading. Students who receive intervention
letters and/or progress reports are then recommended to attend
intersession held in the fall and spring and/or after school tutoring in
which they receive additional support in areas needed. Our staff holds
several informational sessions during Open House. Informational sessions
are presented to parents on math, reading, writing and science programs
being implemented in the school in order to close the achievement gaps.
Teachers delivering these presentations give home connections to help
parents support their students at home. Parents and community members on
the School Governance Council provide input and review the school's
Education Plan. Parents are also kept informed of school events and
expectations through the school newsletter published every quarter.
Additionally, our annual school report card, required by the district,
may be accessed through the school and district website. Communication
between school, parents and students has helped us uphold a cohesive
team working towards the progress of all students.

# Part IV- Indicators of Success (Sharing Successes)

Over the past five years, River Trail staff has presented at local,
state and national conferences. A group of teachers presented at a
Cooperative Education Service Agency One (CESA 1) retreat about the use
of a CESA grant and how the funds helped support the initiatives of
improving test scores. After a collaborative school decision to become a
traditional year round school, a team of teachers have attended several
staff meetings at various schools to present the benefits of attending
school year round. Following the adoption of the Saxon Math Program,
River Trail teachers made several presentations at schools on the
implementation of the program, and the improvement of test results in
mathematics since the adoption. The Metropolitan Milwaukee Alliance of
Black School Educators (MMABSE) invited the staff and parents of River
Trail to provide a workshop on research based instructional strategies
and best practices to close the achievement gaps. Along with the many
presentations River Trail has provided to the community we have also
hosted a number of groups. In 2005 our district applied for a National
Education Association Foundation (NEA) grant to assist schools in
closing the achievement gaps. In the process, the NEA visited two
schools in Milwaukee. Our school was chosen for a site visit as an
example of a high performing urban school. As a result of the visit and
interviews with various staff members, Milwaukee Public Schools received
the grant for over \$2.5 million over the next five years. Universities
have requested River Trail for student teacher placements and have also
utilized our school as an observational site due to our high
achievement, positive school climate and best practices.

**Part V-1 Curriculum and Instruction (Core Curriculum and High
Standards)**

River Trail's curriculum has been carefully and intentionally developed
using state standards, district learning targets, and information
collected through formative and summative assessments. In short, our
curriculum is clearly in line with the high expectations that the *No
Child Left Behind* Legislation has mandated for our nation's schools,
but it is uniquely suited to the needs of the students at River Trail.
As our student population changes, so do the specific areas of emphasis
within our curriculum change.

As fluid as the needs of our students are, however, there has been an
unwavering emphasis on moving all students towards proficiency in
reading and math, and more recently, writing. Proficiency in those three
areas (reading, math, and writing) provides a strong foundation for
success in all other curricular areas. It is also important to note the
relationship between those areas, and the comprehensive literacy
framework, meaning that reading, writing, and math are not taught in
isolation from one another. Using Bloom's Taxonomy, instruction in each
core area is carefully planned so that students are challenged to use
reading, writing, and thinking skills that will foster higher levels of
cognition in all content areas.

The core curriculum at River Trail includes reading, writing, language
arts, math, social studies, science, music, gym, and art. **Reading**
instruction in all grades includes literature study, main ideas and
details, text structure, purpose for reading, fluency, text
comprehension, word comprehension, word analysis and story
elements/structure. Students are engaged through individual, small
group, and whole group instruction and response activities that strive
to use the multiple intelligences to address all student learning
styles. **Writing** is taught using the writing process as the means for
creating pieces of writing. The Six Traits of Writing form the
foundation for the delivery of comprehensive writing instruction, and
its assessment. Our instruction defines coherent writing, and moves
students towards independence in assessing and improving their own
writing. Students are engaged through daily journal writing, school-wide
prompt writing, daily writer's workshop, and analyzing exemplars of
benchmark papers. **Language Arts** instruction is embedded in the basal
reading instruction as specific skills are taught within the context of
the literature read in the classroom. In the upper grades, the computer
provides daily hands-on instruction and practice. Oral language is also
emphasized as students are challenged to improve their listening and
speaking skills throughout their school day. **Math** instruction is
highly structured and cumulative with an emphasis on problem solving
strategies. Daily instruction includes review of past lessons, lesson of
the day, and basic facts instruction. Content is based on state
standards and district learning targets. Students are tested every five
lessons to check for understanding, skill acquisition and assessment of
needs. The **Social** **Studies** curriculum includes economics,
behavioral science, geography, history and civics. Grade level themes
build consistent and cumulative learning. The program allows students at
each level to build on major understanding and skills already acquired
and to prepare for learning yet to come. **Science** is taught in the
classroom and includes science inquiry, science connections, physical
science, earth and space, life and environmental science, science
applications and social/personal science perspectives. All students
participate in an annual science fair. Involvement scaffolds from
working as a class on the project to working in a team to doing
independent projects in the upper grades. **Music** is taught by a
full-time music teacher and students receive music instruction at least
twice a week. Along with regular music instruction, children are also
offered opportunities to join choir in grades 3 and up. Instrumental
music classes are offered in violin as well as piano. In addition to
weekly gym classes for **Physical Education**, several sports activities
are available through a recreation department partnership including
soccer, basketball, and cheerleading. Finally, **Art** is taught to our
students with an emphasis on creating pieces that reflect an
understanding of art elements and design.

**Part V-2a Curriculum and Instruction (Reading)**

Our school's reading program is built around several key components.
Those components include assessment and evaluation of the reading
achievement of the students, close adherence to and alignment of our
curriculum to the state reading standards and district learning targets,
and frequent test analysis of state and classroom assessments. Every
teacher is involved in all of the key components that must take place
before instruction can begin. Our mission is for all River Trail
students to be reading proficiently. For the past three years, students
not reading at the proficient level receive small group intervention
with a research based Direct Instruction program. Students are
individually tested and placed into reading groups that will give them
the greatest chance for success and growth. The Direct Instruction
groups are closely monitored by the school literacy coach who supports
teachers with training, regular assessment information, and regrouping
suggestions. Along with DI, all students receive instruction in grade
level skills and strategies with the newly adopted basal reader. Themes
built into the basal readers build connections between fiction and
nonfiction as well as bridging all curricular areas. Students are
challenged to read independently during the self-selected reading
period. During this time, students are reading at their independent
level while teachers pull flexible small groups for skill development
and guided reading. River Trail has many additional resources in place
to support proficiency for all students. They include the Accelerated
Reader Program, Book-It reading incentive program, Six Flags 600 minutes
reading incentive program, and weekly book checkout from the school
library. Finally, River Trail has an after school tutoring program for
students who are reading below grade level in grades 3 through 5.
Through the use of research-based instructional methods and best
practices in reading instruction, as well as the key components
discussed earlier, we are seeing a dramatic closing of the achievement
gap between subgroups at River Trail School.

**Part V-3 Curriculum and Instruction (Math)**

River Trail identifies itself as a school of math, science, and
technology. When our school fell short in state math assessments after
the 2001-02 school year, we faced the challenge of finding a math
program that would increase the achievement of our students. After
comparing several programs used in the district, we chose the Saxon Math
Curriculum. The strengths of the program include daily review of basic
skills and concepts such as time, measurement, money, number patterns,
temperature, and real-world problem solving. Instruction includes a
clear and concise lesson delivery format, frequent assessments, and
homework that mirrors each day's lesson. Initially starting with grades
2 through 5, Saxon is now being taught in every grade level. Students
learn new concepts daily, but guided class practice and independent
practice includes many problems that review past lessons. Also, many of
the lessons are hands-on where appropriate. Attention to learning basic
facts, especially in the primary grades, is part of daily class practice
and homework. Every fifth lesson includes a written assessment and a
fact assessment. This enables teachers to closely monitor the
achievement of their students and plan for re-teaching lessons or
individual tutoring. Most significant to note is that student math
achievement has soared beyond our expectations and so has our enthusiasm
for math instruction and learning.

##### Part V-4 Instructional Methods

River Trail staff is highly qualified and motivated to use the best
instructional practices available. Close attention is given to Bloom's
Taxonomy as we challenge our students with questioning techniques that
move them beyond accessing knowledge and skills to evaluating and
synthesizing what they learn about the world around them. Teachers use
flexible grouping as well as whole group instruction and cooperative
learning groups to give every student the chance to experience a variety
of learning structures. Whenever possible, students are given hands-on
opportunities to make sense of key concepts in science, social studies,
and math. Literacy work stations or learning centers keep students
engaged in meaningful learning tasks, not just busy work. Students are
taught to become assessors of their written work and take responsibility
for improving their writing as they learn from teacher models and
mini-lessons. In the higher grades the use of technology motivates
students to work on their daily assignments and accomplish their
learning goals, and in the primary grades technology reinforces skills
taught. Classroom Assessments Based on Standards are the driving force
behind instructional decisions that impact student learning in every
classroom. Differentiated instruction brings high level content to all
students. Accommodations and modifications are made to lessons based on
students' needs. Special education students are supported in regular
education classrooms with modified lessons that still support grade
level expectations and district learning targets.

##### Part V-5 Professional Development

The professional development of River Trail staff is clearly in line
with the needs of the students enrolled in our school. Every teacher has
an interest in gaining the knowledge and skills that will move his or
her students towards greater levels of achievement. As the needs of our
students in the area of writing became apparent, many staff took
advantage of coursework in the Six Traits of Writing Instruction and
Assessment made available at the district level. Staff members taking
the Six Traits course shared what they learned with the entire faculty
over a series of carefully planned Professional Development meetings. As
new teachers come into our school, training in Direct Instruction
methods ensures that the research based program remains effective for
struggling readers. Along with training for new teachers in DI, veteran
teachers are given training opportunities that help them maintain a high
level of competence in the delivery of the program. River Trail's
Literacy Coach is actively involved developing, organizing and
scheduling resource people for monthly professional development
meetings. Monthly professional development meetings always begin with
technology mini-lessons designed to keep staff up to date on
technological advances in the classroom. The educational plan also
provides professional development experience in the data-driven decision
making process. Most importantly, we seek knowledge and support from one
another at weekly grade level meetings. Teachers meet with the
Principal, Literacy Coach, and other teacher leaders to reflect, learn
best practices, share ideas and concerns.

**[Wisconsin 2006 Blue Ribbon School Nominee Proficiency Information -
REVISED]{.underline}**

School and District Name: **River Trail Elementary, Milwaukee Public
Schools**

Subject: **Mathematics**

Tested Grade(s): 4

Test: Wisconsin Knowledge & Concepts Examination (WKCE)

Publisher: State of Wisconsin and CTB/McGraw-Hill

**[Note 1]{.underline}**: No performance data are reported for student
subgroups with fewer than 10 full academic year (FAY) students. In
addition, performance data for some subgroups larger than 10 are not
reported in order to avoid indirect disclosure of confidential
information.

**[Note 2]{.underline}**: Performance data for 2004-05 and 2003-04
include students scoring in each of Wisconsin's four proficiency
categories on the WKCE + the Wisconsin alternate assessments for
students with disabilities (WAA-SwD) and English Language Learners
(WAA-ELL). Data for 2002-03 are for the WKCE + the WAA-SwD only, due to
a change in the way WAA-ELL results were reported beginning in 2003-04.

**[Note 3]{.underline}**: Totals for the four proficiency categories may
not add to 100% due to some combination of (a) rounding, (b) the
exclusion of WAA-ELL results for 2002-03 (see Note 2), (c) the
suppression of certain data to protect student privacy (see Note 1),
and/or (d) student non-participation in testing.

  ----------------------------------------- --------------- --------------- ---------------
                                            **2004-2005**   **2003-2004**   **2002-2003**

  Testing month                             November        November        November

  **[SCHOOL SCORES (Full Academic Year                                      
  Students)]{.underline}:**                                                 

  \% Proficient + Advanced (meeting state   92%             89%             77%
  standards)                                                                

  \% Advanced                               65%             67%             43%

  Number of students (full academic year)   37              36              35

  Percent tested                            100%            100%            100%

  Number of students alternatively assessed 2               3               3

  Percent of students alternatively         5%              6%              6%
  assessed                                                                  

  **[SUBGROUP SCORES (Full Academic Year                                    
  Students)]{.underline}:**                                                 

  1\. Black, non-Hispanic                                                   

  \% Proficient + Advanced (meeting state   92%             89%             69%
  standards)                                                                

  \% Advanced                               60%             59%             30%

  Number of students tested                 25              27              23

  2\. Economically Disadvantaged                                            

  \% Proficient + Advanced (meeting state   85%             86%             73%
  standards)                                                                

  \% Advanced                               60%             63%             47%

  Number of students tested                 20              30              19
  ----------------------------------------- --------------- --------------- ---------------

**[Wisconsin 2006 Blue Ribbon School Nominee Proficiency Information -
REVISED]{.underline}**

School and District Name: **River Trail Elementary, Milwaukee Public
Schools**

Subject: **Reading**

Tested Grade(s): 4

Test: Wisconsin Knowledge & Concepts Examination (WKCE)

Publisher: State of Wisconsin and CTB/McGraw-Hill

**[Note 1]{.underline}**: No performance data are reported for student
subgroups with fewer than 10 full academic year (FAY) students. In
addition, performance data for some subgroups larger than 10 are not
reported in order to avoid indirect disclosure of confidential
information.

**[Note 2]{.underline}**: Performance data for 2004-05 and 2003-04
include students scoring in each of Wisconsin's four proficiency
categories on the WKCE + the Wisconsin alternate assessments for
students with disabilities (WAA-SwD) and English Language Learners
(WAA-ELL). Data for 2002-03 are for the WKCE + the WAA-SwD only, due to
a change in the way WAA-ELL results were reported beginning in 2003-04.

**[Note 3]{.underline}**: Totals for the four proficiency categories may
not add to 100% due to some combination of (a) rounding, (b) the
exclusion of WAA-ELL results for 2002-03 (see Note 2), (c) the
suppression of certain data to protect student privacy (see Note 1),
and/or (d) student non-participation in testing.

  ----------------------------------------- --------------- --------------- ---------------
                                            **2004-2005**   **2003-2004**   **2002-2003**

  Testing month                             November        November        November

  **[SCHOOL SCORES (Full Academic Year                                      
  Students)]{.underline}:**                                                 

  \% Proficient + Advanced (meeting state   92%             86%             77%
  standards)                                                                

  \% Advanced                               43%             44%             37%

  Number of students (full academic year)   37              36              35

  Percent tested                            100%            100%            100%

  Number of students alternatively assessed 2               3               3

  Percent of students alternatively         5%              6%              6%
  assessed                                                                  

  **[SUBGROUP SCORES (Full Academic Year                                    
  Students)]{.underline}:**                                                 

  1\. Black, non-Hispanic                                                   

  \% Proficient + Advanced (meeting state   92%             81%             65%
  standards)                                                                

  \% Advanced                               40%             33%             26%

  Number of students tested                 25              27              23

  2\. Economically Disadvantaged                                            

  \% Proficient + Advanced (meeting state   85%             84%             79%
  standards)                                                                

  \% Advanced                               30%             37%             32%

  Number of students tested                 20              30              19
  ----------------------------------------- --------------- --------------- ---------------