##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mrs. Diane Fritel]{.underline}

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

Official School Name [Wolford Public School]{.underline}

(As it should appear in the official records)

School Mailing Address [P.O. Box 478, 401 3^rd^ Ave. S.W.]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Wolford North
Dakota]{.underline}\_\_\_\_\_\_\_[58385-0478]{.underline}\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 701 ) 583-2387]{.underline} Fax [( 701 ) 583-2519]{.underline}

Website/URL [N/A]{.underline} E-mail
[larry.zavada@sendit.nodak.edu]{.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\_[February 4, 2004]{.underline}

(Principal's Signature)

Name of Superintendent\* [Mr. Larry Zavada]{.underline}

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

District Name [Wolford School District #1]{.underline} Tel. [( 701 )
583-2387]{.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\_\_[February 4, 2004]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairperson Mrs. Lynn Walsh

(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\_\_\_\_[February 4, 2004]{.underline}

(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**

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

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 2003-2004 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 1998.

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: \_\_\_\_\_ Elementary schools

\_\_\_\_\_ Middle schools

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

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

\_\_\_[1]{.underline}\_\_Other (Briefly explain) K-12 is in one building

\_\_\_[1]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_[\$6972.00]{.underline} \_\_\_

Average State Per Pupil Expenditure: \_[\$5799.81]{.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
>
> \[ \] Small city or town in a rural area
>
> \[ x \] Rural

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

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

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

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

  **K**       1         3                      **4**        **7**       2         2           4

  **1**       2         0                      **2**        **8**       6         3           9

  **2**       1         2                      **3**        **9**       0         2           2

  **3**       0         1                      **1**        **10**      7         1           8

  **4**       3         3                      **6**        **11**      4         1           5

  **5**       2         2                      **4**        **12**      6         1           7

  **6**       2         2                      4            Other                             

                                    **TOTAL                                                   59
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [100]{.underline} % White

the students in the school: [0]{.underline} % Black or African American

[0]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_[0]{.underline}\_\_\_%

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 0
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 0
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        0
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    0
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    0
              100                                
  ----------- ---------------------------------- ------------------------

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

\_\_[0]{.underline}\_\_\_\_Total Number Limited English Proficient

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

Specify languages: English

9\. Students eligible for free/reduced-priced meals:
\_\_\_[54]{.underline}\_\_\_\_\_%

\_\_\_[32]{.underline}\_\_\_\_\_Total Number Students Who Qualify

> If this method does not produce a reasonably 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:
\_\_\_[14]{.underline}\_\_\_%

\_\_\_\_[8]{.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.

\_\_[0]{.underline}\_Autism \_\_[0]{.underline}\_Orthopedic Impairment

\_\_[0]{.underline}\_Deafness \_\_[0]{.underline}\_Other Health Impaired

\_\_[0]{.underline}\_Deaf-Blindness \_\_[5]{.underline}\_Specific
Learning Disability

\_\_[0]{.underline}\_Hearing Impairment \_\_[3]{.underline}\_Speech or
Language Impairment

\_\_[0]{.underline}\_Mental Retardation \_\_[0]{.underline}\_Traumatic
Brain Injury

\_\_[0]{.underline}\_Multiple Disabilities \_\_[0]{.underline}\_Visual
Impairment Including Blindness

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

Classroom teachers \_[10]{.underline}\_\_\_\_
\_\_\_[3]{.underline}\_\_\_

Special resource teachers/specialists \_\_[0]{.underline}\_\_\_\_
\_\_\_[2]{.underline}\_\_\_

Paraprofessionals \_\_[0]{.underline}\_\_\_\_
\_\_\_[0]{.underline}\_\_\_

> Support staff \_\_[0]{.underline}\_\_\_\_ \_\_\_[5]{.underline}\_\_\_
>
> Total number \_\_[11]{.underline}\_\_\_ \_\_\_[11]{.underline}\_\_

12\. Average school student-"classroom teacher" ratio:
\_[5.24:1]{.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.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 96%         96%         97%         96%         97%

  Daily teacher attendance 99%         99%         99%         99%         99%

  Teacher turnover rate    8%          0%          0%          16%         8%

  Student dropout rate     0%          0%          0%          0%          0%

  Student drop-off rate    0%          0%          0%          0%          0%
  ------------------------ ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_\_[5]{.    |
|                                                     | underline}\_\_ |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_[60]{.u    |
|                                                     | nderline}\_\_% |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_[40]{.u    |
|                                                     | nderline}\_\_% |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_[0]{.u   |
|                                                     | nderline}\_\_% |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_[0]{.u   |
|                                                     | nderline}\_\_% |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_[0]{.u   |
|                                                     | nderline}\_\_% |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_[0]{.u   |
|                                                     | nderline}\_\_% |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_[0]{.u   |
|                                                     | nderline}\_\_% |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**Part III. Summary**

The Wolford Public School is a K-12 school district located in north
central North Dakota. The Wolford community is agriculturally based with
55 percent of our students coming from homes directly reliant upon
agriculture for a livelihood.

The Wolford Public School has a tradition of high academic achievement.
We were recognized as a Title 1 Distinguished School in 1998-1999,
1999-2000, and 2000-2001. A key to our success is a dedicated and
professionally motivated staff. Forty-five percent of our staff
currently hold a master's degree. The average years employed by the
teaching staff is nine.

Parental involvement and support is critical to our success. Parents are
involved through PTO, Music Boosters, Dollars for Scholars, and School
Improvement Committees. We consistently average over 85 percent
attendance at Parent Teacher Conferences.

Community support and involvement is another critical element to our
success. During the 1996-97 school year it was apparent that computers
in the elementary department were inadequate in both quantity and
quality. A computer fund drive was initiated and over \$18,000 was
raised. In preparation for music department productions, area
carpenters, painters, and handymen have volunteered hundreds of hours to
complete the stage sets. When we could not locate an Industrial Arts
instructor, individuals from the community volunteered to teach evening
and weekend classes in electrical wiring, dry wall, small engine repair,
welding, and woodworking. Community support for the Dollars for Scholars
program, the smallest chapter in the state, has allowed us to give \$500
to any senior attending a post-secondary school.

Students! This is why we do all we do! Our goal is to provide our
students the best academic, arts, and athletic opportunities available.
In the past six years, we have had two West Point candidates, eight
All-State Music honorees, and three All-State athletic performers. We
have not had a student drop out of our school in over 20 years.

Educating students to their fullest potential in technology is
essential. We have a student to computer ratio of 1 to 1 in the
elementary and 2 to 1 in grades 7 -- 12. We employ a technology
coordinator for grades K -- 6 and one for grades 7 -- 12. An Interactive
Video Network classroom provides additional opportunities for our
students.

The major focus of our arts program has been musicals. In the past four
years, our students have performed three Broadway Musicals: "Guys and
Dolls," "The Pirates of Penzance," and "H.M.S. Pinafore." These
performances were done with an average enrollment of 33 in grades 7 --
12.

Providing our students opportunities in athletics poses a challenge. We
have reached cooperative agreements with area schools for participation
in football, baseball, basketball, volleyball, and wrestling.

The mission/vision of the Wolford Public School is to provide a quality
education for all students enabling them to function academically and
socially in a vocationally and technologically changing society. We
strive to empower students to become proficient users of the
ever-increasing technologies. We continually strive to prepare our
students for post-secondary schools, the military, or to enter our
nation's work force.

**Part IV. Indicators of Academic Success**

[Wolford's Assessment in Reading and Mathematics]{.underline}

Students in grades 4, 8, and 12 take the North Dakota State Assessment
in reading and mathematics annually. The North Dakota State Assessment's
four levels of achievement, starting with the lowest level, are Novice,
Partially Proficient, Proficient, and Advanced. These levels are
determined by their alignment with the State's challenging achievement
standards. It is the goal of instruction to raise all students to at
least the proficient level, where grade-level expectations are set.

The two years of assessment results which our school and State have for
this test show that 100% of our fourth graders reached the Proficient
level or above in 2001-2002 on the reading test and 2002-2003 on the
math test. A higher percentage of our fourth graders scored at the
Proficient and Advanced levels both years in math and one year in
reading as compared to the State.

Our eighth graders showed high achievement both years. They scored much
larger percentages of students at the Proficient and Advanced levels
than the State in reading and math. Fifty percent of our grade eight
students scored at the Advanced level on the math assessment last year,
compared to only 11 percent of the students in the state scoring at that
level.

Sixty percent of our twelfth grade class scored at or above the
Proficient level on the math assessment last year compared to 33 percent
of the State. Our twelfth grade students scored higher than the State on
the reading assessment in 2002-2003 but not in 2001-2002.

Our school's scores on these reading and math assessments showed a
definite increase from the first year to last year at the twelfth grade
level and eighth grade level but not at the fourth grade level.

The President's Award for Educational Excellence is sponsored by the U.
S. Department of Education in partnership with the National Association
of Elementary School Principals and the National Association of
Secondary School Principals. This award was developed to help principals
recognize and honor those students in grades four through twelve who
have achieved high academic goals by their hard work and dedication to
learning. Students must meet both of the following criteria in order to
be eligible for this award: (1) A grade point average of at least a 3.5
(A-) on a 4.0 scale and (2) achievement in the 85^th^ percentile or
higher in math or reading on a standardized achievement test.

In the past five years, approximately forty percent of our students in
grades 4 through 12 received the President's Award for Educational
Excellence.

The standardized test our school has used for the past several years for
grades 1-12 is the CTBS/TerraNova. When you look at the NCE (Normal
Curve Equivalent) scores, a score of 50 is average. Looking at the last
six years of test results for our students in grades 1-11 and the last
two years for grade 12 students, we show an average NCE score in reading
of 64.4 for all grades. The six-year average NCE in math for all grades
is 65.9.

[Wolford's Use of Assessment Data]{.underline}

Assessment data is used in the placement of students in our Title 1
program. Out Title 1 teacher looks at assessment results for each
student in the school and individual student profiles are completed.
Each student's reading, math, and language arts total percentile scores
are noted. Students who score below the 40th percentile in any of these
areas on their most recent standardized achievement tests are offered
Title 1 services.

We also use assessment data to understand and improve student and school
performance during the State School Improvement Process (SSIP). Report
card grades, ACT scores, and standardized achievement tests scores are
analyzed and charted. In the second phases of the SSIP program, we
compared scores from different data and decided that our students
weren't performing as well in the science program as they were in other
programs. Our school decided to improve its science program by revamping
the curriculum. New textbooks were purchased. A significant upgrade in
science lab equipment was completed with a special emphasis on
technology.

Last year we purchased the STAR reading and STAR math computer adaptive
tests. Students in grades one through six, as well as special needs
students in higher grades, take these tests at least twice a year. We
monitor students' performance on these tests and evaluate growth. These
test results are also used in the development of Individual Education
Plans for students with disabilities.

[Wolford's Communication about Student Performance]{.underline}

Our school assesses student performance every Tuesday by having teachers
in grades 7 through 12 complete deficiency reports for any student who
currently has a "D" or "F" in any subject area. The teachers inform the
parents of the cause(s) for the lower grade and of ways in which the
student can improve in that subject. K -- 12 Progress Reports are
written midway through each grading quarter. These are mailed to the
parents and can also be read by the students.

Parents, students, and the community are made aware of student
performance by the publishing of the honor roll each grading period.
They see that a high percentage of our students are honor students.

Students are recognized for their high academic achievements at our
annual Awards Banquet.

The school guidance counselor explains the results of the standardized
tests annually to grades 5 through 12 students. Parents receive a copy
of these test results, along with a letter of explanation.

We have parent/teacher conferences twice a year. These conferences
normally have an attendance rate of over 85 percent. The community has
read of our student's academic successes in the local newspapers and
through school newsletters. Articles have been written about our high
test scores as well as individual student academic successes.

Annual adequate yearly progress reports done by the North Dakota
Department of Public Instruction are copied and mailed to parents along
with a letter of explanation.

The guidance counselor interprets test data for all achievement,
aptitude, and career interest tests and inventories done by grades 5
through 12 students. Students are encouraged to look closely at all test
data. Parents are encouraged to look through the students' career
portfolios. PTO meetings have included reports by teachers and
administration, which help to explain assessment results.

[Wolford's Sharing of its Successes with Other Schools]{.underline}

We are very proud of our No Child Left Behind Blue Ribbon Schools
nomination. We have selected four ways in which we will share our
successes with other schools.

First: Our reading efforts/successes will be shared with the State Title
1 office for dissemination throughout the state. We will focus on Star
Reader, Remediation Plus, and Reading Month. In a typical Reading Month,
our 25-30 elementary students will read about 300 books and earn about
500 Accelerated Reader points.

Second: We would be very willing to share our success story at State
Education Improvement Conferences. We would emphasize our reading
programs, but also highlight our innovative business program in
Marketing and Entrepreneurship.

Third: Much of our sharing will be done at regional and state meetings.
Marketing and Entrepreneurship will be shared at the State Future
Business Leaders of America meetings as well as in our East Rolette
County Perkins Consortium. The counselor will share at regional and
state meetings. The elementary principal will also share at meetings at
this level. We will encourage individual teachers to share our success
stories at education conferences at the state and regional level.

Fourth: We will be developing our own web site next year. We are
planning to use this extensively to share with all other schools in the
state.

**Part V. Curriculum and Instruction**

[Wolford's Curriculum]{.underline}

Wolford's curriculum, aligned to the North Dakota and National Standards
in each discipline, is a continuous process guided by the State School
Improvement Process. A combination of interdisciplinary content,
learning styles, and assessment, it guides students from investigations
and application of knowledge to proficient problem solving.

The Art curriculum includes instruction in techniques of drawing,
etching, painting, and linear studies and introduces students to art
history, creative interpretation, color theory, and a study of the
Masters. Every student in grades K -- 12 studies art.

Students are offered a variety of classes to learn "for" and "about"
business. Students pursuing a career in business must be prepared "for"
post-secondary offerings, and all students must learn "about" the
day-to-day aspects of business in their personal lives. Classes offered
include: Keyboarding, Word Processing, Spreadsheet, Database,
Introduction to Business, Accounting I-III, Entrepreneurship, and
Business Technology and Procedures.

Students in English classes write, do Daily Oral Language, vocabulary,
spelling, compete in writing and speech, produce the school newspaper,
read the Classics, and learn to use a variety of research methods. They
analyze genres of literature and employ the Sentence, Paragraph, and
Theme Writing Strategies that require 90 percent proficiency.

The North Dakota Division of Independent Study offers Spanish via
Interactive Video Network, and Japanese is an online course from the
University of Missouri.

Math students in grades 1-9 and grade 11 study Saxon Math. This provides
continuity needed for a progressive program. The grade 10 program is
dedicated to geometry, and the seniors study advanced mathematics
dealing with complex geometric and trigonometric concepts and solving,
graphing, and analyzing polynomial equations.

These National Standards for Music Education are included in our
program: singing, performing on instruments, improvising, composing,
arranging, reading, notating, listening, and analyzing music. These
standards are met through the use of the Music Ace computer program and
Orff instruments in grades K -- 8 and band, choir, and musical theater
for grades 7 -- 12.

The core teaching of the Physical Education program is to prepare
students for lifelong health and fitness. Some students also take Health
online through the North Dakota Division of Independent Study.

All students take Life, Earth, and Physical Science, and Biology. More
than half the students elect Chemistry, Physics, and Ecology. The
courses are inquiry-based, technology-enhanced, and geared toward
problem solving and applications of the principles of genetics,
evolution, organisms, and their environment, the diversity of life, the
changing surface of the earth, properties of physical and chemical
changes, and energy transfers.

The Social Studies curriculum uses technology and interactive strategies
to guide students through the geographic formations of the earth,
history, government, citizenship, current events, and their role in
making the world better.

Technology Education focuses on student ingenuity and creativity to
solve every day problems. Students create new and better products and
design computer-generated plans using equipment found in sophisticated
wood, mechanics, and metal shops.

[Elementary School: Reading Curriculum]{.underline}

The reading curriculum of the Wolford Public School embraces the
findings of the National Reading Panel, NAEP, and Best Practices. The
five areas selected by the NRP's research and our school are: Phonemic
Awareness, Phonics, Fluency, Vocabulary, and Text Comprehension.

Phonemic awareness receives a major emphasis in grades K -- 2. This is
accomplished through the use of the Spalding Phonics program, and
reinforced through our Houghton Mifflin basal. The phonics component of
our reading program is also based on Spalding Phonics and our basal.
This component receives significant emphasis at the K-3 level and
remediation at grades 4 -- 6. Fluency instruction is vitally important
because it provides a bridge between word recognition and comprehension.
We practice this through use of the Read Naturally computerized reading
program. The Read Naturally program also informs parents and teachers of
their child's reading progress and makes recommendations that align with
the Accelerated Reader computerized reading program. Vocabulary
instruction and text comprehension instruction are intricately woven
together. At the K-2 level, a holistic approach involving all curriculum
areas is utilized. Our reading program at the 3-6 is novel based.
Teachers of these grades have over 100 sets of novels at their disposal.
The novel approach has been chosen and much preferred by us because it
is FUN for students and teachers, many of the novels have other
curriculum connections, this approach provides much more practice (we
typically read 2 -- 3 times the amount of material used by basal
followers), and the amount of vocabulary instruction is greatly
enhanced.

The Accelerated Reader reading program is a major component of text
comprehension. Our K-6 library has over 3,500 books aligned with this
program. Students read books at their reading level and then take a
computerized comprehension test.

Another key component of our reading program is early and frequent
assessment. Students in grades 1 -- 6 take a test based on Spalding
Phonics every 9 weeks. Our Title 1 Coordinator has trained all
elementary teachers to administer and interpret the Star Reader
assessments. Star Reader is a diagnostic prescriptive assessment
providing information to parents and teachers. These assessments are
used extensively when we plan Individualized Reading Programs for our
Special Needs Students. Another Reading practice undertaken by us is
participation in a pilot program called, Remediation Plus, which
specifically targets severely learning disabled readers.

[Secondary School: English Curriculum]{.underline}

The English curriculum is standards-based and encompasses research,
reading, writing, speaking, listening, using multi-media resources, and
understanding the principles of language. Students write papers using
the library's texts, periodicals, vertical files, and the Internet,
apply techniques of interviews, and use visual media: television,
movies, and documentaries. They create their own video poems, develop
PowerPoint presentations about novels, participate in the Pride of North
Dakota Essay program, the Veteran's History Project, Readers' Digest
Word Power Challenge, North Dakota Geographical Alliance Challenge, and
the Celebrate North Dakotans project.

Every student reads and tests on twelve novels each year using the
Accelerated Reader (AR) program. Students strive to raise their reading
levels and measure achievement by the AR tests, standardized
norm-referenced tests (CTB/Terra Nova), and the North Dakota State
Assessment Tests. Students learn to analyze literature using the
elements of each genre and Literature Circles that involve them as
discussion leaders, plot summarizers, language specialists, character
analysts, passage selectors, and connectors. They use performance
assessments to portray specific characters or events in their reading,
relate the material to historical, social, political, and cultural
events, portray poetry in a drama, and produce their own newspapers
about a Shakespearean play.

All students participate in a speech meet and help write and produce a
quarterly newspaper. Students progress from free writing to
organizational techniques using the Sentence Writing, Paragraph Writing,
and Theme Writing Strategies (SWS, PWS, TWS) that require 90 percent
proficiency before advancing. Daily Oral Language reinforces students'
application of the principles of language and helps them become lifelong
proofreaders of their own and others' writing.

[Curriculum Area of Wolford's Choosing: Business]{.underline}

We believe that our Business curriculum aligns directly with the mission
statement, "Our mission is to provide a quality education for all
students, enabling them to be prepared to function academically and
socially in a vocationally and technologically changing society."

Our business education program is based on National and State Business
Education standards, student needs, as well as those that are dictated
to us by the community and business leaders. Our students need to be
productive consumers, workers, and citizens. Our purpose is to provide
this training to students in the most efficient and conducive manner to
enable an easy transition to occur from school to work. As our society
constantly changes, so must our curriculum to meet the technological and
practical needs used in business and society today. Our program is
offered to students of all ages, ability levels, and learning styles. It
is articulated to ensure continuous achievement of defined outcomes for
each course. These outcomes are integrated throughout curriculum at
Wolford to complement total course content for our students.

We place great emphasis on utilizing current copyright date materials.
Our computer equipment and software is upgraded as necessary to keep
abreast of societal needs and changes which affect our program so
directly. Instructors are given ample in-school professional development
time as well as professional leave for conferences and classes.

We are proud that Wolford is the smallest school in the state with an
active Future Business Leaders of America chapter. Chapters from around
the state join together for state conferences and leadership events to
enhance what they have learned in the classroom. FBLA stresses
leadership development as well as the social interactions that are
integral to any successful program. It brings education and business
together in a positive working relationship to provide learning
experiences about the American free enterprise system, developing
leadership skills, making business contacts, and meeting new friends at
state, regional, and national leadership conferences.

Not only are we the smallest school in North Dakota with an FBLA
chapter, we also are the smallest school to offer an Entrepreneurship
course. This course, designed to stimulate interest in business
ownership, prepares those students with vocational motivation for
real-world opportunities.

[Instructional Methods to Improve Student Learning]{.underline}

Wolford's school staff members work as a team to help students achieve
their potential. Our curriculum is aligned with state and national
standards for each discipline, and each student is provided with
individualized attention. The teaching staff embraces the Mastery
Teaching philosophy that every child can learn. This positive approach
to teaching and learning is characterized by careful lesson design and
involvement of the students in their own learning. The curriculum
embraces the school's mission of providing quality education for all
students to develop their intellectual, physical, social, and emotional
intelligences to function in a vocationally and technologically changing
society.

All students at Wolford are mainstreamed. Students who have learning
difficulties receive one-on-one instruction from their teachers, the
Title 1 instructor, and/or the Learning Disabilities specialist. Being
expected to learn the same content material that their classmates learn,
challenges them. They may, however, be allowed to use techniques such as
word banks on their tests. Because the classes at Wolford are small,
students with learning difficulties are quickly identified and referred
for help. Students who read below grade level receive individualized
instruction through the Title 1 and Learning Disabilities programs. The
instructors use a variety of strategies including the Read Naturally
program, Spalding Phonics: The Writing Road to Reading, SQRRR,
identifying words in context, and applying study methods such as taking
notes, classifying and organizing information, outlining, paraphrasing,
summarizing, and memorizing. Visual, tactile, and auditory techniques
are used to accommodate individual learning styles.

[Wolford's Professional Development Program]{.underline}

We currently are involved in a three-pronged approach to professional
development: standards, technology training, and early assessment.

During the past two summers we have written our standards for
English/Language Arts and Science. We have aligned our standards with
those of the state and national levels and have exceeded them when
possible. We are in the process of writing our new technology plan and
this will be aligned with North Dakota's Content Standards for
Technology Literacy.

Technology training is currently taking center stage in the area of
professional development. We have contracted with EduTech Educational
Technology Services for teacher technology training for 2004, 2005, and
2006. Our training for 2004-05 will be in the areas of Web Design, K-12
Online Research, Kidspiration, and Multimedia. Future selections will be
based on student/teacher needs. Our goal is to have all teachers reach
the Transformation Stage of the Professional Competency Continuum
according to the Milken Exchange on Education Technology. The impact on
improving student achievement will be: Better Teachers, Better Schools!

Our early assessment professional development currently involves two
curriculum areas: reading and math. We use the Star Math and Star Reader
computerized programs to help us plan for curriculum changes, individual
student needs, and remediation, and enhancement. All elementary teachers
have been trained on these programs.

**VI. Private School Addendum (Not Applicable to Our School)**

**VII. Assessment Results**

[Wolford Grade 4, 8, and 12 North Dakota State Assessment]{.underline}

Following are descriptions of the various performance levels which can
be attained by the students. The performance level attained by the
students indicates that the student(s) can perform the majority of what
is described for that level and even more of what is described for the
levels below.

One hundred percent of our students in grades 4, 8, and 12 tested at or
above the Partially Proficient level on the 2002-2003 reading
assessment, while 92 percent of the State scored at that level in grade
4 reading, 89 percent in grade 8 reading, and 80 percent in grade 12
reading.

Fifty percent of our fourth graders scored at the Advanced level in
reading and mathematics in March 2003, compared to 22 percent of the
4^th^ graders in the State on the reading test and 20 percent of the
State's 4^th^ graders on the mathematics test.

Our 8^th^ graders scored significantly higher than the state average on
the reading test both years. Fifty percent of our students scored at the
Advanced level both years, compared to 16 percent of the State both
years. Our 8^th^ graders also scored significantly higher than the state
on the math tests both years.

Wolford's 12^th^ grade students improved their reading levels according
to the state assessment from 2001-2002 to 2002-2003, while continuing to
score higher than State percentages. Our 12^th^ grade students improved
in their math levels of proficiency also and scored higher than the
State averages in 2002-2003.

[Grade 4 Performance Levels: Reading]{.underline}

[Advanced]{.underline}: Students interpret the main idea, identify the
narrator, analyze events, and sequence sentences in complex tests:
determine and interpret the meaning of complex texts; evaluate a variety
of clues and analyze figurative language; use specific details to make
inferences and prior knowledge to make connections and to explain story
content; use deductive reasoning and context clue analysis to draw
accurate conclusions from complex details; use context clues to
determine the meaning of unknown words.

[Proficient]{.underline}: Students identify specific details and
determine the main idea in complex texts; sequence events of simple
texts and make predictions; recall story sequence with details and
demonstrate knowledge of cause and effect; interpret characters'
emotions and identify the purpose of a simple store; interpret the
language of poetry and identify two or more details in a poem; examine a
variety of clues to clarify understanding; use context clues to
determine the meaning of words.

[Partially Proficient]{.underline}: Students make an inference from a
simple text; recall simple story sequence; draw conclusions about
characters.

[Novice]{.underline}: Students determine the main idea of a simple text;
identify specific characters and their traits and a detail in a poem;
connect personal experience to a simple text; use supporting details to
connect a simple text and pictures.

[Grade 4 Performance Levels: Mathematics]{.underline}

[Advanced]{.underline}: Students identify number sentence; subtract
dollars, cents; use estimation; divide whole numbers; use computation,
place value, properties of odd, even numbers; compare strategies;
explain and order fractions; explain number meaning; relate
multiplication and division; use a grid; manipulate variables; interpret
data and draw conclusions; find probability, use conversions; use grid
with distance, time; find perimeter; use money; measure, compare
lengths; solve for unknown variables; extend complex patterns; identify
pattern rule.

[Proficient]{.underline}: Students name place values; use fractions,
identify number sentence, operation; locate whole numbers, decimals on
number line; add, multiply whole numbers, fractions; identify fractional
part; estimate weight; combine two-and three-dimensional shapes;
identify parallel lines, lines of symmetry, organize, display, interpret
data; draw conclusions; predict, explain outcomes; find length, width
with ruler, add, multiply money; determine elapsed time, use map scale;
find area of irregular shapes; identify, use rules; extend patterns.

[Partially Proficient]{.underline}: Students add money; identify
operations; use strategy; estimate length, name place values; represent
simple fractions, identify relevant information; identify, compare
two-and three-dimensional shapes; solve for unknown variables.

[Novice]{.underline}: Students compare numbers on a graph; identify
geometric shapes, interpret, display data from a bar graph; identify
appropriate measurement tools.

[Grade 8 Performance Levels: Reading]{.underline}

[Advanced]{.underline}: Students identify story elements, interpret
context clues, and explain abstract ideas in complex texts; transfer
information from one format to another; read critically, making
inferences about characters and main ideas, analyzing information to
draw conclusions, and interpreting point of view, style, and tone; scan
and re-read for clarification; distinguish between different types of
literature, rationalize the effects of persuasive techniques, and
determine the meaning of cultural slang.

[Proficient]{.underline}: Students interpret multiple context clues to
determine word meaning; analyze texts to determine main idea and scan to
locate specific information; follow detailed directions and identify
appropriate resources; read critically to determine setting and to draw
conclusions; analyze character development; make predictions and draw
conclusions based on characters' thoughts and actions; distinguish main
idea from specific details; interpret simile, metaphor, and slang in
different types of texts.

[Partially Proficient]{.underline}: Students sort events in
chronological order; use context clues to determine word meaning; follow
directions; draw conclusions based on evidence in the text; scan to
locate information; use plot to understand characters' actions.

[Novice]{.underline}: Students use context clues to determine word
meaning in simple texts; identify the narrator, read for detail, and
identify persuasive techniques in simple texts.

[Grade 8 Performance Levels: Mathematics]{.underline}

[Advanced]{.underline}: Students represent division as fractions; use
methods to estimate, solve problems; convert decimal numbers; estimate
square roots; use double-bar graph; multiply mixed numbers; use
scientific notation; subtract integers; compare, use area, perimeter;
create similar triangles, line graphs; find ordered pairs; find mean
from line graph; draw conclusions from chart; interpret Venn diagrams;
identify units; determine scale; use least common multiples, decimals;
identify expression; describe patterns; use logic, proportion; solve
equations.

[Proficient]{.underline}: Students use percents; simplify fractions;
show numbers in multiple forms; add mixed numbers; apply estimation
strategies, order of operations; solve multi-step problems; analyze
two-and three-dimensional figures; identify angle types, use symmetry to
find perimeter; use probability; interpret double-bar, line graphs; use,
determine scale; find mean; determine sample method; use scale to create
drawing, find distances; analyze, extend patterns; use data to solve
problems; solve equation; make prediction; create expressions; write
equations.

[Partially Proficient]{.underline}: Students subtract, multiply with
decimals; regroup with subtraction; multiply two-digit numbers; use
circle graphs; write title, labels on graph; find interval for bar
graph; find distance with scale; use logic.

[Novice]{.underline}: Students analyze parts of three-dimensional
figures; identify appropriate units.

[Grade 12 Performance Levels: Reading]{.underline}

[Advanced]{.underline}: Students identify details, differentiate fact
and opinion, and analyze comparisons in complex texts; apply reasoning
to discern probabilities, analyze sophisticated usage of vocabulary, and
interpret symbols within a cultural context; evaluate the significance
of historical and cultural aspects of text, integrate prior knowledge
with complex texts, and support an analysis of author's intent; analyze
creative use of figurative language and distinguish among various types
of figurative language.

[Proficient]{.underline}: Students cross-reference information for
reliability, analyze information, and apply vocabulary from a complex
text; construct meaning, compare details to make an inference, make
inferences concerning literary characters, and define traits in a
variety of texts; identify examples of cultural and historical aspects
of texts, explain and determine author's intent, and infer the main idea
in a variety of genres; interpret language in a variety of texts.

[Partially Proficient]{.underline}: Students use context clues to
determine meaning, apply vocabulary from a text, and use organizational
strategies to aid in the understanding of a text; identify a dominant
trait of a main character, identify a main idea, and summarize the
primary sequence of events in a text; detect basic cultural and
historical aspects in a text; identify the author's purpose and a
literary character's intent; determine contextual meanings in a complex
text and interpret simple figurative language.

[Novice]{.underline}: Students identify setting, main ideas, and both
stated and supporting detail in a simple text; use context clues,
recognize the sequence of events, and determine cultural meaning in a
simple text.

[Grade 12 Performance Levels: Mathematics]{.underline}

[Advanced]{.underline}: Students create mathematical expressions;
identify Pythagorean triples; apply properties of parallel lines,
two-and three-dimensional figures; compare areas, volumes; explain
similar triangles; determine trigonometric ratios; determine all
possible outcomes of probability experiment; interpret, calculate mean,
median, mode, range; convert information from bar graph to circle graph;
apply formula to determine area, surface area of complex figures; solve
formulas, systems of equations, compare complex equation to graph; find
equation of lines.

[Proficient]{.underline}: Students estimate, compute fractions,
percents, proportions; solve rate problems; simplify expression with
exponents, square roots order of operations; find intersection of sets,
midpoints, mean; apply geometric properties; compute area; use
properties of prisms; apply Pythagorean Theorem, compare similar,
congruent figures; find probability outcomes; estimate perimeter; create
graph labels, scales; model unknowns; identify, represent patterns,
equations; multiply binomials.

[Partially Proficient]{.underline}: Students compare sizes, using
estimation, computation; convert information from bar graph to circle
graph; apply counting strategies; estimate values from graph; use
protractor to make angle; plot data; modeling with equation.

[Novice]{.underline}: Students calculate rate to solve problems;
interpret graphs; predict outcomes; identify correct sample method;
convert data from bar graph to percents; convert, estimate volume
measurement; substitute value in equation.

North Dakota State Assessment (CAT/TerraNova)

Grade 4 Reading Wolford Public School

1997 CTB/McGraw-Hill

Only two years of data are shown, as the ND State Assessment was first
given in the 2001-2002 school year.

The ND State Assessment has four levels of achievement: Advanced,
Proficient, Partially Proficient, and Novice. The ND State Assessment
reports students' performance in terms of the State's challenging
achievement standards.

It is the goal of instruction to raise all students to at least the
proficient level, where grade-level expectations are set. Ideally,
instruction will result in advanced proficiency where superior
performance is demonstrated.

  --------------------------------------- ---------------- ---------------
                                          2002-2003        2001-2002

  Testing Month                           March            March

  SCHOOL SCORES                                            

  %At or above Novice                     100%             100%

  %At or Above Partially Proficient       100%             100%

  %At or Above Proficient                 50%              100%

  %At Advanced                            50%              20%

  Number of students tested               4                5

  Percent of total students tested        100%             100%

  Number of students excluded             0                0

  Percent of students excluded            0%               0%

                                                           

  SUBGROUP SCORES                                          

  1\. Title 1                                              

  %At or Above Novice                     100%             

  %At or Above Partially Proficient       100%             

  %At or Above Proficient                 0%               

  %At Advanced                            0%               

  Number of students tested               2                0

  2\. Free or Reduced Meals                                

  %At or Above Novice                     100%             100%

  %At or Above Partially Proficient       100%             100%

  %At or Above Proficient                 33%              100%

  %At Advanced                            33%              25%

  Number of students tested               3                4

                                                           

  STATE SCORES                                             

  %At or Above Novice                     99%              100%

  %At or Above Partially Proficient       92%              92%

  %At or Above Proficient                 74%              74%

  %At Advanced                            22%              21%
  --------------------------------------- ---------------- ---------------

North Dakota State Assessment (CAT/TerraNova)

Grade 4 Math Wolford Public School

1997 CTB/McGraw-Hill

Only two years of data are shown, as the ND State Assessment was first
given in the 2001-2002 school year.

The ND State Assessment has four levels of achievement: Advanced,
Proficient, Partially Proficient, and Novice. The ND State Assessment
reports students' performance in terms of the State's challenging
achievement standards.

It is the goal of instruction to raise all students to at least the
proficient level, where grade-level expectations are set. Ideally,
instruction will result in advanced proficiency where superior
performance is demonstrated.

  --------------------------------------- ---------------- ---------------
                                          2002-2003        2001-2002

  Testing Month                           March            March

  SCHOOL SCORES                                            

  %At or above Novice                     100%             100%

  %At or Above Partially Proficient       100%             100%

  %At or Above Proficient                 100%             80%

  %At Advanced                            50%              20%

  Number of students tested               4                5

  Percent of total students tested        100%             100%

  Number of students excluded             0                0

  Percent of students excluded            0%               0%

                                                           

  SUBGROUP SCORES                                          

  1\. Title 1                                              

  %At or Above Novice                     100%             

  %At or Above Partially Proficient       100%             

  %At or Above Proficient                 100%             

  %At Advanced                            0%               

  Number of students tested               2                0

  2\. Free or Reduced Meals                                

  %At or Above Novice                     100%             100%

  %At or Above Partially Proficient       100%             100%

  %At or Above Proficient                 100%             75%

  %At Advanced                            33%              25%

  Number of students tested               3                4

                                                           

  STATE SCORES                                             

  %At or Above Novice                     100%             100%

  %At or Above Partially Proficient       87%              86%

  %At or Above Proficient                 58%              57%

  %At Advanced                            20%              19%
  --------------------------------------- ---------------- ---------------

North Dakota State Assessment (CAT/TerraNova)

Grade 8 Reading Wolford Public School

1997 CTB/McGraw-Hill

Only two years of data are shown, as the ND State Assessment was first
given in the 2001-2002 school year.

The ND State Assessment has four levels of achievement: Advanced,
Proficient, Partially Proficient, and Novice. The ND State Assessment
reports students' performance in terms of the State's challenging
achievement standards.

It is the goal of instruction to raise all students to at least the
proficient level, where grade-level expectations are set. Ideally,
instruction will result in advanced proficiency where superior
performance is demonstrated.

  --------------------------------------- ---------------- ---------------
                                          2002-2003        2001-2002

  Testing Month                           March            March

  SCHOOL SCORES                                            

  %At or above Novice                     100%             100%

  %At or Above Partially Proficient       100%             100%

  %At or Above Proficient                 100%             75%

  %At Advanced                            50%              50%

  Number of students tested               2                8

  Percent of total students tested        100%             100%

  Number of students excluded             0                0

  Percent of students excluded            0%               0%

                                                           

  SUBGROUP SCORES                                          

  1\. Title 1                                              

  %At or Above Novice                                      100%

  %At or Above Partially Proficient                        100%

  %At or Above Proficient                                  0%

  %At Advanced                                             0%

  Number of students tested               0                2

  2\. Free or Reduced Meals                                

  %At or Above Novice                     100%             100%

  %At or Above Partially Proficient       100%             100%

  %At or Above Proficient                 100%             50%

  %At Advanced                            100%             50%

  Number of students tested               1                2

                                                           

  STATE SCORES                                             

  %At or Above Novice                     100%             99%

  %At or Above Partially Proficient       89%              86%

  %At or Above Proficient                 69%              66%

  %At Advanced                            16%              16%
  --------------------------------------- ---------------- ---------------

North Dakota State Assessment (CAT/TerraNova)

Grade 8 Math Wolford Public School

1997 CTB/McGraw-Hill

# 

Only two years of data are shown, as the ND State Assessment was first
given in the 2001-2002 school year.

The ND State Assessment has four levels of achievement: Advanced,
Proficient, Partially Proficient, and Novice. The ND State Assessment
reports students' performance in terms of the State's challenging
achievement standards.

It is the goal of instruction to raise all students to at least the
proficient level, where grade-level expectations are set. Ideally,
instruction will result in advanced proficiency where superior
performance is demonstrated.

  --------------------------------------- ---------------- ---------------
                                          2002-2003        2001-2002

  Testing Month                           March            March

  SCHOOL SCORES                                            

  %At or above Novice                     100%             100%

  %At or Above Partially Proficient       100%             100%

  %At or Above Proficient                 100%             75%

  %At Advanced                            50%              25%

  Number of students tested               2                8

  Percent of total students tested        100%             100%

  Number of students excluded             0                0

  Percent of students excluded            0%               0%

                                                           

  SUBGROUP SCORES                                          

  1\. Title 1                                              

  %At or Above Novice                                      100%

  %At or Above Partially Proficient                        100%

  %At or Above Proficient                                  0%

  %At Advanced                                             0%

  Number of students tested               0                2

  2\. Free or Reduced Meals                                

  %At or Above Novice                     100%             100%

  %At or Above Partially Proficient       100%             100%

  %At or Above Proficient                 100%             50%

  %At Advanced                            0%               0%

  Number of students tested               1                2

                                                           

  STATE SCORES                                             

  %At or Above Novice                     100%             99%

  %At or Above Partially Proficient       89%              87%

  %At or Above Proficient                 44%              42%

  %At Advanced                            11%              10%
  --------------------------------------- ---------------- ---------------

North Dakota State Assessment (CAT/TerraNova)

Grade 12 Reading Wolford Public School

1997 CTB/McGraw-Hill

Only two years of data are shown, as the ND State Assessment was first
given in the 2001-2002 school year.

The ND State Assessment has four levels of achievement: Advanced,
Proficient, Partially Proficient, and Novice. The ND State Assessment
reports students' performance in terms of the State's challenging
achievement standards.

It is the goal of instruction to raise all students to at least the
proficient level, where grade-level expectations are set. Ideally,
instruction will result in advanced proficiency where superior
performance is demonstrated.

  --------------------------------------- ---------------- ---------------
                                          2002-2003        2001-2002

  Testing Month                           March            March

  SCHOOL SCORES                                            

  %At or above Novice                     100%             100%

  %At or Above Partially Proficient       100%             100%

  %At or Above Proficient                 80%              25%

  %At Advanced                            20%              25%

  Number of students tested               5                4

  Percent of total students tested        100%             100%

  Number of students excluded             0                0

  Percent of students excluded            0%               0%

                                                           

  SUBGROUP SCORES                                          

  1\. Title 1                                              

  %At or Above Novice                                      

  %At or Above Partially Proficient                        

  %At or Above Proficient                                  

  %At Advanced                                             

  Number of students tested               0                0

  2\. Free or Reduced Meals                                

  %At or Above Novice                     100%             100%

  %At or Above Partially Proficient       100%             100%

  %At or Above Proficient                 50%              0%

  %At Advanced                            0%               0%

  Number of students tested               2                2

                                                           

  STATE SCORES                                             

  %At or Above Novice                     98%              97%

  %At or Above Partially Proficient       80%              76%

  %At or Above Proficient                 53%              50%

  %At Advanced                            18%              19%
  --------------------------------------- ---------------- ---------------

North Dakota State Assessment (CAT/TerraNova)

Grade 12 Math Wolford Public School

1997 CTB/McGraw-Hill

Only two years of data are shown, as the ND State Assessment was first
given in the 2001-2002 school year.

The ND State Assessment has four levels of achievement: Advanced,
Proficient, Partially Proficient, and Novice. The ND State Assessment
reports students' performance in terms of the State's challenging
achievement standards.

It is the goal of instruction to raise all students to at least the
proficient level, where grade-level expectations are set. Ideally,
instruction will result in advanced proficiency where superior
performance is demonstrated.

  --------------------------------------- ---------------- ---------------
                                          2002-2003        2001-2002

  Testing Month                           March            March

  SCHOOL SCORES                                            

  %At or above Novice                     100%             100%

  %At or Above Partially Proficient       80%              100%

  %At or Above Proficient                 60%              25%

  %At Advanced                            20%              0%

  Number of students tested               5                4

  Percent of total students tested        100%             100%

  Number of students excluded             0                0

  Percent of students excluded            0%               0%

                                                           

  SUBGROUP SCORES                                          

  1\. Title 1                                              

  %At or Above Novice                                      

  %At or Above Partially Proficient                        

  %At or Above Proficient                                  

  %At Advanced                                             

  Number of students tested               0                0

  2\. Free or Reduced Meals                                

  %At or Above Novice                     100%             100%

  %At or Above Partially Proficient       50%              100%

  %At or Above Proficient                 0%               0%

  %At Advanced                            0%               0%

  Number of students tested               2                2

                                                           

  STATE SCORES                                             

  %At or Above Novice                     99%              99%

  %At or Above Partially Proficient       75%              74%

  %At or Above Proficient                 33%              33%

  %At Advanced                            14%              13%
  --------------------------------------- ---------------- ---------------

CTBS/Terra Nova

Wolford Public School

The norm-referenced CTBS/Terra Nova standardized test, mandated by the
state of North Dakota, is

used in our school. We test not only the mandated grades of 4, 8, and
12, but we also test grades

1 through 3, 5 through 7, and 9 through 11 every year.

The following tables represent composite NCE scores for grades 1-11 for
the years 1998-2003. Grade 12 was included in the testing beginning in
the year 2002. We are unable to show scaled scores as you must have at
least ten students in a grade for CTB to compute these scores. We always
have less than ten students per grade.

We test 100% of our students every year. We have never excluded anyone
or any group.

With NCE (Normal Curve Equivalent) scores, a score of 50 is average. Of
the 380 test scores shown on the following pages for grades 1 -- 12 for
our school, only 23 scores for the past six years are below average.
Ninety-four percent of all scores shown are above the national average
for the past six years.

In the last three years, four scores out of 184 total scores were below
the 50^th^ NCE. That means that only 2 percent of all the scores for the
last three years were below average, while 98 percent of all scores
shown for grades 1-12 in the last three years were above the national
average.

ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

**Grade**: 1 **Test**: TerraNova Multiple Assessments

**Norms Date**: 1996 **Publisher**: CTB/McGraw-Hill

**Number of students in the grade in which the test was administered:**
always less than 10

**Number of students who took the test:** always equal to the number of
students in the grade in which the test was administered

**Groups Excluded from testing:** none

**Scores reported here as:** NCEs

+---------+---------+---------+---------+---------+---------+---------+
|         | **March | **March | **March | **March | **March | **March |
|         | 2003**  | 2002**  | 2001**  | 2000**  | 1999**  | 1998**  |
+---------+---------+---------+---------+---------+---------+---------+
|         |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| #       | 58.8    | 73.7    | 56.3    | 45.7    | 36.3    | 49.5    |
| Reading |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Lan   | 71.3    | 75.7    | 60.5    | 57.3    | 47.0    | 48.0    |
| guage** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| *       | 63.8    | 72.3    | 50.5    | 60.0    | 39.3    | 42.8    |
| *Math** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Sc    | 45.8    | 70.3    | 36.3    | 40.3    | 40.8    | 44.5    |
| ience** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| *       | 45.0    | 74.0    | 48.9    | 39.0    | 41.8    | 50.0    |
| *Social |         |         |         |         |         |         |
| St      |         |         |         |         |         |         |
| udies** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+

ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

**Grade**: 2 **Test**: TerraNova Multiple Assessments

**Norms Date**: 1996 **Publisher**: CTB/McGraw-Hill

**Number of students in the grade in which the test was administered:**
always less than 10

**Number of students who took the test:** always equal to the number of
students in the grade in which the test was administered

**Groups Excluded from testing:** none

**Scores reported here as:** NCEs

+---------+---------+---------+---------+---------+---------+---------+
|         | **March | **March | **March | **March | **March | **March |
|         | 2003**  | 2002**  | 2001**  | 2000**  | 1999**  | 1998**  |
+---------+---------+---------+---------+---------+---------+---------+
|         |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| #       | 79.0    | 57.7    | 57.0    | 56.2    | 50.7    | 62.2    |
| Reading |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Lan   | 75.0    | 62.4    | 50.8    | 57.8    | 49.3    | 62.7    |
| guage** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| *       | 58.0    | 53.3    | 51.4    | 59.2    | 57.0    | 66.3    |
| *Math** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Sc    | 72.0    | 51.7    | 50.2    | 56.8    | 40.3    | 60.7    |
| ience** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| *       | 85.0    | 59.3    | 53.0    | 62.6    | 54.3    | 65.0    |
| *Social |         |         |         |         |         |         |
| St      |         |         |         |         |         |         |
| udies** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+

ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

**Grade**: 3 **Test**: TerraNova Multiple Assessments

**Norms Date**: 1996 **Publisher**: CTB/McGraw-Hill

**Number of students in the grade in which the test was administered:**
always less than 10

**Number of students who took the test:** always equal to the number of
students in the grade in which the test was administered

**Groups Excluded from testing:** none

**Scores reported here as:** NCEs

+---------+---------+---------+---------+---------+---------+---------+
|         | **March | **March | **March | **March | **March | **March |
|         | 2003**  | 2002**  | 2001**  | 2000**  | 1999**  | 1998**  |
+---------+---------+---------+---------+---------+---------+---------+
|         |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| #       | 61.7    | 58.3    | 52.4    | 49.3    | 55.5    | 72.0    |
| Reading |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Lan   | 61.2    | 60.3    | 58.2    | 51.3    | 52.5    | 64.5    |
| guage** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| *       | 56.0    | 67.5    | 66.4    | 59.5    | 59.5    | 73.0    |
| *Math** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Sc    | 55.2    | 60.3    | 53.4    | 45.8    | 62.8    | 69.5    |
| ience** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| *       | 53.5    | 67.5    | 54.0    | 57.5    | 50.3    | 68.0    |
| *Social |         |         |         |         |         |         |
| St      |         |         |         |         |         |         |
| udies** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+

ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

**Grade**: 4 **Test**: TerraNova Multiple Assessments

**Norms Date**: 1996 **Publisher**: CTB/McGraw-Hill

2000 (March 2003 Test)

**Number of students in the grade in which the test was administered:**
always less than 10

**Number of students who took the test:** always equal to the number of
students in the grade in which the test was administered

**Groups Excluded from testing:** none

**Scores reported here as:** NCEs

+---------+---------+---------+---------+---------+---------+---------+
|         | **March | **March | **March | **March | **March | **March |
|         | 2003**  | 2002**  | 2001**  | 2000**  | 1999**  | 1998**  |
+---------+---------+---------+---------+---------+---------+---------+
|         |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| #       | 67.5    | 64.2    | 56.0    | 68.3    | 72.5    | 75.7    |
| Reading |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Lan   | 64.3    | 58.6    | 59.8    | 61.4    | 65.0    | 72.3    |
| guage** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| *       | 71.8    | 64.8    | 59.0    | 62.4    | 66.0    | 80.7    |
| *Math** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Sc    | 67.8    | 62.4    | 55.2    | 58.7    | 65.5    | 85.3    |
| ience** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| *       | 71.5    | 72.0    | 59.6    | 57.0    | 79.5    | 69.0    |
| *Social |         |         |         |         |         |         |
| St      |         |         |         |         |         |         |
| udies** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+

ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

**Grade**: 5 **Test**: TerraNova Complete Battery

**Norms Date**: 1996 **Publisher**: CTB/McGraw-Hill

**Number of students in the grade in which the test was administered:**
always less than 10

**Number of students who took the test:** always equal to the number of
students in the grade in which the test was administered

**Groups Excluded from testing:** none

**Scores reported here as:** NCEs

+---------+---------+---------+---------+---------+---------+---------+
|         | **March | **March | **March | **March | **March | **March |
|         | 2003**  | 2002**  | 2001**  | 2000**  | 1999**  | 1998**  |
+---------+---------+---------+---------+---------+---------+---------+
|         |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| #       | 59.3    | 63.3    | 71.4    | 67.5    | 76.6    | 65.8    |
| Reading |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Lan   | 59.0    | 52.5    | 62.0    | 67.5    | 75.2    | 54.0    |
| guage** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| *       | 63.3    | 66.3    | 65.0    | 73.0    | 73.0    | 64.4    |
| *Math** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Sc    | 58.5    | 60.8    | 64.9    | 65.0    | 86.6    | 61.2    |
| ience** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| *       | 58.0    | 60.0    | 63.1    | 61.0    | 79.2    | 59.8    |
| *Social |         |         |         |         |         |         |
| St      |         |         |         |         |         |         |
| udies** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Spe   | 63.8    | 64.8    | 63.1    | 73.5    | 71.8    | 50.6    |
| lling** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+

ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

**Grade**: 6 **Test**: TerraNova Complete Battery

**Norms Date**: 1996 **Publisher**: CTB/McGraw-Hill

**Number of students in the grade in which the test was administered:**
always less than 10

**Number of students who took the test:** always equal to the number of
students in the grade in which the test was administered

**Groups Excluded from testing:** none

**Scores reported here as:** NCEs

+---------+---------+---------+---------+---------+---------+---------+
|         | **March | **March | **March | **March | **March | **March |
|         | 2003**  | 2002**  | 2001**  | 2000**  | 1999**  | 1998**  |
+---------+---------+---------+---------+---------+---------+---------+
|         |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| #       | 59.8    | 66.0    | 73.7    | 77.7    | 60.0    | 69.6    |
| Reading |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Lan   | 55.8    | 58.9    | 68.7    | 60.5    | 53.0    | 63.8    |
| guage** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| *       | 66.0    | 67.6    | 73.0    | 74.2    | 61.2    | 64.6    |
| *Math** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Sc    | 62.5    | 63.9    | 68.3    | 75.8    | 51.0    | 64.6    |
| ience** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| *       | 52.5    | 63.5    | 68.7    | 77.5    | 67.2    | 64.4    |
| *Social |         |         |         |         |         |         |
| St      |         |         |         |         |         |         |
| udies** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Spe   | 57.8    | 64.3    | 62.7    | 59.0    | 57.4    | 57.0    |
| lling** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+

ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

**Grade**: 7 **Test**: TerraNova Complete Battery

**Norms Date**: 1996 **Publisher**: CTB/McGraw-Hill

**Number of students in the grade in which the test was administered:**
always less than 10

**Number of students who took the test:** always equal to the number of
students in the grade in which the test was administered

**Groups Excluded from testing:** none

**Scores reported here as:** NCEs

+---------+---------+---------+---------+---------+---------+---------+
|         | **March | **March | **March | **March | **March | **March |
|         | 2003**  | 2002**  | 2001**  | 2000**  | 1999**  | 1998**  |
+---------+---------+---------+---------+---------+---------+---------+
|         |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| #       | 66.5    | 67.0    | 74.6    | 53.3    | 68.0    | 57.3    |
| Reading |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Lan   | 65.0    | 73.3    | 72.4    | 58.0    | 63.5    | 60.0    |
| guage** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| *       | 72.9    | 84.7    | 72.3    | 67.3    | 65.3    | 55.5    |
| *Math** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Sc    | 59.8    | 68.0    | 74.1    | 52.0    | 68.3    | 64.0    |
| ience** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| *       | 60.1    | 72.7    | 73.6    | 54.7    | 68.5    | 54.5    |
| *Social |         |         |         |         |         |         |
| St      |         |         |         |         |         |         |
| udies** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Spe   | 71.4    | 77.7    | 58.1    | 63.7    | 66.8    | 58.3    |
| lling** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+

ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

**Grade**: 8 **Test**: TerraNova Multiple Assessments

Terra Nova Complete Battery (1998-2001)

**Norms Date**: 1996 **Publisher**: CTB/McGraw-Hill

2000 (March 2003 Test)

**Number of students in the grade in which the test was administered:**
always less than 10

**Number of students who took the test:** always equal to the number of
students in the grade in which the test was administered

**Groups Excluded from testing:** none

**Scores reported here as:** NCEs

+---------+---------+---------+---------+---------+---------+---------+
|         | **March | **March | **March | **March | **March | **March |
|         | 2003**  | 2002**  | 2001**  | 2000**  | 1999**  | 1998**  |
+---------+---------+---------+---------+---------+---------+---------+
|         |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| #       | 90.5    | 70.3    | 56.5    | 73.2    | 58.0    | 71.0    |
| Reading |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Lan   | 83.0    | 65.5    | 53.0    | 70.2    | 67.2    | 73.5    |
| guage** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| *       | 79.0    | 71.1    | 56.3    | 66.6    | 63.6    | 67.5    |
| *Math** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Sc    | 71.0    | 72.8    | 50.3    | 69.0    | 57.0    | 64.5    |
| ience** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| *       | 72.5    | 67.8    | 53.8    | 70.4    | 56.8    | 61.8    |
| *Social |         |         |         |         |         |         |
| St      |         |         |         |         |         |         |
| udies** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Spe   | Not     | Not     | 59.0    | 62.8    | 47.6    | 59.5    |
| lling** | Tested  | Tested  |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+

ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

**Grade**: 9 **Test**: TerraNova Complete Battery

**Norms Date**: 1996 **Publisher**: CTB/McGraw-Hill

**Number of students in the grade in which the test was administered:**
always less than 10

**Number of students who took the test:** always equal to the number of
students in the grade in which the test was administered

**Groups Excluded from testing:** none

**Scores reported here as:** NCEs

+---------+---------+---------+---------+---------+---------+---------+
|         | **March | **March | **March | **March | **March | **March |
|         | 2003**  | 2002**  | 2001**  | 2000**  | 1999**  | 1998**  |
+---------+---------+---------+---------+---------+---------+---------+
|         |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| #       | 76.8    | 58.8    | 78.0    | 56.8    | 66.8    | 66.0    |
| Reading |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Lan   | 72.1    | 66.4    | 79.5    | 61.6    | 78.0    | 69.3    |
| guage** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| *       | 80.3    | 65.0    | 75.3    | 70.4    | 77.8    | 82.8    |
| *Math** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Sc    | 74.4    | 55.8    | 74.8    | 65.8    | 70.8    | 71.5    |
| ience** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| *       | 69.8    | 54.4    | 72.3    | 58.0    | 64.0    | 75.0    |
| *Social |         |         |         |         |         |         |
| St      |         |         |         |         |         |         |
| udies** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Spe   | 76.8    | 79.6    | 55.0    | 49.2    | 70.3    | 61.3    |
| lling** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+

ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

**Grade**: 10 **Test**: TerraNova Complete Battery

**Norms Date**: 1996 **Publisher**: CTB/McGraw-Hill

**Number of students in the grade in which the test was administered:**
always less than 10

**Number of students who took the test:** always equal to the number of
students in the grade in which the test was administered

**Groups Excluded from testing:** none

**Scores reported here as:** NCEs

+---------+---------+---------+---------+---------+---------+---------+
|         | **March | **March | **March | **March | **March | **March |
|         | 2003**  | 2002**  | 2001**  | 2000**  | 1999**  | 1998**  |
+---------+---------+---------+---------+---------+---------+---------+
|         |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| #       | 60.2    | 75.1    | 57.5    | 70.3    | 72.8    | 63.9    |
| Reading |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Lan   | 63.6    | 74.0    | 67.3    | 71.3    | 77.3    | 69.0    |
| guage** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| *       | 58.2    | 66.0    | 66.8    | 65.7    | 81.0    | 60.4    |
| *Math** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Sc    | 71.2    | 78.3    | 71.2    | 72.7    | 82.0    | 65.1    |
| ience** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| *       | 60.8    | 70.1    | 54.8    | 59.7    | 77.5    | 60.4    |
| *Social |         |         |         |         |         |         |
| St      |         |         |         |         |         |         |
| udies** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Spe   | 71.4    | 67.7    | 47.5    | 61.0    | 64.3    | 74.7    |
| lling** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+

ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

**Grade**: 11 **Test**: TerraNova Complete Battery

**Norms Date**: 1996 **Publisher**: CTB/McGraw-Hill

**Number of students in the grade in which the test was administered:**
always less than 10

**Number of students who took the test:** always equal to the number of
students in the grade in which the test was administered

**Groups Excluded from testing:** none

**Scores reported here as:** NCEs

+---------+---------+---------+---------+---------+---------+---------+
|         | **March | **March | **March | **March | **March | **March |
|         | 2003**  | 2002**  | 2001**  | 2000**  | 1999**  | 1998**  |
+---------+---------+---------+---------+---------+---------+---------+
|         |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| #       | 75.7    | 63.0    | 64.7    | 64.5    | 66.6    | 55.8    |
| Reading |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Lan   | 75.9    | 64.0    | 68.7    | 80.0    | 67.6    | 54.4    |
| guage** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| *       | 79.4    | 67.5    | 66.0    | 75.5    | 66.0    | 59.0    |
| *Math** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Sc    | 76.3    | 70.8    | 53.0    | 72.8    | 65.9    | 53.0    |
| ience** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| *       | 69.0    | 60.0    | 55.7    | 63.8    | 59.9    | 56.4    |
| *Social |         |         |         |         |         |         |
| St      |         |         |         |         |         |         |
| udies** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Spe   | 54.7    | 64.0    | 66.3    | 53.0    | 72.4    | 49.2    |
| lling** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+

ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

**Grade**: 12 **Test**: TerraNova Complete Battery

**Norms Date**: 1996 (2^nd^ Edition---October 2002) **Publisher**:
CTB/McGraw-Hill

2000 (March 2002 Test)

**Number of students in the grade in which the test was administered:**
always less than 10

**Number of students who took the test:** always equal to the number of
students in the grade in which the test was administered

**Groups Excluded from testing:** none

**Scores reported here as:** NCEs

+-------------------+--------------------------+-----------------------+
|                   | # October 2002           | # March 2002          |
+-------------------+--------------------------+-----------------------+
| # Reading         | 65.6                     | 63.0                  |
+-------------------+--------------------------+-----------------------+
| **Language**      | 68.0                     | 68.3                  |
+-------------------+--------------------------+-----------------------+
| **Math**          | 65.0                     | 62.3                  |
+-------------------+--------------------------+-----------------------+
| **Science**       | 59.6                     | 64.8                  |
+-------------------+--------------------------+-----------------------+
| **Social          | 58.4                     | 52.8                  |
| Studies**         |                          |                       |
+-------------------+--------------------------+-----------------------+
| **Spelling**      | Not Tested               | Not Tested            |
+-------------------+--------------------------+-----------------------+