**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.

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

\_\_\_\_ Autism \_\_\_ Orthopedic Impairment

\_\_\_\_ Deafness [\_ 9]{.underline} Other Health Impaired

\_\_\_\_ Deaf-Blindness [\_12\_]{.underline} Specific Learning
Disability

\_\_\_\_ Hearing Impairment [\_ 7\_]{.underline} Speech or Language
Impairment

[\_\_ \_\_]{.underline}Mental Retardation \_\_\_\_\_ Traumatic Brain
Injury

\_\_\_\_ Multiple Disabilities \_\_\_\_\_ 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} [\_\_\_\_\_\_]{.underline}

Classroom teachers [\_\_15\_\_\_]{.underline}
[\_\_1\_\_\_\_]{.underline}

Special resource teachers/specialists [\_\_4\_\_\_\_]{.underline}
[\_\_1\_\_\_\_]{.underline}

Paraprofessionals [\_\_2\_\_\_\_]{.underline} [\_\_\_\_\_\_]{.underline}

Support staff [\_\_2\_\_\_\_]{.underline} [\_\_4\_\_\_\_]{.underline}

Total number [\_\_24\_\_\_\_]{.underline} [\_\_6\_\_\_\_]{.underline}

12\. Average school student- "classroom teacher" ratio: [\_21.7:
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 difference between the number entering
    students and the number of exiting students from the number of
    entering student: divide tat 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  | 200    | 2000  | 1999  | 198    |
|                          | -2003 | 1-2002 | -2001 | -2000 | 9-1999 |
+--------------------------+-------+--------+-------+-------+--------+
| #                        | N/A   | 94.1%  | 94.1% | 94.0% | 94.8%  |
| Daily student attendance |       |        |       |       |        |
+--------------------------+-------+--------+-------+-------+--------+
| Daily teacher attendance | N/A   | 95.0%  | 95.0% | 93.0% | 97.2%  |
+--------------------------+-------+--------+-------+-------+--------+
| Teacher turnover rate    | N/A   | 8.7%   | 2     | 1     | 52.17% |
|                          |       |        | 3.81% | 3.64% |        |
+--------------------------+-------+--------+-------+-------+--------+
| Student dropout rate     | N/A   | N/A    | N/A   | N/A   | N/A    |
+--------------------------+-------+--------+-------+-------+--------+
| Student drop-off rate    | N/A   | N/A    | N/A   | N/A   | N/A    |
+--------------------------+-------+--------+-------+-------+--------+

**PART III - SUMMARY**

Wainwright Elementary creates a positive, safe, and nurturing
environment in which staff, students, parents, and community focus their
efforts toward the attainment of academic excellence, responsible
citizenship, and enthusiasm for lifelong learning. The school serves
approximately 364 students, who emerge from diverse ethnic and
socioeconomic backgrounds, who demonstrate a wide range of abilities.
Our mission is to assure that all students achieve or exceed local and
state learning requirements. Wainwright began as Regents Park, a
one-room schoolhouse in 1911. The community is well established with
many second and third generation students attending.

We support our Wainwright Mission statement by our belief that our
school-learning environment is positive, safe, and democratic, and it
fosters, mutual respect for individual differences. Our students know
that we expect the best of them in every way: academic achievement,
social relationships, and emotional development. We provide clear
statements of our expectations and offer \"safety nets\" for children,
when parents or teachers have concerns in any of these areas.

Our schoolwide management/discipline system provides a process, which is
consistent with our belief and our mission. This management/discipline
system follows our Standards of Conduct and our Kindness Creed, and
includes specific guidelines for behavior summarized in our four
Wainwright Rules. All students are expected to adhere to our policy of
zero tolerance for violent behaviors, and all students learn to put into
practice steps for peaceful problem solving. Because of these beliefs
and practices, we are able to assure a safe and positive school climate,
which fosters academic success.

Wainwright School has a superb staff, active and supportive parents, and
students who are high achievers, as well as good citizens. Our small
size creates a strong community school atmosphere, where the staff knows
all children, and parent's network with one another to support the
school in positive ways.

Wainwright School exists to provide all students with an enriched
educational program in which all children reach their fullest potential.
A strong academic focus and high expectations for all students are
supported by the knowledge that all children develop intellectually,
socially, emotionally, and physically at different rates. Attendance,
good citizenship, high standards, active participation, a good work
ethic, and encouragement are factors to student success.

Our Running Club and Wildcat Activities Club offer students an
alternative to lunchtime recess. Students who participate in our Wildcat
Activities Club often submit their artwork to local, state, and national
contests. Wainwright students have taken first and second place in the
AK Media/ NW, \"Larger than Life Art Contest for Kids\". Each year the
contest generates over 4,000 entries from K-5 students throughout
Washington State. Other programs include self-contained Challenge
classes (Grades 4 & 5) and a school wide positive discipline/management
system. We also have the Learning Assistance Program (LAP), Achievement
Club, Read At Home Program, Accelerated Reader

Program, an active PTA, and a parent volunteer group.

**PART IV INDICATORS OF ACADEMIC SUCCESS**

**1. Meaning of School's Assessment Results**

Wainwright Elementary has established a great reputation of being a
school of academic excellence. Our performance on state tests supports
this belief. The success of our school is due to the hard and committed
work produced by both students and staff. The strong support we receive
from our parent body is also a contributor to our academic success.

The Washington Assessment of Student Learning (WASL), the state-level
assessment require students to both select and create answers to
demonstrate their knowledge, skills, and understanding in each of the
Essential Academic Learning Requirements (EALRs)\--from multiple-choice
and short-answer questions to more extended responses, essays, and
problem solving tasks. This assessment is given at the fourth, seventh,
and tenth grades.

From 1999 to 2003, fourth grade students at Wainwright Elementary have
consistently out-scored both district and state in all areas including
math, reading, writing and listening. The amount of students not meeting
standard in reading has reduced from 38.2% in 1998-1999 to 12% in
2002-2003. The same positive improvement in reducing the percentage not
meeting standard is evident in mathematics (58.8% in 1998-1999 to12.7%
in 2003).

The achievement gap is being closed with regard to African-American
students. For example, the number of fourth grade African- American
students not meeting standards has decline significantly. During
1998-2000, the WASL was administered to fewer than ten students;
therefore, data are not available. However from 2000-2001, 66.7% of
African American students did not meet the standard in reading, and 77.8
% did not meet standard in math. Improvement was shown in 2002-2003 when
22.2% did not meet the standard in reading and 27.8% did not meet the
standard in math.

In 2003, 87.3% of fourth grade students at Wainwright Elementary met
standard in both reading and mathematics, out performing students in the
district (61.4% reading. 48.3% in math, and the State 66.7% in reading,
55.2% math.

The Iowa Test of Basic Skills (ITBS), our state's measurement of
achievement in reading, mathematics and language, is administered to all
students at the third grade level. The ITBS is a standardized,
norm-referenced achievement test constructed specifically to gather
information that can be used to improve instruction. Since 1998-1999,
Wainwright third graders have made significant progress on the ITBS in
the areas of reading and math.

We use the Iowa results in classrooms to personalize instruction and
help each student's performance improve over time. Districtwide,
performance patterns help us target areas for focused instruction and
informed decisions related to curriculum. For example, additional
instruction through reading specialists at the primary levels, as well
as our reading curriculum have contributed to a steady increase in our
students' WASL and ITBS performance in these core academic skills.

**2. Usefulness of Assessment Results**

Our assessment results provide information that can be used to improve
instruction. The information from the assessments is unique in that it
is not available from other sources. It is valuable to the extent that
it contributes to better instructional decisions than educators could
make without having that information available.

The formative assessment data allow our staff to monitor their students'
progress on a frequent, consistent, and on going basis. It gives the
teacher continuous feedback on the effectiveness of a specific
instructional intervention and it establishes a system of accountability
for student achievement. In addition, assessment data provide useful
feedback to students and their parents.

We use the results in classrooms to personalize instruction and help
each student's performance improve over time. Districtwide, performance
patterns help us target areas for focused instruction and informed
decisions related to curriculum. For example, additional instruction
through reading specialists at the primary levels and the strength of
our focus reading curriculum have contributed to a steady increase in
our students' performance in these core academic skills.

The following assessment tools are administered.

-   Kindergarten -Early reading assessment, Dynamic Indicators of Basic
    Early Literacy Skills (DIBELS)

-   First Grade- DIBELS, Tacoma Screening Test (Words)

-   Second Grade- DIBELS, Reading Accuracy and Fluency (QRI-II)

-   Third Grade- Iowa Test of Basic Skills (ITBS), DIBELS

-   Fourth Grade- Washington Assessment of Student Learning (WASL), Oral
    Reading Assessment.

-   Fifth Grade-Degrees of Reading Power (DRP), Literacy and Mathematics
    Test (LMT)

Data from the following assessment also serves as a blue print for
direct and personalized instruction.

-   Grades 1-5- Gates -McGinitie Test

-   Grades 1-5 Star Reading Test, part of our Accelerated Reader program

-   End of chapter tests from reading curriculum

-   Orchard software

-   Computer Curriculum Corporation Learn SuccessMaker in connection
    with our Learning Assistance program.

**3**. **Communicating Student Performance**

Our students receive daily feedback on their academic performance. Most
classrooms use a daily journal in which students list completed class
work and homework assigned for the day. This journal is taken home
daily, signed by both the student and parent, and is returned each day.
For consistency, at each grade level, a weekly classroom newsletter is
sent home. Thursday is our school\'s official mail day. Parents know and
expect weekly communication and feedback on homework and other
curriculum related events to arrive on that day. A specially design
folder helps parents to know what materials are to be kept home and
which materials are to be returned. A school newsletter and a PTA
newsletter are sent to our parents each month. The newsletters are mail
to local businesses, school board members, and to households within a
two-block radius of our school. Parents are advised of student
performance in the learning Assistance Program by a report card that is
sent out quarterly. All students receive report cards three times a
year.

Partnership Conferences are held two to three times a year. The
conferences are designed to have school, staff, student, and parent
involved in creating goals for the school year. In addition, outreach
efforts that occur throughout the year for parents, students, and
community include, but not limited to, Curriculum Night in the fall,
Math and Literacy Nights, and LAP Parent Night. Post cards with
important dates to remember are mailed to our families three times a
year: summer, fall, and spring.

We utilize our school, district and PTA web page as a vehicle for
communication. There we list the achievements of our students and show
the results of state assessment at the building, district and state
levels. An Annual *Performance Report* is produced and mailed to our
parent body and community members. This report provides information such
as demographics, assessment data, school mission statement, and other
pertinent information about our school.

**4**. **Sharing Successes**

You cannot hide that Wainwright pride! Our staff and students share that
same feeling. Wainwright leaps at the opportunity to share the good
things that are happening at our school. We have served as a host school
to other schools within the state that are similar in demographics and
size. Upon request, we share our methods of teaching and instruction. We
post our assessment results on both district and state web sites. They
are readily available for other districts to review.

Staff members who serve on district curriculum committees in math,
reading, and science share our strategies and successes with colleagues
from other schools. Staff members who are completing work towards their
master's degree share with their cohort groups the activities that occur
at our school.

Twice monthly our principal attends district and area meetings where he
shares information on Wainwright and its many programs. All staff
members are engage in intense professional development in reading and
math where they partake in meaningful sharing and discussion on the
success of our program.

**Part V Curriculum and Instruction**

**1. School Curriculum**

Grade level expectations describe what students should know and be able
to do at the end of a grade level in the areas of reading, writing,
mathematics, communication, science and health, social studies,
technology, library information skills, physical education, and music.
The Washington State Essential Academic Learning Requirements (EALRs)
and our district adopted reading and math series are all components that
guide our instruction and curriculum.

Our reading curriculum is enriched with many activities and methods of
instruction that reach each student at his or her developmentally
appropriate learning level. Our approach is diverse and it allows for
teachers to instruct in a manner that is global and addresses the many
learning styles of their students. Reading is taught to all students
using the Houghton Mifflin series. Within each program or classroom,
modified instruction occurs where needed so that all students are
learning at their appropriate grade level. We rely on data derived from
building and state assessments in reading and math to determine if a
particular student is to receive modified instruction. A common thread
woven throughout our literacy program is our schoolwide ninety- minute
reading block. The reading block provides ninety minutes of
uninterrupted reading instruction that includes direct teacher
instruction, teacher/small group, and literacy learning centers. During
our reading block, we focus on the following modules of reading:

-   Phonemic Awareness

-   Phonics

-   Vocabulary

-   Fluency

-   Comprehension

Mrs. Crist uses both third grade and kindergarten students as reading
buddies for her fifth grade class. This type of blending promotes
reading and also provides opportunity for older kids to model good
reading to our younger students. In addition to following the guidelines
and expectations for her grade level, Mrs. Crist uses partner reading
and silent reading as a means of teaching reading. Choral reading and
Reader's theater are fun activities she uses to improve fluency.

Mrs. Dunham's second grade class, when completing geometry activities is
also learning to read and complete math in Chinese. Mrs. Beecher's third
grade students are learning how to speak Spanish within their reading
time, while Mrs. Pinckney's fifth grade Challenge class learn how to
speak German fluently throughout the school year.

**2. Reading Curriculum**

Our reading curriculum is part of a multi- faceted program. A variety of
activities and programs, such as our ninety minute reading block,
phonics and phonemic awareness, Learning Assistance Program, Accelerated
Reader, and buddy reading, all support our reading curriculum. At the
core of our reading curriculum is our district's adopted reading
curriculum. We currently use the Houghton Mifflin reading series for
grades K-5. Each day during our ninety minute reading block, our
students are placed in reading groups at their instructional level.
Fluency, comprehension (oral and written), vocabulary building, and
writing are modules that are addressed during the ninety minute,
uninterrupted reading block.

District grade level reading assessments are administered to gain data
to design effective, personalized instruction in reading. The Gates
McGinitie reading assessment is administered to grades 1-5.

Mrs. Beecher introduces fiction, non-fiction, biographies, mysteries and
fantasy to her third grade class. Students are read to every day, which
helps to increase their interest in reading books. Reading twenty
minutes is a daily requirement for students in the class.

**3. Math Curriculum**

Our staff has worked hard to align our math curriculum with the
standards for which our students are being held accountable. We rely on
our district adopted math curriculum, *Investigations*, to support our
mission in developing students with an enthusiasm for lifelong learning.
The very nature of the program actively involves the students and
requires them to think creatively and problem solve throughout their
lessons. The Investigations are designed to invite all students to spend
time exploring problems in depth, to find more than one solution to many
of the problems, and to invent their own strategies and approaches
rather than rely on memorized procedures.

Our entire staff, including teachers, specialists, and para-educators,
have all received training in implementing our math curriculum. Our goal
is simple. We strive for all students to:

-   Successfully connect mathematical topics, rather than artificially
    separate them.

-   Employ teaching strategies that include all students.

-   Strengthen their understanding, reasoning, problem solving, and
    communication.

-   Apply mathematics to real life problems and situations.

We use data from the assessments given at each grade level to serve as a
blueprint to guide our instructional preparation for all students in
math. Additionally, we rely on the use of supplemental software such as
*Orchard Math* software to provide opportunities for our staff to assist
each student to achieve and understand math concepts at their most
proficient level. Students use Wainwright\'s computer lab and their
classroom computer to access interactive math games from the
*Investigations* program that give children added practice in problem
solving.

**4. Instructional Methods**

We realize that using one specific approach to teaching is not
productive, and it is not effective. We use many researched-based
instructional methods to improve student learning. We first begin with a
sound and clear understanding of our curriculum, objectives, and goals.
Data provide a starting point for assessing our students' prior
knowledge and also provides a foundation for identifying the specific
needs and the individualized approach needed for all students to
succeed.

Mrs. Unfred, our special education teacher, utilizes a variety of
activities and methods

tailored to each student\'s individual needs. When using direct
instruction the lessons usually contain the following steps: motivating
the student, presenting new vocabulary

and concepts while relating it to previously learned material, guided
reading instruction with an emphasis on questioning and thinking aloud
while reading, correlated activities and drills that enhance skills, and
activities that require application of skills. Students in Mrs.
Johnson's second grade class are encouraged to read and take Accelerated
tests on the computer to demonstrate their understanding of the book
read. In the first grade, Mrs. Maarsingh and Mrs. Balerud include a
daily math calendar. Individualization of instruction and assignments is
based on individual strengths. Alternate strategies are taught and
encouraged during math activities.

In her third grade class, Mrs. Sterbick improves student learning by
incorporating activities using reading partners, small groups, and whole
class formation. The use of flashcards, manipulatives, partner reading,
choral reading, math games, and technology software complements our
curriculum.

**5. Professional Development**

Wainwright's self study identified reading improvement as our primary
goal. Reading is a school wide focus, and it is supported by our ongoing
commitment to "research based" professional development. Therefore, we
view professional development as a necessary and vital tool as we strive
for all students to function effectively at grade level by grade three.
Our professional development program assists in implementing our goal of
improving reading performance for all students and for implementing
district and State Essential Learning Goals.

Our staff is committed to twelve hours of professional development in
literacy for the academic year. To increase instructional efficiency,
the focus of training is to teach, share and learn effective methods of
instruction, which will ultimately improve our students' performance in
reading. The training is led by two staff members who, along with our
principal, will complete twenty-four hours of training. In addition, all
staff has received training in assessment. Teachers of grades K-3
receives training to administer the DIBELS while teachers of grades 4-5
were trained to administer the AIMS assessment.

Staff use district offered days to take classes on the newly adopted
math series, *Investigations*. Using the information, staff has
successfully implemented the new curriculum series that provides more
hands-on experiences for students.

Technology training on the researched-based software in our computer lab
is provided for staff. The software is aligned with district grade level
expectations and Washington State Essential Academic Learning
Requirements, thus supporting our goal to incorporate technology in the
learning process.

Two staff members represent our building at the district level for
training in math and science. Portions of our training allow opportunity
for grade level training and collaboration. It also provides opportunity
for cross-grade level sharing. For example, at our recent literacy staff
training, our kindergarten teachers shared with teachers of first and
second grades how fluency and comprehension are introduced to their
students. This sharing promotes dialogue between three grade levels,
which will lead to better instruction.

**Washington Assessment of Student Learning (WASL)**

**READING:**

  ------------------------ -------------------- -------------------- -------------------- -------------------- --------------------
                           [2002-2003]{.mark}   [2001-2002]{.mark}   [2000-2001]{.mark}   [1999-2000]{.mark}   [1998-1999]{.mark}

  Testing months:                                                                                              

  **School Scores**                                                                                            

  Total (met standard):    87.3%                67.1%                67.6%                78.8%                61.8%

  At or Above Basic        100%                 94.7%                93%                  98.5%                97.1%

  At or above Proficient   87.3%                67.1%                67.6%                78.8%                61.8%

  At Advanced              38.0%                32.9%                23.9%                40.9%                26.5%

  Number of students       71                   76                   69                   66                   66
  tested                                                                                                       

  Percent of total         100%                 100%                                      100%                 97.1%
  students tested                                                                                              

  Number of students       0                    0                                         0                    2
  excluded                                                                                                     

  Percent of students      0%                   0%                   2.8%                 0                    2.9%
  excluded                                                                                                     

  **Subgroup Scores**                                                                                          

  1.American               0                    0                    0                    0                    0
  Indian/Alaskan Native\*                                                                                      

  2.Asian/Pacific          3\<10                6\<10                6\<10                0                    0

  3.Black/African American 18%                  21%                  17%                  \*                   \*

  At or Above Basic        100%                 90.4%                88.5%                \*                   \*

  At or Above Proficient   77.8%                57.1%                33.3%                \*                   \*

  At Advanced              11.1%                9.5%                 0                    \*                   \*

  4.Hispanic               4\<10                2\<10                7\<10                \*                   \*

  5.White                  46                   47                   39                   \*\*                 \*\*

  At or Above Basic        100%                 95.8%                97.5%                \*\*                 \*\*

  At or Above Proficient   89.1%                74.5%                87.5%                \*\*                 \*\*

  At Advanced              60.9%                44.7%                35.0%                \*\*                 \*\*

  **State Scores**                                                                                             

  Total (met standard)     66.7%                65.6%                66.1%                65.8%                59.1%

  At or Above Basic        92.0%                93.9%                93.5%                92.8%                90.3%

  State Mean Score\*\*\*                                                                                       

  At or Above Proficient   66.7%                65.6%                66.1%                65.8%                59.1%

  State Mean Score\*\*\*                                                                                       

  At Advanced              25.3%                27.0%                27.4%                27.0%                31.2%

  State Mean Score\*\*\*                                                                                       
  ------------------------ -------------------- -------------------- -------------------- -------------------- --------------------

Scores are not reported when there are less than 10 students to protect
confidentiality and below the state\'s interpretation of statistical
significance.

\*\* Disaggregated data not available for 1999-1998 from our data bases

\*\*\* Unable to locate state Means Scores

**Washington Assessment of Student Learning (WASL)**

**MATH:**

  ------------------------ -------------------- -------------------- -------------------- -------------------- --------------------
                           [2002-2003]{.mark}   [2001-2002]{.mark}   [2000-2001]{.mark}   [1999-2000]{.mark}   [1998-1999]{.mark}

  Testing months:                                                                                              

  **School Scores**                                                                                            

  Total (met standard):    87.3%                61.8%                53.5%                59.1%                41.2%

  At or Above Basic        97.2%                82.9%                73.2%                83.3%                69.1%

  At or above Proficient   87.3%                61.8%                53.5%                59.1%                41.2%

  At Advanced              54.9%                34.2%                33.8%                36.4%                19.1%

  Number of students       71                   76                   70                   66                   66
  tested                                                                                                       

  Percent of total         100%                 100%                                      100%                 97.1%
  students tested                                                                                              

  Number of students       0                    0                    0                    0                    2
  excluded                                                                                                     

  Percent of students      0%                   0%                   1.4%                 0%                   2.9%
  excluded                                                                                                     

  **Subgroup Scores**                                                                                          

  1.American               \*                   \*                   \*                   \*                   \*
  Indian/Alaskan Native\*                                                                                      

  2.Asian/Pacific          3\<10                6\<10                6\<10                \*\*                 \*\*

  3.Black/African American 18                   21                   18                   \*                   \*

  At or Above Basic        100%                 71.4%                44.4%                \*                   \*

  At or Above Proficient   72.2%                38.1%                22.2%                \*                   \*

  At Advanced              33.3%                9.5%                 5.6%                 \*                   \*

  4.Hispanic               \*                   \*                   \*                   \*                   \*

  5.White                  46                   47                   39                   \*\*                 \*\*

  At or Above Basic        95.6%                91.5%                90%                  \*\*                 \*\*

  At or Above Proficient   91.3%                76.6%                67.5%                \*\*                 \*\*

  At Advanced              65.2%                48.8%                45.0%                \*\*                 \*\*

  **State Scores**                                                                                             

  Total (met standard)     55.2%                51.8%                43.4%                41.8%                37.3%

  At or Above Basic        79.2%                78.6%                71.8%                66.7%                64.7%

  State Mean Score\*\*\*                                                                                       

  At or Above Proficient   55.2%                51.8%                43.4%                41.8%                37.3%

  State Mean Score\*\*\*                                                                                       

  At Advanced              24.0%                24.8%                28.4%                24.9%                27.4%

  State Mean Score\*\*\*                                                                                       
  ------------------------ -------------------- -------------------- -------------------- -------------------- --------------------

Scores are not reported when there are less than 10 students to protect
confidentiality and below the state\'s interpretation of statistical
significance.

\*\* Disaggregated data not available for 1999-1998 from our data bases

\*\*\* Unable to locate State Means Scores

**ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS**

**­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­**

**Grade: [3]{.underline} Test: [Iowa Tests of Basic Skills
(ITBS)]{.underline}**

**[Edition/publication year: Form M/1996]{.underline} Publisher:
Riverside**

**What groups were excluded from testing? No one was excluded from
testing.**

**Scores are reported here as: Percentiles**

**READING:**

  ------------------------ -------------------- -------------------- -------------------- -------------------- --------------------
                           [2002-2003]{.mark}   [2001-2002]{.mark}   [2000-2001]{.mark}   [1999-2000]{.mark}   [1998-1999]{.mark}

  Testing months:                                                                                              

  **School Scores**                                                                                            

  Total score:             61%                  67%                  67%                  67%                  46%

  Number of students       43                   49                   51                   54                   54
  tested                                                                                                       

  Percent of total         96%                  98%                  100%                 96%                  89%
  students tested                                                                                              

  **Subgroup Scores**                                                                                          

  1.American               0                    0                    0                    1\<10                1\<10
  Indian/Alaskan Native\*                                                                                      

  2.Asian/Pacific          2\<10                2\<10                6\<10                6\<10                2\<10

  3.Black/African American 57                   56                   9\<10                55                   33

  4.Hispanic               5\<10                3\<10                5\<10                3\<10                3\<10

  5.White                  56                   62                   62                   64                   50
  ------------------------ -------------------- -------------------- -------------------- -------------------- --------------------

Scores are not reported when there are less than 10 students to protect
confidentiality and below the state\'s interpretation of statistical
significance.

\*\*\* Unable to locate State Means Scores

**ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS**

**­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­**

**Grade: [3]{.underline} Test: Iowa [Tests of Basic Skills
(ITBS)]{.underline}**

**[Edition/publication year: Form M/1996]{.underline} Publisher:
Riverside**

**What groups were excluded from testing? No one was excluded from
testing.**

**Scores are reported here as: Percentiles**

**MATH:**

  ------------------------ -------------------- -------------------- -------------------- -------------------- --------------------
                           [2002-2003]{.mark}   [2001-2002]{.mark}   [2000-2001]{.mark}   [1999-2000]{.mark}   [1998-1999]{.mark}

  Testing months:                                                                                              

  **School Scores**                                                                                            

  Total (met standard):    61%                  83%                  65%                  69%                  49%

  Number of students       43                   49                   50                   54                   53
  tested                                                                                                       

  Percent of total         96%                  98%                  98%                  96%                  87%
  students tested                                                                                              

  **Subgroup Scores**                                                                                          

  1.American               0                    2\<10                0                    1\<10                1\<10
  Indian/Alaskan Native\*                                                                                      

  2.Asian/Pacific          2\<10                2\<10                6\<10                6\<10                2\<10

  3.Black/African American 56                   63                   56                   56                   31

  4.Hispanic               5\<10                3\<10                1\<10                3\<10                3\<10

  5.White                  66                   74                   62                   65                   56
  ------------------------ -------------------- -------------------- -------------------- -------------------- --------------------

Scores are not reported when there are less than 10 students to protect
confidentiality and below the state\'s interpretation of statistical
significance.

\*\*\* Unable to locate State Means Scores

NCLB WASL

**Advanced = Level 4**

**Meets Standard**

**Proficient** **= Level 3**

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Basic = Level 2**

**Below Standard**

**Below Basic = Level 1**