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

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

**Cover Sheet**

Name of Principal [Mr. David A. Suarez]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address[501 S. Lincoln Avenue]{.underline}

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

[Dixon Illinois 61021-3345]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 815) 284-7726]{.underline} Fax [(815) 284-1305]{.underline}

Website/URL [www.dps.k12.il.us/lincoln]{.underline} E-mail
[lstaff@dps.k12.il.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. James L. Brown]{.underline}

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

District Name [Dixon Public Schools #170]{.underline} Tel. [(815)
284-7722]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Doug Lee]{.underline}

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

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

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

(SchoolBoardPresident's/Chairperson'sSignature)

**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: [\_\_3]{.underline}\_\_
Elementary schools

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

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

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

\_\_\_\_\_ Other (Briefly explain)

\_\_[5]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_[\$7,242]{.underline}\_\_\_\_

Average State Per Pupil Expenditure:
\_\_\_[\$8,181]{.underline}\_\_\_\_\_\_\_\_\_

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

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

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

4\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

[3]{.underline} 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**       46        42                     **88**       **7**                             

  **1**       41        36                     **77**       **8**                             

  **2**       35        43                     **78**       **9**                             

  **3**       31        39                     **70**       **10**                            

  **4**       40        33                     **73**       **11**                            

  **5**                                                     **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   386
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [86]{.underline} % White

the students in the school: [8]{.underline} % Black or African American

[5]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[11.89]{.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 26
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 18
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        44
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    370
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .1189
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    11.89
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: \_\_[N/A]{.underline}\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[50.26]{.underline}\_\_%

\_\_[194]{.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}\_\_\_\_\_%

\_\_ [55]{.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 \_\_[4]{.underline}\_Other Health Impaired

\_\_[0]{.underline}\_Deaf-Blindness \_[13]{.underline}\_Specific
Learning Disability

\_\_[2]{.underline}\_Hearing Impairment \_[36]{.underline}\_Speech or
Language Impairment

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

\_\_[2]{.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}\_\_
\_\_\_[0]{.underline}\_\_\_\_\_

Classroom teachers \_\_\_[19]{.underline}\_
\_\_\_[0]{.underline}\_\_\_\_

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

Paraprofessionals \_\_\_\_[4]{.underline}\_\_
\_\_\_[0]{.underline}\_\_\_\_

> Support staff \_\_\_[13]{.underline}\_\_\_
> \_\_\_[1]{.underline}\_\_\_\_
>
> Total number \_\_\_[46]{.underline}\_\_ \_\_\_[2]{.underline}\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_[20:1]{.underline}\_\_\_\_\_

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

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

  Daily student attendance 95.9        95.9        97          95.1        95.1

  Daily teacher attendance 97          97          97          97          97

  Teacher turnover rate    3.25        9.1         0           6.1         3

  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**

# Lincoln Elementary School, located in Dixon, Illinois, is honored to be nominated as a No Child Left Behind -- Blue Ribbon School. Children in Kindergarten through 4^th^ grade attend Lincoln School, where the mission is "to give children positive experiences and opportunities to develop self-esteem and skills which will help them become contributing members of our school, their families and community; to become informed decision makers and to become life long learners. This mission is to be accomplished in a learning and caring environment shared by school, home, and community." To attain this vision, the staff at Lincoln School truly works as a team, for few burdens are heavy when everyone lifts. Striving to create an environment in which all children can be successful has meant inviting and embracing change, which Lincoln School has proudly accomplished.

The 33 certified and 22 non-certified staff members work relentlessly to
educate the 367 students, of which many come from households headed by
single parents, grandparents, or alternative legal guardians. Over the
past 5 years, enrollment has gradually declined and the mobility rate of
students moving in and out of the district has been significant.
However, truancy is consistently not a problem, and Lincoln School
achieved 100% parental involvement for parent/teacher conferences.
Lincoln School houses cross categorical classes for students needing
learning and behavioral modifications and further strives to meet
individual student and parent needs through its writing specialist,
school counselor, after school program, and parent resource center.

# 

# Because of declining test scores, Lincoln teachers have spent the last five years revamping and realigning major components of the curriculum to better meet state standards and provide an education that spirals from one grade to the next. The largest room in the world is the room for improvement, and the Lincoln School staff courageously puts old philosophies aside to explore and develop not just an improved curriculum, but to establish a mind set that places each individual child's needs at the forefront. Veteran staff members worked side by side with 1^st^ and 2^nd^ year teachers to mesh ideas and create a child-centered environment that empowers students to obtain their optimal potential educationally while simultaneously nurturing character development.

In many cases, Lincoln School is the only constant in a student's life.
A family approach, therefore, is taken to ensure that students first and
foremost feel safe and cared for. Many teachers offer children the
opportunity to come in before school, at lunch, or stay after school for
one-on-one assistance, or as a reward. In accordance with this theory,
many parental outreach programs have been offered. Parents are
encouraged to come to the school for positive experiences, including
Family Reading Nights, Dr. Seuss Night, Awards Assemblies, Grade Level
Parent Nights, Spring Fun Fair, and Lincoln's All-School Reading Day
Cookout. Education at Lincoln School involves family, which in turn
increases needed communication between school and home.

Lincoln School has truly embraced the philosophy of leaving no child
behind in regards to education and developing confident life long
learners. The staff hopes that its heartfelt drive for teaching students
to the best of its ability is apparent, and as students at Lincoln
School continue to succeed, the staff will continue to strive for higher
standards.

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

1.  **Describe meaning of school's assessment results in reading and
    mathematics**

Lincoln Elementary School children participate in two State tests, the
Illinois Snapshot of Early Literacy (ISEL) and the Illinois Standards
Achievement Test (ISAT). These tests were prepared by the State of
Illinois to document the students' academic progress in accordance with
State Standards. The tests are administered annually.\
\
The ISEL test is given during the first two weeks of school to all
students entering Kindergarten. It is then given quarterly throughout
the year. The ISEL is a multifaceted Kindergarten inventory, which
provides an array of sub tests to reveal each student's early literacy
development. The sub tests include alphabet recognition, story
listening, phonemic awareness, one-to-one matching and word naming,
letter sounds, developmental spelling, and word recognition. The ISEL
provides teachers with information to monitor instruction and meet the
needs of individual learners as well as track the learning within the
school. It also shows parents the early literacy areas in which their
children excel or need to be strengthened.\
\
The ISAT is administered to all third grade students in the areas of
reading, writing, and math. ISAT results are given in percentages of
students who meet or exceed the Illinois Learning Standards. Each
student who takes the test is scored with a number that corresponds to
an academic indicator of success: academic warning, does not meet,
meets, or exceeds. Students who are performing at grade level or above
receive either the indicator "meets" or "exceeds." The percentage of
students who "meet" or "exceed" are added together to create a total
percentage which is communicated to the public. In the area of reading,
the test includes sub tests for word analysis and comprehension in both
multiple choice and extended response format. Over the last three years,
the students at Lincoln Elementary School have demonstrated a 24.3%
growth in the area of reading. This gain shows that students are
demonstrating a growing knowledge of the components needed to be a
grade-level reader. The writing sub test requires students to write an
essay on a given persuasive, narrative, or expository prompt. Over the
last three years the writing scores have displayed a significant gain of
53%. This gain exemplifies the students' growth in focusing on one
topic, using supporting details, and organizing writing in a well
thought out manner. In the area of mathematics, Lincoln Elementary
School students have demonstrated a growth of 36.3% over the last three
years. This considerable gain indicates that more students are able to
identify, describe, and investigate the patterns and challenges of
mathematical knowledge, critical thinking, and problem solving.\
\
The overall growth in reading, writing, and math reflects the vertical
communication between grade levels in developing and implementing a
curriculum that empowers students to understand, retain, and use
information for the subjects. This goal is reflected in the school
improvement plan as well as the Lincoln School mission statement, which
strives for students to become life-long learners.

**2. Show how the school uses assessment data to improve student and
school performance**.\
\
It is Lincoln School's philosophy that assessment data not only helps to
streamline curriculum, but also creates a learning environment that is
differentiated to the needs of students. Test scores from ISAT and the
Iowa Test of Basic Skills (ITBS) are reviewed annually. Teachers meet as
grade levels to discuss specific strengths and weaknesses based on these
tests. The school improvement plan is then developed accordingly to
establish a focus for the school year in the areas of student learning,
progress, and achievement. Based upon recent data, the main goal of
Lincoln School's improvement plan was to create both a Language Arts and
Math Curriculum Guide. This goal stressed the need for teachers to
incorporate both vertical and horizontal articulation. Cross grade level
teams developed and piloted curriculum guides to articulate
instructional practices that provide a standard aligned experience for
students at each grade level. The frequency of using assessments such as
running records and ISEL has increased because individual strengths and
weaknesses can be identified more quickly and accurately. The
Gates-MacGinitie and Qualitative Reading Inventory-3 was introduced as
an informal reading assessment and has been used to help identify
students needing remediation and to pinpoint the specific reading skill
that needs strengthening. The computerized STAR Reading and Math
assessments are administered quarterly. Teachers then use these results
to set students' independent and instructional reading or math levels,
and prepare or gather materials appropriate for individual optimal
learning. Teachers also use these results to indicate which students may
benefit from an after-school reading or math program, which have been
offered for the past two years. All test results are shared with parents
regularly to help increase parent involvement and to keep parents aware
of their child's academic progress.\
\
**3. Describe how the school communicates student performance to
parents, students and the community.**\
\
Communication of student performance has been key in improving students'
achievement levels. The Lincoln School staff uses a variety of means to
communicate student performance to both the parents and the community.
Back-To-School Night is scheduled during the second week of school.
Staff members discuss their curricular and disciplinary expectations and
any material that parents received during fall registration.
Parents/guardians also receive a "Wednesday Envelope" each week, which
is used to communicate student performance in an on-going manner
throughout the year. It contains daily work, documents parents need to
sign, computer read-outs of reading and math progress, monthly "Lincoln
Log" newsletters, personal teacher communications, and provides an
opportunity for parental feedback. In addition to quarterly report cards
and the school report card, parent/teacher conferences are scheduled in
the Fall and as needed throughout the year. These conferences are
designed to discuss individual student progress, district nationally
normed assessments, and ISAT data. Lincoln School also holds quarterly
awards assemblies for students, parents, and community members to
celebrate student achievement. Progress towards the school's reading
program goal is communicated, and individual excellence and class
achievements are recognized publicly. New to Lincoln Elementary School
is the addition of phones in each classroom, which makes communication
with parents/guardians immediate. With voicemail capability, parents
have access to daily assignments and can leave messages directly with
the teacher. Lincoln Elementary School counts on its local newspaper to
report and distribute school news and progress to the community. Lincoln
Elementary School's test scores have improved as more communication
tools have been put in place. The staff believes that effective schools
are those that build positive two-way communication between home and
school.\
\
**4. Describe how the school shares its successes with other schools.**\
\
Lincoln Elementary School uses various avenues to share its successes
with other schools. Five times a year the district provides grade levels
the opportunity to meet, share, and discuss curriculum as related to
State and district standards. During these meetings, Lincoln Elementary
School teachers have shared newly developed Language Arts and Math
Curriculum Guides with other buildings in the district. After three
years of developing a state aligned writing program to meet the specific
needs of Lincoln Elementary School students, word of success spread.
Using this writing program as a foundation, a third grade writing
position was created to unify writing techniques across the district.
Surrounding districts have also been inserviced on Lincoln's writing
program. In addition to off-site inservices, neighboring district
schools have visited the school to observe techniques in practice.
Teaching institutions, such as Northern Illinois University and Sauk
Valley College, have asked Lincoln Elementary School to become part of
their cooperative and allow their prospective teachers to witness and
learn from successful programs being implemented. Having been a school
that for many years had to look to others for recognized programs, the
Lincoln staff relishes the opportunity to be a model not only for
students, but now for other schools as well.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Describe the school's core curriculum and how all students are
engaged with content based on high standards**.

The curriculum at Lincoln Elementary School has been an ongoing work in
progress over the past several years. The ultimate goal has been to
provide a meaningful, challenging, and successful learning experience to
all of our students. The curriculum consists of the 11 academic core
areas: reading, phonics, spelling, language/writing, math, science,
social studies, music, art, PE, and library. Technology is integrated
throughout the curriculum.\
\
The Illinois Learning Standards and Dixon Public Schools district
guidelines serve as the base from which highly structured Language Arts
and Math Curriculum Guides for grades Kindergarten through 4th grade
have been developed. Both documents are aligned vertically between grade
levels as well as to the current state standards. Curriculum gaps were
adjusted and repetitions eliminated, which resulted in higher standards
for grade levels. The Curriculum Guides include monthly timelines to
indicate appropriate pacing and whether the skill is to be introduced,
reinforced, or mastered at each particular grade. Terminology for
presenting skills is consistent throughout K-4, and assessments for
determining whether skills have been mastered are also provided. Skills
in these areas now build vertically between grades, use a multitude of
resources, and have transcended into other curricular areas such as
music, art, PE and library. Curriculum revision discussions are ongoing
and noted at each grade level as the year progresses. Upon year-end
review by the staff, documents will be revised and edited. The next
process will be to create similar documents for science and social
studies that move the curriculum beyond state standard alignment and
molds these areas to specific needs of Lincoln School students in an
engaging manner.\
\
Because text book based curricula are not enough to support a
well-rounded education, many supplemental programs enhance Lincoln's
curriculum. The Accelerated Reading program is a motivational and
enrichment program that is an important part of our curriculum. This
reading program pulls the school together as a whole. The students work
for the ultimate goal of achieving a grand total of points at the end of
the year. Motivated students read to attain their individual goals set
for each quarter throughout the year, and all students take pride in the
points they are individually able to contribute. A common theme running
throughout the school and a principal challenge keeps the excitement
mounting. The Accelerated Math program is another enrichment program
that was piloted for 3rd graders at Lincoln Elementary School. It
successfully increased math scores and enhanced the math curriculum
through skill spiraling and individual pacing. This program has been
implemented in 2nd and 4th grade as well, and 1^st^ graders have begun
to use a computer program that prepares them for the introduction of
Accelerated Math next year.\
\
Lincoln Elementary School's structured curriculum allows for staff
focus, which in turn provides students the opportunity to become engaged
in a curriculum that is well-planned, effective, and motivating. At the
same time, this curriculum is flexible in that it will be ever changing
to meet the diverse needs of our student population.\
\
**2. Describe the school's reading curriculum and why the approach was
chosen.**\
\
Lincoln Elementary School's developmental reading approach came about
after careful examination of previous test scores. This approach was
chosen because it meets the needs of all individual students. The basic
components of the reading program are whole group reading, small group
guided reading, independent reading, and teacher read aloud. These
components occur daily and utilize classroom teachers, reading
specialists, and support staff working cooperatively. Using the Houghton
Mifflin Reading Series, Kindergarten through 2nd grade teachers use big
books to teach whole group skills and strategies. This allows students
to interact with the teacher while exploring stories in a hands-on
manner. Third and 4th grade activities are story based and developed to
correlate with ISAT skills of vocabulary enhancement, inference, detail
questions, and comprehension. This approach also allows teachers to
model new reading strategies to the whole class. When studying current
research, teachers found that the addition of guided reading promotes
differentiated instruction. In using guided reading, students are placed
into small groups of six or less, based on reading levels and strategies
needed. Teachers use leveled fiction and nonfiction books to address
specific reading needs, and frequent assessment allows these groups to
change often. Independent reading time in conjunction with Accelerated
Reader instills practice and incentive. Students read fiction and
nonfiction books at the appropriate level and then take a computerized
comprehension test to assess understanding. All teachers incorporate at
least 20 minutes of independent reading time daily. Teachers at all
grade levels also read daily to their students. Teachers generally
select books above the students' instructional level and often integrate
other curriculum areas such as science and social studies. Read alouds
help to model fluency, develop comprehension, and encourage a life-long
love of reading.\
\
**3. Describe one other curriculum area of the school's choice and how
it relates to essential skills and knowledge based on the school's
mission.**\
\
Another area of curriculum that has improved for Lincoln Elementary
School is math. As the building addressed the needs of reading and
language arts, math ISAT scores were also shown to improve. This success
kick-started the need to align math throughout the building. Within the
last couple of years, Lincoln Elementary School teachers developed a
comprehensive Math Curriculum Guide that is aligned to the State
standards and vertically between grades Kindergarten through 4th, and
that meets the specific needs of students at Lincoln Elementary School.
This guide incorporates frequent checks of mastery to ensure that all
students are meeting grade-appropriate skills. These assessments are
used as a guide to indicate when reteaching or reviewing of the
specified skills is necessary, which in turn builds self-esteem and
creates positive experiences for the students. The new Math Curriculum
Guide also emphasizes the area of math problem solving. Exposure to
problem solving and the various techniques in answering such problems is
now consistent and uniform across all grades and incorporates both oral
and written communication. Such communication in math has been a natural
carryover from the recently adapted language arts curriculum as well. In
addition to the Math Curriculum Guide, many supplemental programs have
been put into place. Lincoln School has implemented Accelerated Math to
ensure skill practice at the specific level of each individual student
and has utilized new math building programs while in the technology lab.
It has also been a priority at Lincoln School to use available Title I
funds to run an after school math program. These curriculum improvements
have helped Lincoln Elementary School address essential math skills
while at the same time ensuring a positive learning environment.

**4. Describe the different instructional methods used to improve
student learning.**\
\
Dedicated to educating the diverse population of Lincoln Elementary
School, the staff uses a variety of strategies based on best practices
and current multiple intelligence research. Instruction is delivered
using a variety of methods and modes, which span from tactile learning
to higher level thinking. Such strategies include modeling, discovery,
various questioning techniques, problem solving, hands on activities,
peer collaboration, and conferencing. Formal and informal assessments
are used to place children in appropriate developmental levels. At-risk
students then receive interventions and curricular adaptations outlined
in an individualized instructional plan (IIP). Children may be placed in
small groups for differentiated instruction or into a weekly mentoring
program with community members and high school students, which provides
direct and frequent one-on-one intervention. Graphic organizers, such as
the Four Square Writing Method, are used to enhance organized thinking,
which improves student learning across many subjects. Collaboration for
inclusion and/or resource assistance occurs between classroom teachers,
paraprofessionals, writing and reading specialists, cross-categorical
teachers, and the speech/language pathologist to reinforce individual
student needs. The computer lab and classroom pods also enrich all
curricular areas. Lincoln Elementary School strives to reach educational
needs of the entire population of students and remains flexible to
undertake future challenges.\
\
**5. Describe the school's professional development program and its
impact on student achievement.**\
\
Lincoln Elementary School was placed on the state academic watch list in
1999. Getting the school off this list became the focus of future
professional development programs. Half-day in-service times were used
to familiarize the staff with the Four Square Writing Program by Judith
Gould. All Kindergarten through 4^th^ grade teachers were taught to
utilize this method to help students organize their thoughts before
writing. Upon completion of the language arts and math curriculum
documents, other district half days were used for the respective
committees to inservice the rest of the staff. The Illinois Meeting the
Challenge program for Kindergarten through 5th grade was also presented
to several classroom and Title 1 teachers from the district. Teachers
were then given the role of presenting the modules to the appropriate
grade levels. Not only has this provided staff with valuable information
and tools to take back and apply to the classrooms, but it has also
given them the time to meet collaboratively with their grade level
colleagues within the district. Facing the challenges with a "team"
approach, rather than an "every school for themselves" approach gives
staff members a sense of ownership in the decision-making process and
the actions that are taken. Training is also extended to all
paraprofessionals working with students. All teachers use weekly grade
level meetings before or after school to exchange ideas and information
on student achievement. Lincoln Elementary School has seen a steady
improvement in test scores during the past four years as the staff has
worked together on the central goal of helping each student achieve his
or her potential.

> **Criterion Referenced State Assessment Results**
>
> Illinois Standards Assessment Test (ISAT)
>
> Mathematics

Grade Assessed \--3

Test -- Illinois Standards Assessment Test

Edition/publication year: 1999-2003 Publisher: Illinois State Board of
Education

What groups were excluded from testing? No groups excluded.

[Illinois Standards Assessment Test Performance Definitions]{.underline}

Below Standards -- Student work demonstrates basic knowledge and skills
in the subject.

> However, because of gaps in learning, students apply knowledge and
> skills in limited ways.

Meets Standards -- Student work demonstrates proficient knowledge and
skills in the subject.

> Students effectively apply knowledge and skills to solve problems.

Exceeds Standards -- Student work demonstrators advanced knowledge and
skills in the

> subject. Students creatively apply knowledge and skills to solve
> problems and
>
> evaluate the results.

Table for State Assessment (ISAT) Results in Mathematics -- 3^rd^ Grade

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

  Testing month                   April       April       April       April       April

  **SCHOOL SCORES**                                                               

  \% At or Above Below Standards  98.6        95.6        95          77          75

  \% At or Above Meets Standards  86.3        79.4        72          50          45

  \% At Exceeds Standards         17.8        17.6        10          7           1

  Number of students tested       73          66          79          70          81

  Percent of total students       96.1        100         92          99          98
  tested                                                                          

  Number of students excluded     0           0           0           0           0

  Percent of students excluded    0           0           0           0           0

                                                                                  

  SUBGROUP SCORES                                                                 

  1\. Economically Disadvantaged                                                  

  \% At or Above Below Standards  100         91.2        91          N/A         N/A

  \% At or Above Meets Standards  89.7        70.6        70          N/A         N/A

  \% At Exceeds Standards         20.7        11.8        3           N/A         N/A

  Number of students tested       32          35          29          N/A         N/A

                                                                                  

  2\. White                                                                       

  \% At or Above Below Standards  98.5        98.3        96          N/A         N/A

  \% At or Above Meets Standards  87.9        81.3        71          N/A         N/A

  \% At Exceeds Standards         19.7        20.3        11          N/A         N/A

  Number of students tested       68          58          78          N/A         N/A

                                                                                  

  **STATE SCORES**                                                                

  \% At or Above Below Standards  93.1        92.8        92          90          88

  \% At or Above Meets Standards  75.7        74.2        74          69          68

  \% At Exceeds Standards         31.1        30.3        28          23          21
  ------------------------------- ----------- ----------- ----------- ----------- -----------

Criterion Referenced State Assessment Results

> Illinois Standards Assessment Test (ISAT)
>
> Reading
>
> Grade Assessed \--3

Test -- Illinois Standards Assessment Test

> Edition/publication year: 1999-2003 Publisher: Illinois State Board of
> Education

What groups were excluded from testing? No groups were excluded

Illinois Standards Assessment Test Performance Definitions

Below Standards -- Student work demonstrates basic knowledge and skills
in the subject.

> However, because of gaps in learning, students apply knowledge and
> skills in limited ways.

Meets Standards -- Student work demonstrates proficient knowledge and
skills in the subject.

> Students effectively apply knowledge and skills to solve problems.

Exceeds Standards -- Student work demonstrators advanced knowledge and
skills in the

> subject. Students creatively apply knowledge and skills to solve
> problems and
>
> evaluate the results.

Table for State Assessment (ISAT) Results in Reading -- 3^rd^ Grade

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

  Testing month                      April       April       April       April       April

  **SCHOOL SCORES**                                                                  

  \% At or Above Below Standards     95.9        97.1        94          91          92

  \% At or Above Meets Standards     75.4        63.2        58          52          53

  \% At Exceeds Standards            28.8        10.3        16          9           16

  Number of students tested          73          66          79          69          76

  Percent of total students tested   96.1        100         92          97          92

  Number of students excluded        0           0           0           0           0

  Percent of students excluded       0           0           0           0           0

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. Economically Disadvantaged                                                     

  \% At or Above Below Standards     100         94.1        88          N/A         N/A

  \% At or Above Meets Standards     82.7        58.8        48          N/A         N/A

  \% At Exceeds Standards            24.1        0           12          N/A         N/A

  Number of students tested          32          35          29          N/A         N/A

                                                                                     

  2\. White                                                                          

  \% At or Above Below Standards     98.5        98.3        95          N/A         N/A

  \% At or Above Meets Standards     77.3        66.1        58          N/A         N/A

  \% At Exceeds Standards            30.3        11.9        16          N/A         N/A

  Number of students tested          68          58          78          N/A         N/A

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Below Standards     91.8        93.2        93          94          92

  \% At or Above Meets Standards     62          62.2        62          62          61

  \% At Exceeds Standards            21.9        18.6        19          21          17
  ---------------------------------- ----------- ----------- ----------- ----------- -----------