##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) [X]{.underline}
Elementary \_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Ms. Shelly R. Logston]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [312 S. West St.]{.underline}

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

[Cambridge IL 61238-1430]{.underline}

City State Zip Code+4 (9 digits total)

County [Henry]{.underline} State School Code Number\*
[28-037-227-026]{.underline}

Telephone [( 309 ) 937-2028]{.underline} Fax [( 309
)937-5219]{.underline}

Website/URL [cambridge.il.schoolwebpages.com]{.underline} E-mail
[slogston@district227.org]{.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 [2/07/06]{.underline}

(Principal's Signature)

Name of Superintendent\* [Mr. Steven Fink]{.underline}

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

District Name [Cambridge CUSD 227]{.underline} Tel.
[(309)937-2144]{.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 [2/07/06]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Kenneth R. Krueger]{.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 [2/07/06]{.underline}

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [1]{.underline} Elementary
schools

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

[1]{.underline} Junior high schools

[1]{.underline} High schools

\_\_\_\_ Other

[3]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$4831]{.underline}

Average State Per Pupil Expenditure: [\$5216]{.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\. [6]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

  **PreK**    18        22                     **40**       **7**                             

  **K**       17        20                     **37**       **8**                             

  **1**       16        8                      **24**       **9**                             

  **2**       11        14                     **25**       **10**                            

  **3**       17        14                     **31**       **11**                            

  **4**       15        7                      **22**       **12**                            

  **5**       15        21                     **36**       **Other**                         

  **6**       14        16                     30                                             

                                    **TOTAL                                                   245
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [96]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      11
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      11
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    22
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 244
                            the school as of October 1  

  **(5)**                   Total transferred students  0.09
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           9
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

Number of languages represented: [0 .]{.underline}

Specify languages: \_\_\_\_\_\_\_\_

9\. Students eligible for free/reduced-priced meals: [34]{.underline} %

Total number students who qualify: [84 .]{.underline}

10\. Students receiving special education services: [11]{.underline} %

[28]{.underline} Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

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

\_\_\_\_Deafness [5]{.underline} Other Health Impaired

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

\_\_\_\_Emotional Disturbance [28]{.underline} Speech or Language
Impairment

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

> [3]{.underline} Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [1]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [14]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [4]{.underline} [7]{.underline}

Paraprofessionals [3]{.underline} [1]{.underline}

> Support staff [7]{.underline} [2]{.underline}
>
> Total number [29]{.underline} [10]{.underline}

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

students in the school divided by the FTE of classroom teachers:
[17:1]{.underline}

13\.

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

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

  Daily teacher attendance  95%         96%         97%         94%         95%

  Teacher turnover rate     7%          3%          0%          3%          3%
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

The community of Cambridge prides itself on its schools. Cambridge
Elementary School is one of two schools located in Cambridge, Illinois,
the Henry County Seat. Cambridge has a population of slightly over 2,000
with little industrial base. This is a small agricultural based
community. The mission of Cambridge Elementary School is to use all
available school and community resources to provide opportunities for
every student to develop toward their potential as well rounded
individuals, as productive members of society, and as life long learners
by providing diverse and challenging educational experiences. The
schools are the heart, soul, and pride of Cambridge and the community
rallies around our schools to support them in every way possible.

Our families are an important component in the successful education of
our students. We offer several programs to our families before their
children ever set foot in our school alone. Our Beginning at Home
program provides a fresh, warm pie, books, toys and developmental
information along with a smiling mother with experience raising three
children of her own, in addition to her credentials in child
development. She gives her home phone number to any new parent so they
always have someone just a phone call away. The coordinator schedules
monthly home visits with new parents, provides a link to research, and
ideas for questions new parents might face. Monthly parenting meetings
with guest speakers ranging from pediatricians to storytellers are
provided. Our Bright Beginnings program provides toddlers from 18 months
up with the opportunity to come to the school with their parents or
daycare providers to provide socialization opportunities with other
children. We have a Drop In Day. Families come and interact in the room
taking part in all the activities our centers provide. CoffeeTalk is
another component of Bright Beginnings. During this time, parents come
together to share ideas and talk about parenting. The third day is Class
Day where parents learn how to better interact with their children to
provide them with needed readiness skills needed to enter preschool. We
offer a PreKindergarten program for three to five year old children.
This is the child's first experience alone at our school and they come
in already being familiar with the school. The children are not fearful,
but excited and ready to learn everyday.

Our district has continued to provide a well rounded education for all
children despite financial constraints. We have highly qualified
teachers in all areas including art, music, p.e., library, band and
technology. In addition to these programs, we offer a wide variety of
support programs to assist struggling students including title reading
and math teachers and aides and special education teachers. We utilize
the Flexible Service Delivery Model for children falling behind. We are
in the Henry Stark Cooperative which provides special education
teachers, speech therapists, psychologists, social workers, physical
therapists and occupational therapists to our school. Four years ago we
implemented a bullying prevention program which has made a significant
life changing impact on our school. We find we spend significantly less
time on discipline and playground issues. This program allows us to
spend more time to teach curriculum. We offer an after school program
for children needing extra assistance and also provide summer programs
for students needing additional educational support.

Cambridge Staff is second to none. We have had five teachers receive the
Master Teacher Award throughout the years. Many of our teachers have
been nominated for countless other awards. Our staff works well as a
team. They are masters at the art of teaching and continue their own
learning through various professional development opportunities and
journal reading. Our staff rallies around one another and supports one
another in all endeavors. Our support staff are a group of energetic
professionals instrumental in the success of the school. The respect
shown to all who enter our doors is evidence of the quality staff we
have at Cambridge. We are honored to be a part of this school.

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

1.  **Assessment Results:** Cambridge Elementary School participates in
    the Illinois State Assessment Program (ISAT). The state recognizes
    four levels of achievement-exceeds, meets, below and academic
    warning. The state goal for all students is to score within the
    meets or exceeds categories in all testing areas. The criteria for
    these categories are determined by the state of Illinois.

> Cambridge Elementary students in third and fifth grade have
> consistently met or exceeded Illinois' state expectations in both Math
> and Reading. Our curriculum has been aligned with the Illinois
> Learning Standards to help promote success on ISAT testing. We
> continue to utilize our own unique grade level units while
> incorporating state standards. We are continually analyzing these
> units of study to provide students with the most up to date
> information possible.
>
> The Illinois Snapshot of Early Literacy (ISEL) is given to all
> students in Kindergarten and First grade. This test serves many
> purposes. It provides teachers with an assessment tool to be used at
> this early age for the purpose of customizing instruction and provides
> feedback about children needing additional support. We are also able
> to compare students within the state.
>
> Cambridge Elementary School utilizes a variety of assessment tools
> throughout the course of the year to insure students are learning
> necessary skills. The Iowa Test of Basic Skills provides us with
> information in the areas of vocabulary, comprehension, spelling,
> capitalization, punctuation, usage and expression, math concepts, data
> interpretation, Social Studies, Science, maps and reference materials.
> These scores are presented in grade equivalents, standard scores,
> national stanines and percentile ranks.
>
> The Language Arts series used by our school provides unique
> opportunities for insight into student learning. The themed tests
> cover all skills taught during the theme. The integrated theme test
> involves written response and open ended questions. These tests force
> students to think beyond the information the story has provided them.
> It asks them to use their experiences in life and their feelings and
> opinions to answer questions. Teachers also "test" student knowledge
> based on units. Students are frequently asked to use a hands on
> approach to assessment. Students make biomes, are involved in a
> science fair where students are asked to hypothesize, test and form
> conclusions based on the outcome of an experiment or demonstration
> they create. They present their findings in front of a crowded
> gymnasium. Projects are judged and prizes awarded. Many student
> projects are placed on display for the community to share. Cambridge
> Elementary School staff realizes that everyone learns differently and
> gives opportunities to reward learning in every modality.
>
> Cambridge Elementary School staff use various assessments to drive
> future learning. Every homework assignment, classroom activity,
> journal entry, project, test and discussion provides staff with
> information needed to direct the learning process.

2.  **Using Assessment Results:** ISAT test scores are disaggregated by
    grade level and individual student and are analyzed to identify
    needed areas for improvement. Teacher meetings offer the entire
    staff the opportunity to glean needed information on individual
    students in order to provide additional services as needed. These
    scores are the benchmarks used to determine building improvement
    goals for our entire school. Once targeted areas have been
    identified, concentration on these areas begins. Over the past
    years, we have been able to focus our efforts on continuing to keep
    children in the meets and exceeds areas. We continue to grow as a
    staff and have made efforts to integrate technology to provide
    students with additional instructional time while using technology.
    All areas of curriculum focus on the areas being taught in the
    classroom. For instance, our librarian, who is a certified teacher,
    remains close, weekly contact with classroom teachers to help them
    select books relating to current topics in class and assists
    teachers in teaching the reference skills needed for the success of
    the units. We all work closely together as a team. Our School
    Improvement Team meets frequently over the summer to provide a map
    for the upcoming school year based on the previous year's testing on
    ISAT, ITBS and ISEL. We also use these assessment results to assist
    us in determining future students for the gifted program and College
    for Kids (an optional summer program for high performing students
    provided at a local community college). ISAT is used as a part of
    the identification process for student eligibility in the Title Math
    and Title Reading programs.

3.  **Communicating Assessment Results:** The level of communication
    between parents and teachers is second to none. There are various
    ways in which staff communicates results to parents and the
    community. Test scores are provided to parents as soon as results
    are returned. For ITBS, individual parent information sheets
    explaining in detail strengths and needs of their child are reviewed
    at Parent Teacher Conferences. ISAT scores are presented to parents
    through a parent result information sheet and discussed with
    teachers if parents have any questions. Communication of overall
    results of our school is excellent. We provide a monthly district
    newsletter to all parents and many community members. In this
    newsletter, upcoming events, results of testing, informational items
    and parenting suggestions on topics such as helping children with
    homework are discussed. We also have a district website where
    district results are posted. Each teacher has their own website
    where parents can gain information on current events within each
    classroom. Parents and teachers speak frequently on the phone or in
    person as needed. We utilize assignment books and parents sign the
    books nightly. Teachers may write notes to parents as needed and be
    sure those notes are getting home. Weekly progress reports are sent
    to parents upon request. Yearly every district in the state provides
    a school and district report card to each and every family. The
    state also has its own website and all assessment information on the
    district and the state can be found at the click of a mouse. Our
    community receives information about our schools from The Cambridge
    Chronicle, a community newspaper. This information includes the
    school report card and assessment results. The Chronicle provides
    weekly informational items as well as pictures and articles about
    student events.

4.  **Sharing Success:** Our district is in a consortium with eight
    other small districts in the area. Cambridge was one of the founding
    members of this organization that originally started with three
    small districts. Teachers from each district meet and share their
    expertise with other teachers within the consortium. Teachers are
    paid to attend these after school meetings. Teachers from all
    districts take turns in sharing information on a wide variety of
    topics that haven been researched and proven to be effective
    instructional techniques in promoting student achievement. Our
    Bullying Prevention program has proven to be very effective for us
    and we have been able to present that program to twelve different
    schools within Illinois. Staff members have presented at the
    Illinois School Board Convention, Illinois State Kindergarten
    Conference and Computing Educators Conference. In previous years
    several teachers presented workshops at a national reading
    association conference and were involved in a national technology
    conference.

> We strongly believe the Blue Ribbon Schools selected have a
> responsibility to share their successes with other educational
> entities. The Regional Office of Education has already asked our
> school improvement team to do a series of workshops on the things that
> have made our nomination for this award possible. The Henry Stark
> Special Education Cooperative has asked us to be involved in a five
> year grant program aimed at helping other districts implement Flexible
> Service Delivery within their district. Cambridge was the first
> district to implement this model in this area and we have seen
> wonderful growth in our own program. We plan to take our team out for
> school visits elsewhere and will encourage others to view our school
> and our Flex program. We hope to visit many other venues where we can
> share our successes with others in the educational field. This
> nomination is an awesome honor and we plan on sharing with the nation.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:** Cambridge Elementary School offers a comprehensive
    language arts instructional program that is aligned with the
    Illinois Learning Standards. The core curriculum objectives, guides
    and instructional materials are determined and implemented at the
    building level based on the needs of students. The Language Arts
    Program we utilize is The Houghton Mifflin series and we use this
    same series K-6. The Language Arts curriculum integrates phonemic
    awareness, phonics instruction, reading instruction, writing
    instruction and spelling. We use the SRA spelling series in addition
    to our Language Arts program. The SRA series provides students with
    patterns for spelling and meaning of word parts and how to apply
    them to new words. This program offers a foundation where students
    do not just memorize weekly lists, but provides them with reasons
    why words are spelled the way they are. Second through Sixth grade
    teachers utilize the Mountain Math and Mountain Language Arts Series
    published by Blodgett, McLean. Problems are displayed on bulletin
    boards for the week. Each problem addresses specific skills related
    to Language Arts or Math. As students progress through the year
    skills become more difficult and are reinforced and built upon
    throughout the year, hence, the term "mountain." Our math series is
    Scott Foresman Addison Wesley, copyright 1998. This math series is
    used with kindergarten through sixth grade students. At the sixth
    grade level, it is an introductory course to the junior high level
    math series. It provides reasons for students to see why it was
    important to learn the skills outlined in the lessons. There are
    countless opportunities for hands on learning. The younger students
    use work mats with manipulatives such as money. This series is very
    appealing to the students and makes learning math fun. In addition
    some teachers provide timed tests throughout the year so students
    can see the progression of speed and accuracy. At the end of every
    chapter there is a cumulative review. Skill progression and
    terminology is the same throughout the years which provides students
    with continuity throughout the curriculum.

> The Write Approach written by Lori Gerkey is a writing series specific
> to Illinois. This series provides teachers with a detailed yearly plan
> for teaching students the skills they need to continue to grow and
> develop as writers. We have seen tremendous growth in all areas of
> writing. This writing series has helped students with extended
> response questions on the ISAT in both reading and math. The Writer's
> Express is also used at sixth grade and, in addition to assisting
> writers with writing, is used with the librarian to help teach library
> skills such as using materials, card catalog information, and working
> with reference materials for the purpose of research.
>
> Scott Foresman Science, published in 2000, is used kindergarten
> through sixth grade. The series covers a variety of sciences: life
> science, physical science and earth science. This series also comes
> with teacher demonstration kits where the teacher gets to share hands
> on learning of science concepts with the students. In addition to
> these kits, each unit has several hands on experiments for students to
> try both at school and home.
>
> MacMillan/McGraw Hill published the Social Studies series utilized in
> second through sixth grade. This series depicts real life historical
> pictures and maps for teachers to use as a teaching tool. This series
> also utilizes same age students making an impact in their own
> communities with the things they do to maintain history. Each textbook
> is related to a character trait, particularly at the lower grade
> levels. The second grade series, for example, carries the theme of
> what it takes to be a good citizen by demonstrating respect, courage,
> freedom, honesty, justice, leadership, loyalty and responsibility.
>
> Art, music, physical education, library and band are all a part of the
> district curriculum. We consider ourselves extremely lucky to still
> offer these programs Kindergarten through twelfth grade. We have had
> Visiting Artists come into our school, and, with the help of our
> students, we have created lasting pieces of art to be displayed within
> our school. Our students participate in literary contests and contests
> for both instrumental and vocal music throughout the year. Student
> artwork is displayed throughout the community and entered in contests
> within the state.

2a. **(Elementary Schools)** **Reading:** Our Houghton Mifflin Series is
a comprehensive language arts program. This series incorporates quality
literature, vocabulary development, grammar, phonemic
awareness/analysis, spelling, writing skills, listening comprehension,
reading comprehension and reading strategies. This program is based on
current research and knowledge of the reading processes in addition to
being closely aligned with state standards. Students are introduced to a
novel selection followed by the classroom use of these novels as a part
of the curriculum in fourth through sixth grade. Students are required
to read every night. Booklists are sent home and students can check
books out daily through our school library in addition to the classroom
libraries. Students can read these selections or have books read to
them. Every classroom teacher reads to their students every day for a
minimum of ten minutes. The Title Reading program uses a supplemental
reading curriculum including a leveled phonics reader with instructional
skills reemphasizing the classroom instruction. Title time is additional
reading time students are provided daily if they are struggling with the
regular reading program. Flex and special education programs utilize the
Horizons/SRA program. This teaches a comprehensive language arts program
at a slower, more methodical pace. This is a very scripted, direct
approach to instruct students who are experiencing reading difficulties.
The Flex program takes students outside of their normal day and provides
for before or after school instruction so as not to interrupt their
classroom learning. This keeps them up to date on everything in the
classroom but provides the boost some students need in order to be
successful in their reading. The Flex program provides weekly
assessments so students can chart and see their own progress.

3.  **Mathematics:** Math curriculum is based on classroom instruction
    using objectives that are aligned with the state standards and
    research based methods. The sixth grade also uses a middle school
    math book so the transition to the junior high curriculum is very
    smooth. Second through sixth grade classrooms also use Mountain Math
    weekly to review skills. Fifth and Sixth grade students take part in
    Junior Achievement's Exchange City. This concentrates on everyday
    math such as checking accounts and business transactions. This is a
    two month long process and the culminating activity is a trip to
    Exchange City in which the students run a mock town including a
    bank, courthouse, snack bar, fitness center and newspaper. Title
    math services are available for kindergarten through sixth grade
    students. These services include small group lessons at the lower
    grade levels and co-teaching math skills at the upper grade levels
    with assistance on homework and teaching new concepts as well as
    providing extended time on tests. Our school utilizes a very hands
    on approach to learning math. Students are encouraged to use
    manipulatives whenever possible to solidify the concepts before
    their very eyes. Everyday Math and Calendar Math are used at the
    lower levels to review and encourage math skills. Fourth grade uses
    a Bank at School program with the local bank teaching math life
    skills and providing opportunities for children to put money into
    their savings accounts. A summer program is offered for students
    struggling in math and needing to reinforce math skills.

4.  **Instructional Methods:** Instructional methods are wide and
    varying depending on what each individual child needs to be
    successful. Some methods include direct instruction in reading
    comprehension, spelling, decoding, reasoning and writing. Small
    groups within and outside of the classroom provide more
    individualized instruction along with direct interactive teaching.
    We also have parent, grandparent and high school volunteers who come
    into the classrooms and work individually with students on areas in
    need of improvement. Staff members do a lot of interactive teaching
    and team teaching with other staff members within our school.
    Students do cooperative learning activities together on a daily
    basis to provide for added social interaction and the opportunity to
    learn from one another. We utilize technology to enhance and
    reinforce our curriculum in all areas. We have a very unique
    community in which all community members are stakeholders in these
    students' education. They provide unique learning opportunities for
    our children with field trips to their businesses and as guest
    speakers in our classrooms. Our Bright Beginnings and Beginning at
    Home programs help model parenting skills in order to provide
    infants and toddlers with needed skills to be successful in
    prekindergarten and beyond. Frequent parent meetings provide parents
    with ideas and suggestions for improving learning opportunities at
    home. We offer an after school program for additional instructional
    help on an as needed basis. Our summer program offers curriculum
    that focuses on math and reading. This program meets all summer long
    to provide continual progressive learning. In essence, Cambridge
    Elementary School prides itself on doing whatever it takes to get
    and keep students learning.

5.  **Professional Development:** Opportunities for professional
    development are never denied. Teachers are able to choose
    professional development activities through a wide variety of
    agencies with the sole purpose of providing research based
    instruction to students. These opportunities are offered at local
    institutes and multi-district institutes. The Regional Office of
    Education strives to provide great opportunities for furthering
    teacher education. Teachers attend conferences in curricular areas
    and bring ideas back from these conferences to share with other
    teachers in the building. Professional journals are routed from the
    media center through the staff. In addition, staff members subscribe
    to their own professional development journals. Professional
    Development is encouraged in all areas but particularly in areas
    designated for professional development based on our school
    improvement plan and needs based on assessment.

> Professional development is not based solely on outside resources. We
> utilize our own teachers for professional development. We have
> frequent grade level meetings and teachers have planning time together
> in order to talk about grade level curriculum. In addition, teachers
> meet with other teachers within the school at different grade levels
> to talk about curriculum progression and units incorporated in
> learning. We meet as an entire district several times a year to give
> all teachers, prekindergarten through twelfth grade, the opportunity
> to share ideas.

**PART VII - ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TESTS**

Subject [Reading]{.underline} Grade [3]{.underline} Test [Illinois
Standards Achievement Test .]{.underline}

Edition/Publication Year [Current Year]{.underline} Publisher [Pearson
.]{.underline}

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

  Testing month                        March       March       April       April       March

  **SCHOOL SCORES\***                                                                  

  \% At or Above Meets State           80          62          80          78          86
  Standards**\***                                                                      

  \% At Exceeds State Standards**\***  35          17          13          19          24

  Number of students tested            20          29          30          32          42

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

Subject [Math]{.underline} Grade [3]{.underline} Test [Illinois
Standards Achievement Test .]{.underline}

Edition/Publication Year [Current Year]{.underline} Publisher [Pearson
.]{.underline}

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

  Testing month                        March       March       April       April       March

  **SCHOOL SCORES\***                                                                  

  \% At or Above Meets State           90          94          97          97          93
  Standards**\***                                                                      

  \% At Exceeds State Standards**\***  45          28          30          31          30

  Number of students tested            20          29          30          32          42

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

Subject [Reading]{.underline} Grade [5]{.underline} Test [Illinois
Standards Achievement Test .]{.underline}

Edition/Publication Year [Current Year]{.underline} Publisher [Pearson
.]{.underline}

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

  Testing month                        March       March       April       April       March

  **SCHOOL SCORES\***                                                                  

  \% At or Above Meets State           90          80          78          68          70
  Standards**\***                                                                      

  \% At Exceeds State Standards**\***  27          33          32          22          23

  Number of students tested            30          36          41          41          53

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

Subject [Math]{.underline} Grade [5]{.underline} Test [Illinois
Standards Achievement Test .]{.underline}

Edition/Publication Year [Current Year]{.underline} Publisher [Pearson
.]{.underline}

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

  Testing month                        March       March       April       April       March

  **SCHOOL SCORES\***                                                                  

  \% At or Above Meets State           97          94          85          72          68
  Standards**\***                                                                      

  \% At Exceeds State Standards**\***  10          8           7           7           4

  Number of students tested            30          36          41          43          53

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             
  ------------------------------------ ----------- ----------- ----------- ----------- -----------