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

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

**Cover Sheet**

Name of Principal [Mr. Peter J. Swanson]{.underline}

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

Official School Name [McNeil Canyon Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [52188 East End Road]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Homer AK 99603-9672]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(907)235-8181]{.underline} Fax [(907)235-8183]{.underline}

Website/URL [www.kpbsd.k12.ak.us/mcneil/]{.underline} E-mail
[pswanson@kpbsd.k12.ak.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\* [Dr. Donna Peterson]{.underline}

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

District Name [Kenai Peninsula Borough School District]{.underline} Tel
[(907)262-5846]{.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 Ms. Deborah Germano

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

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

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

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

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1998.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [\_16]{.underline} Elementary
schools

\_ [1]{.underline} Middle schools

\_\_[3]{.underline} Junior high schools

\_\_[5]{.underline} High schools

\_[18]{.underline} Other (Briefly explain)K-10, K-11, K-12, Jr./Sr.
High, Charter Schools, Prison, Continuation

\_[43]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7,727/FY03(current year) and
\$7,379/FY01]{.underline}

Average State Per Pupil Expenditure: [\$9,216/FY01(most recent figure
available)]{.underline}

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

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

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

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

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

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

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

  **K**       10        11                     **21**       **7**                             

  **1**       9         11                     **20**       **8**                             

  **2**       5         8                      **13**       **9**                             

  **3**       3         8                      **11**       **10**                            

  **4**       7         6                      **13**       **11**                            

  **5**       6         8                      **14**       **12**                            

  **6**       9         11                     **20**       Other                             

                                    **TOTAL                                                   112
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [93]{.underline} % White

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

[\<1]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[21]{.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 13
              ***to*** the school after October  
              1 until the end of the year.       

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

  **(3)**     Subtotal of all transferred        24
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    117
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .21
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    21
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [10]{.underline}%

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

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

Specify languages:

Russian

9\. Students eligible for free/reduced-priced meals:
\_\_[45]{.underline}%

\_\_[51]{.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:
\_\_\_\_[19]{.underline}%

\_\_\_[22]{.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.

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

\_\_ \_ Deafness \_\_[3]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[14]{.underline}\_Specific Learning Disability

\_\_[1]{.underline}\_Hearing Impairment \_\_[4]{.underline}\_Speech or
Language Impairment

\_\_\_\_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}\_\_\_

Classroom teachers \_\_\_[5]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[1]{.underline}\_\_\_
\_\_\_\_[3]{.underline}\_\_\_

Paraprofessionals \_\_\_[1]{.underline} \_ \_\_\_[\_1]{.underline}\_\_\_

> Support staff \_\_\_[2]{.underline} \_ \_\_\_\_[2]{.underline}\_\_\_
>
> Total number \_\_\_[9]{.underline}\_\_\_ \_\_\_\_[7]{.underline}\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_[22.2]{.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 [91.06%]{.underline}   [92.92%]{.underline}   [89.52%]{.underline}   [89.45%]{.underline}   [86.92%]{.underline}

  Daily teacher attendance [97.26%]{.underline}   [95.86%]{.underline}   [95.33%]{.underline}   [97.12%]{.underline}   [96.44%]{.underline}

  Teacher turnover rate    [6.25%]{.underline}    [12.5%]{.underline}    [10%]{.underline}      [0]{.underline}        [0]{.underline}

  Student dropout rate     [NA]{.underline}       [NA]{.underline}       [NA]{.underline}       [NA]{.underline}       [NA]{.underline}

  Student drop-off rate    NA                     NA                     NA                     NA                     NA
  ------------------------ ---------------------- ---------------------- ---------------------- ---------------------- ----------------------

**PART III ‑ SUMMARY**

Twenty years ago, the idea of constructing McNeil Canyon Elementary
School was fervently nurtured by local community members who were
determined to have a school facility close to their homes. Because of
their resolve, our school was built twelve miles out of the closest
town. Parents were instrumental in the birth of our school and their
vision of involvement remains strong to this day. Our students come from
diverse backgrounds; the main occupations of their parents include
government jobs, commercial fishing, construction, the tourist industry,
oil field workers, merchants and artists. Some students live with no
running water and use wood stoves to heat their cabins while others
enjoy large modern homes and yearly vacations to distant countries.
Approximately ten percent of our students are bilingual, Russian Old
Believers who closely follow their cultural traditions, religious
beliefs and calendar. Most Russian students entering kindergarten speak
little or no English.

An active Site Council comprised of our administrator, teachers, parents
and community members meets regularly to guide the direction of our
school. Our mission, composed by this Site Council, states: *We at
McNeil Canyon Elementary School believe that the self-esteem and
lifelong empowerment of the whole child is the responsibility of the
entire community, which includes students, parents, staff and other
community members. Through respect and celebration of our diversity, we
seek unity and awareness of our community.*

As part of the Kenai Peninsula Borough School District, we teach the
District's curricula which is aligned with the Alaska State Standards.
Standards based concepts are taught in units that focus on essential
questions and delivered by research based strategies to engage all
learners. Multiple assessment tools provide us with information to drive
instruction and direct remediation. Achieving basic literacy is an
outcome we expect for all of our students. We expect that and much more.
We provide children with a framework to be responsible, caring citizens.
We are a school in which the process of learning is as important as the
content. Emphasis is placed on teaching them to be aware of their own
metacognition. Opportunities to use Multiple Intelligences are woven
into our curriculum. We believe that making connections between subjects
enhances learning and makes school a real life experience where
challenges are accepted with a positive attitude.

Our staff functions as a true team. Five classroom teachers, assisted by
9 support staff members, instruct heterogeneous classrooms, two of which
are multi-graded. Together we create a safe, nurturing environment of
which students want to be a part. All staff members consider every child
their responsibility; we develop relationships with all students and
maintain them throughout the children's enrollment in our school.
Students can rely on consistent behavioral expectations from every adult
with whom they interact; these are outlined in our student handbook,
taught in each classroom early in the school year, and reinforced by
parents. During regular intervention meetings the staff works in
partnership to problem solve and plan for individual needs. Four of the
regular classroom teachers exchange classes in order to deliver
instruction in a curriculum area of their expertise; as a result we
offer Art, French, Library and Oral Language to all students 1^st^
-6^th^ grade by an instructor with a passion for that subject. Collegial
relations between the staff focus on helping each other for the good of
every child in the whole school.

Parent involvement is high and crucial to our success. We strive to
develop partnerships with the parents of our students. They demonstrate
their support by signing Parent/Student/Teacher Contracts, helping with
homework and sending their children to our After School Learning Lab.
They attend informational workshops, Family Math and Science Night,
concerts and plays, volunteer regularly in the classrooms, and maintain
our library. Parents fundraise for our art program, field trips and
supplies. They coach after school sports and organize annual traditions
such as a Fall Carnival and Talent Show.

It is with this blend of highly motivated teachers, parents and students
that we are able to achieve our high expectations while making our
school a fun place in which to learn and grow. By nurturing individuals'
potential, our school community spirals upward to reach our overarching
vision. This is invigorating for all involved in our learning community.
The Blue Ribbon nomination is an honor and validation for our mission.

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

1\. In order to teach effectively, a school staff needs to know what it
wants students to learn (curriculum), have effective strategies for
achieving these standards (instructional methods), and determine what an
individual child knows and can perform, both before and after
instruction (assessment). McNeil Canyon's curriculum embraces the Alaska
State Standards. The staff uses multiple assessments in language arts
and math, as well as in other curriculum areas, to inform instruction
for individual students and to determine school goals. These include
district-wide assessments, individual student portfolios,
standards-based classroom assessments, teacher observations, student
projects and demonstrations, and student self-evaluation. These
assessments give data on individual students and also provide a means
for measuring school-wide and district-wide progress in various
curriculum areas.

**Kindergarten Developmental Profile:** During the first days of the
school year a team of teachers meets with Kindergarten students, as well
as First Graders new to the district, and their parents. They assess the
developmental levels of these incoming students in four areas using
eleven indicators, and they obtain information from parents regarding
each child's background and needs.

**Dynamic Indicators of Basic Early Literacy Skills (DIBELS):** These
assessments are given 3 times a year in Kindergarten and 1st grade.
DIBELS measures phonological awareness skills, which refer to awareness
of the sound structure of language, including the ability to work with
parts of words. A range of skills is assessed such as rhyming, blending,
and breaking apart sounds of words. A retelling (comprehension)
component has been added this year.

**Curriculum Based Measures (CBM):** The CBM reading assessment is a
series of three, one minute timed passages that measure how many words
per minute a student reads correctly (fluency). It is administered to
students in Grades One through Six. This measure of fluency correlates
with reading comprehension. Other curriculum-based assessments include
writing and math computation, both of which measure fluency in those
subjects. DIBELS and CBM test results track individual student progress
as well as indicate those students needing intervention. The tests can
be administered quickly and easily on a regular basis (weekly for
at-risk children) to check that intervention strategies are indeed
working. These assessment results are used by all members of our
intervention teams that meet weekly, as well as by our Title 1
committee.

**Terra Nova/CAT:** This is a state mandated standardized test given to
4^th^ and 5^th^ graders that measures student achievement on national
norms. It assesses basic knowledge and skills in Reading, Language Arts,
Mathematics, Science, and Social Studies. Scores are reported as a
national percentile, using a scale of 0-100.

**Analytic Writing Assessment (AWA):** The AWA is a district developed
assessment that scores the six traits of good writing using a rubric. It
is an example of *performance assessment* because it allows students to
demonstrate not only their ability to write but also their ability to
analyze, synthesize, and evaluate-abilities which require higher-order
thinking skills. McNeil students take the AWA in Grades 4, 5, and 6.

**Alaska Benchmark Examination:** This is a state--mandated assessment
given in grades 3 and 6 consisting of three tests: reading, writing and
mathematics. The test questions are based on the Alaska Student
Performance Standards in these curriculum areas.

Standards-based classroom assessment is done regularly to inform
instruction. A Language Arts and Math portfolio with samples of student
work and student self evaluation are kept for each student and used for
planning goals and instruction and to give feedback at student, parent,
teacher conferences. An electronic portfolio, including fine arts is
being developed.

Collectively these assessments give students, parents, and teachers
information on individual student strengths and weaknesses. They also
give feedback to teacher, school, district, and community on specific
areas where instruction can be improved and on success of instructional
methods.

**Portfolios: A** Kindergarten through 6^th^ grade Language Arts and
Math portfolio with samples of student work, developmental continuums,
and student self-evaluations provide authentic snapshots of student
progress to teachers, students, and parents.

2\. McNeil Canyon Elementary uses both norm referenced and criterion
referenced testing to inform instruction, and more importantly to
provide a basis for early intervention and enrichment.

Three times a year we look at Curriculum Based Measures in Reading, Math
and Writing, for Kindergarten through Sixth Grade to facilitate academic
growth. We create charts of individual student longitudinal progress as
well as charts which compare individual performance with grade level
performance. These charts are used to communicate student performance
and identify students who may qualify for special needs assistance.

Once a week the Intervention Teams, made up of Classroom Teachers,
Special Education staff, Title One Teacher, Bilingual Teacher, PE/Music
Teacher, Quest Teacher, Speech Language Therapist, School Psychologist
and Building Administrator, meet to review student progress. The
intervention team looks at individual and group progress by addressing
student academic concerns, and gathering best practice strategies in
order to apply them in the classroom setting. Results of strategy
implementation is also reported back to the team.

The staff and students use rubrics to communicate, guide, and evaluate
course expectations.

All areas of assessment are based on the Alaska Standards. McNeil Canyon
report cards were developed according to those standards. We use
portfolios and report cards in student-led conferences to engage the
learner and parent in the language of our assessment and the standards.

3\. Regular ongoing communication is an integral part of the individual
and whole group success that McNeil Canyon students enjoy. Student
performances, as measured against the Alaska State Standards, are shared
with the students, their parents, and the McNeil Canyon community. This
communication begins with individual interviews of parents and students
upon entrance to Kindergarten, which lays the foundation and expectation
for ongoing communication throughout their McNeil experience. These
interviews provide a developmental profile of the student and foster
that important link between student, parent and school.

The sharing of individual developmental portfolios and standards based
report cards in grades K-3, at Fall and Spring parent conferences is key
to communicating how individual students are performing. Similar
standards-based report cards are also used in the intermediate grades
4-6. These reports and their related mid-quarter progress reports give a
comprehensive accounting for each student's performance, measured
developmentally, as it relates to the Alaska State Standards in all
academic areas. Students and their parents in the intermediate grades
also have electronic access, via the internet, to their grades and the
individual assignment grades as teachers update those records on a
regular basis.

DIBELS and CBM assessment results from Fall, Winter, and Spring
assessment periods, for all McNeil Canyon students, are presented during
both parent conference sessions. This information is used by students,
parents, and teachers in partnership to generate strategies and set
goals for student achievement.

The results of the Analytical Writing Assessment (AWA), mandated by our
district for 5^th^ grade students, is shared with the students first and
then sent home for the parents. High scoring papers are published in
books by the district and distributed to the schools.

Students in grades 3 and 6 take the Alaska State Benchmark assessments
in February, and those in grades 4 and 5 take the Terra Nova at the same
time. The individual results of these state mandated tests are mailed to
parents as soon as they are returned. The cumulative results of these
assessments are shared with the entire community during "Back to School
Night", at Site Council Meetings, in weekly and monthly newsletters and
are used to guide school goal planning for the following year.

4\. As a Blue Ribbon School, McNeil Canyon School will use the local
media to announce our success throughout the state of Alaska. We will
recognize all those who share their energy and creativity to make our
school a quality place of learning.

Our success comes from a staff willing to collaborate and problem solve
on a daily basis. We honor the children who attend our school, fostering
an atmosphere of mutual respect. The school community who supports their
learning comes from all who are part of our environment: all staff
members, parents and local community members. We will celebrate this
recognition with our whole community.

We will produce a Power Point presentation to be distributed on CDs to
introduce our school to interested parties across the United States. We
will invite fellow educators to visit because, to understand the
personal interactions that create our "Blue Ribbon School," one must
come and see us "in action" to get the true flavor of how we work
together.

McNeil Canyon Elementary has piloted many programs in its twenty year
history, such as Primary Portfolios, Critical Incident Response, Panels
on Multiage Classrooms and the Writing Process. We look forward to
setting up an institute, in conjunction with our local college, to share
our best practices with other educators interested in gathering
information that they can use at their site. We will welcome internships
and student teachers who want to hone their experiences. It is our
desire to share how learning can be fun and award-winning at the same
time.

**PART V -- CURRICULUM AND INSTRUCTION**

1\. Students in today's elementary classrooms must be prepared for a
world of work and life that will be significantly different from that of
their parents. Knowing that there is more information than one person
can learn, our focus is on teaching students how to access information
and to use group problem-solving to arrive at a synergy of ideas. This
preparation must also include a strong foundation of basic skills in
reading, writing, communication and mathematics. The curriculum at
McNeil Canyon Elementary includes reading, language arts, mathematics,
spelling, science, social studies, technology, fine arts, world
languages, health, and fitness. These content areas are covered in a
systemic and systematic manner, using a rich, research-based curriculum,
quality materials and textbooks.

The McNeil Canyon curriculum aligns with the Alaska State Standards and
the Kenai Peninsula Borough School District Standards. The Alaska State
Benchmark assessment measures individual student proficiency of those
standards in the areas of reading, writing, and mathematics. The
curriculum at McNeil Canyon is designed to teach these standards, and
the data from these assessments is continually used to guide
instruction, enhance the curriculum, adopt research-based best practices
and drive the staff's professional development.

The Scholastic [Literacy Place]{.underline} series has been the
framework for McNeil's reading instruction for the past three years. The
components of phonemic awareness, phonics, word recognition,
comprehension, and fluency ensure a comprehensive, systematic approach
to reading. The assessments provided by that series correlate well with
the DIBELS and CBM assessment data that have been concurrently
collected.

Literacy is further developed through the use of Daily Oral Language,
6-Trait Writing, Socratic Seminar, Literacy Place spelling series, and
integrating writing into all content areas. Writing is a strength of
McNeil Canyon students. McNeil students as a whole have consistently
scored first and second among the district's 16 elementary schools on
these AWA's, with many individual students annually attaining "Star"
papers (papers that score greater than 53 of 60 possible points).

The district adopted Scott Foresman /Addison Wesley math text supported
by Creative Publication's [Mathland]{.underline}, with its strong
manipulative approach, provides the core of the primary grades math
curriculum. The Scott Foresman / Addison Wesley math series is used in
the intermediate grades. Instruction in the math curriculum is
completely standards based with each strand and related objective being
identified, taught, and assessed. Students at all levels are challenged
by regular instruction in problem solving which includes communicating
responses that explain the thought process behind the answer.

Science and Social Studies are supported throughout all grade levels
with district adopted texts that are aligned with the Alaska State
Standards and with the district's scope and sequence for each area.
Across the grade levels it is common to see students working in hands-on
science investigations. They also provide written records and reports of
their findings using the scientific method. Much of the social studies
curriculum is integrated with language arts, providing another wonderful
opportunity for McNeil students to practice their writing craft.
Students begin using the computers available in their classrooms and in
small lab formats in kindergarten, with formal keyboarding instruction
beginning in third grade. Word processing, spreadsheets, information
access and Power Point presentation skills are honed in the intermediate
grades via many opportunities in those three years. McNeil students,
grades 4-6, are required to use those tools with a high degree of
sophistication when completing assignments in all curricular areas.

All students at McNeil have physical education and music on a rotating
daily basis. The basis for all curriculum in these two areas comes from
the Alaska State standards and the Kenai district standards. Health
instruction based on these same standards is provided by the classroom
teachers.

McNeil has an interesting approach to providing curriculum that
otherwise would not be offered. Three years ago when declining
enrollment caused the loss of two teaching positions at McNeil, the
remaining staff used creative problem solving to counteract this loss.
After discussing how to continue to give students the opportunities that
are an important part of the elementary experience, each teacher chose
an area that they were passionate about and developed a plan to allow
the sharing of student groups once a week for instruction in the areas
of Art, Library Skills, Oral Language (reader's theatre, etc.), Outdoor
Education, and French. Students also receive instruction in American
Sign Language and Spanish.

McNeil has a school-wide tradition of high expectations and high
standards for academics as well as behavior. A structured atmosphere
provides all children the opportunity to succeed and to maximize their
learning. A sense of community and the staff's emphasis on building
relationships with students allows a real understanding of individual
learning styles and areas of strength or weakness, leaving no child
behind.

2\. Having a strong veteran staff who have developed resources and
practices of significant breadth and depth coupled with a very
responsive intervention team process has produced what the McNeil staff
determined is an eclectic approach to curriculum. This approach
incorporates the Kenai district adopted text, Scholastic's [Literacy
Place]{.underline}, as a common framework throughout all grade levels
and allows for the use of other resources as they are needed to enhance
and further develop reading skills. Junior Great Books and other
inquiry-based readings are some examples of activities used to develop
interpretive and evaluative skills in Kindergarten through 6^th^ grade.
At all grade levels students are engaged in reading fluency activities
on a daily basis with frequent monitoring and assessment by staff and
peers. Regular and continual assessment of these skills is a key to
making the instructional interventions necessary for each student to
reach and maintain the high reading standards that have been set at
McNeil Canyon Elementary.

Early intervention for all students with a focus on building phonemic
awareness, phonics and vocabulary in our kindergarten, first grade, and
older, less able readers has been a great part of reducing the number of
referrals for Special Education Services. The most common intervention
is the use of [Reading Mastery(RM)]{.underline} because of its
preciseness. The goal however is to move the student as fast as possible
back into books and to keep building their comprehension and vocabulary
skills. To accomplish this we have students being "doubled-dipped" in a
Scholastic reading group as well as another reading group
([RM]{.underline}, [Read Naturally]{.underline} or some other
intervention) at another time. These same students are encouraged to
attend After School Learning Lab twice a week to further hone reading
skills through our Reading Counts program, computer programs and
tutorial instruction. At the other end of the scale, our students who
excel in reading have extensions provided by the classroom teacher and
the Quest (district's gifted & talented program) teacher.

Knowing that a child's ability to read is pivotal for all other academic
success, the McNeil staff has chosen to concentrate its efforts in the
area of reading with ambitious site goals and Title I goals that outline
a plan for each student's individual success and attainment of high
standards.

3\. Fine Arts play a vital role in our school. While strolling through
our halls, it is obvious that Visual Arts are fundamental; a collection
of permanent displays created with visiting artists is installed next to
the ever-changing galleries of recent student art work. The products are
impressive, yet the process behind each display reaches deeper. Children
at every grade level receive art instruction in a developmental
discipline-based art program. They are able to engage in thoughtful
conversations around masterpieces developing understanding and
interpretations of their own while appreciating other cultures, times
and places. Art is taught to promote resilience, stimulate interest and
provide motivation that will keep students engaged. Art education has
given us the vehicle with which to make connections to other curricula.
Students learn how the creative process involved in writing parallels
the creative process tapped when producing a piece of art. Art is a
discipline through which we teach the Habits of Mind and broaden the
understanding of student Multiple Intelligences. Children embed these
insights and transfer them to other educational experiences. These
experiences are documented in individual electronic Fine Arts
portfolios.

Each year we have been the recipient of an Artist in the Schools Grant
funded by the Alaska State Council on the Arts and matching funds of our
parents' organization. When choosing the visiting artist, a systematic
progression through the Fine Arts disciplines assures that our students
will learn from artists representing each area at some time during their
attendance here. Drama, Movement/Dance, Visual Arts, Music, and Creative
Writing residencies provide opportunities for students and teachers to
learn together, make associations to other subject areas while
participating in a community building, school wide event. Performances
for the community and exhibits of art work displayed in school and in
town are ways we generate pride and give back to the community that has
given so generously to us.

4\. The staff at McNeil Canyon Elementary uses a wide variety of
teaching methods to address the multiple educational needs of our
students. During the course of a day, in each class from kindergarten
through sixth grade, students are actively engaged in learning through
direct instruction, peer tutoring, cooperative learning, small group
work and discussions, manipulative-based lessons, project-based
activities, and whole class instruction. The staff at McNeil Canyon
recognizes that students possess different learning styles and
demonstrate strengths and weaknesses in the different intelligences.
Classroom routines are designed with this variety of student profiles in
mind. The use of checklists allows students to monitor their own
progress through each day and helps develop self-motivated and life-long
learners.

The range of instructional practices used by the staff at McNeil Canyon
Elementary is research-based and reflects best practices. Spelling, math
computation, and writing conventions are examples of skills that have
been identified by analysis of assessment data, researched for best
practices, and addressed with new or improved instructional methods.

Early identification of students who are not progressing at a rate
likely to achieve benchmarks allows for remedial assistance. This
identification begins in the Fall of their Kindergarten year or upon
their enrollment. Identified students then receive focused instruction
on non-mastered skills and review of previously taught skills.

5\. Professional development at McNeil Canyon is an ongoing process to
align research-based instructional practices with state standards to
improve student learning. Despite a substantial cut in professional days
provided in the school calendar, the staff of McNeil Canyon has
addressed professional development both inside and outside the
contracted hours. The staff begins and ends the year reviewing both
norm-referenced and criterion-based assessments. This process of
analysis drives instructional goals for the upcoming year and provides
valuable evaluation of the preceding year's interventions.

Staying abreast of the latest research often involves staff development
outside the school hours. In the past several years staff has met for
book talks and/or college courses in brain research, cooperative
learning, First Steps reading instruction, reading comprehension, oral
language, web page design, Linda Mood Bell classes and Six Trait writing
process.

Research has shown that student attitude toward school is affected by
their sense of safety. The staff of the school designed and implemented
a critical incident plan that has become the model for the school
district. It addresses how the staff will respond during natural
disasters, student or family death, and intruders. All staff members
take Red Cross certified First Aide/CPR classes. Physical, social, and
emotional care of each student continues to be a focus of staff
development at McNeil Canyon.

  ------------------------------ ------------------ --------- ------------------ ---------------------------------- -----------
  Alaska State Benchmark Exam    **Reading**                                                                        
  (state-criterion-referenced                                                                                       
  tests)                                                                                                            

  Grade                          3                            Test               Alaska State Benchmark Exam        

  Edition/publication year       2000-2003                    Publisher          CTB McGraw/Hill                    

  Number of students in the      14 (2003)                                                                          
  grade in which the test was                                                                                       
  administered                                                                                                      

  Number of students who took    14 (2003)                                                                          
  the test                                                                                                          

  What groups were excluded from                                                                                    
  testing? Why, and how were                                                                                        
  they assessed?                                                                                                    

                                                                                                                    

  Scores are reported here as    NCEs\_\_\_\_\_\_             Scaled             Percent\_\_[X]{.underline}\_\_\_   
  (check one):                                                scores\_\_\_\_\_                                      

                                                                                                                    

  Testing month: March           2002-2003                    2001-2002          2000-2001                          1999-2000

  **SCHOOL SCORES**                                                                                                 

  \% Below Proficient            14%                          10%                11%                                20%

  \% At or Above Proficient      86%                          90%                89%                                80%

  \% At Advanced                 43%                          10%                                                   

  Number of students tested      14                           10                 18                                 25

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

  Number of students excluded    0                            0                  0                                  0

  Percent of total students      0%                           0%                 0%                                 0%
  excluded                                                                                                          

                                                                                                                    

  **SUBGROUP SCORES**                                                                                               

  1\. Low Socioeconomic Status                                                                                      

  \% Below Proficient            29%                          25%                0                                  N/A

  \% At or Above Proficient      71%                          75%                100%                               

  \% At Advanced                                                                                                    

  Number of students tested      7                            4                  6                                  

  2\. Ethnicity                                                                                                     

  \% Below Proficient            14%                          10%                11%                                N/A

  \% At or Above Proficient      86%                          90%                89%                                

  \% At Advanced                 43%                          10%                                                   

  Number of students tested      14                           10                 18                                 

                                                                                                                    

  **STATE SCORES**                                                                                                  

  \% Below Proficient            26%                          25%                29%                                27%

  \% At or Above Proficient      74%                          75%                71%                                73%

  \% At Advanced                                                                                                    
  ------------------------------ ------------------ --------- ------------------ ---------------------------------- -----------

  ------------------------------ ------------------ --------- ------------------ ----------- -------------------------------- -- ----------- --
  Alaska State Benchmark Exam    **Mathematics**                                                                                             
  (state-criterion-referenced                                                                                                                
  tests)                                                                                                                                     

  Grade                          3                                               Test        Alaska State Benchmark Exam                     

  Edition/publication year       2000-2003                                       Publisher   CTB McGraw/Hill                                 

  Number of students in the      14 (2003)                                                                                                   
  grade in which the test was                                                                                                                
  administered                                                                                                                               

  Number of students who took    14 (2003)                                                                                                   
  the test                                                                                                                                   

  What groups were excluded from                                                                                                             
  testing? Why, and how were                                                                                                                 
  they assessed?                                                                                                                             

                                                                                                                                             

  Scores are reported here as    NCEs\_\_\_\_\_\_             Scaled                         Percent\_\_[X]{.underline}\_\_                  
  (check one):                                                scores\_\_\_\_\_                                                               

                                                                                                                                             

  Testing month: March           2002-2003                                       2001-2002   2000-2001                           1999-2000   

  **SCHOOL SCORES**                                                                                                                          

  \% Below Proficient            7%                                              20%         11%                                 16%         

  \% At or Above Proficient      93%                                             80%         89%                                 84%         

  \% At Advanced                 79%                                             20%                                                         

  Number of students tested      14                                              10          18                                  25          

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

  Number of students excluded    0                                               0           0                                   0           

  Percent of total students      0%                                              0%          0%                                  0%          
  excluded                                                                                                                                   

                                                                                                                                             

  **SUBGROUP SCORES**                                                                                                                        

  1\. Low Socioeconomic Status                                                                                                               

  \% Below Proficient            14%                                             25%         0                                               

  \% At or Above Proficient      86%                                             75%         100%                                            

  \% At Advanced                                                                                                                             

  Number of students tested      7                                               4           6                                               

  2\. Ethnicity                  White                                                                                                       

  \% Below Proficient            0%                                              10%         11%                                             

  \% At or Above Proficient      100%                                            90%         89%                                             

  \% At Advanced                                                                 10%                                                         

  Number of students tested      13                                              10          18                                              

  2\. Ethnicity                  Hispanic                                                                                                    

  \% Below Proficient            100%                                                                                                        

  \% At or Above Proficient      0%                                                                                                          

  \% At Advanced                                                                                                                             

  Number of students tested      1                                                                                                           

                                                                                                                                             

  **STATE SCORES**                                                                                                                           

  \% Below Proficient            28%                                             29%         34%                                 35%         

  \% At or Above Proficient      72%                                             71%         66%                                 65%         

  \% At Advanced                 N/A                                             N/A         N/A                                 N/A         
  ------------------------------ ------------------ --------- ------------------ ----------- -------------------------------- -- ----------- --

  ------------------------------- -------------------- ------------------ ------------- -------------------------------- ----------- ----- --
  Alaska State Benchmark Exam     **Reading**                                                                                              
  (state-criterion-referenced                                                                                                              
  tests)                                                                                                                                   

  Grade                           6                    Test               Alaska State                                                     
                                                                          Benchmark                                                        
                                                                          Exam                                                             

  Edition/publication year        2000                 Publisher          CTB                                                              
                                                                          McGraw/Hill                                                      

  Number of students in the grade 20                                                                                                       
  in which the test was                                                                                                                    
  administered                                                                                                                             

  Number of students who took the [20]{.underline}                                                                                         
  test                                                                                                                                     

  What groups were excluded from                                                                                                           
  testing? Why, and how were they                                                                                                          
  assessed?                                                                                                                                

  Scores are reported here as     NCEs\_\_\_\_\_\_\_   Scaled                           Percent\_\_[X]{.underline}\_\_                     
  (check one):                                         scores\_\_\_\_\_                                                                    

  Testing month**:** March        2002-2003            2001-2002          2000-2001                                      1999-2000         

  **SCHOOL SCORES**                                                                                                                        

  \% Below Proficient             5%                   5%                 14%                                            20%               

  \% At or Above Proficient       95%                  95%                86%                                            80%               

  \% At Advanced                  73%                  65%                64%                                            55%               

  Number of students tested       22                   20                 36                                             20                

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

  Number of students excluded                                                                                                              

  Percent of total students                                                                                                                
  excluded                                                                                                                                 

  **SUBGROUP SCORES**                                                                                                                      

  1\. Low Socioeconomic Status                                                                                                             

  \% Below Proficient             8%                   0%                 50%                                            N/A               

  \% At or Above Proficient       92%                  100%               50%                                                              

  Number of students tested       12                   6                  4                                                                

  2\. Ethnicity                   White                                                                                                    

  \% Below Proficient             5%                   5%                 11%                                                              

  \% At or Above Proficient       95%                  95%                89%                                                              

  Number of students tested       19                   19                 19                                                               

  2\. Ethnicity                   Alaska Native                                                                                            

  \% Below Proficient             0%                   0%                                                                                  

  \% At or Above Proficient       100%                 100%                                                                                

  Number of students tested       3                    1                  0                                                                

  2\. Ethnicity                   Hispanic                                                                                                 

  \% Below Proficient                                                     0%                                                               

  \% At or Above Proficient                                               100%                                                             

  Number of students tested       0                    0                  1                                                                

  2\. Ethnicity                   Black - Non Hispanic                                                                                     

  \% Below Proficient                                                     0%                                                               

  \% At or Above Proficient                                               100%                                                             

  Number of students tested       0                    0                  1                                                                

  2\. Ethnicity                   American Indian                                                                                          

  \% Below Proficient                                                     0%                                                               

  \% At or Above Proficient                                               100%                                                             

  Number of students tested       0                    0                  1                                                                

  **STATE SCORES**                                                                                                                         

  \% Below Proficient             36%                  36%                37%                                                              

  \% At or Above Proficient       64%                  64%                63%                                                              
  ------------------------------- -------------------- ------------------ ------------- -------------------------------- ----------- ----- --

  ------------------------------- -------------------- -------------------- ------------- -------------------------------- ----------- -- -- --
  Alaska State Benchmark Exam     **Mathematics**                                                                                            
  (state-criterion-referenced                                                                                                                
  tests)                                                                                                                                     

  Grade                           6                    Test                 Alaska State                                                     
                                                                            Benchmark                                                        
                                                                            Exam                                                             

  Edition/publication year        2000                 Publisher            CTB                                                              
                                                                            McGraw/Hill                                                      

  Number of students in the grade 20 (2003)                                                                                                  
  in which the test was                                                                                                                      
  administered                                                                                                                               

  Number of students who took the 20 (2003)                                                                                                  
  test                                                                                                                                       

  What groups were excluded from                                                                                                             
  testing? Why, and how were they                                                                                                            
  assessed?                                                                                                                                  

                                                                                                                                             

  Scores are reported here as     NCEs\_\_\_\_\_\_\_   Scaled                             Percent\_\_[X]{.underline}\_\_                     
  (check one):                                         scores\_\_\_\_\_\_                                                                    

                                                                                                                                             

  Testing month: March            2002-2003            2001-2002            2000-2001                                      1999-2000         

  **SCHOOL SCORES**                                                                                                                          

  \% Below Proficient             5%                   10%                  17%                                            15%               

  \% At or Above Proficient       95%                  90%                  83%                                            85%               

  \% At Advanced                  59%                  65%                  47%                                            60%               

  Number of students tested       22                   20                   36                                             20                

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

  Number of students excluded     0                    0                    0                                                                

  Percent of total students       0%                   0%                   0%                                                               
  excluded                                                                                                                                   

                                                                                                                                             

  **SUBGROUP SCORES**                                                                                                                        

  1\. Low Socioeconomic Status                                                                                                               

  \% Below Proficient             8%                   10%                  50%                                            N/A               

  \% At or Above Proficient       92%                  90%                  50%                                                              

  Number of students tested       12                   10                   4                                                                

  2\. Ethnicity                   White                                                                                                      

  \% Below Proficient             5%                   11%                  11%                                                              

  \% At or Above Proficient       95%                  89%                  89%                                                              

  Number of students tested       19                   19                   19                                                               

  2\. Ethnicity                   Alaska Native                                                                                              

  \% Below Proficient             0%                   0%                                                                                    

  \% At or Above Proficient       100%                 100%                                                                                  

  Number of students tested       3                    1                    0                                                                

  2\. Ethnicity                   Hispanic                                                                                                   

  \% Below Proficient                                                       0%                                                               

  \% At or Above Proficient                                                 100%                                                             

  Number of students tested       0                    0                    1                                                                

  2\. Ethnicity                   Black - Non Hispanic                                                                                       

  \% Below Proficient                                                       0%                                                               

  \% At or Above Proficient                                                 100%                                                             

  Number of students tested       0                    0                    1                                                                

  2\. Ethnicity                   American Indian                                                                                            

  \% Below Proficient                                                       0%                                                               

  \% At or Above Proficient                                                 100%                                                             

  Number of students tested       0                    0                    1                                                                

  **STATE SCORES**                                                                                                                           

  \% Below Proficient             36%                  36%                  37%                                                              

  \% At or Above Proficient       64%                  64%                  63%                                                              
  ------------------------------- -------------------- -------------------- ------------- -------------------------------- ----------- -- -- --

  -------------------------------- ------------------ -------------------- ------------- ------------------------------------ -- ----
  Terra Nova CAT/6                 **Reading**                                                                                   
  (norm-referenced tests)                                                                                                        

  Grade                            4                  Test                 Terra Nova                                            
                                                                           CAT/6                                                 

  Edition/publication year         2001               Publisher            CTB                                                   
                                                                           McGraw/Hill                                           

  Number of students in the grade  9 (2003)                                                                                      
  in which the test was                                                                                                          
  administered                                                                                                                   

  Number of students who took the  9 (2003)                                                                                      
  test                                                                                                                           

  What groups were excluded from                                                                                                 
  testing? Why, and how were they                                                                                                
  assessed?                                                                                                                      

                                                                                                                                 

  Scores are reported here as      NCEs\_\_\_\_\_\_   Scaled                             Percentiles\_\_[X]{.underline}\_\_      
  (check one):                                        scores\_\_\_\_\_\_                                                         

                                                                                                                                 

  Testing month: March             2002-2003          2001-2002            2000-2001                                             

  **SCHOOL SCORES**                                                                                                              

  Total Score                      62                 76                   N/A                                                   

  Number of students tested        9                  23                                                                         

  Percent of total students tested 100%               100%                                                                       

  Number of students excluded      0                  0                                                                          

  Percent of total students        0%                 0%                                                                         
  excluded                                                                                                                       

                                                                                                                                 

  **SUBGROUP SCORES**                                                                                                            

  1\. Low Socioeconomic Status                                                                                                   

  Total Score                      53                 63                   N/A                                                   

  Number of students tested        5                  12                                                                         

  2\. Ethnicity                    White                                                                                         

  Total Score                      62                 76                   N/A                                                   

  Number of students tested        9                  23                                                                         
  -------------------------------- ------------------ -------------------- ------------- ------------------------------------ -- ----

  -------------------------------- ----------------- -------------------- ------------- ------------------------------------ --- --
  Terra Nova CAT/6                 **Mathematics**                                                                               
  (norm-referenced tests)                                                                                                        

  Grade                            4                 Test                 Terra Nova                                             
                                                                          CAT/6                                                  

  Edition/publication year         2001              Publisher            CTB                                                    
                                                                          McGraw/Hill                                            

  Number of students in the grade  9 (2003)                                                                                      
  in which the test was                                                                                                          
  administered                                                                                                                   

  Number of students who took the  9 (2003)                                                                                      
  test                                                                                                                           

  What groups were excluded from                                                                                                 
  testing? Why, and how were they                                                                                                
  assessed?                                                                                                                      

                                                                                                                                 

  Scores are reported here as      NCEs \_\_\_\_\_\_ Scaled                             Percentiles\_\_[X]{.underline}\_\_       
  (check one):                                       scores\_\_\_\_\_\_                                                          

                                                                                                                                 

  Testing month: March             2002-2003         2001-2002            2000-2001                                              

  **SCHOOL SCORES**                                                                                                              

  Total Score                      63                70                   N/A                                                    

  Number of students tested        9                 23                                                                          

  Percent of total students tested 100%              100%                                                                        

  Number of students excluded      0                 0                                                                           

  Percent of total students        0%                0%                                                                          
  excluded                                                                                                                       

                                                                                                                                 

  **SUBGROUP SCORES**                                                                                                            

  1\. Low Socioeconomic Status                                                                                                   

  Total Score                      54                60                   N/A                                                    

  Number of students tested        5                 12                                                                          

  2\. Ethnicity                    White                                                                                         

  Total Score                      63                70                   N/A                                                    

  Number of students tested        9                 23                                                                          
  -------------------------------- ----------------- -------------------- ------------- ------------------------------------ --- --

  -------------------------------- -------------- -------------------- ------------- ------------------------------------ -- ----
  Terra Nova CAT/6                 **Reading**                                                                               
  (norm-referenced tests)                                                                                                    

  Grade                            5              Test                 Terra Nova                                            
                                                                       CAT/6                                                 

  Edition/publication year         2001           Publisher            CTB                                                   
                                                                       McGraw/Hill                                           

  Number of students in the grade  24 (2003)                                                                                 
  in which the test was                                                                                                      
  administered                                                                                                               

  Number of students who took the  24 (2003)                                                                                 
  test                                                                                                                       

  What groups were excluded from                                                                                             
  testing? Why, and how were they                                                                                            
  assessed?                                                                                                                  

                                                                                                                             

  Scores are reported here as      NCEs           Scaled                             Percentiles\_\_[X]{.underline}\_\_      
  (check one):                     \_\_\_\_\_\_   scores\_\_\_\_\_\_                                                         

                                                                                                                             

  Testing month: March             2002-2003      2001-2002            2000-2001                                             

  **SCHOOL SCORES**                                                                                                          

  Total Score                      80             75                   N/A                                                   

  Number of students tested        24             21                                                                         

  Percent of total students tested 100%           100%                                                                       

  Number of students excluded      0              0                                                                          

  Percent of total students        0%             0%                                                                         
  excluded                                                                                                                   

                                                                                                                             

  **SUBGROUP SCORES**                                                                                                        

  1\. Low Socioeconomic Status                                                                                               

  Total Score                      70             51                                                                         

  Number of students tested        14             10                                                                         

  2\. Ethnicity                    White                                                                                     

  Total Score                      80             75                                                                         

  Number of students tested        24             18                                                                         

  2\. Ethnicity                    Alaska Native                                                                             

  Total Score                                     72                                                                         

  Number of students tested                       3                                                                          
  -------------------------------- -------------- -------------------- ------------- ------------------------------------ -- ----

  -------------------------------- ------------------ -------------------- ------------- ------------------------- ----
  Terra Nova CAT/6                 **Mathematics**                                                                 
  (norm-referenced tests)                                                                                          

  Grade                            5                  Test                 Terra Nova                              
                                                                           CAT/6                                   

  Edition/publication year         2001               Publisher            CTB                                     
                                                                           McGraw/Hill                             

  Number of students in the grade  24 (2003)                                                                       
  in which the test was                                                                                            
  administered                                                                                                     

  Number of students who took the  24 (2003)                                                                       
  test                                                                                                             

  What groups were excluded from                                                                                   
  testing? Why, and how were they                                                                                  
  assessed?                                                                                                        

                                                                                                                   

  Scores are reported here as      NCEs\_\_\_\_\_\_   Scaled                             Percentiles               
  (check one):                                        scores\_\_\_\_\_\_                 \_\_[X]{.underline}\_\_   

  Testing month: March             2002-2003          2001-2002            2000-2001                               

  **SCHOOL SCORES**                                                                                                

  Total Score                      67                 63                   N/A                                     

  Number of students tested        24                 21                                                           

  Percent of total students tested 100%               100%                                                         

  Number of students excluded      0                  0                                                            

  Percent of total students        0%                 0%                                                           
  excluded                                                                                                         

                                                                                                                   

  **SUBGROUP SCORES**                                                                                              

  1\. Low Socioeconomic Status                                                                                     

  Total Score                      63                 47                                                           

  Number of students tested        14                 10                                                           

  2\. Ethnicity                    White                                                                           

  Total Score                      67                 64                                                           

  Number of students tested        24                 18                                                           

  2\. Ethnicity                    Alaska Native                                                                   

  Total Score                                         57                                                           

  Number of students tested                           3                                                            
  -------------------------------- ------------------ -------------------- ------------- ------------------------- ----