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

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

**Cover Sheet**

Name of Principal Mr. Ron Sczurko

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

Official School Name New Berlin Elementary School

(As it should appear in the official records)

School Mailing Address 300 E. Ellis St.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[New Berlin Illinois 62670-0230]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(217) 488-6011 x 229]{.underline} Fax [(217) 488-3107]{.underline}

Website/URL [CUSD16.K12.il.us]{.underline} E-mail rsczurko@yahoo.com

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. J. Gregory Reynolds

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

District Name [Community Unit School District #16 Tel (217)
488-6011]{.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 Mr. Rich Behl

President/Chairperson

(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: \_\_2\_\_\_ Elementary schools

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

\_\_1\_\_ Junior high schools

\_\_1\_\_ High schools

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

\_\_4\_\_ TOTAL

2\. District Per Pupil Expenditure: \_6,890\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_8,181\_\_\_\_\_\_\_\_\_\_\_\_

**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
>
> \[ 1 \] Small city or town in a rural area
>
> \[ \] Rural

4\. 5 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**       25        20                     **45**       **7**                             

  **1**       35        19                     **54**       **8**                             

  **2**       20        24                     **44**       **9**                             

  **3**       29        23                     **52**       **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   195
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 97..6 % White

the students in the school: 2.4 % Black or African American

\% Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_5.6\_\_\_\_\_\_%

> (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 6
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 5
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        11
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    195
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0056
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    5.6
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: \_\_\_0\_\_\_\_%

\_\_\_0\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_0\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_26.6\_\_\_\_\_%

\_\_\_52\_\_\_\_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: \_28\_\_\_\_\_%

\_\_54\_\_\_\_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 \_\_7\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_5_Specific Learning Disability

\_\_\_\_Hearing Impairment \_39_Speech or Language Impairment

\_\_2\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_1_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\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_10\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_1\_\_\_\_ \_\_\_\_1\_\_\_\_

Paraprofessionals \_\_\_4\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_2\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_18\_\_\_\_ \_\_\_\_1\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_19.5\_\_\_\_\_

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 [94.8]{.underline}   [94.7]{.underline}   [96.1]{.underline}   [95.9]{.underline}   [95.4]{.underline}

  Daily teacher attendance [96.9]{.underline}   [94.6]{.underline}   [96.0]{.underline}   [96.0]{.underline}   [95.4]{.underline}

  Teacher turnover rate    [15%]{.underline}    [0%]{.underline}     [13%]{.underline}    [0%]{.underline}     [0%]{.underline}

  Student dropout rate                                                                                         

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

NEW BERLIN ELEMENTARY SCHOOL

***[300 East Ellis]{.underline}***

***[New Berlin, Illinois 62670-0230]{.underline}***

As principal of New Berlin Elementary School, it is my sincere pleasure
to describe a place where children flourish under the guidance and
support of a dedicated professional staff and in a community that values
educational excellence. We understand the importance of our mission
statement with respect to developing young people to their maximum
potential in the areas of social responsibility, employability, and life
long learning, and we structure our learning environment to accomplish
our shared mission.

New Berlin Elementary School is a Pre-K through 3rd Grade attendance
center with an enrollment of approximately 220 students. Our school is a
part of Community Unit School District #16 that also includes Loami
Elementary School (a 4th, 5th, and 6th grade center), New Berlin Junior
High School (7th and 8th), and New Berlin High School (9th-12th). CUSD
#16 has a total enrollment of 612.

The towns of Loami and New Berlin are located in the central portion of
Illinois, immediately west of Springfield. CUSD #16 is a district that
is experiencing significant economic growth due to increased industrial
development, and it is on the verge of increased student enrollment with
the expansion of residential development. The financial status of the
district is solid, and the foreseeable economic future is very positive.

New Berlin Elementary School students benefit from a variety of
programs, facilities, and equipment that are utilized to accommodate the
individual learning styles of all children. Such varied approaches as
our Talented and Gifted Program, Accelerated Reader and Accelerated
Math, Special Education Instruction emphasizing inclusion, computer
instruction at all grade levels, ample field trips and educational
experiences outside of the classroom all reinforce learning skills that
enable our students to meet and exceed state standards.

In terms of performance, our children have demonstrated the educational
benefits gained from a school that combines the positive attributes of a
rural atmosphere with sound financial management. The most recent
standardized assessment of our student performance using the ISAT
(Illinois Scholastic Achievement Test) indicated that 92.7% of our
students tested met or exceeded expectations in reading and mathematics.
In addition, student performance was above state average achievement in
all areas tested.

I believe that it is evident that I am a firm advocate for our school.
We work very hard each day to strive for excellence in education because
at New Berlin Elementary School it is more than a slogan\... **[it is
our expectation.]{.underline}**

***[THE MEANING OF NEW BERLIN ELEMENTARY SCHOOLS' ASSESSMENT
RESULTS]{.underline}***

The State of Illinois uses the Illinois Scholastic Achievement Test
(ISAT) to assess the performance of students in a variety of prescribed
grades and subject areas. At New Berlin Elementary School, the third
grade students are tested in reading, mathematics, and writing on an
annual basis. This occurs during the first week in April with the
results released in late spring or summer.

The ISAT is designed to assess student performance in a variety of State
Standards. In reading, the Standards apply to comprehension, application
of strategies, vocabulary, word analysis, literary works, informational
sources, explicit ideas, and inferences from text. In mathematics the
Standards focus on estimation/number sense/computation, algebraic
patterns/variables, algebraic relationships/representations, geometric
concepts, geometric relationships, measurement, data
organization/analysis, and probability. On both the reading and
mathematics assessments, there are extended response items included that
require the students to demonstrate overall skills in each area.

Individual and school performance on the ISAT is published in terms how
well state standards are met. The performance levels are defined as
exceeding standards, meeting standards, below standards, and academic
warning. Over the past four years, we have made it a goal of our
building to increase the percentage of students meeting and exceeding
standards while eliminating students in the academic warning area. We
have succeeded in meeting this goal as highlighted by the following
statistics. Over the past four years in mathematics, we have had 77%,
86%, 91%, and 93% of our students meeting or exceeding standards while
in reading 89%, 84%, 84%, and 93% of our students meeting or exceeding
standards. In addition, we have not had any child in the academic
warning area in either mathematics or reading.

By taking a closer look at our ISAT and CAT 5 data, combined with local
assessments, we are able to identify specific areas of strengths and
weaknesses and address these in our School Improvement Plan Process. For
instance, this past year we recognized that math computation and
spelling were areas to focus upon, and we were extremely pleased with
student performance in language mechanics and expression. We also review
our teaching materials such as our textbook series to determine if
supplemental material is needed to successfully present the specific
areas of concern, and we have also just begun looking at curriculum
mapping to identify any gaps or overlaps in instruction that may be
impacting learning.

The most important data we receive from the standardized tests are the
individual student's performance in all the defined areas. Our faculty
and myself carefully review this information and make logical and
careful adjustments to the curriculum and implement varied methods of
instruction so that our children can experience continued success.

***[HOW NEW BERLIN ELEMENTARY SCHOOL USES ASSESSMENT
DATA]{.underline}***

The value of assessment data is in how it enables us to identify and
focus on areas for school improvement. At New Berlin Elementary School,
we use data from the ISAT (3^rd^ grade), the CAT 5 (2^nd^ grade), and
various others teacher and textbook developed classroom assessments to
carefully and logically adjust our curriculum to meet the needs of our
children.

For example, prior to my arrival at New Berlin, test results indicated a
need to improve achievement in reading with special emphasis on reducing
the number of students not meeting state standards on the ISAT. We
initiated several changes which included the addition of a computer
based accelerated reading program that gives student instant feedback at
all ability levels. Since our school board supports the research that
indicates the importance of providing a solid learning foundation at the
elementary level, a reading tutor teaching position was created.
Therefore, we were able to utilize the classroom teachers along with the
reading tutor, special education teacher, and Title I teacher to improve
the student-teacher ratio providing students with more individual
assistance. In addition, another data-driven decision was the creation
of a scheduled block of time (75 minutes) for reading and writing where
the excellent student-teacher ratio could be maintained. In mathematics,
the early data indicated a need to improve students' computation skills.
We again turned to computer-based software that provided immediate
feedback. Also, our Title I program supported the addition of a
part-time math tutor who worked with our at-risk students and a
community volunteer, (the retired principal of our school) who helped
with our accelerated children.

***[HOW NEW BERLIN ELEMENTARY SCHOOL COMMUNICATES STUDENT
PERFORMANCE]{.underline}***

One of my highest priorities when becoming principal at New Berlin
Elementary School was to be proactive with respect to communication. In
Illinois, we have a system requiring the communicating of ISAT results
through the media, as well as to have the schools share the individual
results with parents. We felt the need to build on this requirement by
communicating to all parents on a daily basis. Therefore, we initiated
the use of daily agendas/planners by all of our children. They are used
as a tool of organization as well as a method of keeping parents
informed on a daily basis, and give parents the opportunity to interact
with staff as often as necessary.

Although we use the newspaper, radio, and television to share our
successes, we also use our Excellence in Education Committee as a
two-way method of communication. The Committee meets on a monthly basis
and is made up of parents, students, community members, teachers, board
members and administrators throughout our district. By implementing this
personalized method of interacting, we share information about a variety
of topics relevant to the children of our district, and ultimately
provide recommendations to the Board of Education. An outgrowth of this
Committee is our building level School Improvement Teams. Members of
these teams review specific date collected by various forms of testing
and provide input with respect to adjusting our School Improvement Plan
to meet the needs of our children.

***[HOW NEW BERLIN ELEMENTARY SCHOOL SHARES ITS
SUCCESSES]{.underline}***

A major benefit of our recent recognition is that it has given us a
great deal of positive local publicity that generates interest and
excitement from people in our surrounding communities. Our colleagues
have read, listened, and watched stories of our success, and we have
been the recipients of numerous instances of expressed congratulations
and best wishes. These interactions have allowed teachers, parents,
community members, administrators, board members, and students express a
sense of pride in their school, and to explain why they feel New Berlin
Elementary School is worthy of recognition.

In addition to the routine interactions between people, the
administration and faculty have been able to share their success when
participating in professional workshops and seminars. As principal, I
have networked with colleagues at our local monthly and quarterly
professional meetings. We also have published our success on our
website, and we have hosted teachers from other communities who
expressed interest in observing our teachers and programs.

Currently, we are in the final stages of developing both a brochure and
a video about our school and District #16 that will be available to
potential new families in our district and to local realtors. Also, as
principal of New Berlin Elementary School, I publish a monthly letter to
the parents of our district focusing on our successes and recognizing
the important role that they play in the educational process.

***[THE CURRICULUM OF NEW BERLIN ELEMENTARY SCHOOL]{.underline}***

As mentioned in our mission statement, our school strives to develop
children to their fullest potential. This is an extremely challenging
goal, but it is one that we hold dear. At the elementary level we focus
on providing students with the foundation that is essential to future
learning, and we attempt to expose them to a world of limitless academic
and vocational possibilities.

Our total curriculum includes the following subject areas: Reading,
Language Arts (spelling, grammar, and phonics), Writing, Mathematics,
Social Studies, Science, Health, Physical Education, Music, and Art.
Classroom teachers teach most of our subject areas, with specialists in
Physical education and Music. In addition to the daily teaching of core
subjects, our faculty schedules rotating lessons in art, current events,
library utilization, health, safety, handwriting, educational
videos/DVD's, and computer software. We are fortunate to be located
immediately west of Springfield, Illinois as the capital city provides
numerous educational opportunities for children in history, government,
and the fine arts. Field trips are used to access these local resources
and faculty members skillfully integrate these resources to help meet
our curricular goals and the State Standards.

Although we do not currently have an art specialist, we participate in
an Art Outreach Program, sponsored by the Springfield Arts Council,
which is presented by volunteer parents and community members. The
program is designed to introduce the fundamentals of art and present
students with an appreciation and understanding of various artists and
develop the skills necessary to recognize their work.

Since reading and mathematics will be covered later in our application,
I will briefly present some areas of focus in other subject areas. In
language arts we incorporate grammar and sentence structure with weekly
spelling mastery. Our social studies curriculum includes government,
geography, and social issues with a special emphasis on career
exploration. In science, we try to incorporate hands-on experiences in
the various areas of life science, with a concentration on environmental
science. The health curriculum targets appropriate choice making,
positive self-concept development and the importance of a healthy life
style. In writing, we stress the improvement of student writing in the
expository mode, and we have used practical opportunities across the
curriculum with the inclusion of computer software such as Perfect Copy.
We have initiated a volunteer writing program entitled, Young Authors,
where our students gain recognition at school and also by having their
works published in the local media. Our music specialist not only
prepares students for several public performances, but our students also
strive to satisfy State Standards in theory, history, and appreciation.
Last, but certainly not least, our physical education program is
designed to meet the developmental needs of young children by
incorporating movement exploration, fundamental skill development, and
participation in lead-up games.

***[THE READING CURRICULUM AT NEW BERLIN ELEMENTARY
SCHOOL]{.underline}***

Student performance in reading has been simply outstanding at New Berlin
Elementary School. The most recent ISAT scores demonstrate that 93% of
our students meet or exceed State Standards in reading, and this success
has been fairly consistent over the past four years. Our approach to
reading instruction supports the current research indicating that
success follows a balanced literacy approach. Our students participate
in activities such as guided, independent, and partner reading along
with a strong phonemic awareness component. Our teachers use a
Standards-based basal reader series, and they also integrate high
interest books that reinforce and motivate. We have responded to the
research providing students with exceptional teacher/pupil ratios that
average approximately 9 to 1, and we have student groupings that are
both flexible and homogenous enabling children to progress successfully
at their own rate.

We schedule a 75-minute block of uninterrupted time each day for reading
and writing so that we can maintain these excellent ratios. Students
have also become avid independent readers through the use of technology.
The Accelerated Reader Program gives our students opportunities to read
books at their ability level, and assess their retention of the material
with immediate feedback. Students are rewarded for their efforts at an
annual recognition ceremony. In addition, our students participate in
periodic motivational activities such as Read Across America, Family
Reading Night, and Dr. Seuss' Birthday Celebration. To accommodate
students who love to read and can't find the time during the day to get
all of it in, our district librarian developed a reading club that meets
before school on a weekly basis entitled W.O.R.M.S. (We're Outstanding
Readers at My School), and the percentage of children participating is
exceptional.

THE MATHEMATICS CURRICULUM AT

***[NEW BERLIN ELEMENTARY SCHOOL]{.underline}***

Perhaps the most stunning performance by students at New Berlin
Elementary School is the strong and steady progress that has been
achieved in the area of mathematics. Over the past four years the
percentage of students meeting or exceeding State Standards has steadily
risen. (77%-86%-91%-93%) We are very proud of these statistics, and
there are several factors that may have made the difference.

Our District's mission statement includes a goal of developing children
to their fullest potential including employability. One of the
foundation blocks that lead to success is the ability to be competent in
mathematics. Therefore, we have focused our resources and attention in
this subject area. Specifically, we have used a portion of our Title I
funding to hire a half-time teacher to work with our at-risk math
students, and we have been fortunate to have a volunteer (the retired
former principal of New Berlin Elementary School) work with our top
students. Once again, we also turned to technology to utilize several
software programs to supplement our curriculum. Our third grade students
enjoy working with the Accelerated Math program that provides immediate
feedback and identifies individual strengths and areas in need of
improvement. Our K-3 teachers have also embraced both the use of
manipulatives and centers-based instruction. By focusing on improving
math skills, and focusing on career education, we strive to accomplish
our District's mission on a daily basis.

***[INSTRUCTIONAL METHODS USED TO MEET THE NEEDS OF STUDENTS AT NEW
BERLIN ELEMENTARY SCHOOL]{.underline}***

One of the basic tenets at New Berlin Elementary School is that children
have varied learning styles and, as educators, we must make every effort
to adjust our teaching methods to meet each style. Educational research
supports this and we believe it. Therefore, while walking through our
school, visitors will see a variety of presentations including student
use of educational software, centers-based instruction, cooperative
learning, the use of supplemental videos with each classroom, (we have
video/DVD players and large screen televisions in each classroom
courtesy of a REAP Grant), tactile learning opportunities such as the
use of manipulatives, audio tapes, guest speakers, and traditional
lecture/guided discussion/demonstration.

Not only do we adjust our presentations based on learning styles, and
since we understand that all children do not learn at the same rate, we
adjust the learning content and rate to meet individual needs. For
instance, our teachers oftentimes modify assignments so that students
may achieve success without sacrificing the attainment of State
Standards. We also adjust methods to meet the needs of various groups
such as special education, Title I, and gifted.

Finally, all of our classrooms are equipped with speakers and
microphones for our teachers because of the research gained through the
MAARS Project (Mainstream Amplification Resource Room System). This
research concluded that students experience academic gains if they are
exposed to amplified communication in the classroom.

***[THE PROFESSIONAL DEVELOPMENT PROGRAM AT NEW BERLIN ELEMENTARY
SCHOOL]{.underline}***

In spite of having to be very frugal with our economic assets, CUSD #16
is committed to supporting the professional development of its faculty.
Not only does the budget allow for each teacher to use a prescribed
amount of money for participation in conferences and workshops, but also
the salary schedule rewards teachers for successfully completing
graduate hours in education. Add to this the State of Illinois
initiative to increase recertification requirements, and we have an
atmosphere that is very conducive to enhancing professional development.

Our teachers are consistently interested in improving their skills. They
take advantage of both local and regional workshops. Topics such as
improving classroom management skills, incorporating technology into the
classroom, teaching autistic children, special education inclusion,
brain research as related to learning styles, looping, and curriculum
enhancement in such areas as reading, mathematics, writing, and science
are all very well attended by our staff.

At the district level, we schedule professional workshop/ school
improvement days throughout the school year. Although State funding has
been eliminated for this purpose, we have been resourceful in terms of
securing presenters who are inexpensive or we use volunteers. Another
strategy to strengthen professional development is that we schedule a
district workshop where teachers who have attended outstanding workshops
outside of our district come back and share the information with their
local colleagues. This practice, for instance, has stimulated positive
changes such as the addition of looping at the first and second grade
level.

> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**
>
> The sample Data Display Table is illustrated on the following page.
>
> Change the sample table to fit the state's assessment system.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade\_\_\_3\_\_\_\_\_
>
> Test\_\_Illinois Standards Achievement
> Test\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year\_\_2002\_\_\_\_\_\_ Publisher
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number of students in the grade in which the test was administered
> \_\_\_52\_\_\_\_
>
> Number of students who took the test \_\_\_52\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
None\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded\_\_\_\_0\_\_\_\_ Percent excluded\_\_\_\_0\_\_\_\_
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cutpoint used by
> the state for 1) basic, 2) proficient, and 3) advanced, or similar
> categories as defined by the state. States will vary in their
> terminology and cutpoints. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results. Refer to page 7
>
> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS, Continued**
>
> Sample Data Display Table for Reading (language arts or English) and
> Mathematics

New Berlin Elementary School Mathematics

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

  Testing month April                                                                                    

  **SCHOOL SCORES**                                                                                      

  \% At or Above Basic                                   100         100         100         100         

  \% At or Above Proficient                              92.3        91          86          77          

  \% At Advanced                                         34.6        32          32          8           

  Number of students tested                              52          44          50          39          

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

  Number of students excluded                            0           0           0           0           

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

                                                                                                         

  SUBGROUP SCORES                                                                                        

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  \% At or Above Basic                                                                                   

  \% At or Above Proficient                                                                              

  \% At Advanced                                                                                         

  Number of students tested                                                                              

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  \% At or Above Basic                                                                                   

  \% At or Above Proficient                                                                              

  \% At Advanced                                                                                         

  Number of students tested                                                                              

                                                                                                         

  **STATE SCORES**                                                                                       

  \% At or Above Basic                                   93.2        93          92          90          

  State Mean Score                                                                                       

  \% At or Above Proficient                              75.7        74          74          69          

  State Mean Score                                                                                       

  \% At Advanced                                         31.1        30          28          23          

  State Mean Score                                                                                       
  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(a) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)
>
> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS, Continued**
>
> Sample Data Display Table for Reading (language arts or English) and
> Mathematics

New Berlin Elementary School Reading

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

  Testing month April                                                                                    

  **SCHOOL SCORES**                                                                                      

  \% At or Above Basic                                   100         100         100         100         

  \% At or Above Proficient                              92.5        84          84          84          

  \% At Advanced                                         38.5        23          18          15          

  Number of students tested                              52          44          50          39          

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

  Number of students excluded                            0           0           0           0           

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

                                                                                                         

  SUBGROUP SCORES                                                                                        

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  \% At or Above Basic                                                                                   

  \% At or Above Proficient                                                                              

  \% At Advanced                                                                                         

  Number of students tested                                                                              

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  \% At or Above Basic                                                                                   

  \% At or Above Proficient                                                                              

  \% At Advanced                                                                                         

  Number of students tested                                                                              

                                                                                                         

  **STATE SCORES**                                                                                       

  \% At or Above Basic                                   91.8        93          93          94          

  State Mean Score                                                                                       

  \% At or Above Proficient                              62.0        63          62          62          

  State Mean Score                                                                                       

  \% At Advanced                                         21.9        19          19          21          

  State Mean Score                                                                                       
  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(b) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)