##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mr. Robert Pedersen]{.underline}

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

Official School Name [Plentywood Public Schools 7-8]{.underline}

(As it should appear in the official records)

School Mailing Address [100 East Laurel Avenue]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Plentywood
Montana]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_[59254-1697]{.underline}\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 406) 765-1803]{.underline} Fax [( 406) 765-1195]{.underline}

Website/URL [Plentywood.k12.mt.us]{.underline} Email
<2wildcat@nemontel.net>

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\_\_\_\_\_\_\_[3-21-03]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

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

Name of Superintendent [Mr. Joseph Bennett]{.underline}

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

District Name [Plentywood School District #20]{.underline} Tel. [( 406)
765-1803]{.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\_\_\_\_\_\_\_\_\_[3-21-03]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board Mr. Rick Darvis

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\_\_\_\_\_\_\_\_\_[3-21-03]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

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

1\. Number of schools in the district: \_\_\_\_ Elementary schools

\_\_\_\_ Middle schools

\_\_[1]{.underline} \_ Junior high schools

\_\_\_\_ High schools

\_\_[1]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_[\$7, 200]{.underline}\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_[\$7,
148]{.underline}\_\_\_\_

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

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

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

4\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

[1]{.underline} If fewer than three years, how long was the previous
principal at this school?

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

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

  **K**                                                     **7**       17        15          32

  **1**                                                     **8**       17        12          29

  **2**                                                     **9**                             

  **3**                                                     **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   61
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [97]{.underline} % White

the students in the school: % Black or African American

[3]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[4.9]{.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 1
              ***to*** the school after October  
              1 until the end of the year.       

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

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

  **(4)**     Total number of students in the    61
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .049
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    4.9
              100                                
  ----------- ---------------------------------- ------------------------

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

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

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

Specify languages: English

9\. Students eligible for free/reduced-priced meals:
\_\_[33]{.underline}\_\_\_\_%

\_\_[20]{.underline}\_\_\_\_Total Number Students Who Qualify

> If this method is not 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:
\_\_\_[15]{.underline}\_\_\_%

\_\_\_\_[9]{.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.

\_\_[1]{.underline}\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[2]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[5]{.underline}\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_[3]{.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) \_\_\_[2]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[4]{.underline}\_\_\_
\_\_\_[9]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_[1]{.underline}\_\_\_
\_\_\_[2]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[3]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[10]{.underline}\_\_ \_\_\_\_[11]{.underline}\_\_

12\. Student-"classroom teacher" ratio: \_\_[18:1]{.underline}\_

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 95%         95%         95%         95%         95%

  Daily teacher attendance 97%         98%         99%         99%         99%

  Teacher turnover rate    0%          1%          0%          1%          0%

  Student dropout rate     0%          0%          0%          0%          0%

  Student drop-off rate    0%          1%          1%          1%          1%
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[PART III ‑ SUMMARY]{.underline}**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.**

Plentywood School 7-8, Plentywood, Montana is a center for educational
excellence and integrity. Located in the northeast corner of the Big Sky
State, Plentywood is a small rural community with a population of
approximately 2,000. The area is in the Great Plains region of North
America with rolling plains and hills. The climate normally features
extreme summers and winters, with mild springs and falls. The nearest
city with a population of more than 100,000 is Regina, Saskatchewan
approximately 120 miles to the north. The community was founded in 1912
near the Big Muddy River.

The Plentywood school system is well known in the area for the high
standards that are set for the students and staff in academic
proficiency. The students tend to test high on standardized assessments,
which is a true reflection of the dedication of the seasoned faculty.
The students participate readily in academic competitions throughout the
year and compete strongly against the largest schools in Montana.
Numerous co-curricular activities are also available to aid the school
in providing well-rounded individuals for the real world. Plentywood's
graduation rate ranks among the highest in the state and professional
institutions speak highly of the graduates after they employ them.

Plentywood's middle school faculty is extremely strong in pedagogical
experience. A true team concept exists between the staff. Collegiality
is an evident characteristic in every sense of the word. Sharing is a
daily occurrence among these professionals, and they are very caring
about the success of each student they have the pleasure to grace their
classrooms. They truly encompass our school's mission statement, which
is: Plentywood Schools in partnership with the community will nurture,
support, and welcome the needs of all students. Teachers, staff,
administrators, parents, students, and community members will share in
the responsibility for providing a supportive, safe environment where
respect for self and others is paramount.

The school and community recognize the diversity of our students and
their uniquely individual intellectual, physical, social, and emotional
needs. All students will be engaged in the educational process, and
participate in real life learning experiences to gain knowledge, wisdom,
confidence, and an appreciation and ability for lifelong learning, as
they strive to maximize their individual potential.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

The Iowa Test of Basic Skills is utilized by Plentywood School and is
used statewide in Montana to determine levels of proficiency in reading
and math for students in grades 4, 8, and 11.

The results are meaningful for two reasons. First of all, it allows the
school to be compared to schools across the country in reading and math
achievement. Plentywood School is consistently above the national
average in the two subject areas of math and reading. The core area
normal curve equivalent in each of the three years indicates that
Plentywood students have achieved above average (with 50 being average)
scores.

The next indicator is that Plentywood School 7-8 students have above
average standard scores that place them in the sixth and seventh
stanines of the National Stanine scale. This indicates that students
have abilities that exceed averages for students around the country.

While test scores aren't the complete measure of school success, it is
the belief that Plentywood students are learning at a level that will
allow them to succeed into the future.

1.  Show in one-half page (approximately 200 words) how the school uses
    assessment data to understand and improve student and school
    performance.

Plentywood School 7-8 pays a lot of attention to assessment data in
terms of understanding and looking for ways to improve student and
school performance. It is the school's feeling that most of their
decisions in regard to school improvement are data driven. The
assessment data has been very high, which is a true reflection that
Plentywood's seasoned staff is doing a job well done. However, the
school is also in a never-ending search to keep the improvement process
in perpetual motion so that stagnancy does not rear its ugly head.

When some of the students' reading scores dropped somewhat, Plentywood
School looked to invest more in an accelerated reader program through
their library. All of the students now have strict guidelines for
reading various books and taking tests that show their educators their
reading level, improvements, and comprehension levels.

Assessment data has also been utilized in terms of Plentywood's
curriculum development and revision. They are constantly looking for
voids and redundancies in the curriculum that sometimes is magnified by
assessment data. Supplements to the curriculum mainly are given to them
because of notification in a lower data score from their students on a
given year.

2.  Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.

Communication is key to student success, it is felt at Plentywood School
7-8. They provide their parents and students especially with a lot of
information and feedback on their academic, behavioral, and social
progress at the school. They do this through phone conversations,
individual student meetings, parent-teacher conferences, mid-term
progress reports, and quarterly report cards. Assessment data is also
mailed home to each parent to look at and the teachers make it a point
to explain the data at the parent-teacher conferences that are held in
the fall each year. Plentywood feels that it is not only important to
communicate areas of concern with said parents and students, but they
also think it is vitally necessary to share success with them.

Plentywood has a local newspaper and radio station that is utilized to
broadcast positive student performances in various curricular and
co-curricular areas. Of course, they only do this after individual
students and their guardians sign a permission slip in regards to
individual privacy laws. The state and local media also broadcast their
assessment data to show how it compares to other schools.

3.  Describe in one-half page how the school will share its successes
    with other schools.

While Plentywood School is by no means a large school in terms of
enrollment, they are actually much bigger in terms of the area. They are
the largest school in the county and rank as one of the largest schools
in the two counties that border theirs. Because of this, Plentywood
Schools are looked upon as an educational leader in their part of the
state. Plentywood School also has an enviable reputation for having high
standards for their students and teachers.

Therefore, Plentywood often hosts county or even tri-county wide
in-services for area teachers that are led by outside professionals or
even their own qualified staff. They feel that professional development
is of the utmost importance to school improvement. Plentywood also
believes that there is no reason for not sharing this process with other
schools to make education better in the whole area of the state.

Plentywood's school burned down approximately 12 years ago. When their
new facility was put in place, it easily became one of the nicest school
buildings in the area. Hence, the facility is extremely adequate for
hosting many schools for these types of activities.

If their school is fortunate enough to be chosen as a Blue Ribbon
School, they will most likely be looked upon to provide more
opportunities to provide sharing occasions with other schools.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

1.  **Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.**

Even though Plentywood's enrollment is in a decreasing process, they
have fought to keep their curriculum rich and full of a variety of
opportunities for the students. They believe that a well-rounded
curriculum will provide their school with well-rounded graduates able to
compete well in the world with others. They sometimes ask a lot from
their staff and utilize all of their talents in doing so.

In regards to specific curricular areas, a good place to start would be
mathematics. Plentywood provides a progressive Saxon mathematics program
to their 7^th^ and 8^th^ graders. Pre-Algebra is also covered in the
8^th^ grade curriculum to best prepare them for high school as Algebra
is required to graduate from high school. They have a very experienced
mathematics instructor who is sharp and has high expectations of her
students.

In the area of language arts, Plentywood School is also very fortunate
to have a "master teacher" at the helm. She is extremely insightful in
her curricular area and is very caring of her students and their
success. They utilize a Saxon phonics program in their formative years
that has an emphasis on word construction. This program is very
progressive as they begin the process in kindergarten and continue it
through their second grade year. Our intermediate staff continues to
build on the sentence and paragraph structure. This has provided their
students coming into junior high with a solid grammar base to expand
upon. Plentywood's reading program is quite strong as the students are
expected to read a heavy number of books during their 7^th^ and 8^th^
grade years. This is not only in their language arts classes, but also
in the aforementioned accelerated reader program.

Plentywood's social studies instructor is also what would be considered
to be a "master teacher." She hasn't been a full-time teacher as long as
her peers, but she is filled with motivational activities and high-level
learning strategies that set her apart from many social studies
instructors. Students love to learn from her, simply put. The 7^th^
grade social studies curriculum involves world geography and Montana
History on a semester basis. While a textbook is followed in both
classes, Plentywood's students are involved in numerous activities and
projects that enhance multi-sensory applications. The 8^th^ grade social
studies curriculum involves U.S. History from the Ice Age to the Civil
War era. This instruction provides the basis for their junior year when
the rest of the timeline of American history is covered.

Plentywood's science curriculum features an intermediate biology
emphasis in the 7^th^ grade year. Animals and humans are both covered.
Labs are utilized as well as supplementary activities to enhance the
textbook instruction. Earth science is the focus of 8^th^ grade in a
progressive means to lead into their freshmen level classes.

Besides the four core classes, Plentywood provide a diverse liberal arts
curriculum that encompasses a variety of areas. Literature/Reading,
Band, Chorus, Physical Education, Health Enhancement, Art, Keyboarding,
Spanish, French, Home Economics, Shop, Guidance, Newspaper, and Special
Education classes are offered. The foreign language classes are similar
enough to the Spanish I and French I high school class that they are in
the process of checking with the Office of Public Instruction on how
they can provide a high school credit for students taking them.

**2. Describe in one-half page the school's English language curriculum,
including efforts the school makes to improve the reading skills of
students who read below grade level.**

Developing life-long readers is Plentywood School's foremost reading
goal. Reading skills are integral to all curriculum areas, as well as in
life. Plentywood strives to meet this goal in a variety of ways.

Plentywood School's reading program is literature-based. They use a
Saxon phonics program in grades K-2 to teach word construction. Grades 3
& 4 use the Scott-Foresman reading program to emphasize comprehension.
Individual novels are supplemented to each reading program after 3^rd^
grade. Most of the novels utilized are Newberry Medal winners, chosen
because of their adaptability to each grade level and genre variation.
Grades 5-12 use the Prentice-Hall literature program. An additional
literature class is included in the grades 6-8 curriculum to incorporate
the reading workshop approach to literature, with emphasis on enjoyment
and respect for each literary piece. Plentywood teachers feel that an
individualized reading program provides continuity and skill advancement
as students proceed through the Plentywood School system. Hopefully,
with the reading curriculum, Plentywoods' students will develop the
skills to become life-long readers.

**3. Describe in one-half page one other curriculum area of the school's
choice and show how it relates to essential skills and knowledge based
on the school's mission.**

Plentywood School has a unique area of the curriculum that sets them
apart from many schools that are similar in size to them. This
curriculum area is service learning. Their teachers have been doing this
type of learning for many years, but they have been funded through a
middle school learn and serve grant for the past three years by the
Northwest Rural Project (ESD 112). There are a variety of projects that
are conducted in this area of curriculum. Some examples are as follows:

Founder's Day: Students researched their community history and in doing
so, discovered there were no signs identifying the two most significant
waterways in the area. They involved the county road department, the
State Department of Transportation, and local businesses in getting this
problem rectified. This involved social studies in terms of learning how
landmarks are established and how state funding occurs. English was also
involved as the students had to write letters of correspondence to these
agencies.

Victory Planters: Students worked with the Garden Club and County Fair
Board to create "victory gardens" at the fairgrounds similar to what was
constructed in the 1940's. This involved learning in the area of social
studies as they revisited the need for these gardens during World War II
and also in the area of science as they learned about plant structure
and the planting process.

Bird Feeder Project: Students interacted with their school community,
providing cross-age mentoring to the younger age groups and discussed
healthy snacks both for birds and people with the elementary students
they were paired with. Then they constructed bird feeders for the
community together. This involved math and science, as they had to
figure how much birdseed would feed a specific species of bird. It also
involved reading and computer technology as they had to research about
local bird species.

4.  **Describe in one-half page the different instructional methods the
    school uses to improve student learning.**

At Plentywood School 7-8, they allow individual teachers with the
freedom to choose their own pedagogical methods themselves. Some follow
strict Bloom's Taxonomy methodology, some go the way of Madeline
Hunter's methodology, and some are more kinesthetic-based, etc. As
educational leaders, the administrative team will often provide ideas or
instruction if a teacher is interested in learning alternative methods
in their instruction. They also provide mentoring to younger teachers
from their more experienced staff when needed. Plentywood believes that
they have a strong networking that exists in their junior high areas.
Collegiality is important to them and they often share any teaching
techniques with each other when an interest is shown.

Cooperative learning is a staple among the teachers as well. They
provide the means to have students teach each other on occasion. It has
been observed that there are "Jigsaw" approaches on various occasions.
The teachers do a good job of setting the basis for cooperative learning
by discussing guidelines and rules before this type of learning can be
followed.

Plentywood's teachers try to provide learning that touches upon the
various ways students learn differently. Instruction in a given week
features teaching that reaches both auditory and visual learners.
Kinesthetic learning is given whenever possible. It is not unusual to
see artwork being done in a social studies or math class, reading being
done in a shop class, math problems being figured out in an art class,
etc. Cross-curricular learning is very evident at Plentywood School.

5.  **Describe in one-half page the school's professional development
    program and its impact on improving student achievement.**

Professional development is extremely vital it is felt in the success of
Plentywood School 7-8. As part of their evaluation of staff, it is
required of their teachers to construct a portfolio of professional
development. They provide them with seventeen items of proven
professional development strategies and can help teachers improve
student learning. Plentywood requires that teachers select a minimum of
eight strategies from the list each year and attach evidence to their
portfolio to demonstrate their involvement in that particular
professional growth opportunity. It is recommended that they complete at
least some strategies that are different from the ones that they
completed the year before. Some take the option of approaching the same
strategy with a different perspective based on their increasing
knowledge.

The administrative team is in constant observation of their staff. They
conduct two formal evaluations of their non-tenured staff and one formal
evaluation of their tenured staff each year. Plentywood's evaluation
process is goal-oriented in terms of providing positive feedback and
constructive alternatives for the staff to improve their instructional
techniques.

Plentywood provides their staff with professional instruction via guest
speakers, video purchases, and literary purchases for them to peruse and
ponder. They also provide financial support throughout the year for
teachers to attend workshops on professional development that is
pertinent to their content area.

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_[8]{.underline}\_\_\_\_\_ Test\_\_\_\_[Iowa Test of Basic
Skills (ITBS)]{.underline} \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_[2001]{.underline}\_\_ Publisher
\_\_\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_[None excluded]{.underline}\_\_\_\_\_\_\_

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

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

  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------
                                                2001-2002      2000-2001      1999-2000      1998-1999      1997-1998

  Testing month                                 March          March          March                         

  **SCHOOL SCORES**                                                                                         

  Total Score (READING)                         62             59             68                            

  Number of students tested                     32             44             37                            

  Percent of total students tested              100            100            100                           

  Number of students excluded                   0              0              0                             

  Percent of students excluded                  0              0              0                             

  SUBGROUP SCORES                                                                                           

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

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

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        
  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_[8]{.underline}\_\_\_\_\_ Test\_\_\_\_[Iowa Test of Basic
Skills (ITBS)]{.underline} \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_[2001]{.underline}\_\_ Publisher
\_\_\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_[None excluded]{.underline}\_\_\_\_\_\_\_

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

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

  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------
                                                2001-2002      2000-2001      1999-2000      1998-1999      1997-1998

  Testing month                                 March          March          March                         

  **SCHOOL SCORES**                                                                                         

  Total Score (MATH)                            70             63             68                            

  Number of students tested                     32             44             37                            

  Percent of total students tested              100            100            100                           

  Number of students excluded                   0              0              0                             

  Percent of students excluded                  0              0              0                             

  SUBGROUP SCORES                                                                                           

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

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

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        
  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------