## U.S. Department of Education September 2003

## 

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

## Cover Sheet

## 

## Name of Principal [Mrs. Gwynne Gildow]{.underline}

## 

## Official School Name [Motley Elementary School]{.underline}

## 

## School Mailing Address [PO Box 268, Motley, MN 56466-0268]{.underline}

## 

## Tel. [218-352-6315]{.underline} Fax [218-352-6508]{.underline}

## 

## Website/URL [www.isd2170.k12.mn.us](http://www.isd2170.k12.mn.us/) Email [ggildow@isd2170.k12.mn.us]{.underline}

##  [(In progress)]{.underline}

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

## 

## \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Date \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

## (Principal's Signature)

## 

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

## 

## Name of Superintendent [Mr. Ken Scarbrough]{.underline}

## 

## District Name [Staples Motley Schools, ISD 2170]{.underline} Tel. [218-894-2430]{.underline}

## 

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

## 

## \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Date \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

## (Superintendent's Signature)

## 

## Name of School Board President/Chairperson: Mike Hajek

## 

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

## 

## \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Date \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

## (School Board Chairperson's Signature)

## 

## 

## 

## 

## 

## PART I -- ELIGIBILITY CERTIFICATION

The signatures on the first page of this application certify that each
of the statements below concerning the school's eligibility and
compliance with the 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 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

## 

## DISTRICT (Questions 1-2 not applicable to private schools.)

## 

##  1. Number of schools in the district: \_\_[2]{.underline}\_\_Elementary schools

##  \_[\_1]{.underline}\_\_Middle schools

##  \_\_\_\_\_Junior high middle schools

##  \_\_[1]{.underline}\_\_High schools

##  \_\_[4]{.underline}\_\_Total

##  2. District Per Pupil Expenditure [\$8,336]{.underline}

## 

##  Average State Per Pupil Expenditure: [\$7,759]{.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. \_[10]{.underline}\_\_ Number of years principal has been in his/her 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 applying at this school:

## 

## 

+-----------------+-----------------+-----------------+-----------------+
| ## Grade        | ## \# of Males  | #               | ## Grade Total  |
|                 |                 | # \# of Females |                 |
+-----------------+-----------------+-----------------+-----------------+
| ## K            | ## 12           | ## 15           | ##  27          |
+-----------------+-----------------+-----------------+-----------------+
| ## 1            | ## 11           | ##  8           | ##  19          |
+-----------------+-----------------+-----------------+-----------------+
| ## 2            | ##  7           | ## 14           | ##  21          |
+-----------------+-----------------+-----------------+-----------------+
| ## 3            | ## 14           | ## 10           | ##  24          |
+-----------------+-----------------+-----------------+-----------------+
| ## 4            | ## 10           | ## 15           | ##  25          |
+-----------------+-----------------+-----------------+-----------------+
| ## 5            | ## 15           | ## 18           | ##  33          |
+-----------------+-----------------+-----------------+-----------------+
| ##              | ##              | ## Total Stu    | ## 149          |
|                 |                 | dents in School |                 |
+-----------------+-----------------+-----------------+-----------------+

## 

## 

## 

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

##  students in the school: \_\_\_\_\_% Black or African American

## \_\_[6]{.underline}\_\_% Hispanic or Latino

##  \_\_\_\_\_% High schools

## \_\_[1]{.underline}\_\_% American Indian/Alaskan Native

##  

##  100% Total

## 

##  7. Student turnover or mobility rate, during the past year: \_\_[16.78]{.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.)

## 

##  8. Limited English Proficient students in the school: \_\_[4]{.underline}\_\_%

##  \_\_[6]{.underline}\_\_Total number of LEP

## 

##  Number of languages represented: \_\_[2]{.underline}\_\_

##  Specify languages: [English, Spanish]{.underline}

## 

##  9. Students eligible for free/reduced-priced meals: \_[74]{.underline}\_\_%

##  \_[110]{.underline}\_Total number who qualify

## 

## If this method is not a reasonable 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: \_[12.75]{.underline}\_%

##  \_[19]{.underline}\_\_Total 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 \_\_[1]{.underline}\_\_ Other Health Impaired

##  \_\_\_\_\_ Deaf-Blindness \_\_[2]{.underline}\_\_ Specific Learning Disability

##  \_\_\_\_\_ Hearing Impairment \_\_[9]{.underline}\_\_ Speech or Language Impairment 

##  \_\_[4]{.underline}\_\_ Mental Retardation \_\_\_\_\_ Traumatic Brain Injury

## \_\_\_\_\_ Multiple Disorders \_\_\_\_\_ Visual Impairment 

## \_\_[3]{.underline}\_\_ Emotional Behavior Disorder Including Blindness

## 

## 

## 

## 

## 

## 

## 

## 

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

## 

##  Number of Staff

##  Full Time Part Time

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

##  

##  Classroom teachers \_\_[6]{.underline}\_\_ \_\_[2]{.underline}\_\_

## 

##  Special resource teachers/specialists \_\_\_\_\_ \_\_[5]{.underline}\_\_

## 

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

## 

##  Support staff \_\_\_\_\_ \_\_[4]{.underline}\_\_

## 

##  Total number \_\_[9]{.underline}\_\_ \_[15]{.underline}\_\_

## 

##  12. Student -- "classroom teacher" ratio \_[24.8:1]{.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.

## 

+-------------+--------+-----------+-----------+-----------+-----------+
| ##          | ## 200 | ##        | ##        | ##        | ##        |
|             | 3-2004 | 2002-2003 | 2001-2002 | 2000-2001 | 1999-2000 |
+-------------+--------+-----------+-----------+-----------+-----------+
| ## Da       | ## 99% | ## 96%    | ## 97%    | ## 97%    | ## 96%    |
| ily Student |        |           |           |           |           |
|  Attendance |        |           |           |           |           |
+-------------+--------+-----------+-----------+-----------+-----------+
| ## Da       | ## 98% | ## 97.5%  | ## 98%    | ## 97%    | ## 98%    |
| ily Teacher |        |           |           |           |           |
|  Attendance |        |           |           |           |           |
+-------------+--------+-----------+-----------+-----------+-----------+
| ##          | ## 16% | ## 16%    | ## 0      | ## 0      | ## 0      |
|  Teacher Tu |        |           |           |           |           |
| rnover Rate |        |           |           |           |           |
+-------------+--------+-----------+-----------+-----------+-----------+

## 

## 

## 

## 

## 

## 

## 

## 

## 

## 

## 

## 

## 

## 

## 

## 

## PART III - Summary 

Motley Elementary School is located in the north central part of
Minnesota in the city of Motley, Population 585. The town of Motley is
nestled between the Crow Wing and Long Prairie Rivers of Morrison
County, Minnesota. Our town, briefly named Beaulieu, was established in
1872 and renamed Motley. It began as a lumber town because of its
location on the Crow Wing River. The first children of Motley were
taught in 1878 in a 'subscription' school. The Motley School continued
as an independent school district until 1993 at which time it
consolidated with the neighboring school district of Staples.

Motley Elementary has a student enrollment of 149 for the 2003-2004
school year. The students we serve consist of a population of differing
races, religions, and socio-economic backgrounds. Our students live in
Morrison, Todd, Cass, and Wadena counties and bring to our school a
background of rural living. Currently, we have one classroom each of
kindergarten through fifth grade students. The school's kindergarten
program is all day, every day. We also offer an early childhood four
year old program, Early Childhood Family Education classes (ECFE), and
Head Start.

It is our goal to provide an education that allows students to become
productive, responsible citizens by meeting the needs of the whole
child. The social, cognitive, emotional, and physical needs of every
child are met through our core academics, fine arts, physical education
classes, and extra-curricular activities, all of which are taught by
highly qualified specialists.

Our staff consists of veteran teachers who draw upon a wealth of years
of experience and expertise. The certified teaching staff is continually
working on professional development through book studies, continuing
education, workshops, and volunteer activities. Nurturing our students
is a priority for the staff. For example, each family with a child in
our kindergarten program has a scheduled home visit with our
kindergarten teacher prior to the start of the school year.

[Mission Statement]{.underline}:

Our ***vision*** is that the learner is the focus of all meaningful
life-long learning. Therefore, our ***mission*** is to be committed to
promoting positive self-esteem, academic and life preparation skills for
all.

[Belief Statements]{.underline}:

We believe that:

-   Love and caring are the core of life.

-   Respect and fairness have a beneficial influence on student self
    worth.

-   As educators, parents and community members, we can assist students
    in gaining the skills and knowledge to make responsible decisions.

-   The family unit is extremely important in the nurturing of its
    members.

-   Positive participation in curricular and co-curricular activities
    builds self-esteem.

-   Learning is a life long process.

-   Our schools must pursue quality

-   Education is learning, learning how to learn and learning how to
    live.

-   Communication is an important factor in developing relationships.

-   Access to and use of advancing technology is crucial for growth.

-   The pleasure of reasonable and respectful humor has immeasurable
    value in one's life.

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

1.  Describe in one page the meaning of the school's assessment results
    in reading (language arts or English) and mathematics in such a way
    that someone not intimately familiar with the test can easily
    understand them.

In 1997 statewide testing law required the creation of a comprehensive
assessment system and the use of statewide tests. These tests are part
of the educational accountability system in Minnesota. Accountability
calls for a results-oriented education system that focuses on continuous
improvement, community involvement, and public reporting of results.
These tests chart the progress of schools and districts over time,
generate information for school improvement and school accountability,
and allow for comparison of schools and districts in Minnesota. Schools
use these results to make curricular and instructional decisions for all
students. There are no required passing scores for students on this
test. The state is using a scale score of 1420 as an AYP cut score (*No
Child Left Behind* legislation), and a score of 1500 indicates above
grade level performance. The tests are designed to give accurate
information for students at all ability levels.

**Grade 5 Reading Highlights**

-   In 2003, with 100% of total students tested, 73.33% of fifth grade
    students scored at or above proficient. Also, 72.23% of students in
    the Free/Reduced Eligible Subgroup scored at or above proficient.
    These percentages compare with the State Scores of 55.05% at or
    above proficient.

**Grade 5 Math Highlights**

-   Motley Elementary's fifth graders increased their average math
    performance 75 points to 1519 from 2002-2003 in a school where 65
    percent of the student body is eligible for Free/Reduced Lunch.

**Grade 3 Reading Highlights**

-   Compared with State Scores of 59% at or above proficient, Motley
    Elementary students in the Free/Reduced Eligible Subgroup had 66.66%
    scoring at or above proficient.

-   Motley Elementary third graders have consistently scored at or above
    the state scores in proficiency since 1999.

**Grade 3 Math Highlights**

-   Compared with State Scores of 55.5% at or above proficient, Motley
    Elementary students in the Free/Reduced Eligible Subgroup had 61.11%
    scoring at or above proficient.

In order to better prepare students, our school has made programming
changes. We are currently in our third year of math curriculum review,
implementation, and resource selection. This work has resulted in new
curriculum alignment and resource supplementation. Our staff
participated in professional development by hosting a book study and
discussion group on Math Investigations. This resulted in increased
communication and awareness across grade levels. We also made a change
in our daily schedule to devote more time to math instruction. Our math
instruction includes the use of computer programs that reinforce
computation and problem solving skills. Class sizes were reduced into
smaller groups making the teacher-student ratio (on the average) 1:15.

2.  **Show in one-half page how the school uses assessment data to
    understand and improve student and school performance.**

> Our main goal in utilizing assessment data is to understand and
> improve student and school performance. This data is analyzed by
> highly qualified teaching staff regularly throughout the year to
> identify the strengths and weaknesses of our curriculum. We use this
> information to meet the needs of our students by individualizing
> instruction. Some forms of data used include the Minnesota
> Comprehensive Assessments (MCAs,) the Iowa Test of Basic Skills
> (ITBS,) Early Interventions in Reading (EIR), and Work Sampling
> Program.

The assessment data is used to place students in academic programs that
are offered during and after the school day. Examples of these programs
include our EIR program, Title I supplementary services, summer school,
and after school targeted learning. The EIR program is taught during the
school day in reading, grades K-3. Small group instruction is the
priority in this program. Our summer school and after school programs
focus on math, reading, language arts, and social skills. The after
school targeted learning program primarily works with students
identified by parents and staff as needing remediation in basic skills
and extension activities. The implementation of these programs has
resulted in the improvement of student test scores.

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

> Parents and students are informed of academic progress through
> frequent parent teacher conferences. Conference attendance is
> consistently high (over 95%). Parents receive work sampling data that
> has been collected and summarized several times per year. Upcoming
> tests and preparation suggestions are printed in our monthly
> elementary newsletter. Parents are also given assessment data during
> Individualized Education Plan meetings. Standardized test scores, such
> as the MCAs and ITBS, are shared with the parents via a formal test
> score results sheet.
>
> The community receives information about our student performance in
> two forms.
>
> An annual District Report Card and individual School Report Card are
> sent to community members to inform them of the progress being made.
> This is a state assessment of our school's progress. In the 2002-2003
> school year we received four out of five stars in both math and
> reading.
>
> A Systems Accountability Report (SAR) is prepared annually that
> summarizes the goals of the district and various assessment data
> including grades three and five MCAs. The SAR is sent to every
> residence in the Staples Motley School District. Principals give
> periodic reports of test results at the Staples Motley School Board
> public meeting. Local, regional, and state newspapers also report
> school performance on state tests.

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

> We are very excited to share our success with other schools and
> educators. Our strategy for success is driven by our enthusiasm for
> meeting the needs of all our children. At Motley Elementary School we
> pride ourselves on the connections we have with our students and their
> families. Staff members from Motley Elementary School share these
> strategies for success with other schools in our district through
> staff development activities.
>
> We also have connections with 26 neighboring school districts through
> local and regional consortiums. An example is staff who serve on
> committees such as Gifted Education and Technology in our schools.
>
> Our staff participates in many professional growth activities that
> share successful strategies with other educators including:

-   facilitating professional book study discussion groups for area
    educators.

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-   developing a web site that can be accessed by other schools and
    educators.

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-   training area educators in the use of Full Option Science Systems,
    (FOSS.)

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-   teaching continuing education courses through the University of
    St.Thomas-Minnesota.

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-   publishing writing in periodicals.

-   applying for, receiving and implementing grant funds.

-   teaching abroad.

Part V -- Curriculum and Instruction

1.  Describe in one page the school's curriculum. Outline in several
    sentences the core of each curriculum area and show how all students
    are engaged with significant content based on high standards (this
    includes the art curriculum at the elementary level.)

> The Staples Motley curriculum focuses on essential student learning
> that will prepare each learner for a productive life in a rapidly
> changing global society. We use a formal, ongoing district-wide
> curriculum writing process to promote, instruct, and assess students'
> progress with state and national standards. The following briefly
> describes the major goals of each curricular area:
>
> Science -- The use of (FOSS) modules allows teachers to provide
> hands-on learning. The modules allow students to state a hypothesis,
> observe objects and events, test their hypothesis, and generate
> explanations of their test results. FOSS is a research-based,
> classroom-tested program allowing teachers to successfully use the
> inquiry approach to science. Students then are able to use the
> scientific methods they have learned through their participation in an
> annual science fair. In addition to demonstrating their knowledge of
> the scientific process, the science fair requires a written report of
> their steps and results.
>
> Reading and Language Arts -- Reading and language arts skills are
> essential for learning in all other areas. All students are exposed to
> a variety of reading and communications strategies, resources and
> experiences. Our outcomes are based on state and national standards.
> We provide many supplemental activities that engage student interest
> and inspire a love for reading, writing, listening and viewing.
>
> Math -- The mathematics curriculum is written based on state and
> national standards. Students will solve problems by thinking
> logically, communicating mathematically and working both individually
> and cooperatively. Students will be competent in the outcome areas of
> number sense, space, shape and measurement, patterns, relationships,
> and functions, and chance/data analysis.
>
> Social Studies --The purpose of the social studies curriculum is to
> empower students to apply critical thinking skills in order to
> effectively participate in their community and the world. Focus areas
> include geography, history, civics, world cultures, economics, and
> current events.
>
> Health/Physical Education -- In the past year we have completed the
> aligning of the health and physical education curricula for the entire
> district. The core of this curriculum is to develop a lifetime of
> health, wellness, and physical fitness. Our elementary students
> receive instruction in health and physical education by a specialist
> daily for 25 minutes.

### 

### Art- The elementary art curriculum follows the National Art Standards and Minnesota State Art Standards. Areas included are the elements of design, art history, and cultural art. The structure of the curriculum is Discipline Based Art Education. Students receive art instruction by an art specialist every other day for 30 minutes. To encourage life-long interest in the arts, students are able to participate in the annual Rotary Art Show. We involve community volunteers in our art presenters program. Each year we participate in the Artist in Residency program. Artists present their work and share their enthusiasm with our students. 

> **Music-**Students receive a variety of music education experiences
> that enhance the core curriculum. Music specialists provide
> instruction in vocal and instrumental music.

2\. Describe in one-half page the school's reading curriculum, including
a description of why the school chose this particular approach to
reading.

> Motley Elementary has developed a strong reading curriculum based on
> the philosophy that reading is essential for success in all other
> curricular areas. Our current curriculum is multi-faceted as it
> includes Silver Burdett Ginn basal readers (used at every grade level)
> as well as other unique and effective strategies. The elementary has
> been using basal readers for many years. This series was chosen
> because of its inclusion of good quality literature, literature arts,
> and rigorous vocabulary and decoding skill activities.
>
> Our staff has a strong interest in reading and imparts enthusiasm by
> developing activities such as read along story time, small group
> discussion, EIR, literature circles using trade books, and Drop
> Everything and Read time. In an effort to enhance our K-5 reading
> curriculum, all elementary students participate in the Accelerated
> Reader program, extensive library use, Book-It reading, the Reading is
> Fundamental (RIF) program and Read Across America.
>
> At the first grade level the Running Start (a component of RIF)
> program was developed to encourage first graders to read at least 21
> books during a ten week challenge period. Students who meet this goal
> receive a book of their choice to take home and keep. In the nine
> years of using Running Start we have had 100% student participation.
> The average number of books read is 75 books. Another national program
> called Early Interventions in Reading (EIR) is implemented in grades
> K-3. We implement EIR 20 minutes each day and it is a supplement to
> our reading curriculum. Research shows that on average 80% of at-risk
> first grade children in the EIR program are reading independently at
> the end of first grade.

**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.**

> In order to have students who can solve problems mathematically in our
> changing world we use a variety of approaches. Teaching with different
> techniques has produced greater results in student success. Therefore,
> we use Math Investigations (an in-depth problem-solving curriculum)
> combined with traditional methods and textbooks. The traditional
> methods include teaching basic facts in computation as taught in our
> textbooks and with technology. We currently incorporate Math Facts in
> a Flash computer software to utilize our technology in the math
> program. This incorporated technology and our striving for quality
> fits our school's mission statement.
>
> Math concepts that are included in our curriculum are number sense,
> shapes, space, and measurement, patterns, relationships and functions,
> and chance/data analysis. Methods of instruction used by teachers
> include cooperative grouping and individualized learning. Regular
> assessments are made via timed computation tests, textbook tests, and
> teacher observation.
>
> A vital component of our math curriculum is homework. One example of a
> homework assignment is a third grade robot creation. The project
> requires students to construct a robot demonstrating their knowledge
> of shapes, space, and measurement and the functions of flips, turns
> and slides. Because of strong parental support, 100% of our students
> have successfully completed this project.

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

> Our curriculum goals and outcomes are based on best practices
> strategies and research-based instructional techniques. Some of the
> strategies used include cooperative learning, small groups, hands-on
> learning, and individualized instruction. To improve student learning
> teachers utilize resources available such as Title I teachers, support
> staff, special education staff, and parent/community volunteers.
>
> One instructional method used to improve student learning is our
> English Language Learners (ELL) program. Four percent of the K-5
> student population in Motley Elementary are English Language Learners
> who speak Spanish at home. These students and their families have been
> welcomed and embraced by the teaching and support staff over the last
> 10 years. The teacher of these learners has found the staff to be
> cooperative and open to suggestions when discussing the needs of and
> services available to these students.
>
> The preschool screening process and the parent involvement component
> Early Childhood Family Education (ECFE) offered in our school allows
> us to identify special needs students prior to their entry into the
> kindergarten program. Once a student qualifies, special services are
> given to the children in preparation for what is to come in
> kindergarten. The kindergarten program is an all day, everyday
> program. The increased amount of student contact time has helped our
> students to achieve greater learning.

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

> The professional development program in our school district consists
> of a district-wide committee and building level committees.
> Professional development is governed by a committee of teachers and
> para-professionals.
>
> The vision of our staff development committee is continuous
> improvement in teaching and learning through high quality professional
> development. It supports all staff and enhances good teaching,
> develops positive attitudes and improves student learning. All staff
> development activities align with the following goals:

-   Provides opportunities based on research, expertise, or curriculum
    relevancy.

-   Encourages cooperation and support for ALL District 2170 employees.

-   Creates a workplace environment based on concern for others.

-   Works collaboratively toward a common goal, supported by time and
    resources.

-   Serves the individual professional development needs of all
    employees.

-   Improves teacher effectiveness.

-   Increases student achievement.

-   Meets the needs of a diverse student population with respect to
    academic and social behavior.

Motley Elementary School - Grade 5 Reading

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

  **Testing     **March**       **March**       **March**       **March**       **March**
  Month**                                                                       

  **School                                                                      
  Scores**                                                                      

  \% at or      10.00%          22.86%          33.33%          31.58%          63.63%
  above basic                                                                   

  \% at or      73.33%          65.71%          40.74%          68.43%          36.36%
  above                                                                         
  proficient                                                                    

  \% at         16.77%          11.43%          25.93%          0%              0%
  advanced                                                                      

  Number tested 30              35              27              19              22

  \% of total   100%            100%            100%            95%             97%
  students                                                                      
  tested                                                                        

  \# of         0               0               0               1               1
  students                                                                      
  excluded                                                                      

  \% of         0%              0%              0%              5%              3%
  students                                                                      
  excluded                                                                      

                                                                                

  **Subgroup                                                                    
  Scores**                                                                      

  1\. Free/                                                                     
  Reduced                                                                       
  Eligible                                                                      

  \% at or      11.11%          26.92%          36.84%          37.50%          66.66%
  above basic                                                                   

  \% at or      72.23%          65.39%          36.84%          62.50%          33.34%
  above                                                                         
  proficient                                                                    

  \% at         16.67%          7.69%           26.32%          0%              0%
  advanced                                                                      

  Number of     18              26              19              16              18
  students                                                                      
  tested                                                                        

                                                                                

  **State                                                                       
  Scores**                                                                      

  \% at or      19.42%          25.23%          26.23%          33.14%          40.86%
  above basic                                                                   

  \% at or      55.04%          49.39%          49.67%          50.93%          47.87%
  above                                                                         
  proficient                                                                    

  \% at         25.18%          25.38%          24.08%          15.93%          11.27%
  advanced                                                                      
  ------------- --------------- --------------- --------------- --------------- ---------------

**Motley Elementary School - Grade 5 Math**

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

  **Testing     **March**       **March**       **March**       **March**       **March**
  Month**                                                                       

  **School                                                                      
  Scores**                                                                      

  \% at or      100%            100%            100%            100%            100%
  above basic                                                                   

  \% at or      60.00%          51.43%          48.00%          55.00%          21.74%
  above                                                                         
  proficient                                                                    

  \% at         20.00%          2.86%           0%              5.00%           0%
  advanced                                                                      

  Number of     30              35              25              20              23
  students                                                                      
  tested                                                                        

  \% of total   100%            100%            93%             100%            100%
  students                                                                      
  tested                                                                        

  Number of     0               0               2               0               0
  students                                                                      
  excluded                                                                      

  \% of         0%              0%              7%              0%              0%
  students                                                                      
  excluded                                                                      

                                                                                

  **Subgroup                                                                    
  Scores**                                                                      

  1\. Free/                                                                     
  Reduced                                                                       
  Eligible                                                                      

  \% at or      100%            100%            100%            100%            100%
  above basic                                                                   

  \% at or      61.11%          46.15%          38.89%          47.06%          15.79%
  above                                                                         
  proficient                                                                    

  \% at         16.67%          3.85%           0%              5.88%           0%
  advanced                                                                      

  Number of     18              26              18              17              19
  students                                                                      
  tested                                                                        

                                                                                

  **State                                                                       
  Scores**                                                                      

  \% at or      100%            100%            100%            100%            100%
  above basic                                                                   

  \% at or      59.18%          56.22%          54.19%          49.34%          46.01%
  above                                                                         
  proficient                                                                    

  \% at         17.56%          14.02%          13.14%          12.34%          5.61%
  advanced                                                                      
  ------------- --------------- --------------- --------------- --------------- ---------------

**Motley Elementary School -- Grade 3 Reading**

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

  **Testing     March           March           March           March           March
  Month**                                                                       

  **School                                                                      
  Stores**                                                                      

  \% at or      100%            100%            100%            100%            100%
  above basic                                                                   

  \% at or      59.09%          80.00%          66.66%          50.00%          60.87%
  above                                                                         
  proficient                                                                    

  \% at         22.73%          10.00%          25.00%          7.14%           4.35%
  advanced                                                                      

  Number of     22              30              24              28              23
  students                                                                      
  tested                                                                        

  \% of total   96%             97%             100%            100%            100%
  students                                                                      
  tested                                                                        

  Number of     1               1               0               0               0
  students                                                                      
  excluded                                                                      

  \% of         4%              3%              0%              0%              0%
  students                                                                      
  excluded                                                                      

                                                                                

  **Subgroup                                                                    
  Scores**                                                                      

  1\. Free/                                                                     
  reduced                                                                       
  eligible                                                                      

  \% at or      100%            100%            100%            100%            100%
  above basic                                                                   

  \% at or      66.66%          78.94%          76.92%          43.48%          52.94%
  above                                                                         
  proficient                                                                    

  \% at         16.67%          10.53%          15.38%          4.35%           5.88%
  advanced                                                                      

  Number of     18              19              13              23              17
  students                                                                      
  tested                                                                        

                                                                                

  **State                                                                       
  Scores**                                                                      

  \% at or      100%            100%            100%            100%            100%
  above basic                                                                   

  \% at or      59.00%          50.59%          50.99%          50.03%          48.32%
  above                                                                         
  proficient                                                                    

  \% at         17.31%          16.17%          16.15%          11.52%          7.80%
  advanced                                                                      
  ------------- --------------- --------------- --------------- --------------- ---------------

**Motley Elementary School -- Grade 3 Math**

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

  **Testing      **March**       **March**       **March**       **March**       **March**
  Month**                                                                        

  **School                                                                       
  Scores**                                                                       

  \% at or above 100%            100%            100%            100%            100%
  basic                                                                          

  \% at or above 56.52%          51.61%          50.00%          53.57%          52.17%
  proficient                                                                     

  \% at advanced 21.74%          22.58%          29.17%          10.71%          0%

  Number of      23              31              24              28              23
  students                                                                       
  tested                                                                         

  \% of total    100%            100%            100%            100%            100%
  students                                                                       
  tested                                                                         

  Number of      0               0               0               0               0
  total students                                                                 
  excluded                                                                       

  \% of students 0%              0%              0%              0%              0%
  excluded                                                                       

                                                                                 

  **Subgroup                                                                     
  Scores**                                                                       

  1\.                                                                            
  Free/Reduced                                                                   
  Eligible                                                                       

  \% at or above 100%            100%            100%            100%            100%
  basic                                                                          

  \% at or above 61.11%          50.00%          46.15%          47.83%          47.06%
  proficient                                                                     

  \% at advanced 22.22%          20.00%          23.08%          8.70%           0%

  Number of      18              20              13              23              17
  students                                                                       
  tested                                                                         

                                                                                 

  **State                                                                        
  Scores**                                                                       

  \% at or above 100%            100%            100%            100%            100%
  basic                                                                          

  \% at or above 55.50%          54.06%          51.89%          55.70%          49.58%
  proficient                                                                     

  \% at advanced 18.98%          11.02%          13.62%          8.96%           8.93%
  -------------- --------------- --------------- --------------- --------------- ---------------