ࡱ> Hg bjbjVV 2r<r<+  ^^^^^rrr8>r7R-L---....6666666$8:6^.....6^^-.6111.^-^.61.611:5,/6-Tg1o/*6 y6607%6 @;0@;/6/6"@;^Q6(..1.....661...7....@;......... $: U.S. Department of Education 2011 - Blue Ribbon Schools Program A Public School  School Type (Public Schools): (Check all that apply, if any)  HTMLCONTROL Forms.HTML:Checkbox.1  Charter  HTMLCONTROL Forms.HTML:Checkbox.1  Title 1  HTMLCONTROL Forms.HTML:Checkbox.1  Magnet  HTMLCONTROL Forms.HTML:Checkbox.1  Choice Name of Principal: Mr. Tom Culver Official School Name: Avon Elementary School School Mailing Address: PO Box 407; 210 Pine StAvon, SD 57315-0407  County: Bon Homme State School Code Number: 02  Telephone: (605) 286-3291 E-mail: tom.culver@k12.sd.us Fax: (605) 286-3712 Web URL: http://www.avon.k12.sd.us/ I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge all information is accurate. _________________________________________________________ Date _____________________ (Principals Signature) Name of Superintendent*: Mr. Tom Culver Ed.S Superintendent e-mail: tom.culver@k12.sd.us District Name: Avon Public School District District Phone: (605) 286-3291 I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge it is accurate. _________________________________________________________ Date _____________________ (Superintendents Signature) Name of School Board President/Chairperson: Mr. Jerry Finck I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge it is accurate. _________________________________________________________ Date _____________________ (School Board Presidents/Chairpersons Signature) *Private Schools: If the information requested is not applicable, write N/A in the space. The original signed cover sheet only should be converted to a PDF file and emailed to Aba Kumi, Blue Ribbon Schools Project Manager (aba.kumi@ed.gov) or mailed by expedited mail or a courier mail service (such as Express Mail, FedEx or UPS) to Aba Kumi, Director, Blue Ribbon Schools Program, Office of Communications and Outreach, U.S. Department of Education, 400 Maryland Ave., SW, Room 5E103, Washington, DC 20202-8173. 11SD2 PART I - ELIGIBILITY CERTIFICATION 11SD2  The signatures on the first page of this application certify that each of the statements below concerning the schools eligibility and compliance with U.S. Department of Education, Office for Civil Rights (OCR) requirements is true and correct. The school has some configuration that includes one or more of grades K-12. (Schools on the same campus with one principal, even K-12 schools, must apply as an entire school.) The school has made adequate yearly progress each year for the past two years and has not 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 (AYP) requirement in the 2010-2011 school year. AYP must be certified by the state and all appeals resolved at least two weeks before the awards ceremony for the school to receive the award. If the school includes grades 7 or higher, the school must have foreign language as a part of its curriculum and a significant number of students in grades 7 and higher must take the course. The school has been in existence for five full years, that is, from at least September 2005. The nominated school has not received the Blue Ribbon Schools award in the past five years: 2006, 2007, 2008, 2009 or 2010. The nominated school or district is not refusing OCR access to information necessary to investigate a civil rights complaint or to conduct a district-wide compliance review. 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 OCR has accepted a corrective action plan from the district to remedy the violation. 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 Constitutions equal protection clause. 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 11SD2 All data are the most recent year available. DISTRICT 1. Number of schools in the district: 1 Elementary schools  (per district designation) 1 Middle/Junior high schools 1 High schools 0 K-12 schools 3 Total schools in district 2. District per-pupil expenditure: 6917 SCHOOL (To be completed by all schools) 3. Category that best describes the area where the school is located: Small city or town in a rural area   4. Number of years the principal has been in her/his position at this school: 3   5. Number of students as of October 1, 2010 enrolled at each grade level or its equivalent in applying school:   Grade # of Males # of Females Grade Total # of Males # of Females Grade Total PreK 0 0 0 6 12 12 24 K 9 10 19 7 0 0 0 1 7 12 19 8 0 0 0 2 6 8 14 9 0 0 0 3 10 7 17 10 0 0 0 4 10 8 18 11 0 0 0 5 11 9 20 12 0 0 0 Total in Applying School: 131 11SD2 6. Racial/ethnic composition of the school: 5 % American Indian or Alaska Native  0 % Asian 0 % Black or African American  2 % Hispanic or Latino  0 % Native Hawaiian or Other Pacific Islander  92 % White  1 % Two or more races   100 % Total Only the seven standard categories should be used in reporting the racial/ethnic composition of your school. The final Guidance on Maintaining, Collecting, and Reporting Racial and Ethnic data to the U.S. Department of Education published in the October 19, 2007 Federal Register provides definitions for each of the seven categories. 7. Student turnover, or mobility rate, during the 2009-2010 school year: 5%  This rate is calculated using the grid below. The answer to (6) is the mobility rate. (1) Number of students who transferred to the school after October 1, 2009 until the end of the school year. 7 (2) Number of students who transferred from the school after October 1, 2009 until the end of the school year. 0 (3) Total of all transferred students [sum of rows (1) and (2)]. 7 (4) Total number of students in the school as of October 1, 2009 131 (5) Total transferred students in row (3) divided by total students in row (4). 0.05 (6) Amount in row (5) multiplied by 100. 5  8. Percent limited English proficient students in the school: 0%  Total number of limited English proficient students in the school: 0  Number of languages represented, not including English: 0  Specify languages:  11SD2 9. Percent of students eligible for free/reduced-priced meals: 42%  Total number of students who qualify: 55  If this method does not produce an accurate estimate of the percentage of students from low-income families, or the school does not participate in the free and reduced-priced school meals program, supply an accurate estimate and explain how the school calculated this estimate. 10. Percent of students receiving special education services: 13%  Total number of students served: 17  Indicate below the number of students with disabilities according to conditions designated in the Individuals with Disabilities Education Act. Do not add additional categories. 0 Autism 0 Orthopedic Impairment 0 Deafness 0 Other Health Impaired 0 Deaf-Blindness 5 Specific Learning Disability 0 Emotional Disturbance 9 Speech or Language Impairment 0 Hearing Impairment 0 Traumatic Brain Injury 2 Mental Retardation 0 Visual Impairment Including Blindness 0 Multiple Disabilities 1 Developmentally Delayed  11. Indicate 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 0 Classroom teachers 7 0 Special resource teachers/specialists 4 0 Paraprofessionals 3 2 Support staff 4 2 Total number 19 4  12. Average school student-classroom teacher ratio, that is, the number of students in the school divided by the Full Time Equivalent of classroom teachers, e.g., 22:1: 19:1  11SD2 13. Show the attendance patterns of teachers and students as a percentage. Only high schools need to supply graduation rates. Briefly explain in the Notes section any student or teacher attendance rates under 95% and teacher turnover rates over 12% and fluctuations in graduation rates.  2009-2010 2008-2009 2007-2008 2006-2007 2005-2006 Daily student attendance 97% 97% 97% 97% 97% Daily teacher attendance 99% 99% 99% 99% 99% Teacher turnover rate 0% 0% 5% 0% 0% High school graduation rate 0% 0% 0% 0% 0% If these data are not available, explain and provide reasonable estimates. 14. For schools ending in grade 12 (high schools): Show what the students who graduated in Spring 2010 are doing as of Fall 2010. Graduating class size: 0 Enrolled in a 4-year college or university 0 % Enrolled in a community college 0 % Enrolled in vocational training 0 % Found employment 0 % Military service 0 % Other 0 % Total 0 %  PART III - SUMMARY 11SD2 Avon School, located in the town of Avon, is found in west central Bon Homme County. Avon, with a population of roughly 500 people is a typical small town in South Dakota. As with many small towns in South Dakota, the school is the center of social activities for the town and brings in community business. The vision of Avon School is four fold: The Avon School District will provide a clean, well-kept and functional facility that supports the needs of the curriculum and is available for appropriate community use. The Avon School District will encourage and foster a safe, caring atmosphere which values mutual respect between students and staff. The Avon School District will provide a challenging and relevant curriculum, with high expectations to prepare students to succeed in a global society. Students will be unlimited by their selected post-high past, including military, workforce, technical or university options. The school district will cultivate an environment where technology is a part of the academic culture and empowering students to meet state academic standards in all content areas using traditional and innovative technologies. The School District will establish community partnerships for work-based student learning opportunities. The Avon School District is committed to developing independent life-long thinkers and learners who can communicate effectively, work collaboratively, and resolve problems efficiently. Students have the right to an education of the highest quality where their learning styles are appreciated and their diversity is valued. Students will be encouraged to appreciate and value education as well as recognize their responsibility for learning. Learning is the shared responsibility of the student, family, and school district. The Avon School District will ensure students are provided with highly qualified teachers. The School District will provide appropriate professional development through administrative policy and available educational agencies. The School District will provide opportunities for staff to communicate and collaborate for the benefit of the students and instruction. Unlike many small schools, the Avon School District is growing. Fifty-three students open enrolled to the district for the 2009-10 school year. This is over 20% of the 247 student body. Classes have a 12 to 1 student-teacher ratio. Small classes work to the advantage of teachers and students.These resultscan be seen on the Dakota STEP tests. In reading, third and eighth grade studentstest at100% proficient or advanced. In math, the fourth and eighth grades tested 100% proficient or advanced. Eighth grade students tested 71% proficient or advanced in the technology literacy survey. The ACT Composite in 2009 was 19.6. In 2009 and 2010, Avon Elementary and Junior High were named Distinguished Schools. The school and community work together in many ways. As families bring their open enrolled children to school, they frequent local businesses, which keeps Main Street thriving. Along with academics, our school has a strong sports program, and many community members pack the stands to support the athletes. Another way the community supports the school is by local businesses donating prizes to the Student of the Month program in the Junior High and High School. The studentdemographics of Avon Elementary School is largely White and Native American. We also serve Economically Disadvantaged Studentsand Students with Disabilities. All our classes aretaught by Highly Qualified Teachers and our attendance is over 97%, which is higher than the state average. PART IV - INDICATORS OF ACADEMIC SUCCESS 11SD2 1. Assessment Results: Avon School students have consistently scored above the state average on the Dakota STEP assessment. The elementary and junior high/high school scores are very similar. Data for the 2009-10 test can be found at: https://nclb.ddncampus.net/nclb/portal/portal.xsl?&extractID=12 (Choose Avon 04-1 on the left side, Choose Avon Elementary School) The Dakota STEP assessment and the state of South Dakota identify four performance levels: below basic, basic, proficient, and advanced. Raw scores and scale scores are provided for each student. Raw score is the number of questions correct out of the total. The scale score varies depending on the subject area and grade level tested. In 2009-10, the overall elementary score for reading was 88% proficient or advanced. This is above the state score of 78%. In math the overall elementary score was 95% proficient or advanced, which again is above the 78% state score. In reading, the elementary tested 85% proficient or advanced in 2006. In 2007 the number rose to 90%. With the change in reading standards in 2007-8, reading scores fell slightly to 86%, and then fell again in 2009 to 82%. Now that teachers have a greater understanding of the new reading standards and have attended professional development for the weak areas, the reading scores climbed back to 88% in 2010. Since Avon is a smaller school, percentages are easily impacted by one student and their performance. For math, the scores are much steadier. In 2006 the elementary scored 90% proficient or advanced. In 2008 it fell slightly to 87%. In 2009 it fell slightly for a second year to 86%, but grew drastically in 2010 to 95% proficient or advanced. Again one or two students can greatly impact a percentage drop or climb within a small class. Data from the South Dakota Writing Assessment required of all fifth, seventh, and tenth graders was not available because the state is using a new program and the scores have not yet been collected. 2. Using Assessment Results: Staff at Avon School meet as a group during the fall to analyze assessment data from the previous spring. (The data is not typically available until early August.) During this meeting, standards of concern are identified for each grade level and individual students within the math and reading areas. Students who are on the edge of a performance level are identified so teachers can modify their instruction to target student needs. Title and special education staff work closely with the classroom teachers to examine data for the students served by each program. Using the eMetric website, staff can identify group trends and analyze individual results. Data is broken down into indicator levels within state standards, and both raw and scale scores are available so teachers can identify strengths and weaknesses within math and reading areas. Since the staff is small, they work closely as a team to analyze the data and make any changes. Staff at the non-tested grade levels understand the importance of the task since they build the foundation for a students academic success. Teachers of non-tested content areas identify ways to support the identified standards within their own classrooms. As teachers make the necessary modifications for improving test scores, they use programs such as DIBELS, AIMS Web, and Achievement Series to monitor student progress along with the formative and summative classroom assessments. 3. Communicating Assessment Results: The community is provided with group results of assessments and student performance. No individual scores are shared. All groups under 10 students are kept confidential to protect student identity. Individual student reports from the Dakota STEP assessment are mailed home to the parents. This mailing occurs soon after the data is released to the school district. The student reports contain overall performance levels for each tested content area, and shows both raw and scaled scores for each standard indicator. This eMetric report provides a clear explanation of the information, including performance levels, scale scores, and raw scores. Parents are encouraged to contact the school with any questions or comments about the report. During Parent-Teacher conferences in the fall, parents are given the opportunity to express concerns with staff face-to-face. Staff at Avon School regularly provides parents with information about other assessments and academic performances. 4. Sharing Lessons Learned: Avon School publishes academic news and extra-curricular activities in the local weekly paper, The Avon Clarion. The regional daily newspapers, The Mitchell Daily Republic and the Yankton Press & Dakotan also publish school news. Printouts of test information are provided at the area businesses. Information about assessments such as Dakota STEP, ACT, and the South Dakota Writing Assessment along with access to student grades is also available on the school website. Families are always welcome to check their childs attendance and grades through the Parent Portal, which can also be accessed from the school website. At Regional Administrative Meetings, local administrative meetings are held monthly to host guest speakers and to discuss relevant school issues. At these meetings, school administrators of the Avon School District often share with other administrators what our school has done to help improve the test scores of students in our district. Also, our area Educational Cooperative holds an annual in-service before the start of the school year. At this in-service, teachers are able to meet in groups according to their grade level or curriculum area to discuss teaching techniques and to share successes in their classrooms. Many times the discussion focuses on meeting the State Content Standards and improving the scores of the students in their classes. PART V - CURRICULUM AND INSTRUCTION 11SD2 1. Curriculum: The mission of Avon School District is to ensure that all students successfully reach their potential. The District will provide a challenging and relevant curriculum, with high expectations to prepare students to succeed in a global society. Teachers use a variety of strategies and resources to create an effective instructional program. Teachers hold high expectations for each child and encourage independent learning. They also provide extra instruction to struggling students during the After School Program. All curricula align with South Dakota state content standards. Reading and language arts instruction include a mixture of reading strategies including large group, small group, guided reading, and modeling. Students focus on phonics, fluency, comprehension, and vocabulary. A variety of reading materials are available to students including fiction, non-fiction, and online texts. Reading and writing assignments are intertwined throughout the curriculum. Often times, reading and writing assignments will cross into math, science, or social studies curriculum. Math curriculum includes an understanding of number sense, data analysis, measurement, statistics, and probability. Concepts are taught through use of manipulatives, text-based instruction, and technology. Teachers use games to reinforce concepts learned. Using these strategies makes it easier for students to make visual representations of the mathematical concepts. Science curriculum includes life science, earth and space science, physical science, and health. As with math, instruction involves hands-on experiments (manipulatives), observations, text-based instruction, and technology use. Students derive their own scientific questions, and follow the questioning process to find the answers. Social studies curriculum helps students understand cultural diversity at the local and global theaters. Teachers use Weekly Readers, Scholastic News magazine, textbook units, maps, and an internet based program to focus on South Dakota history. 2. Reading/English: Avon Elementary Staff uses a variety of reading strategies for an effective program. The Saxon reading series aligns to state standards. Saxon phonics improves word decoding and spelling techniques. Paired reading, small group reading, choral reading, large group reading, and teacher modeling are all used to improve reading fluency, comprehension, and phonemic awareness. Basal readers provide students with a variety of literature forms, and expose them to a larger vocabulary base. Some teachers use Readers Theater pieces to encourage reading through a dramatic format. Fifth and sixth grade students read paperback novels as a class and hold discussion and activities. Each class visits the library weekly to choose individual reading books. All elementary teachers used the DIBELS (Dynamic Indicators of Basic Early Literacy Skills) program in 2009-10 to monitor students progress in phonemic awareness, alphabetic principle, accuracy and fluency, vocabulary, and comprehension. Teachers could use the information to modify instruction and target low skills across the classroom or in small group format. Upper elementary teachers (grades 3-6) used Achievement Series to monitor progress over specific state reading standards. Again teachers could use the data to create small group instruction for their class. Fifth and sixth grade students participate in learning centers during language arts instruction, which incorporates movement into the learning concepts. Students could attend the After School Program if they needed more instruction in reading. Reading is the foundation to success in other classes. If students read well, research shows that they perform better than poor readers in the areas of math, science, and social studies. In order to celebrate reading success, teachers use the Book It program in which students receive a free mini pizza after reaching a reading goal. 3. Mathematics: Mathematics instruction also uses a variety of effective strategies. Teachers use Cognitive Guided Instruction (CGI), which is student-directed learning. Students think, communicate with others, and then share different ways to solve problems. Teachers guide the lesson by asking higher order questions throughout the thinking process. CGI incorporates reading, listening, speaking, and social skills. It also helps students build respect for one another as they listen to their peers opinions and feelings. Achievement Series is also to monitor math progress of older elementary students. This progress monitor can be used to create large or small group activities to reinforce a weak math concept. Teachers use text-based learning, manipulatives, internet games, and classroom games to reinforce the concept that has been taught. Teachers strive to give real world examples and applications of the material that has been taught. 4. Additional Curriculum Area: Real world applications are important to all content areas, including science and social studies. Sixth grade students create Science Fair projects which allow students to explain and apply a scientific concept. The science fair project crosses curriculum lines as students are asked to write their information and speak to onlookers and judges. Fourth grade students apply their local South Dakota History knowledge through a Wax Museum activity. Students choose an historical figure from the internet based program, write up a summary of why they are important to South Dakota, and then speak the information when their button is pushed. The event includes a costume. Other teachers include speakers for both science and social studies. Many of the topics center on world or local events, so students can experience and understand the importance of the concept. 5. Instructional Methods: Instructors at Avon Elementary use a variety of strategies for their students. Our current student-teacher ratio is 12 to 1. This allows teachers to use small group strategies in which different students engage in various activities for their skill level and learning style. Small classes also means teachers have time to give students the extra attention they made need to learn. Special education students may spend time receiving extra assistance in the resource room as well. Teachers use a variety of technology within their classrooms including internet and Promethean board activities. Teachers can also use this technology to find resources as they differentiate in their classrooms. 6. Professional Development: The Avon School District will ensure students are provided with highly qualified teachers. The School District will provide appropriate professional development through administrative policy and available educational agencies. The School District will provide opportunities for staff to communicate and collaborate for the benefit of the students and instruction. Each staff member will be eligible to take two days of professional leave with no salary deduction. The Avon School District currently has what we call a Phase Money policy. With the Phase Money policy, certified teachers are able to apply for up to $1,000 per school year for classes, workshops and clinics. Many staff members use the money available in the policy to take classes to complete a Masters Degree. During the 2010-2012 school year, the Avon School District started the implementation process for a new Reading Series. The first step of the process was to purchase the Reading Series for the Kindergarten, First and Second grades. Before the start of the 2011-2012 school year, we will be purchasing the Reading Series for the Third through Sixth grades. In conjunction with the purchase of the Series, the District has paid for all of our Reading teachers to take a class to help implement the series and learn the latest trends for effective Reading instruction. The instructor for the class is employed with our educational cooperative. The Avon School District has paid for the materials and credit costs for the class and has provided a stipend for each teachers non-contracted time. 7. School Leadership: Being a smaller rural school, the administration of Avon School fills many roles. The elementary principal is also the superintendent. The secondary principal teaches PE/health classes. Administration involves staff in the areas of professional development and curriculum development. Staff can openly and honestly share their thoughts and opinions during monthly staff meetings or weekly email updates. Because of their many duties, administration interacts with students and staff on a daily basis to keep in touch with their needs. The administration of the Avon School has encouraged the School Board to reimburse and pay teachers for furthering their education and attending Workshops to improve teaching in their classrooms. With the purchase of a new Reading Series, the board agreed to pay the teachers class expenses and paid them for their time outside the contract year. PART VII - ASSESSMENT RESULTS  STATE CRITERION-REFERENCED TESTS Subject: Mathematics Grade: 3 Test: Dakota STEP Edition/Publication Year: 2005-2008/2009 to present Publisher: Harcourt/Pearson  2009-2010 2008-2009 2007-2008 2006-2007 2005-2006 Testing Month Apr Apr Apr Apr Apr SCHOOL SCORES Proficient and Advanced 93 70 81 93 89 Advanced 7 25 0 36 21 Number of students tested 17 20 21 14 20 Percent of total students tested 100 100 100 100 100 Number of students alternatively assessed 1 0 0 0 0 Percent of students alternatively assessed 6 0 0 0 0 SUBGROUP SCORES 1. Free/Reduced-Price Meals/Socio-economic Disadvantaged Students Proficient and Advanced 91 Advanced 0 Number of students tested 10 2. African American Students Proficient and Advanced Advanced Number of students tested 3. Hispanic or Latino Students Proficient and Advanced Advanced Number of students tested 4. Special Education Students Proficient and Advanced Advanced Number of students tested 5. English Language Learner Students Proficient and Advanced Advanced Number of students tested 6. White Proficient and Advanced 92 70 80 92 89 Advanced 8 25 0 42 21 Number of students tested 14 20 20 12 20 NOTES: 11SD2 STATE CRITERION-REFERENCED TESTS Subject: Reading Grade: 3 Test: Dakota STEP Edition/Publication Year: 2005-2008/2009 to present Publisher: Harcourt/Pearson  2009-2010 2008-2009 2007-2008 2006-2007 2005-2006 Testing Month Apr Apr Apr Apr Apr SCHOOL SCORES Proficient and Advanced 100 85 95 93 84 Advanced 20 35 14 29 5 Number of students tested 17 20 21 14 20 Percent of total students tested 100 100 100 100 100 Number of students alternatively assessed 1 0 0 0 0 Percent of students alternatively assessed 6 0 0 0 0 SUBGROUP SCORES 1. Free/Reduced-Price Meals/Socio-economic Disadvantaged Students Proficient and Advanced 100 Advanced 18 Number of students tested 10 2. African American Students Proficient and Advanced Advanced Number of students tested 3. Hispanic or Latino Students Proficient and Advanced Advanced Number of students tested 4. Special Education Students Proficient and Advanced Advanced Number of students tested 5. English Language Learner Students Proficient and Advanced Advanced Number of students tested 6. White Proficient and Advanced 100 85 95 92 84 Advanced 15 35 15 33 5 Number of students tested 14 20 20 12 20 NOTES: The Reading test changed to reflect the new Reading Content Standards being tested in 2007. The Dakota STEP - Alternate is the alternate assessment that is a functional assessment. 11SD2 STATE CRITERION-REFERENCED TESTS Subject: Mathematics Grade: 4 Test: Dakota STEP Edition/Publication Year: 2005-2008/2009-present Publisher: Harcourt/Pearson  2009-2010 2008-2009 2007-2008 2006-2007 2005-2006 Testing Month Apr Apr Apr Apr Apr SCHOOL SCORES Proficient and Advanced 100 89 100 95 83 Advanced 43 26 54 16 25 Number of students tested 21 20 13 20 12 Percent of total students tested 100 100 100 100 100 Number of students alternatively assessed 0 0 0 0 0 Percent of students alternatively assessed 0 0 0 0 0 SUBGROUP SCORES 1. Free/Reduced-Price Meals/Socio-economic Disadvantaged Students Proficient and Advanced Advanced Number of students tested 2. African American Students Proficient and Advanced Advanced Number of students tested 3. Hispanic or Latino Students Proficient and Advanced Advanced Number of students tested 4. Special Education Students Proficient and Advanced Advanced Number of students tested 5. English Language Learner Students Proficient and Advanced Advanced Number of students tested 6. White Proficient and Advanced 100 89 100 95 83 Advanced 43 28 58 16 25 Number of students tested 21 18 12 20 12 NOTES: 11SD2 STATE CRITERION-REFERENCED TESTS Subject: Reading Grade: 4 Test: Dakota STEP Edition/Publication Year: 2005-2008/2009-Present Publisher: Harcourt/Pearson  2009-2010 2008-2009 2007-2008 2006-2007 2005-2006 Testing Month Apr Apr Apr Apr Apr SCHOOL SCORES Proficient and Advanced 86 79 100 95 100 Advanced 48 42 54 16 33 Number of students tested 21 20 13 20 12 Percent of total students tested 100 100 100 100 100 Number of students alternatively assessed 0 0 0 0 0 Percent of students alternatively assessed 0 0 0 0 0 SUBGROUP SCORES 1. Free/Reduced-Price Meals/Socio-economic Disadvantaged Students Proficient and Advanced Advanced Number of students tested 2. African American Students Proficient and Advanced Advanced Number of students tested 3. Hispanic or Latino Students Proficient and Advanced Advanced Number of students tested 4. Special Education Students Proficient and Advanced Advanced Number of students tested 5. English Language Learner Students Proficient and Advanced Advanced Number of students tested 6. White Proficient and Advanced 86 86 100 95 100 Advanced 48 44 58 16 33 Number of students tested 21 18 12 20 12 NOTES: The Reading test changed to reflect the new Reading Content Standards being tested in 2007. 11SD2 STATE CRITERION-REFERENCED TESTS Subject: Mathematics Grade: 5 Test: Dakota STEP Edition/Publication Year: 2005-2008/2009-present Publisher: Harcourt/Pearson  2009-2010 2008-2009 2007-2008 2006-2007 2005-2006 Testing Month Apr Apr Apr Apr Apr SCHOOL SCORES Proficient and Advanced 95 92 90 83 100 Advanced 18 33 25 33 25 Number of students tested 24 13 20 14 16 Percent of total students tested 100 100 100 100 100 Number of students alternatively assessed 0 0 0 0 0 Percent of students alternatively assessed 0 0 0 0 0 SUBGROUP SCORES 1. Free/Reduced-Price Meals/Socio-economic Disadvantaged Students Proficient and Advanced 100 Advanced 20 Number of students tested 10 2. African American Students Proficient and Advanced Advanced Number of students tested 3. Hispanic or Latino Students Proficient and Advanced Advanced Number of students tested 4. Special Education Students Proficient and Advanced Advanced Number of students tested 5. English Language Learner Students Proficient and Advanced Advanced Number of students tested 6. White Proficient and Advanced 95 91 90 83 100 Advanced 20 36 25 33 25 Number of students tested 21 11 20 12 16 NOTES: 11SD2 STATE CRITERION-REFERENCED TESTS Subject: Reading Grade: 5 Test: Dakota STEP Edition/Publication Year: 2005-2008/2009-present Publisher: Harcourt/Pearson  2009-2010 2008-2009 2007-2008 2006-2007 2005-2006 Testing Month Apr Apr Apr Apr Apr SCHOOL SCORES Proficient and Advanced 82 92 95 83 75 Advanced 23 50 25 42 19 Number of students tested 24 13 20 14 16 Percent of total students tested 100 100 100 100 100 Number of students alternatively assessed 0 0 0 0 0 Percent of students alternatively assessed 0 0 0 0 0 SUBGROUP SCORES 1. Free/Reduced-Price Meals/Socio-economic Disadvantaged Students Proficient and Advanced 60 Advanced 10 Number of students tested 10 2. African American Students Proficient and Advanced Advanced Number of students tested 3. Hispanic or Latino Students Proficient and Advanced Advanced Number of students tested 4. Special Education Students Proficient and Advanced Advanced Number of students tested 5. English Language Learner Students Proficient and Advanced Advanced Number of students tested 6. White Proficient and Advanced 85 91 95 83 75 Advanced 25 55 25 42 19 Number of students tested 21 11 20 12 16 NOTES: The Reading test changed to reflect the new Reading Content Standards being tested in 2007. 11SD2 STATE CRITERION-REFERENCED TESTS Subject: Mathematics Grade: 6 Test: Dakota STEP Edition/Publication Year: 2006-2008/2009-present Publisher: Harcourt/Pearson  2009-2010 2008-2009 2007-2008 2006-2007 2005-2006 Testing Month Apr Apr Apr Apr Apr SCHOOL SCORES Proficient and Advanced 88 95 80 88 88 Advanced 38 10 27 31 20 Number of students tested 16 20 16 16 26 Percent of total students tested 100 100 100 100 100 Number of students alternatively assessed 0 0 0 0 0 Percent of students alternatively assessed 0 0 0 0 0 SUBGROUP SCORES 1. Free/Reduced-Price Meals/Socio-economic Disadvantaged Students Proficient and Advanced Advanced Number of students tested 2. African American Students Proficient and Advanced Advanced Number of students tested 3. Hispanic or Latino Students Proficient and Advanced Advanced Number of students tested 4. Special Education Students Proficient and Advanced Advanced Number of students tested 5. English Language Learner Students Proficient and Advanced Advanced Number of students tested 6. White Proficient and Advanced 93 95 77 88 88 Advanced 40 90 31 31 20 Number of students tested 14 20 14 16 25 NOTES: 11SD2 STATE CRITERION-REFERENCED TESTS Subject: Reading Grade: 6 Test: Dakota STEP Edition/Publication Year: 2005-2008/2009-present Publisher: Harcourt/Pearson  2009-2010 2008-2009 2007-2008 2006-2007 2005-2006 Testing Month Apr Apr Apr Apr Apr SCHOOL SCORES Proficient and Advanced 88 75 93 88 84 Advanced 31 10 33 31 32 Number of students tested 16 20 16 16 26 Percent of total students tested 100 100 100 100 100 Number of students alternatively assessed 0 0 0 0 0 Percent of students alternatively assessed 0 0 0 0 0 SUBGROUP SCORES 1. Free/Reduced-Price Meals/Socio-economic Disadvantaged Students Proficient and Advanced Advanced Number of students tested 2. African American Students Proficient and Advanced Advanced Number of students tested 3. Hispanic or Latino Students Proficient and Advanced Advanced Number of students tested 4. Special Education Students Proficient and Advanced Advanced Number of students tested 5. English Language Learner Students Proficient and Advanced Advanced Number of students tested 6. White Proficient and Advanced 87 75 92 88 84 Advanced 33 10 38 31 32 Number of students tested 14 20 14 16 25 NOTES: The Reading test changed to reflect the new Reading Content Standards being tested in 2007. 11SD2 STATE CRITERION-REFERENCED TESTS Subject: Mathematics Grade: 0  2009-2010 2008-2009 2007-2008 2006-2007 2005-2006 Testing Month Apr Apr Apr Apr Apr SCHOOL SCORES Proficient and Advanced 95 86 87 90 90 Advanced 27 23 23 28 22 Number of students tested 78 73 70 64 74 Percent of total students tested 100 100 100 100 100 Number of students alternatively assessed 1 0 0 0 0 Percent of students alternatively assessed 1 0 0 0 0 SUBGROUP SCORES 1. Free/Reduced-Price Meals/Socio-economic Disadvantaged Students Proficient and Advanced 94 89 92 85 85 Advanced 13 44 16 23 15 Number of students tested 29 30 20 19 22 2. African American Students Proficient and Advanced Advanced Number of students tested 3. Hispanic or Latino Students Proficient and Advanced Advanced Number of students tested 4. Special Education Students Proficient and Advanced Advanced Number of students tested 5. English Language Learner Students Proficient and Advanced Advanced Number of students tested 6. White Proficient and Advanced 96 86 86 90 90 Advanced 29 23 25 29 22 Number of students tested 70 69 66 60 73 NOTES: 11SD2 STATE CRITERION-REFERENCED TESTS Subject: Reading Grade: 0  2009-2010 2008-2009 2007-2008 2006-2007 2005-2006 Testing Month Apr Apr Apr Apr Apr SCHOOL SCORES Proficient and Advanced 88 82 96 90 85 Advanced 31 32 30 33 22 Number of students tested 78 73 70 64 74 Percent of total students tested 100 100 100 100 100 Number of students alternatively assessed 1 0 0 0 0 Percent of students alternatively assessed 1 0 0 0 0 SUBGROUP SCORES 1. Free/Reduced-Price Meals/Socio-economic Disadvantaged Students Proficient and Advanced 90 83 88 85 76 Advanced 29 22 16 19 9 Number of students tested 29 30 20 19 22 2. African American Students Proficient and Advanced Advanced Number of students tested 3. Hispanic or Latino Students Proficient and Advanced Advanced Number of students tested 4. Special Education Students Proficient and Advanced Advanced Number of students tested 5. English Language Learner Students Proficient and Advanced Advanced Number of students tested 6. 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