* "Out-of-field" means that a teacher is teaching a class for which he or she has no certification, academic major, or endorsement with sufficient credit hours in the content area taught.

Seth Paine Elementary School in Lake Zurich, Illinois had a change in the school population. This change in school population existed because of a district boundary change that took place at the end of the 2002-2003 school year. Some of our students moved to other schools in the district and students from other schools joined our population. Our enrollment went down as well because we opened a new elementary school in the district. Our enrollment went from 550 students in 2002-03 to 438 students in 2003-2004. We had many challenges: blending all of our families socially, programming differences between schools, parent leadership opportunities, parent education and educational differences between the schools are a few of the challenges. Our class sizes for the 2004-2005 school year are as such: K -18, 1^st – 21, 2^nd – 21, 3^rd – 22, 4^th – 25, and 5^th – 26. We have 18 classroom teachers, two special education teachers and 1.5 reading specialists. Our first grade team has developed a relationship with our community fire department. A firefighter representative comes in six times per school year to teach fire safety. The first grade students raise funds to help send children to attend burn camp. This upcoming year we will be developing a character education framework and having community members involved. Our Special Education team has had many training opportunities in 2003-2004 and will continue throughout the coming years. They have been trained during several school in-service days. ADHD training has now been added for our district teachers. Our staff is a very consistent staff. Out of our 30 staff members only four of them are non-tenured. Many of our teachers have taught at Seth Paine for over ten years. Our school secretary has been here for twenty years. We have a special education, self contained classroom for 4^th and 5^th grade students. Our resource specialist services grades K-5 for those that need resource assistance. Our special education team meets once a week in the morning to discuss specific student needs. Interventions are shared and brainstorming occurs at these meetings. Our school offers special education services, occupational therapy, speech, social work, hearing itinerant services, gifted education, and an ELL program. We also have a physical therapist and a vision itinerant. Math replacement classes are offered for students who meet the criteria in grades 3-5. Thinking skills are taught to grades 1 and 2. Our school also has music, art, library and P.E. offered at each grade level.

3.1 STATE ASSESSMENT DATA: ISAT

Teachers in grades 3-5 compact students out for each math unit. There is a pre-test that is given and then the students have extension and differentiated math lessons taught to them. Here are some samples of student scores/chapters that were taught in 5^th grade. Compacting students out of lessons provides the students with added information, it provides opportunities to expand their critical thinking/problem solving strategies and it provides the teacher with an added reporting measure to parents. The Terra Nova evaluation report clearly shares with staff areas that are strong and areas that need to be worked on. This report shares a national and a local comparison. Here is a sample report from the test date of 9/30/02. These reports are given to teachers and staff is given support in the areas of concern.

Educator Characteristics and Qualifications

Paraprofessional Qualifications (Required by NCLB for any paraprofessional personnel who serves in an instructional assistance capacity and is paid by Title 1 funds or any paraprofessional in a Title 1 school-wide program; paraprofessional personnel hired prior to January 8, 2002 must be certified by January 8, 2006.)

All educators at Seth Paine have the qualifications needed for their assignments. Many study groups have been in progress here at Seth Paine. In the year 2003-2004 we had a guided reading study group, anti-bullying and a school improvement group meeting on a regular basis. This year, we will continue our school improvement group, our guided reading group and we will be adding a national board group. These groups will meet regularly, share their input and shape our practices. Our district has a formal mentoring program with a set schedule and topics covered. October, 2003 Judy Wagner received the Staff Member of the Month Award, in May 2003 Chris Yrigoyen received the Teachers Make a Difference district award and in May, 2004 Gail Galter received the district Meritorious Award. The President’s Education awards were given out to students in grades four and five. Professional development opportunities were/will be given in these forms: The mentoring program, district in-service days, conferences, evaluations of training, guest speakers and articulation meetings. See samples of this work cited 3.4 See documentation.

Participation is an estimation as sign-in sheets have not been provided for all items

Curriculum Night – About 98% participation for this event

Parent Conferences – Around 98% participation estimation based on asking teachers for non-attendance figures

Enrichment Classes – 23 parent helpers make this event possible

Pizza, Pop and Poetry – 200 families attended, 20 supported by organizing the program

Field Days- Several parent volunteers and observers

Taft Meeting – 90% of all students attending in 5^th grade

Chorus Concerts – Most families attend around 65 students are in chorus

Gifted Fair – Almost all parents of gifted students attend this function

35 Families attend orchestra events – 40 parents attend from band

See highlighted areas in newsletters for examples of involvement/communication

Internal Review – Book discussion of Bullying

Internal Review – In-services for common Practices in writing

Internal Review – Teacher Discussion of test data

ISAT Data – More non-fiction materials need to be purchased to increase non-fiction reading/strategies

Internal Review – Strong Start Kindergarten Testing

Internal Review – meetings were held throughout the year. Book discussions were on curricular best practices and on bullying to discuss strategies and practices.

Test Data – Shared in graph form showing trends so that strategies/practices can be implemented.

Extended Day Kindergarten Data – Pre and post testing

4.1 Summaries of Data for Dependent Variables (3.1/3.2)

Diagnose and refine the AYP performance targets. Explain your reasons. Be sure that the refined performance targets represent all of the unmet AYP targets from 1.0. The number of refined targets will likely be much fewer than the raw number of "No" items in the AYP Information page. For example, if justified by the analysis of the reading data, two or more AYP targets may be combined into one refined target: "Reading scores at all grades and for all groups." The target in the second example in Appendix C illustrates this refinement. List the refined performance targets.

We will be targeting all grade levels in the area of non-fiction reading. We will have added supplies, professional development and parent participation in this effort. (NSDC) recommends professional development through a variety of methods. NSDC also shares the value of having parent participation. Staff development is also done following the Emily Calhoun model. 1) using student data 2) focus on student learning 3) develop the school as a learning community 4) build organizational capacity to solve problems 5) personal professional development.

We will target math problem solving in grades K-5 and extended responses in grades 2-5. Student performance will improve for both of these goals. NCTM shares that exemplary programs in math have students focused on problem solving. These programs develop skills and students clearly share their reasoning. Professional development, sharing knowledge with colleagues and refining procedures is paramount to creating a building focused on the implementation of Best Practices. Supported research from the NSDC related to the area of professional development. The book/research Best Practices by Steven Zemelman conveys methods of renewing our schools through added communication, refinement and professional development.

Character Education is a core value/belief we share at Seth Paine. We believe teaching these skills helps create a better environment and gives students the foundation to become quality citizens.

4.3 Hypotheses to Explain Dependent Variables (4.2)

4.5 Identification of Primary Causal Factors Based on Data Analysis (4.4)

Take Home Character Education videos are free. An estimated $500 will be spent purchasing added problem solving materials. These will come out of Title 1 and general revenue.

We collect data from ISAT, Terra Nova, teacher input, parent input and leadership guidance from the principal. This data is used to determine in-service topics, schedules and dialogue days.

Describe systemic, extensive professional development activities that ensure educational personnel become qualified and effective in their learning area(s) and teaching assignment(s). Refer to the Illinois definition of a highly qualified educator and the Illinois Professional Teaching Standards. www.isbe.net/profprep

We will have extensive professional development activities in the areas of: Reading, Math, how to integrate Technology, Character Education, Best Practices, and Special Education.