[U.S. Department of Education November 2002]{.underline}

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

Cover Sheet

Name of Principal [Mr. Roger Snodgrass]{.underline}

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

Official School Name [Center Township Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [950 Mercer Road]{.underline}

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

[Butler PA 16001-1199]{.underline}

City State Zip Code+4 (9 digits total)

Tel.([724) 214-3800]{.underline} Fax ([724) 282-3503]{.underline}

Website/URL [**www.butler.k12.pa.us**](http://www.butler.k12.pa.us/)
Email [roger_snodgrass@butler.k12.pa.us]{.underline}

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

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Date
[March 31, 2003]{.underline}

(Principal's Signature)

*[Private Schools: If the information requested is not applicable, write
N/A in the space.\_\_\_\_\_\_\_\_]{.underline}*

Name of Superintendent [Dr. Edward Fink]{.underline}

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

District Name [Butler Area School District Tel]{.underline}. ([724)
287-8721]{.underline}

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

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Date
[March 31, 2003]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Paul Hudock]{.underline}

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

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

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Date
[March 31, 2003]{.underline}

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

[PART II -- DEMOGRAPHIC DATA]{.underline}

DISTRICT

1\. Number of schools in the district [11]{.underline} Elementary
schools

[0]{.underline} Middle schools

[1]{.underline} Junior high schools

[2]{.underline} High schools

[14]{.underline} TOTAL

2\. District per Pupil Expenditure: [\$8,080]{.underline}

Average State Per Pupil Expenditure: [\$9,969]{.underline}

SCHOOL

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

\(X\) Suburban

( ) Small City or town in a rural area

( ) Rural

4\. [9]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

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

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

  K                 50                 35                 85

  1                 49                 49                 98

  2                 53                 53                 106

  3                 58                 42                 100

  4                 57                 55                 112

  5                 72                 62                 134

  6                 56                 45                 101

  Total             395                341                736
  ----------------- ------------------ ------------------ -----------------

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

the students in the school: [2]{.underline} % Black or African American

[.5]{.underline} % Hispanic or Latino

[.5]{.underline} % Asian/Pacific Islander

[0]{.underline} % American Indian/Alaskan Native

100% Total

7\. Student turnover, or mobility rate, during the past year:
[5]{.underline} %

> (This rate includes the total number of students who transferred to or
> from different \`schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ------------ ------------------------------- --------------------------
  \(1\)        Number of students who          22
               transferred to the school after 
               October 1 until the end of the  
               year                            

  \(2\)        Number of students who          17
               transferred from the school     
               after October 1 until the end   
               of the year                     

  \(3\)        Subtotal of all transferred     39
               students (sum of rows 1 and 2)  

  \(4\)        Total number of students in the 731
               school as of October 1          

  \(5\)        Subtotal in row 3 divided by    .05
               total in row 4                  

  \(6\)        Amount in row 5 multiplied by   5
               100                             
  ------------ ------------------------------- --------------------------

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

> [0]{.underline} Total Number Limited English Proficient

Number of languages represented: [0]{.underline}

Specify languages: [NA]{.underline}

9\. Students eligible for free/reduced-price meals: [13.8]{.underline} %

> [102]{.underline} Total Number Students Who Qualify

If this method is not a reasonably accurate estimate of the percentage
of students from low-income families or the school does not participate
in the federally supported lunch program, specify a more accurate
estimate, tell why the school chose it, and explain how it arrived at
this estimate.

10\. Students receiving special education services: [13]{.underline} %

> [97]{.underline} Total Number of Students Served
>
> Indicate below the number of students with disabilities according to
> conditions designated in the Individual with Disabilities Act.
>
> Autism Orthopedic Impairment
>
> Deafness Other Health Impaired
>
> Deaf-Blindness [55]{.underline} Specific Learning Disability
>
> Hearing Impairment [38]{.underline} Speech or Language Impairment
>
> Mental Retardation Traumatic Brain Injury
>
> [4]{.underline} Multiple Disabilities Visual Impairment Including
> Blindness

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

Number of Staff

[Full-time]{.underline} [Part-Time]{.underline}

Administrator(s) [1]{.underline}

Classroom teachers [29]{.underline}

Special resource teachers/specialists [19]{.underline}

Paraprofessionals [5]{.underline} [3]{.underline}

Support staff [1]{.underline} [2]{.underline}

Total number [55]{.underline} [5]{.underline}

12\. Student-"classroom teacher" ratio:

  --------------------------- -------------------------------------------
  Grade                       "Classroom Teacher Ratio"

  K                           21:1

  1                           20:1

  2                           21:1

  3                           25:1

  4                           27:1

  5                           24:1

  6                           24:1

  School                      24:1
  --------------------------- -------------------------------------------

13\.

  ------------------------- ------------- --------------- ----------------
                            2001-2002     2000-2001       1999-2000

  Daily Student Attendance  95.9%         95.6%           95.7%

  Daily Teacher Attendance  97.0%         96.4%           96.1%

  Teacher Turnover Rate     6% \*         2% \*           6% \*
  ------------------------- ------------- --------------- ----------------

\*All teacher turnover rates are attributed to retirements

[PART III -- SUMMARY]{.underline}

Center Township Elementary School, located in Butler, Pennsylvania, is
one of eleven elementary schools in the Butler Area School District.
Approximately 736 students are enrolled in grades kindergarten through
sixth grade. The school houses 4-5 sections of each grade level with a
separate music room, art room, library, gymnasium, and computer labs.
Three percent of our student population is African-American, Asian, and
Hispanic. Fourteen percent of our students is eligible for free or
reduced lunches. The median school ability index of our students is 102
with thirteen percent of our students identified for special education
services and sixty-one (8%) of our students identified as "Gifted
Learners".

Becoming independent and life-long learners is a goal for all of our
children and is incorporated into our school's mission statement which
states:

"Believing that each individual can learn, Center Township Elementary
School, in partnership with families and in cooperation with the
community, is committed to creating a safe, positive, and stimulating
environment that accords each person dignity and respect, provides equal
opportunities to learn, encourages excellence, and develops responsible
citizens who are life-long learners prepared for life in a changing
global society."

Teachers at Center Township Elementary School are committed to the
success of their students, as evidenced by the achievement test scores
over the past three years. During the 2000-2001 school year, our fifth
graders placed in the top 2% of all fifth grades across Pennsylvania,
and this past year, our fifth graders performed in the top 1%. Using
Pennsylvania System of School Assessment (PSSA) results from April 2002,
97.8% of our fifth graders performed at the *"At or Above Proficient"*
level and 100% of our fifth graders performed at the *"At or Above*
*Basic"* level. Special programs, which increase the probability of
student success, are provided throughout the school year. A "Homework
Club", staffed by teachers and available to all students in grades 2-6,
is offered two afternoons on a weekly basis to provide a quiet
atmosphere for completing assignments. Our Summer Reading Academy has
been offered to primary grade students designed to focus on the early
literacy needs of our students. The Student Support Team intercedes if a
student is showing signs of failure in his/her academics or if his/her
behavior and social skills are inappropriate.

Ninety percent of our sixth grade students participate in the school
chorus and 110 students perform in our school band and string ensemble.
Other programs of note that are open to Center Township students include
the sixth grade musical, school bus safety patrol, science fair,
Heritage Day, Linguishtik, and Equations academic game competitions. The
morning announcements and the daily activity calendar are broadcast in
the morning over Center Township Television. Sixth grade students write
and direct this newscast that is broadcasted from the television studio
into each of our classrooms at Center Township Elementary.

Center Township Elementary School has a very active Parent Teacher
Organization. During the 2001-2002 school year, over 300 parents
volunteered over 21,000 hours. The P.T.O. provides funding to support
assemblies, field trips, Ice Cream Social, Sixth Grade Banquet, and
Grandparent's Day, in addition to providing holiday parties, book fairs,
and the Holiday Gift Shop.

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

1 The school must show assessment results in reading and mathematics for
at least the last three years using the criteria determined by the CSSO
for the state accountability system. (see tables attached at end)

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

At Center Township Elementary School, we have found that school
improvement programs should be based on the unique needs of our
students. It is also deemed essential that educational research,
national, state, and local assessment results should be used to guide
such an improvement program. Grades K-4 and 6 take the Stanford
Achievement Test yearly. Fifth grade students participate in the
Pennsylvania State School Assessment Test yearly. The Otis Lennon School
Ability Index is administered in kindergarten and third grade. This
index helps to identify students for the Gifted Learner program and
provides data for students who may be in need of learning support
services. A complete record of student achievement and test results is
kept for each student and is available to all teachers.

*[Everyday Math]{.underline}* unit assessments have been written for
each grade level to see if skills are secure before moving to the next
unit. A software program *"Classworks Gold",* enables teachers to assess
math skills that are not yet secure and provide additional practice.

The *[Harcourt Brace Reading]{.underline}* program offers many different
types of assessments. These include Holistic Reading Assessment,
Reading/Writing Performance Assessment, Rubrics, Intervention
Strategies, and mid-year and end of year Language Arts Skills
Assessment. Students attending our Summer Reading Academy are selected
after a review of kindergarten Stanford scores, kindergarten benchmarks,
curriculum-based assessments, and teacher recommendation. At the
beginning of each school year, our Early Intervention Specialist screens
each first grader using end of the year kindergarten benchmarks in
reading and mathematics to determine students eligible for our Early
Intervention Program. The program is delivered by our Early Intervention
Specialist in a "pull-out" or "inclusion" setting, depending on the
classroom teacher's preference.

Our principal and teachers attend workshops to gain information on
current educational reforms and research. Based on current research in
reading instruction, Center Township has begun to use the "Four Block
Literacy Model" in the primary grades as well as training teachers in
"Responsive Classrooms". Decisions derived from current educational
information are continually made to improve our school.

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

Data is reported to parents on a daily, weekly, and monthly basis.
Assignment planners and portfolios are sent home weekly for parent
review and signatures. Report cards are issued every nine weeks and
numerous teachers issue progress reports at mid-term. The kindergarten
and first grade report cards contain benchmarks and checklists. Every
grade level's report card has ample room for a written communication to
the parent, which can address praise or concerns. Many teachers use
*Gradebook Plus*, which provides a narrative that justifies a child's
grade. Results of the standardized assessment data; the Stanford
Achievement and Pennsylvania System of School Assessment, are
communicated to parents via the United States mail. The letters contain
a detailed explanation of the results. Letters are also sent to parents
with suggestions for preparing their child for these tests. Assessment
results are explained at Open House in September and through parent
meetings in the fall. Parents are given opportunities to schedule
individual parent teacher conferences at the evening open house and on
special Act 80 days. The local newspaper also publishes the PSSA test
results from schools in the area. Prior to the first report card period,
the principal provides an overview to parents at the first Parent
Teacher Organization meeting regarding norm-referenced, criterion
referenced, and curriculum based assessment tests. How to interpret and
use the results for continued improvement is also discussed.

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

Being selected as a *"No Child Left Behind-Blue Ribbon School"* would be
a tremendous honor for the students, staff, parents, and the Butler Area
School District. Even though our students continue to perform at an
exemplary level on the Pennsylvania System of School Assessment and the
Stanford Achievement Test, the staff at Center Township continually look
for ways to improve our instructional methods to increase student
achievement. As a result of our success, several school districts have
inquired and visited our school over the past three years to discuss
curriculum, program modifications and adaptations, and teaching
strategies.

In the Butler Area School District, numerous opportunities are available
for teachers to share with their colleagues successful teaching
practices that increase student achievement. Throughout the school year,
grade level meetings, Act 80 Day workshops, Professional Development Day
activities, and Summer Flex Day courses allow the opportunity for Center
Township teachers to become active participants. Teachers from Center
Township currently serve on District-wide committees that include
"Instructional Professional Development" (I.P.D.), "Curriculum Council",
several textbook adoption committees, and numerous State organizations.
Teachers from Center Township are regularly chosen to be "Grade Level
Facilitators" and presenters of Professional Development in-service
training and Summer Flex Day workshops. Our teachers and principal also
work with the local colleges as a teacher training center for
pre-student teachers, math/science teachers, field experience, and
student teachers.

The ten elementary principals in the Butler Area School District meet
monthly with the Assistant Superintendent where current research and
best practices relating to academic success are often discussed.

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

1\. Describe in one page the school's curriculum, and show how all
students are engaged with significant content, based on high standards.

The program of study at Center Township Elementary School is designed
around the current best information concerning the cognitive and
emotional development of the children. It has a balance between skill
instruction and content, embraces developmentally appropriate practices
and fully addresses the expected national and state standards of
Pennsylvania.

The language arts curriculum of Center Township is highly developed, and
combines application of research and initiatives with the Harcourt
Series to arrive at an integrated system. The curriculum takes the form
of a modified four-block model: independent reading, guided reading,
work-study, and composition. We extend the focus principles of the
Reading First initiative to teach the children to read, and read with
more skill. Reserving time for independent reading and response through
journals, dialogue journals, or literature circles provides the children
with an opportunity to experience literature that is appropriate,
challenging, and of their choice, while making connections with other
readers, to become proficient listeners and speakers. Study of writing
is also a pillar of the language arts course of study. Through a
writer's workshop, based on the principles of Nancy Atwell and Donald
Graves, the children grow to understand the characteristics of
narrative, persuasive, and informative writing. Through mini-lessons,
children learn grammar, structure, organization, mechanics, use
authentic literature as models, and employ the writing process to arrive
at quality published pieces.

The focus of the mathematics program is to assist students in acquiring
a solid knowledge of basic computational skills, the ability to apply
those skills, and to think mathematically. The Chicago [Everyday
Math]{.underline} series has been adopted and fully implemented for all
grades. The instructional model blends exposition, discussion,
individual and group work, projects, explorations, games and
competitions, and individualized computer instruction.

Science content and skills are taught through the use of modules that
are grounded in the constructivist approach, which engages students in
hands-on, inquiry-based study in life, physical, and earth sciences at
each grade level. The units, consisting of kits from [FOSS]{.underline}
or [STC]{.underline}, incorporate rigorous content and essential
processes such as predicting, observing, collecting, recording,
analyzing, inferring, sequencing, communicating conclusions, and
extending learning to new situations. The science curriculum also
consists of a drug and alcohol module through the *Here's Looking At
You* series. The children learn aspects of health, drug awareness,
decision-making skills, and self-confidence.

The K -- 6 social studies curriculum addresses history, citizenship and
government, geography, economics, and anthropology and sociology.
Beginning in the primary grades with a focus on the self and family,
then moving to the neighborhood, community, nation, and world, the
program provides students with both factual information and an
appreciation for the people and events that shape their world.

All children receive instruction weekly from certified specialists in
art, vocal music, physical education, library, computer, and for
interested intermediate students, instrumental music. Center Township
also has an exceptional gifted learners program. Sixty-one (8%) of our
students participate in accelerated and enriching instruction in all
subject areas. Often this instruction is extended to the regular
classroom. Technology is also an important and constantly evolving part
of the curriculum. Children are instructed in all grades in operations
of several software packages, including *ClassWorks Gold* Math and
Language Arts, Internet navigation and research applications. Center
Township is also progressive in the area of foreign language. Through a
distance model, children in second grade will begin instruction in the
Spanish language.

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

Center Township Elementary School utilizes The *Harcourt Language Arts
Collections Program* for grades kindergarten through sixth grade. The
language arts program incorporates reading, writing, listening and
speaking. Through *Harcourt Collections,* children are engaged in
authentic literature, which allows them to construct their own meaning
as it relates to the text. With effective phonemic awareness, phonics,
comprehension, writing, spelling and grammar instruction, children
participate in age-appropriate activities that promote acquisition of
the necessary skills. The curriculum recognizes the reading/writing
connection and its application to the writing process. Center Township
adheres to a spelling program that includes standard grade level words,
as well as words from content areas.

Teachers at Center Township address their students through various
methods of instruction. The curriculum supports direct instruction,
whole group instruction, flexible grouping, technology integration,
challenging interventions, as well as ESL strategies to accommodate the
unique needs of the entire student population. According to the goals
stated in their Individualized Education Plans, the special education
teacher instructs students identified with special needs. Students
identified as "at risk" receive specialized interventions by a reading
specialist through inclusion and pullout programs. Through a variety of
modifications, teachers establish a print-rich environment conducive for
meeting the differentiated needs of all learners.

Various extra curricular reading programs are also offered as
supplements for language arts instruction. Assortments of valuable
reading programs are implemented throughout the school year and summer
months to encourage family involvement and reinforce essential language
arts skills. At Center Township, our goal is to highly motivate children
in an innovative manner that will build on their academic strengths and
promote successful, life-long learning across the language arts
curriculum.

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.

Our [Everyday Mathematics]{.underline} curriculum was adopted in 1996
for elementary students to become lifelong mathematical thinkers. This
program begins with the premises that students can, and must, learn more
mathematics than had been previously expected from using a traditional
program, and math is meaningful to children when it is varied, rich, and
rooted in real world problems and applications. [Everyday
Mathematics]{.underline} instructional design is carefully crafted to
capitalize on student interest and maximize student learning. The
program emphasizes higher-order critical thinking skills through each of
the following mathematical strands: operations, patterns, functions, and
sequences. Moreover, it uses more of the math spectrum by exploring data
and chance, geometry and spatial sense, and algebraic expressions using
variables.

In the [Everyday Mathematics]{.underline} curriculum, children are
taught problem solving using various algorithms. Recently added to the
program is the [Student Reference Book]{.underline}, which is organized
to help students find information quickly and easily, and provides
students and parents with concrete descriptions and examples when a new
algorithm is introduced or when a reference point is needed. Skills are
categorized as beginning, developing, or secure with each skill
scaffolding onto the previous year. The Math Boxes within the program
emulate the scaffolding effect. Manipulative and mathematical tools are
used extensively throughout the program. Finally, it enhances the
home-school partnership through its various home links and parent
letters which are informative and keep the parent involved with the
current skills.

Since the adoption of this curriculum, our district has instituted
Family Math Nights to educate parents in the components of the enriched
curriculum. Butler Area School District has also adopted ClassWorks
Gold, a math software program that allows every student to work at an
individual pace and challenges each student with math activities that
coincide with the current focus skill.

This relates to Butler Area School District's mission statement by
encouraging life-long learners and thinkers. High expectations for
optimal individual achievement are encouraged in our math curriculum
which is correlated with NCTM standards. The parent-partnership is
encouraged, carries over into other subject areas, and becomes part of
the ongoing classroom routines. Every student is encouraged to reach
his/her fullest potential.

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

The staff at Center Township Elementary School employs many different
instructional methods to improve student learning. In all grades, the
use of the *Everyday Math* curriculum allows and encourages the use of
manipulative materials for hands-on experience with numeration. It also
provides many visual cues such as charts, tables, and graphs. To
supplement the curriculum, the teachers use the *"ClassWorks Gold"*
software for mathematics. Each child in the school can work on this
software in one of our two computer labs independently, at his own skill
level and at his own pace. This provides the teacher with a source of
remediation or enrichment activities for each child. The *Harcourt
Collections* reading series provides for the integration of language
arts activities. Reading, spelling, grammar, and daily oral language
activities are based around each story. Teachers may also use the
Intervention Reader at each level, as well as the "Take-Home Books" to
support and reinforce reading vocabulary. The *"ClassWorks* *Gold"*
software program is also available in the language arts skill areas and
follows the same format as the math software. Two reading specialists
and three learning support teachers are also working with children to
build phonemic awareness and comprehension skills through guided
practice and repetition. The speech therapists and language teacher are
building skills using the *Lindamood Individual Phonics Sequencing* and
the *"Visualizing and Verbalizing*" programs. Teachers use many
modifications to insure the success of each student. All primary grade
classes are supplied with an FM microphone amplifier system. This system
assists hearing impaired students and students with attention deficit.
In grades 3-6, each student uses an assignment book to record daily
homework assignments. The assignment book allows for organization of
both short and long range planning and encourages communication with the
family. In many cases, structured study guides are used for content
courses such as science and social studies. The K-6 science program
consists of four modules for each grade level that are hands-on and
designed for cooperative learning groups. The social studies curriculum
provides a recording of each chapter for children who may need to hear
the lesson more than once in order to retain the information. Teachers
make use of guest speakers and simulations such as Colonial Days,
Heritage Days, and Civil War Days to make history come alive.

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

Throughout the summer months, a wide array of Continuing Professional
Development workshops, are made available to the professional staff of
the Butler Area School District. These full or ½ day workshops are
planned and selected with careful thought and deliberation by the
Continuing Education Plan Committee. This committee is comprised of a
panel of administrators and teachers at both primary and secondary
levels, as well as parent, community, and business representatives.

This committee, and its ensuing plan for continuing professional
education, was developed for the purpose of meeting the overall
professional needs of the District and all its professional employees.
Ultimately, the workshop selections reflect a direct correlation to our
District's *Strategic Plan* and our curricular goals, in order to
specifically enhance the development of the teachers within the Butler
Area School District.

The workshops are presented by persons with a great deal of knowledge,
expertise, and experience within their chosen fields. Participation in a
vast majority of the Professional Development workshops provides our
staff a direct link to improved familiarity, understanding of, and/or
acquisition of knowledge in the areas of our core curriculum. A primary
focus is placed on language arts, mathematics, science, and social
studies instruction, as well as the integration of technology into the
classroom.

The materials and ideas presented are designed in a way, which both
encourages and promotes immediate employment and implementation within
the classroom setting. Our teaching staff is given the opportunity to
enroll in the workshops that they feel would be most beneficial to
enhance the subject matter being taught at their own specific grade
level. This self-selection process provides our staff with the
opportunity to acquire and strengthen the skills needed to ensure that
Butler students are able to meet outcomes and standards set forth by the
state of Pennsylvania. This provides a direct link to improved classroom
instruction and increased student acquisition of knowledge.

CRITERION REFERENCED TEST

**Table 1**

## Pennsylvania System of School Assessment

**Reading, Math, and Writing**

**Revised editions yearly**

**Published by the Pennsylvania Department of Education**

+---------------------------+-------------+-------------+-------------+
| # PSSA Math Results       | **April     | **April     | **April     |
|                           | 2000**      | 2001**      | 2002**      |
| **Grade 5 (Scaled         |             |             |             |
| Scores)**                 |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Number Tested             | 100         | 100         | 90          |
+---------------------------+-------------+-------------+-------------+
| Percent Tested            | 95.2        | 96.2        | 97.8        |
+---------------------------+-------------+-------------+-------------+
| Number of Students        | 5           | 4           | 2           |
| Excluded                  |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Percent of Students       | 4.8         | 3.8         | 2.2         |
| Excluded                  |             |             |             |
+---------------------------+-------------+-------------+-------------+
| **Total Score Math**      | **1470**    | **1490**    | **1560**    |
+---------------------------+-------------+-------------+-------------+
| At or Above Basic         | 99%         | 99%         | 100%        |
+---------------------------+-------------+-------------+-------------+
| At or Above Proficient    | 95%         | 92%         | 97.8%       |
+---------------------------+-------------+-------------+-------------+
| At Advanced               | 62%         | 56%         | 77.8%       |
+---------------------------+-------------+-------------+-------------+
| **Similar School Score    | **          | **          | **          |
| Band\***                  | 1340-1410** | 1370-1430** | 1350-1400** |
+---------------------------+-------------+-------------+-------------+
| # State Mean Score        | **1310**    | **1310**    | **1320**    |
+---------------------------+-------------+-------------+-------------+
| At or Above Basic         | 77.8%       | 77.6%       | 74.8%       |
+---------------------------+-------------+-------------+-------------+
| At or Above Proficient    | 51.9%       | 53%         | 53.1%       |
+---------------------------+-------------+-------------+-------------+
| At Advanced               | 26.7%       | 22.5%       | 25.8%       |
+---------------------------+-------------+-------------+-------------+

+---------------------------+-------------+-------------+-------------+
| # PSSA Reading Results    | **April     | **April     | **April     |
|                           | 2000**      | 2001**      | 2002**      |
| **Grade 5 (Scaled         |             |             |             |
| Scores)**                 |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Number Tested             | 100         | 100         | 90          |
+---------------------------+-------------+-------------+-------------+
| Percent Tested            | 95.2        | 96.2        | 97.8        |
+---------------------------+-------------+-------------+-------------+
| Number of Students        | 5           | 4           | 2           |
| Excluded                  |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Percent of Students       | 4.8         | 3.8         | 2.2         |
| Excluded                  |             |             |             |
+---------------------------+-------------+-------------+-------------+
| **Total Score Reading**   | **1480**    | **1480**    | **1630**    |
+---------------------------+-------------+-------------+-------------+
| At or Above Basic         | 99.0%       | 97.0%       | 100%        |
+---------------------------+-------------+-------------+-------------+
| At or Above Proficient    | 95.0%       | 85.0%       | 97.8%       |
+---------------------------+-------------+-------------+-------------+
| At Advanced               | 62.0%       | 53.0%       | 86.7%       |
+---------------------------+-------------+-------------+-------------+
| **Similar School Score    | **          | **          | **          |
| Band\***                  | 1370-1410** | 1360-1440** | 1360-1400** |
+---------------------------+-------------+-------------+-------------+
| # State Mean Score        | **1320**    | **1310**    | **1320**    |
+---------------------------+-------------+-------------+-------------+
| At or Above Basic         | 77.8%       | 76.9%       | 79.7%       |
+---------------------------+-------------+-------------+-------------+
| At or Above Proficient    | 51.9%       | 56.1%       | 57.0%       |
+---------------------------+-------------+-------------+-------------+
| At Advanced               | 26.7%       | 19.8%       | 18.2%       |
+---------------------------+-------------+-------------+-------------+

\* The Similar Schools Band enables comparisons to schools with similar
background characteristics. It is well established that academic
achievement is influenced primarily by two factors: the quality of the
educational services provided and the socioeconomic background of the
students.

> Pennsylvania System of School Assessment
>
> Grade 5

[Exclusion of Students]{.underline}

Some students with IEP's specifically citing exclusion from PSSA and
some students with Limited English Proficiency could be excluded.
However, at Center Township Elementary School, no students have been
excluded due to IEP or LEP status in the past three years.

Parental requests for exclusion from the test, in accordance with
Chapter 4 regulations have been honored. All exclusions from the PSSA
test, during the past three years, are attributed to parental requests.

Levels of Performance

*Advance* work indicates an in-depth understanding and exemplary display
of the skills included in the Pennsylvania Academic Performance
Standards.

*Proficient* level reflects satisfactory academic performance.
Proficient work indicates a solid understanding and adequate display of
the skills included in the Pennsylvania Academic Performance Standards.

*Basic* level reflects marginal academic performance. Basic work
indicates a partial understanding and limited display of the skills
included in the Pennsylvania Academic Performance Standards. This work
is approaching satisfactory performance, but has not yet reached it.
There is a need for additional instructional opportunities and/or
increased student academic commitment to achieve the proficient level.

*Below Basic* level reflects inadequate academic performance. Below
basic work indicates little understanding and minimal display of the
skills included in the Pennsylvania Academic Performance Standards.

#### STANDARDIZED

**NORM-REFERENCED TEST SCORES**

### Table 2

Grade K Stanford Achievement Test: 8^th^ Edition

Publication Year: 1989 Harcourt, Brace Publisher

All students were included in this testing

Scores are reported as Percentiles

  -------------------------------------- --------------- ----------------
  Testing Month                          April 2000      April 2001

  Center Township School Scores                          

  Basic Battery Score                    70%             75%

  Standard Deviation                     22              23

  Number Tested                          86              100

  Percent Tested                         100%            100%

  Number of Students Excluded            0               0

  Percent of Students Excluded           0               0

  SUBSET SCORES                                          

  Total Reading                          66%             74%

  Standard Deviation                     27              26

  Total Math                             71%             72%

  Standard Deviation                     24              22

  Total Listening                        59%             64%

  Standard Deviation                     18              20

  Butler School District Scores                          

  Basic Battery Score                    73%             73%

  Standard Deviation                     22              21
  -------------------------------------- --------------- ----------------

No disaggregate data is provided since kindergarten in our District is a
half-day program and students have not been identified for free/reduced
lunch programs.

**Table 3**

Grade 1 Stanford Achievement Test: 8^th^ Edition

Publication Year: 1991 Harcourt, Brace Publisher

All students were included in this testing

Scores are reported as Percentiles

  -------------------------------------- --------------- ----------------
  Testing Month                          April 2000      April 2001

  Center Township School Scores                          

  Complete Battery Score                 75.7%           79%

  Standard Deviation                     19              18

  Number Tested                          103             90

  Percent Tested                         100%            100%

  Number of Students Excluded            0               0

  Percent of Students Excluded           0               0

  SUBSET SCORES                                          

  Total Reading                          71.7%           75%

  Standard Deviation                     18              19

  Total Math                             83.5%           83%

  Standard Deviation                     18              20

  Total Language                         72%             76%

  Standard Deviation                     19              20

  Total Spelling                         68.7%           80%

  Standard Deviation                     17              19

  Total Listening                        74%             71%

  Standard Deviation                     17              18

  Butler School District Scores                          

  Complete Battery Score                 72%             75%

  Standard Deviation                     20              19
  -------------------------------------- --------------- ----------------

## Table 3A

##### Grade 1, Disaggregated Information

**Percentile Scores, Stanford Achievement Test 8^th^ Edition**

  ---------------- ------------ ----------- ----------- ------------------
  **Eligible for   **Complete   **Total     **Total     **Number
  free and reduced Battery Mean Reading     Math Mean   Tested/Percent
  lunch**          Score**      Mean        Score**     Tested**
                                Score**                 

  **2000**         64.9%        63.2%       72.8%       11/10.6%

  **2001**         68.0%        66.4%       79.0%       13/14.4
  ---------------- ------------ ----------- ----------- ------------------

### Table 4

Grade 2 Stanford Achievement Test: 8^th^ Edition

Publication Year: 1989 Harcourt, Brace Publisher

All students were included in this testing

Scores are reported as Percentiles

  -------------------------------------- --------------- ----------------
  Testing Month                          April 2000      April 2001

  Center Township School Scores                          

  Complete Battery Score                 75%             71%

  Standard Deviation                     20              18

  Number Tested                          107             94

  Percent Tested                         100%            100%

  Number of Students Excluded            0               0

  Percent of Students Excluded           0               0

  SUBSET SCORES                                          

  Total Reading                          69%             67.1%

  Standard Deviation                     17              16

  Total Math                             82%             74.6%

  Standard Deviation                     20              17

  Total Language                         61%             65.4%

  Standard Deviation                     21              20

  Butler School District Scores                          

  Complete Battery Score                 67%             72%

  Standard Deviation                     22              21
  -------------------------------------- --------------- ----------------

## Table 4A

**Grade 2, Disaggregated Information**

**Percentile Scores, Stanford Achievement Test 8^th^ Edition**

  ---------------- ------------ ----------- ----------- ------------------
  **Eligible for   **Complete   **Total     **Total     **Number
  free and reduced Battery Mean Reading     Math Mean   Tested/Percent
  lunch**          Score**      Mean        Score**     Tested**
                                Score**                 

  **2000**         69.4%        57.5%       74.2%       11/10.2%

  **2001**         63.9%        60.7%       70.8%       14/14.8%
  ---------------- ------------ ----------- ----------- ------------------

### Table 5

Grade 3 Stanford Achievement Test: 8^th^ Edition

Publication Year: 1991 Harcourt, Brace Publisher

All students were included in this testing

Scores are reported as Percentiles

  -------------------------------------- --------------- ----------------
  Testing Month                          April 2000      April 2001

  Center Township School Scores                          

  Complete Battery Score                 81%             76.5%

  Standard Deviation                     19              18

  Number Tested                          95              113

  Percent Tested                         100%            100%

  Number of Students Excluded            0               0

  Percent of Students Excluded           0               0

  SUBSET SCORES                                          

  Total Reading                          84%             75%

  Standard Deviation                     20              19

  Total Math                             92%             85%

  Standard Deviation                     18              19

  Total Language                         82%             75%

  Standard Deviation                     20              20

  Total Spelling                         67%             71%

  Standard Deviation                     17              20

  Butler School District Scores                          

  Complete Battery Score                 71%             70%

  Standard Deviation                     18              18
  -------------------------------------- --------------- ----------------

## Table 5A

**Grade 3, Disaggregated Information**

**Percentile Scores, Stanford Achievement Test 8^th^ Edition**

  ---------------- ------------ ----------- ----------- ------------------
  **Eligible for   **Complete   **Total     **Total     **Number
  free and reduced Battery Mean Reading     Math Mean   Tested/Percent
  lunch**          Score**      Mean        Score**     Tested**
                                Score**                 

  **2000**         79.1%        73.8%       82.5%       10/10.5%

  **2001**         69.4%        63.6%       80.1%       17/15%
  ---------------- ------------ ----------- ----------- ------------------

**Table 6**

Grade 4 Stanford Achievement Test: 8^th^ Edition

Publication Year: 1989 Harcourt, Brace Publisher

All students were included in this testing

Scores are reported as Percentiles

  -------------------------------------- --------------- ----------------
  Testing Month                          April 2000      April 2001

  Center Township School Scores                          

  Complete Battery Score                 72%             72%

  Standard Deviation                     19              17

  Number Tested                          106             94

  Percent Tested                         100%            100%

  Number of Students Excluded            0               0

  Percent of Students Excluded           0               0

  SUBSET SCORES                                          

  Total Reading                          70%             75%

  Standard Deviation                     19              17

  Total Math                             72%             73%

  Standard Deviation                     19              16

  Total Language                         66%             69%

  Standard Deviation                     18              17

  Total Science                          69%             70%

  Standard Deviation                     16              17

  Total Social Studies                   79%             76%

  Standard Deviation                     17              19

  Butler School District Scores                          

  Complete Battery Score                 69%             67%

  Standard Deviation                     18              18
  -------------------------------------- --------------- ----------------

## Table 6A

**Grade 4, Disaggregated Information**

**Percentile Scores, Stanford Achievement Test 8^th^ Edition**

  ---------------- ------------ ----------- ----------- ------------------
  **Eligible for   **Complete   **Total     **Total     **Number
  free and reduced Battery Mean Reading     Math Mean   Tested/Percent
  lunch**          Score**      Mean        Score**     Tested**
                                Score**                 

  **2000**         56.4%        54.9%       59.6%       13/12.2%

  **2001**         66.4%        62.3%       68.2%       14/14.8%
  ---------------- ------------ ----------- ----------- ------------------

Table 7

Grade 6 Stanford Achievement Test: 8^th^ Edition

Publication Year: 1989 Harcourt, Brace Publisher

All students were included in this testing

Scores are reported as Percentiles

  -------------------------------------- --------------- ----------------
  Testing Month                          April 2000      April 2001

  Center Township School Scores                          

  Complete Battery Score                 74%             73%

  Standard Deviation                     16              17

  Number Tested                          97              105

  Percent Tested                         100%            100%

  Number of Students Excluded            0               0

  Percent of Students Excluded           0               0

  SUBSET SCORES                                          

  Total Reading                          73%             75%

  Standard Deviation                     18              18

  Total Math                             75%             80%

  Standard Deviation                     16              19

  Total Language                         75%             73%

  Standard Deviation                     16              18

  Total Science                          80%             74%

  Standard Deviation                     16              16

  Total Social Studies                   77%             73%

  Standard Deviation                     16              14

  Butler School District Scores                          

  Complete Battery Score                 63%             67%

  Standard Deviation                     17              17
  -------------------------------------- --------------- ----------------

## Table 7A

**Grade 6, Disaggregated Information**

**Percentile Scores, Stanford Achievement Test 8^th^ Edition**

  ---------------- ------------ ----------- ----------- ------------------
  **Eligible for   **Complete   **Total     **Total     **Number
  free and reduced Battery Mean Reading     Math Mean   Tested/Percent
  lunch**          Score**      Mean        Score**     Tested**
                                Score**                 

  **2000**         54.9%        50.6%       61.3%       9/9.2%

  **2001**         69.3%        69.1%       69.8%       14/13.3%
  ---------------- ------------ ----------- ----------- ------------------

### Table 8

Grade K Stanford Achievement Test: 10^th^ Edition

Publication Year: 2002 Harcourt, Brace Publisher

All students were included in this testing

Scores are reported as Percentiles

  -------------------------------------------------- --------------------
  Testing Month                                      April 2002

  Center Township School Scores                      

  Total Reading Score                                57.5%

  Standard Deviation                                 \*

  Number Tested                                      94

  Percent Tested                                     100%

  Number of Students Excluded                        0

  Percent of Students Excluded                       0

  SUBSET SCORES                                      

  Sounds & Letters                                   58.5%

  Standard Deviation                                 \*

  Word Reading                                       52.5%

  Standard Deviation                                 \*

  Sentence Reading                                   53.5

  Standard Deviation                                 \*

  Butler School District Scores                      

  Basic Battery Score                                \*

  Standard Deviation                                 \*
  -------------------------------------------------- --------------------

\*Standard Deviations and District Composite scores were not provided by
Harcourt Brace Publishing, due to this being the first year for the
Stanford 10 and National Norms having not been established.

## 

**Grade K, Disaggregated Information**

**Percentile Scores, Stanford Achievement Test 10^th^ Edition**

No disaggregate data is provided since kindergarten in our District is a
half-day program and students have not been identified for free/reduced
lunch programs.

### Table 9

Grade 1 Stanford Achievement Test: 10^th^ Edition

Publication Year: 2002 Harcourt, Brace Publisher

All students were included in this testing

Scores are reported as Percentiles

  -------------------------------------------------- --------------------
  Testing Month                                      April 2002

  Center Township School Scores                      

  Total Reading Score                                80%

  Standard Deviation                                 \*

  Number Tested                                      103

  Percent Tested                                     100%

  Number of Students Excluded                        0

  Percent of Students Excluded                       0

  SUBSET SCORES                                      

  Word Study Skills                                  78%

  Standard Deviation                                 \*

  Word Reading                                       77%

  Standard Deviation                                 \*

  Reading Comprehension                              91.2%

  Standard Deviation                                 \*

  Total Spelling                                     83%

  Standard Deviation                                 \*

  Total Language                                     82.9%

  Standard Deviation                                 \*

  Butler School District Scores                      

  Basic Battery Score                                \*

  Standard Deviation                                 \*
  -------------------------------------------------- --------------------

\*Standard Deviations and District Composite scores were not provided by
Harcourt Brace Publishing, due to this being the first year for the
Stanford 10 and National Norms having not been established.

## Table 9A

**Grade 1, Disaggregated Information**

**Percentile Scores, Stanford Achievement Test 10^th^ Edition**

  -------------------- -------------- -------------- ----------------------
  **Eligible for free  **Total        **Total        **Number
  and reduced lunch**  Reading Mean   Language Mean  Tested/Percent
                       Score**        Score**        Tested**

  **2002**             67.6%          70.3%          14/13.6%
  -------------------- -------------- -------------- ----------------------

### Table 10

Grade 2 Stanford Achievement Test: 10^th^ Edition

Publication Year: 2002 Harcourt, Brace Publisher

All students were included in this testing

Scores are reported as Percentiles

  -------------------------------------------------- --------------------
  Testing Month                                      April 2002

  Center Township School Scores                      

  Total Reading Score                                76%

  Standard Deviation                                 \*

  Number Tested                                      93

  Percent Tested                                     100%

  Number of Students Excluded                        0

  Percent of Students Excluded                       0

  SUBSET SCORES                                      

  Word Study Skills                                  73.7%

  Standard Deviation                                 \*

  Reading Vocabulary                                 80%

  Standard Deviation                                 \*

  Reading Comprehension                              75.6%

  Standard Deviation                                 \*

  Total Spelling                                     76.5%

  Standard Deviation                                 \*

  Total Language                                     86.6%

  Standard Deviation                                 \*

  Butler School District Scores                      

  Basic Battery Score                                \*

  Standard Deviation                                 \*
  -------------------------------------------------- --------------------

\*Standard Deviations and District Composite scores were not provided by
Harcourt Brace Publishing, due to this being the first year for the
Stanford 10 and National Norms having not been established.

## Table 10A

**Grade 2, Disaggregated Information**

**Percentile Scores, Stanford Achievement Test 10^th^ Edition**

  -------------------- -------------- -------------- ----------------------
  **Eligible for free  **Total        **Total        **Number
  and reduced lunch**  Reading Mean   Language Mean  Tested/Percent
                       Score**        Score**        Tested**

  **2002**             78.4%          82.3%          14/15.1%
  -------------------- -------------- -------------- ----------------------

### Table 11

Grade 3 Stanford Achievement Test: 10^th^ Edition

Publication Year: 2002 Harcourt, Brace Publisher

All students were included in this testing

Scores are reported as Percentiles

  -------------------------------------------------- --------------------
  Testing Month                                      April 2002

  Center Township School Scores                      

  Number Tested                                      105

  Percent Tested                                     100%

  Number of Students Excluded                        0

  Percent of Students Excluded                       0

  SUBSET SCORES                                      

  Total Reading                                      68.1%

  Standard Deviation                                 \*

  Total Math                                         74.5%

  Standard Deviation                                 \*

  Total Language                                     69%

  Standard Deviation                                 \*

  Total Spelling                                     65.8%

  Standard Deviation                                 \*

  Total Science                                      72%

  Standard Deviation                                 \*

  Total Social Studies                               66.9%

  Standard Deviation                                 \*

  Butler School District Scores                      

  Basic Battery Score                                \*

  Standard Deviation                                 \*
  -------------------------------------------------- --------------------

\*Standard Deviations and District Composite scores were not provided by
Harcourt Brace Publishing, due to this being the first year for the
Stanford 10 and National Norms having not been established.

## Table 11A 

**Grade 3, Disaggregated Information**

**Percentile Scores, Stanford Achievement Test 10^th^ Edition**

  -------------------- -------------- -------------- ----------------------
  **Eligible for free  **Total        **Total Math   **Number
  and reduced lunch**  Reading Mean   Mean Score**   Tested/Percent
                       Score**                       Tested**

  **2002**             59.4%          68.9%          9/8.5%
  -------------------- -------------- -------------- ----------------------

### Table 12

Grade 4 Stanford Achievement Test: 10^th^ Edition

Publication Year: 2002 Harcourt, Brace Publisher

All students were included in this testing

Scores are reported as Percentiles

  -------------------------------------------------- --------------------
  Testing Month                                      April 2002

  Center Township School Scores                      

  Number Tested                                      118

  Percent Tested                                     100%

  Number of Students Excluded                        0

  Percent of Students Excluded                       0

  SUBSET SCORES                                      

  Total Reading                                      70%

  Standard Deviation                                 \*

  Total Math                                         76%

  Standard Deviation                                 \*

  Total Language                                     74.8%

  Standard Deviation                                 \*

  Total Spelling                                     72%

  Standard Deviation                                 \*

  Total Science                                      81.9%

  Standard Deviation                                 \*

  Total Social Studies                               82.5%

  Standard Deviation                                 \*

  Butler School District Scores                      

  Basic Battery Score                                \*

  Standard Deviation                                 \*
  -------------------------------------------------- --------------------

\*Standard Deviations and District Composite scores were not provided by
Harcourt Brace Publishing, due to this being the first year for the
Stanford 10 and National Norms having not been established.

## Table 12A 

**Grade 4, Disaggregated Information**

**Percentile Scores, Stanford Achievement Test 10^th^ Edition**

  -------------------- -------------- -------------- ----------------------
  **Eligible for free  **Total        **Total Math   **Number
  and reduced lunch**  Reading Mean   Mean Score**   Tested/Percent
                       Score**                       Tested**

  **2002**             71.1%          76.8%          19/16.1%
  -------------------- -------------- -------------- ----------------------

### Table 13

Grade 6 Stanford Achievement Test: 8^th^ Edition

Publication Year: 1989 Harcourt, Brace Publisher

All students were included in this testing

Scores are reported as Percentiles

  -------------------------------------------------- --------------------
  Testing Month                                      April 2002

  Center Township School Scores                      

  Complete Battery Score                             76%

  Standard Deviation                                 16

  Number Tested                                      104

  Percent Tested                                     100%

  Number of Students Excluded                        0

  Percent of Students Excluded                       0

  SUBSET SCORES                                      

  Total Reading                                      75%

  Standard Deviation                                 18

  Total Math                                         83%

  Standard Deviation                                 17

  Total Language                                     73%

  Standard Deviation                                 18

  Total Science                                      74%

  Standard Deviation                                 14

  Total Social Studies                               74%

  Standard Deviation                                 16

  Butler School District Scores                      

  Complete Battery Score                             66%

  Standard Deviation                                 18
  -------------------------------------------------- --------------------

## Table 13A

**Grade 6, Disaggregated Information**

**Percentile Scores, Stanford Achievement Test 8^th^ Edition**

  ---------------- ------------ ----------- ----------- ------------------
  **Eligible for   **Complete   **Total     **Total     **Number
  free and reduced Battery Mean Reading     Math Mean   Tested/Percent
  lunch**          Score**      Mean        Score**     Tested**
                                Score**                 

  **2002**         66.5%        61.4%       71.3%       15/14.4%
  ---------------- ------------ ----------- ----------- ------------------