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

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

**Name of Principal [Mr. Hugh Terrell ]{.underline}**

**Official School Name [Chardon Middle School ]{.underline}**

(As it should appear in the official records)

**School Mailing Address [424 North Street ]{.underline}**

**[Chardon Ohio 44024-1086]{.underline}**

City State Zip Code +4 (9 digits total)

**Telephone [(440) 285-4062 Fax ( 440 ) 285-7229 ]{.underline}**

**Website/URL** www.chardon.k12.oh.us **Email**
[ch_terrell@lgca.org](mailto:ch_Terrell@lgca.org)

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]{.underline}

(Principal's Signature)

[Name of Superintendent Dr. Jane Hayman]{.underline}

[District Name Chardon Local Schools Telephone (440)
285-4052]{.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]{.underline}

(Superintendent's Signature)

Name of School Board President [Mr. Larry Reiter]{.underline}

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]{.underline}

(School Board President's Signature)

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

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

1\. Number of schools in the district: [**4**]{.underline} Elementary
schools

> [**1**]{.underline} Middle schools
>
> \_\_\_\_\_ Junior high schools
>
> [**1**]{.underline} High schools
>
> [**6**]{.underline} TOTAL

2\. District Per Pupil Expenditure: **[\$7,527.00]{.underline}**

Average State Per Pupil Expenditure: **[\$8,073.00]{.underline}**

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

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

\[ \] Urban or large central city

\[ \] Suburban school with characteristics typical of an urban area

\[ \] Suburban

\[**x**\] Small city or town in a rural area

\[ \] Rural

4\. [6]{.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:

<table>
<colgroup>
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 9%" />
<col style="width: 1%" />
<col style="width: 13%" />
<col style="width: 5%" />
<col style="width: 14%" />
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 11%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Grade</strong></td>
<td><p><strong># of</strong></p>
<p><strong>Males</strong></p></td>
<td colspan="2"><p><strong># of</strong></p>
<p><strong>Females</strong></p></td>
<td><p><strong>Grade</strong></p>
<p><strong>Total</strong></p></td>
<td></td>
<td><strong>Grade</strong></td>
<td><p><strong># of</strong></p>
<p><strong>Males</strong></p></td>
<td><p><strong># of</strong></p>
<p><strong>Females</strong></p></td>
<td><p><strong>Grade</strong></p>
<p><strong>Total</strong></p></td>
</tr>
<tr class="even">
<td><strong>K</strong></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td><strong>7</strong></td>
<td>144</td>
<td>140</td>
<td>284</td>
</tr>
<tr class="odd">
<td><strong>1</strong></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td><strong>8</strong></td>
<td>140</td>
<td>125</td>
<td>265</td>
</tr>
<tr class="even">
<td><strong>2</strong></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td><strong>9</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>3</strong></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td><strong>10</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>4</strong></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td><strong>11</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>5</strong></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td><strong>12</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>6</strong></td>
<td>122</td>
<td colspan="2">118</td>
<td>240</td>
<td></td>
<td><strong>Other</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="6">TOTAL STUDENTS IN THE APPLYING SCHOOL</td>
<td>789</td>
</tr>
</tbody>
</table>

6\. Racial/ethnic composition of [97.2]{.underline} % White

the students in the school: [0.8]{.underline} % Black or African
American

> [0.8]{.underline} % Hispanic or Latino
>
> [1.2]{.underline} % Asian/Pacific Islander
>
> [0]{.underline} % American Indian/Alaskan Native
>
> **100% Total**

7\. Student turnover, or mobility rate, during the past year:
**[5.78%]{.underline}**

(This rate includes the total number of students who transferred to or
from different schools between

October 1 and the end of the school year, divided by the total number of
students in the school as of

October 1, multiplied by 100.)

+-----------+--------------------------------------+------------------+
| **(1)**   | Number of students who               | 32               |
|           |                                      |                  |
|           | transferred ***to*** the school      |                  |
|           |                                      |                  |
|           | after October 1 until the            |                  |
|           |                                      |                  |
|           | end of the year.                     |                  |
+-----------+--------------------------------------+------------------+
| **(2)**   | Number of students who               | 15               |
|           |                                      |                  |
|           | transferred ***from*** the           |                  |
|           |                                      |                  |
|           | school after October 1               |                  |
|           |                                      |                  |
|           | until the end of the year.           |                  |
+-----------+--------------------------------------+------------------+
| **(3)**   | Subtotal of all                      | 47               |
|           |                                      |                  |
|           | transferred students \[sum           |                  |
|           |                                      |                  |
|           | of rows (1) and (2)\]                |                  |
+-----------+--------------------------------------+------------------+
| **(4)**   | Total number of students             | 813              |
|           |                                      |                  |
|           | in the school as of                  |                  |
|           |                                      |                  |
|           | October 1                            |                  |
+-----------+--------------------------------------+------------------+
| **(5)**   | Subtotal in row (3)                  | 0.0578           |
|           |                                      |                  |
|           | divided by total in row              |                  |
|           |                                      |                  |
|           | \(4\)                                |                  |
+-----------+--------------------------------------+------------------+
| **(6)**   | Amount in row (5)                    | 5.78%            |
|           |                                      |                  |
|           | multiplied by 100                    |                  |
+-----------+--------------------------------------+------------------+

8\. Limited English Proficient students in the school:
**[0.25%]{.underline}**

> [**2**]{.underline} Total Number Limited English Proficient

Number of languages represented[: **2**]{.underline}

Specify languages: **Spanish and Slovenian**

9\. Students eligible for free/reduced-priced meals:
**[7.38%]{.underline}**

> [**60**]{.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**[:
11.7%]{.underline}**

> **[94]{.underline}** Total Number of Students Served

Indicate below the number of students with disabilities according to
conditions designated in the

Individuals with Disabilities Education Act.

[3]{.underline} Autism \_\_\_\_ Orthopedic Impairment

\_\_\_\_ Deafness [9]{.underline} Other Health Impaired

\_\_\_\_ Deaf-Blindness [69]{.underline} Specific Learning Disability

\_\_\_\_ Hearing Impairment [2]{.underline} Speech or Language
Impairment

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

[1]{.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 Part-Time**

Administrator(s) [2]{.underline} [0]{.underline}

Classroom teachers [36]{.underline} [5]{.underline}

Special resource teachers/specialists [10]{.underline} [5]{.underline}

Paraprofessionals [0]{.underline} [0]{.underline}

Support staff [18]{.underline} [1]{.underline}

Total number [**66**]{.underline} [**11**]{.underline}

12\. Student-"classroom teacher" ratio: [**20.5**]{.underline}

13\. Show the attendance patterns of teachers and students. The student
drop-off rate is the difference between the number of entering students
and the number of exiting students from the same cohort. (From the same
cohort, subtract the number of exiting students from the number of
entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage dropoff rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout and drop-off rates.

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

  Daily student        95.2        95.4        96.0        96.1        95.3
  attendance                                                           

  Daily teacher        95.8        95.2        95.0        95.7        96.1
  attendance                                                           

  Teacher turnover     0           2.5         2.3         5.0         3.8
  rate                                                                 

  Student dropout rate 0           0           0           0           0

  Student drop-off     5.78        2.91        0.41        2.84        -0.43
  rate                                                                 
  -------------------- ----------- ----------- ----------- ----------- -----------

**[PART III -- SUMMARY]{.underline}**

Chardon Middle School is located in Chardon, Ohio atop one of the many
rolling hills of Geauga County. Chardon is known for its rural charm,
historical importance, annual Maple Festival, abundant snow falls,
friendly community, and high-achieving schools. Chardon has become one
of the fastest growing and most desirable locations in Geauga County.

Chardon Schools\' mission\--to produce educated, responsible citizens
equipped with the skills necessary for success in an ever-changing,
highly diverse, technological world through a committed partnership with
students, staff, parents and community\--was created through
collaboration with the community. Our student achievement results attest
that we are successfully meeting our mission.

Chardon Middle School, with a population of about 800 students, is
organized into interdisciplinary teams. Each team consists of five core
academic teachers and an intervention specialist. The intervention
specialist assists special needs students, regular education students,
and gifted students. Inclusion encourages peer interaction and
acceptance of diversity. Additionally, learning from and with their
peers better enables students to understand their own limitations and
strengths. Teaming creates an ideal framework for teaching the
developing adolescent. Teaming has led to enriching theme-based
activities, such as Harry Potter Day, Mimi Days, I-Searches, and field
trips to the Cleveland Great Lakes Science Center, Six Flags Ohio, The
Rock and Roll Hall of Fame and Museum, Hershey, Pennsylvania, and
Rockwell International. By actively participating in these learning
experiences, students are given opportunities to apply what they have
learned in class, in environments outside the classroom.

Because teams share the same students, they are able to get to know the
students very well. Using not only personal perceptions of a student's
needs and abilities, but also deliberations with colleagues, we are able
to demand a high level of achievement from our students. Additionally,
various learning styles are accommodated through interdisciplinary units
created by the teams. Students often demonstrate their mastery of the
material through culminating projects that reflect their individual
interests and strengths.

Adolescents need structure beyond academics. Team discipline plans
provide students with a framework for accountability and behavior
management. Students can easily see that choices, both appropriate and
inappropriate, have consequences. Teams have developed and use a
hierarchy of behavior interventions and rewards. This has led to an
accepting, safe and respectful climate that facilitates student
learning.

Partnerships with parents and the community are important to the success
of Chardon Middle School. Our school is open to community groups seven
days a week. We provide space for community education, recreation,
meetings, and worship. By inviting the community into our schools, we
hope they will feel that the school is more than just a place where
young people go during the day. We serve many people who do not have
children attending public schools. We depend on the entire community to
support us financially and in our mission. We also have a Parent-Teacher
organization, music booster group, athletic booster group and an
academic foundation which support us. We bring community resources into
the school to help teach the students, such as local law enforcement
officers for drug and alcohol prevention programs and professionals for
career related explorations. We also take the students into the local
and regional community to expand their education beyond the walls of the
school.

These features combine to create an inviting and enriching atmosphere
for Chardon Middle School students. The enthusiastic, professional and
dedicated staff at Chardon Middle School anchors the learning experience
by holding high expectations and providing students with rich and varied
educational experiences. The community supports and nurtures our
successes. Ultimately, our students are the winners.

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

1\. See data and descriptions on pp. 16-19.

2\. Using Assessment Data

Assessment data is the basis for curricular and instructional decisions
at Chardon Middle School. Our assessments include the Iowa Test of Basic
Skills, Cognitive Abilities Test, Ohio Sixth-Grade Proficiency Tests,
locally designed end-of-course tests, and teacher created
curriculum-based measurements.

We use the large-scale test results to identify curricular gaps and
problem instructional areas. The sub-scale test results and the
curriculum-based measurements are used to identify individual and small
group student strengths and weaknesses. The large-scale assessment
results are then used to develop school-wide and departmental
improvement plans for curricular areas and instructional strategies. The
sub-scale results and the curriculum-based measurements are used to
develop intervention plans and effective instructional strategies for
individual students and small groups. The progress of each identified
student is recorded in an intervention folder that lists performance
objectives, interventions and student mastery. These folders are passed
from grade to grade. This enables the subsequent teacher to build on the
work of the previous teacher.

Because of the previous identification, we are able to schedule these
students into an intervention class or with a tutor, where they have
more time to learn the required skills and information. Other students
are identified during the school year through curriculum-based
measurements and interventions are started at the point of
identification. At the end of the year, all students are assessed again
and that information is passed along to the next grade. Some students
are removed from the identified list, some remain and others are added.
In this way, we do not lose instructional time each year re-identifying
students who need extra help.

Teachers work with colleagues on grade-level teams and subject area
teams to identify problem areas and develop effective interventions. The
majority of interventions take place in the regular classroom.
Additional help is also available through high intensity classes,
tutoring, team time, after school help, and summer school.

Chardon Middle School\'s focus on data as the basis for targeting
student improvement has paid dividends in high levels of achievement.

3\. Communicating Student Performance

Student performance is measured in terms of short-term and summative
performance based on clearly established learning goals. The teacher is
the first link in the communication process because it is the teacher
who informs students about their performance. Through class discussion,
conferencing, written feedback, tests and quizzes, the teacher helps the
students understand their level of performance and what they need to do
to improve. In order to assist the teachers, especially in understanding
standardized test scores, the administration provides explanations and
discusses the tests with the teachers during team planning time.

The next link in the communication chain is the parents. We inform
parents of student performance through phone calls, notes, interim
progress reports, team newsletters, conferences, graded work sent home,
test results, monthly school newsletters, and student report cards. To
help parents understand standardized test scores and proficiency test
results, a detailed letter of explanation accompanies the results.
Parents are encouraged to call the teacher, principal or counselors for
further explanations. We also hold two student-led conferences each year
where students share a portfolio of their work with their parents with
assistance from the teacher.

The community is the largest audience we inform about student
performance. This audience is important because they pay for the
educational programs, and we are accountable to them. Our approach is
multileveled. The school district employs a school-community relations
coordinator who writes about student achievement, attends events, takes
pictures and sends these to local and regional newspapers, local access
cable TV and a list of \"key communicators\" in the community. We
regularly report on student achievement at public school board meetings
where reporters can pick up the information and write stories for their
papers. The district publishes and mails to every community member an
annual report and three other newsletters that feature test scores and
highlight Chardon Middle School student achievement. The district and
the school web sites have links to the Chardon Middle School state
report card that lists proficiency test scores. The superintendent and
the community relations coordinator attend monthly civic meetings such
as Rotary and Chamber of Commerce where they speak about student
achievement. We also depend on the informal communications network
linked to these civic forums to help spread the word about the
performance of our students.

4\. Sharing Successes

Chardon Middle School\'s success is the result of long-term commitment
to improvement through collaboration, study, professional development
and careful experimentation. We are willing to explain the components
that we believe are necessary for improvement. As a matter of fact, we
have, in the past, shared many aspects of our work with other schools
and teachers.

For example, a group of middle school teachers has presented our team
discipline plan several times at the Ohio Middle School Conference. Our
physical education teacher published an article in a professional
journal explaining the physical education program we developed and
implemented at Chardon Middle School. The principal has been active in
the Ohio Middle School Association (OMSA), helping to set up a
state-wide conference for the unified arts and by serving on a committee
to evaluate candidates for the OMSA teaming award.

Locally, we occasionally participate on county-wide curriculum
development committees. Principals from our athletic conference meet
monthly to discuss academic issues and programs. Specialty groups, such
as the counselors and special education teachers, meet regionally with
their colleagues. The assistant superintendent meets with area
curriculum directors in several forums to share successes and to discuss
difficult issues. In addition, the assistant superintendent was the
keynote speaker on proficiency testing at a regional meeting. We also
welcome visitors from other school districts to observe at Chardon
Middle School and discuss our programs.

After our district was first recognized for the top State rating, we
participated in a State funded study with the University of Indiana to
identify characteristics of high achieving schools. This involved a
self-study, questionnaires, interviews and ranking responses gathered by
the researcher. The results of this study were published and shared with
other schools.

Another way we have and will continue to share our success is by
mentoring student teachers and field experience teachers. Several local
universities and some from across the state regularly place student
teachers at Chardon Middle School. We believe that these prospective
teachers will be able to improve the education for their students
wherever they teach.

We will continue with this sharing. Working with prospective teachers
and practicing teachers benefits us as well as them. Sharing ideas and
discussing pressing issues helps us to identify and set new goals and
directions. In addition, we are willing to share our successes at local
and regional meetings and workshops. We can provide suggestions for
teaming, discipline plans and continuous improvement.

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

1\. Chardon Middle School Curriculum

+-----------------+-----------------+-----------------+-----------------+
| **Content       | **Grade 6**     | **Grade 7**     | **Grade 8**     |
| Area**          |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| English         | English 6       | English 7       | English 8       |
|                 |                 |                 |                 |
|                 | Advanced        | Advanced        | English I       |
|                 | English 6       | English 7       | (freshman )\*   |
+-----------------+-----------------+-----------------+-----------------+
| Reading         | Reading 6       | Reading 7       | Reading 8       |
|                 |                 |                 |                 |
|                 | Advanced        | Advanced        | See foreign     |
|                 | Reading 6       | Reading 7       | language        |
+-----------------+-----------------+-----------------+-----------------+
| Mathematics     | Math 6          | Math 7          | Math 8          |
|                 |                 |                 |                 |
|                 | Advanced Math 6 | Advanced Math 7 | Honors          |
|                 |                 |                 | Algebra\*       |
|                 | Pre-algebra     | Honors          |                 |
|                 |                 | Algebra\*       | Honors          |
|                 |                 |                 | Geometry\*      |
+-----------------+-----------------+-----------------+-----------------+
| Science         | Physical        | Life Science 7  | Earth/Space     |
|                 | Science 6       |                 | Science 8       |
+-----------------+-----------------+-----------------+-----------------+
| Social Studies  | World Geography | U. S. History   | U. S. History   |
|                 |                 | Part 1          | Part 2          |
+-----------------+-----------------+-----------------+-----------------+
| Foreign         |                 |                 | French I\*      |
| Language        |                 |                 |                 |
|                 |                 |                 | Spanish I\*     |
+-----------------+-----------------+-----------------+-----------------+
| Health          | Health 6 (9     | Health 7 (9     | Health 8 (9     |
|                 | weeks)          | weeks)          | weeks)          |
+-----------------+-----------------+-----------------+-----------------+
| Physical        | P. E. 6 (18     | P. E. 7 (18     | P. E. 8 (18     |
| Education       | weeks)          | weeks)          | weeks)          |
+-----------------+-----------------+-----------------+-----------------+
| Art             | Art 6 (9 weeks) | Art 7 (9 weeks) | Art 8 (18       |
|                 |                 |                 | weeks)          |
+-----------------+-----------------+-----------------+-----------------+
| Music           | Gen. Music (9   | Gen. Music (18  | Chorus 8 (36    |
|                 | weeks)          | weeks)          | weeks)          |
|                 |                 |                 |                 |
|                 | Chorus 6 (36    | Chorus 7 (36    | Band 8 (36      |
|                 | weeks)          | weeks)          | weeks)          |
|                 |                 |                 |                 |
|                 | Band 6 (36      | Band 7 (36      |                 |
|                 | weeks)          | weeks)          |                 |
+-----------------+-----------------+-----------------+-----------------+
| Family and      |                 | FCS 7 (9weeks)  | FCS 8 (18       |
| Consumer        |                 |                 | weeks)          |
| Sciences        |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+

\* Students earn high school credit for successfully completing these
courses while in middle school.

All Chardon Middle School students are expected to learn significant
content based on high standards. We have continuously raised the
achievement bar. Each course is based on state and/or national academic
standards. Courses that were once the \"advanced level\" have become the
minimum expectation. An example of this can be seen in the math
curriculum offerings. Ten years ago, pre-algebra was an advanced level
course for eighth graders. Now pre-algebra is the minimum level for
eighth graders and some students take pre-algebra as early as sixth
grade. We are currently planning a phase-in schedule to make algebra the
minimum exit level math for Chardon Middle School students.

Another example of high standards is in the language arts area. Writing
expectations for students have gradually increased over the years. At
one time, students wrote single paragraph compositions in middle school;
they now regularly write multi-paragraph essays. We also teach Earth and
Space Science to all eighth grade students. In some schools, Earth and
Space Science is a high school course.

The majority of special education students are included in the regular
classroom where they have access to the curriculum. Several levels of
support are provided to assure the success of these students. At the
same time, gifted students are challenged. We offer six high school
level courses for credit at Chardon Middle School. In addition, we have
a gifted-seminar program and weekly informal discussion groups for
gifted students led by a gifted intervention specialist.

We are pleased to have eliminated the gender gap in math and science.
Our enrollment in advanced classes is equally split between boys and
girls. Girls and boys take the same science and math courses, and they
perform equally.

Chardon Middle School has a comprehensive curriculum that emphasizes
high standards in the core academic areas and gives the students an
enriching, exploratory experience in the fine and practical arts.

2\. Chardon Middle School\'s English Language Arts Curriculum

Chardon Middle School students are grouped into grade-level teams with
the English language arts curriculum divided into two programs: English
and reading. Each program is offered during a separate class period so
students have the benefit of twice the instructional time in Language
Arts. The two classes are coordinated through team planning. They also
use common instructional materials at each grade, allowing them to teach
and reinforce all of the state\'s grade-level language arts indicators
and benchmarks in both classes.

The reading program could be considered the center of the team in grades
six and seven because it teaches content area reading strategies, study
skills and vocabulary/spelling acquisition skills necessary to excel in
the other content areas. The English program focuses on fiction, poetry,
writing, and oral and visual communication. Research skills are divided
between English and reading. Research strategies and the skills
necessary to find pertinent information, taking notes, summarizing and
paraphrasing are taught in reading. Documentation of sources and the
preparation of a finished oral presentation and written paper are taught
in English. The uses of technology to conduct research and to make
presentations are integrated throughout both programs.

English and reading classes are grouped according to student strengths
and needs. Sixth grade reading has three levels: accelerated (two or
more years above grade level), on-level readers, and those reading two
or more years below grade level. The latter class uses graduated texts
designed to move the low-level reader up to or close to grade level by
the seventh grade. Class size is kept smaller so the teacher can give
more individualized attention to these students. In addition, small
group tutoring is provided through Title I and Title V programs. Another
opportunity for students to get additional instruction is during \"team
time\" when students may meet individually with teachers for assistance.
Seventh-grade reading continues with two levels (advanced and regular)
and small group tutoring for below-level students. The advanced reading
students complete the three-year reading curriculum in two years,
allowing them to take foreign language in eighth grade.

English is divided into two levels at each grade (advanced and general).
One of the general English sections is Inclusion English. This section
may be co-taught by a regular teacher and an intervention resource
specialist or the teacher works closely with the specialist during team
planning to differentiate instruction to address the needs of students
reading below grade level. The literature and poetry selections in the
Inclusion class are also available on CD/tape, or read orally so
students reading below level may participate in the discussion and the
writing that stem from the literature. The advanced English students
complete the three-year middle school curriculum in two years. This
acceleration of the curriculum makes it possible for these students to
take high school freshman English in eighth grade.

3\. Chardon Middle School\'s Social Studies Curriculum

In part, the Chardon Schools\' mission statement is \"\...to educate all
students to become responsible citizens equipped with the skills
necessary for success in an ever-changing, highly diverse, technological
world\...in a partnership with the community\...\" The Social Studies
program at Chardon Middle School has its roots in this mission. Studies
in world geography and American history incorporate interdisciplinary
knowledge and skills to strengthen the students\' ability to make
connections between the past and present and between the United States
and other parts of the world. The Chardon Middle School
interdisciplinary team organization supports curriculum integration. In
turn, curriculum integration, combined with effective instructional
strategies, promotes the acquisition of knowledge, expressive and
critical thinking, evaluation and interpersonal skills through
activities involving families and the community.

Student-centered activities are designed to personalize the learning
experience and build strong learning partnerships between the students
and the community. For example, students host a "Proud to be an American
Day,\" a Veterans' Day program, and a "Millennium Memories" which
involve community members in celebrating their contributions as
citizens. Students also expand their knowledge of the world and current
events in a meaningful way by "adopting\" a United States military unit.
Students write letters to the soldiers and send them care packages. In
return, some of the soldiers write back to the students.

In addition to learning about geography and agriculture, the "Chocolate"
unit focuses on the economics of business and consumerism as students
conduct research, and produce, market and sell their chocolate-based
products. During the school year, students complete several
"I-Searches," a specialized form of research, in which they define a
question, explore a topic and share their results with the class in an
expressive and unique way. Finally, students are prompted to think about
their future during the "American Dream" project. This unit is based on
the study of immigration, wherein students analyze their responsibility
as a citizen in making the American dream a reality in their world.

These learning experiences require students to use research, interviews,
presentations, technology, problem-solving, and cooperative planning.
While focusing on well-defined objectives, the units are flexible enough
to allow students to discover aspects of the content that they can
relate to, thereby promoting self-expression and personalization of
learning. Connecting with the past and the world makes the present more
meaningful and the future of our world more comprehendible for the
students. Together, Chardon\'s staff, parents and community are
committed to preparing Chardon Middle School students for success.

4\. Instructional Methods

At Chardon Middle School, the staff employs many research-based
practices to improve student learning. Effective teachers have a large
repertoire of instructional strategies and know when to use them.
Cooperative learning, summarizing, grouping for instruction,
differentiating instruction, questioning, guided/independent practice,
setting objectives/providing feedback (frequent evaluation), advanced
organizers, simulations, experiments, technology, and identifying
similarities and differences are among the instructional strategies used
at Chardon Middle School.

These strategies are practiced in the classroom, and successes and
failures are discussed among the teams. This feedback helps teachers
know when a specific strategy or combination of strategies will be most
effective. Another benefit of collaborative planning is found in unit
construction. It is much easier to plan for effective instruction if a
teacher can organize the research-based strategies around a concept or
unit of instruction. The goals of setting expectations, developing
conceptual understanding, identifying patterns, and making connections
are central in selecting appropriate instructional methods.

If pupil performance objectives are not mastered, intervention is
provided. Instructional methods include re-teaching, differentiated
lessons, individual and small group tutoring, technology based tutoring,
and reinforcement or lab-based classes that supplement the regular
class. For example, students identified below grade level in mathematics
are required to participate in a reinforcement math class in addition to
their regular math class. The reinforcement class provides additional
academic time in small groups and focuses on specific skill areas that
emphasize problem solving. In reading, students identified below grade
level may have a specialized reading class in which comprehension skills
are taught through individualized, guided practice. Once students have
made significant gains, they are moved back into their regular reading
class. In science, an intervention folder is maintained for each
student. This intervention folder contains a record of performance on
state tests and curriculum-based competency tests, teacher comments, and
specific documentation of interventions that have been successful for
each individual. Finally, each grade-level team has an intervention
specialist to assist with modifications and differentiation within the
regular education classroom.

5\. Professional Development Program

Chardon Middle School\'s professional development program has three
components: 1) a building professional development plan; 2) an
individual professional development fund; and 3) a district-wide
professional development component. When all three components are
aligned, professional development has the most impact on student
achievement.

The building professional development plan is the most powerful
component of the suite. It grows out of the continuous improvement
process used at Chardon Middle School. Each curricular department
examines pertinent student data, including test scores, grades,
attendance patterns, behavioral data and anecdotal data to identify
student achievement-based improvement goals for a two-year and a
five-year period. Specific results and an action plan are then devised
to reach the improvement goals. The building staff development plan is
then written, enabling the school to carry out the action plans. In
other words, our staff development is directly based on identified
student needs and targeted for increased student achievement. This
focused approach allows Chardon Middle School to avoid tangential
distractions for our time and money. Since the action plan has
measurable goals, the accountability of the staff development plan is
linked to the same measurable goals.

Four years ago, when the Ohio legislature raised the passing scores on
the Sixth Grade Reading Proficiency Test, Chardon\'s scores fell by 10%
in reading. We decided that we needed a concerted effort to raise the
level of student performance. We developed the improvement process,
making professional development the central piece. We decided to use the
same process in every proficiency subject. The following year our scores
increased by an average of 10% in each subject area. Through the
continuous improvement process, we have maintained the scores since
then.

The district-wide component allows us to leverage our resources by
taking advantage of larger-scale professional development opportunities
that also help us reach our improvement goals. Finally, each staff
member is given a yearly allocation to spend on personal professional
development. Many times the staff members\' personal goals coincide with
the building goals giving us further leverage to succeed.

Chardon Middle School

State Criterion Referenced Test

Grade **6** Test **[Ohio Sixth-Grade Reading Proficiency
Test]{.underline}**

Publication year **2002** Publisher **[Ohio Department of
Education]{.underline}**

What groups were excluded from testing? Why, and how were they assessed?

The only excluded group was the special education students whose
Individualized Education Plan team determined that they should be
excluded from the district aggregate score. The vast majority of these
special education students actually did take the test with modifications
per the IEP. They were only excluded from the aggregate score, not the
test. The few who did not take the Ohio Sixth Grade Reading Proficiency
Test were assessed through their IEP goals or a standardized test
appropriate for their ability level. Typically these were
developmentally handicapped students (mentally retarded) who were
functioning at a cognitive level too low to measure progress validly
with the Ohio Proficiency Test. The number varied from year to year
based on the IEPs.

Number excluded **[Range from 12 to 25]{.underline}** Percentage
excluded [**Range from 5 to 9**]{.underline}

The scores reported in the table represent the percentage of students
who reached the proficient or advanced level on the Ohio Sixth-Grade
Reading Proficiency Test. On the grade six reading proficiency test
there is no basic standard. The standard for proficient was first set at
a scaled score of 200 in 1995. It was raised to 211 in 1998, and finally
to 222 in 1999. This represents a stringent standard.

To score at the advanced level, a student must earn a scale score of 250
or higher.

The scale score helps ensure content validity since the items from one
test to another may be of different difficulty or there may be a
different number of items on the test. The scale score represents
approximately equal units on a continuous scale. This allows test
results from year to year to be comparable, and differences in
students\' scaled scores represent the same amount of difference
wherever they occur on the scale.

**Chardon Middle School**

**Ohio Grade Six Reading Proficiency Test Scores**

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

  SCHOOL SCORES                                                                    

  TOTAL                            83%         83%         84%         73%         83%

  At or Above Basic                NA          NA          NA          NA          NA

  At or Above Proficient           83%         83%         84%         73%         83%

  At Advanced                      44%         41%         40%         29%         36%

  Number of students tested        251         236         224         229         225

  Percent of total students tested 91%         93%         95%         95%         94%

  Number of students excluded      25          18          13          12          14

  Percent of students excluded     9%          7%          5%          5%          6%

  SUBGROUP SCORES                                                                  

  1\. Low Socioeconomic Status                                                     

  At or Above Basic                NA          NA          NA          NA          NA

  At or Above Proficient           58%         52%         63%         41%         29%

  At Advanced                      21%         12%         21%         6%          8%

  2\. Ethnic, White                                                                

  At or Above Basic                NA          NA          NA          NA          NA

  At or Above Proficient           83%         83%         84%         73%         83%

  At Advanced                      44%         41%         40%         30%         35%

  STATE SCORES                                                                     

  TOTAL                            58%         58%         53%         52%         53%

  At or Above Basic                NA          NA          NA          NA          NA

  State Mean Score                 NA          NA          NA          NA          NA

  At or Above Proficient           58%         58%         53%         52%         53%

  State Mean Score                 NA          NA          NA          NA          NA

  At Advanced                      22%         23%         15%         18%         18%

  State Mean Score                 NA          NA          NA          NA          NA
  -------------------------------- ----------- ----------- ----------- ----------- -----------

Chardon Middle School

State Criterion Referenced Test

Grade **6** Test **[Ohio Sixth-Grade Mathematics Proficiency
Test]{.underline}**

Publication year **2002** Publisher **[Ohio Department of
Education]{.underline}**

What groups were excluded from testing? Why, and how were they assessed?

The only excluded group was the special education students whose
Individualized Education Plan team determined that they should be
excluded from the district aggregate score. The vast majority of these
special education students actually did take the test with modifications
per the IEP. They were only excluded from the aggregate score, not the
test. The few who did not take the Ohio Sixth-Grade Mathematics
Proficiency Test were assessed through their IEP goals or a standardized
test appropriate for their ability level. Typically these were
developmentally handicapped students (mentally retarded) who were
functioning at a cognitive level too low to measure progress validly
with the Ohio Proficiency Test. The number varied from year to year
based on the IEPs.

Number excluded **[Range from 11 to 20]{.underline}** Percentage
excluded **[Range from 5 to 7]{.underline}**

The scores reported in the table represent the percentage of students
who reached the proficient or advanced level on the Ohio Sixth-Grade
Math Proficiency Test. On the grade six math proficiency test there is
no basic standard. The standard for math proficient was first set at a
scaled score of 200 in 1995. It remains at a scale score of 200.

To score at the advanced level, a student must earn a scale score of 250
or higher.

The scale score helps ensure content validity since the items from one
test to another may be of different difficulty or there may be a
different number of items on the test. The scale score represents
approximately equal units on a continuous scale. This allows test
results from year to year to be comparable, and differences in
students\' scaled scores represent the same amount of difference
wherever they occur on the scale.

**Chardon Middle School**

**Ohio Grade Six Math Proficiency Test Scores**

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

  SCHOOL SCORES                                                                    

  TOTAL                            87%         92%         88%         74%         66%

  At or Above Basic                NA          NA          NA          NA          NA

  At or Above Proficient           87%         92%         89%         74%         66%

  At Advanced                      21%         24%         22%         14%         8%

  Number of students tested        256         229         217         226         225

  Percent of total students tested 93%         93%         93%         95%         93%

  Number of students excluded      20          18          16          11          15

  Percent of students excluded     7%          7%          7%          5%          7%

  SUBGROUP SCORES                                                                  

  1\. Low Socioeconomic Status                                                     

  At or Above Basic                NA          NA          NA          NA          NA

  At or Above Proficient           52%         48%         47%         41%         21%

  At Advanced                      5%          8%          5%          0%          4%

  2\. Ethnic, White                                                                

  At or Above Basic                NA          NA          NA          NA          NA

  At or Above Proficient           88%         92%         88%         75%         66%

  At Advanced                      21%         25%         22%         15%         8%

  STATE SCORES                                                                     

  TOTAL                            62%         61%         54%         51%         47%

  At or Above Basic                NA          NA          NA          NA          NA

  State Mean Score                 NA          NA          NA          NA          NA

  At or Above Proficient           62%         61%         54%         51%         47%

  State Mean Score                 NA          NA          NA          NA          NA

  At Advanced                      9%          12%         8%          7%          5%

  State Mean Score                 NA          NA          NA          NA          NA
  -------------------------------- ----------- ----------- ----------- ----------- -----------