##### U.S. Department of Education November 2002

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

**Cover Sheet**

Name of Principal [Mr. Dale J. Nienberg]{.underline}

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

Official School Name [Kalida High School]{.underline}

(As it should appear in the official records)

School Mailing Address [P.O. Box 269, 301 N. Third St.]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Kalida OH 45853-0296]{.underline} City State Zip Code+4 (9 digits
total)

Tel. [(419 ) 532-3529]{.underline} Fax [( 419 )532-2277]{.underline}

Website/URL [http://www.kalida.k12.oh.us]{.underline} Email
<ka_nienberg@kalida.k12.oh.us>

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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

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

Name of Superintendent [Mr. Robert D. Williams]{.underline}

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

District Name [Kalida Local School District]{.underline} Tel. [( 419 )
532-3534]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board Mr. Gary Stechschulte

President/Chairperson

(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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

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

\_\_\_\_\_ Middle schools

\_\_\_\_\_ Junior high schools

\_\_[1]{.underline}\_\_ High schools

\_\_[2]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_[\$6,666]{.underline}\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_[\$8,073]{.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
>
> \[ \] Small city or town in a rural area
>
> \[X \] 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   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **K**                                                     **7**       31        35          66

  **1**                                                     **8**       37        24          61

  **2**                                                     **9**       25        33          58

  **3**                                                     **10**      24        36          60

  **4**                                                     **11**      29        29          58

  **5**                                                     **12**      31        28          59

  **6**                                                     Other                 1\*         

                                    **TOTAL                                                   
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> \*Student with identified handicap who chose to stay enrolled until
> 22^nd^ birthday even though graduation requirements were fulfilled.
>
> 6\. Racial/ethnic composition of [99.4]{.underline} % White

the students in the school: % Black or African American

\% Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

[0.6]{.underline} % Multi-racial

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_[2]{.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 transferred 2
              ***to*** the school after October  
              1 until the end of the year.       

              Number of students who transferred 5
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        7
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    363
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .02
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    2
              100                                
  ----------- ---------------------------------- ------------------------

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

\_\_\_[0]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_[1]{.underline}\_\_\_\_\_

Specify languages: English

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[2]{.underline}\_\_\_%

\_\_\_\_[10]{.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:
\_\_\_[9.09]{.underline}\_%

\_\_\_[33]{.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.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[24]{.underline}\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_\_\_Speech or Language Impairment

\_\_[5]{.underline}\_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 \_\_\_\_[23]{.underline}\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_\_[0]{.underline}\_
\_\_\_\_\_\_[3]{.underline}\_

Paraprofessionals \_\_\_\_\_[1]{.underline}\_
\_\_\_\_\_\_[1]{.underline}\_

> Support staff \_\_\_\_\_[6]{.underline}\_
> \_\_\_\_\_\_[1]{.underline}\_
>
> Total number \_\_\_\_[31]{.underline}\_ \_\_\_\_\_\_[5]{.underline}\_

12\. Student-"classroom teacher" ratio: \_\_[15.79]{.underline}

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

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

  Daily student attendance 97.0%       97.1%       97.2%       97.1%       97.0%

  Daily teacher attendance 95.9%       96.9%       96.4%       96.2%       96.7%

  Teacher turnover rate    12.2%       4.0%        4.0%        0.0%        4.0%

  Student dropout rate     0.0%        0.0%        0.0%        0.0%        0.0%

  Student drop-off rate    0.0%        -4.5%       -3.3%       -2.9%       6.5%
  ------------------------ ----------- ----------- ----------- ----------- -----------

> 14\. **(*High Schools Only*)** Show what the students who graduated in
> Spring 2002 are doing as of September 2002.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_\_58\_\_\_ |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_61\_%    |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_\_5\_%   |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_24\_%    |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_10\_%    |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_\_0\_%   |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_0\_%   |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_0\_%   |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**\
**

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

In a rural agrarian area in northwestern Ohio, the village of Kalida is
the home of the Kalida Local School District. The village's current
population of approximately 3,000 has witnessed minimum growth during
the past 25 years. The district encompasses sixty-four square miles.
Within the district boundaries are three small to medium industries
focused upon the agricultural and automotive market.

It is the mission of the Kalida Local School District, "to assure that
all students achieve the knowledge, skills, personal discipline and
self-esteem to enable them to become productive and responsible members
of a community." In alignment with the district's mission it is the high
school's vision that, "*[all]{.underline}* students will be able to
demonstrate in various ways that they have attained a high level of
understanding and application in all subject areas." It is through a
joint effort of administration, educators, parents, and students that an
enthusiastic, safe, comfortable learning environment has been created so
that the needs of all students are met.

Kalida High School, with a 7-12 enrollment of 363 has a long history of
academic, artistic, and athletic successes. With the exception of the
initial year of Ohio reporting standards all but one of the original
seventeen standards have been annually met. Eighty-two percent of Kalida
High School graduates go on to post-secondary education opportunities.
Our graduates include alumni of the United States Military Academy and
the United States Air Force Academy.

We have identified the use of technology in our building as the conduit
to meet the needs of all students. For Kalida High School the beginning
came nine years ago with our selection as one of the fourteen schools
selected to be part of a state funded prototype introducing technology
into the classroom. From this modest beginning of one computer per
classroom we now have a student/computer ratio of 3:1. Technology is now
integrated into all areas of: instruction, curriculum, intervention and
enrichment.

Usage has evolved from simple teacher management to the creation of a
***school without walls.*** Technology is our greatest strength in
meeting the needs of all students. It is our goal to continue to be a
leader in educational opportunities, not only in Kalida, Northwest Ohio,
in which we are located, but also throughout the entire state, as well
as the nation.

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

## STATE CRITERION REFERENCED TESTS

Substitute House Bill 231, passed in July 1987, provides for a statewide
high school proficiency-testing program for Ohio high school students.
Tests are administered in Writing, Reading, Mathematics, Citizenship and
Science at least twice annually. Students must meet local district
curriculum requirements and must pass all required Ohio ninth-grade
Proficiency Tests in order to earn a diploma. To ensure fairness for all
Ohio students, all test questions are reviewed by external panels to
ensure freedom from bias and appropriateness of content, field tested in
Ohio schools, and reviewed a second time before being approved for
inclusion in an operational form of the test. Beginning with the
graduating class of 2007, graduating classes have to pass all portions
of the Ohio Graduation Test (OGT) that will be given in the spring of
the tenth grade year.

The Data Display Table is illustrated on the following pages.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade\_\_\_9th\_\_ Test\_\_\_\_\_\_[Ohio Ninth-Grade Proficiency
Tests]{.underline} \_\_\_\_

Edition/publication year\_\_[2001]{.underline}\_\_ Publisher \_[Ohio
State Department of Education]{.underline}

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

\_\_[Those exempt according to their IEP's. They were not accessed due
to an exemption.]{.underline}\_\_\_\_\_\_\_\_\_\_

Number excluded\_\_\_[10]{.underline}\_\_\_ Percent
excluded\_\_\_[2.9]{.underline}\_\_

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cut point used by
the state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cut points. Note that the reported percentage of
students scoring above the basic cut point should include students
scoring above the proficiency, and advanced cut points.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

# Ohio Ninth-Grade Reading Proficiency Test Scores

# Kalida High School

**Reading Data Display**

# ![](media/image1.wmf)

# 

Passing standards adopted by the State Board of Education on the initial
form of the Ohio Ninth-grade Proficiency Test in Reading (28 out of 40)
were equated to a scaled score of 200. Each student receives a grade of
pass, fail or did not attempt (DNA).

The tasks measured by the Ohio Ninth-grade Proficiency Tests are defined
as "Learning Outcomes." Sub-scale reports indicate that a student
performed higher than expected of students in the standard, performed
approximately the same as expected of students at the standard, or
performed lower than expected of students at the standard. Sub-scale
reports are listed for fiction construction meaning, fiction extended
meaning, non-fiction construction meaning, non-fiction extended meaning,
and everyday/functional.

A student who scores at the passing standard typically can:

-   Identify cause-and-effect relationships, both stated and implied, of
    fictional selections:

-   Select the appropriate meaning of multiple-meaning word;

-   Correctly order the sequence of time, places, events, and ideas;

-   Follow printed directions of two or more steps;

-   Answer questions related to details (e.g., who, what, when, where,
    how or problem/solution) and;

-   Read charts and graphs.

# Ohio Ninth-Grade Mathematics Proficiency Test Scores

# Kalida High School

# Math Data Display

# ![](media/image2.wmf)

# 

Passing standards adopted by the State Board of Education on the initial
form of the Ohio Ninth-grade Proficiency Test in Mathematics (24 out of
40) were equated to a scaled score of 200. Each student receives a grade
of pass, fail or did not attempt (DNA).

The tasks measured by the Ohio Ninth-grade Proficiency Tests are defined
as "Learning Outcomes." Sub-scale reports indicate that a student
performed higher than expected of students in the standard, performed
approximately the same as expected of students at the standard, or
performed lower than expected of students at the standard. Sub-scale
reports are listed for measurement, arithmetic, geometry, data analysis,
algebra, knowledge and skills, conceptual understanding, and
applications and problem solving.

The student who scores at the passing standard typically can:

-   Read and interpret tables, charts, maps and graphs;

-   Read the scale on a measurement device to the nearest mark and make
    interpolations where appropriate;

-   Round numbers to the nearest thousand, hundred, ten, one, tenth, and
    hundredth;

-   Select appropriate units used to measure length, weight, capacity,
    area, volume, etc.; and

-   Solve simple number sentences and use formulas.

**2. Assessment data to understand and improve student and school
performance**

Through a school wide system of improvement based on assessment data
collection, data analyzation and an ongoing revision of the district's
Continuous Improvement Plan, the needs of Kalida High School students
are being met. All students entering Kalida Middle/High School come with
state criterioned reference test data. These results are analyzed by
administration and receiving teachers. This data analyzation, aligned to
State of Ohio curriculum standards, identifies both individual and whole
class areas of strength and weakness. Identified areas that indicate a
need for improvement are revisited through classroom curriculum,
differentiated instruction, and individualized education plan
adjustments while at the same time maintaining alignment with current
grade level state performance objectives.

3.  **Communication of data**

Communication of student performance and assessment data is communicated
five fold. All community residents receive from the Ohio Department of
Education both a (1) school district and (2) building level report card.
Included in these report cards are student achievement data broken out
by ethnicity, economically disadvantaged students, limited English
proficient and students with disabilities. The building report card
includes ninth grade criteria referenced results for both reading and
math as well citizenship, writing and science.

# (3) A district newsletter is mailed monthly to all district residents. Included in this newsletter are comments about the current local report card, student achievement recognitions, professional development trainings as well as pertinent district information.

\(4\) A building newsletter is published monthly on the district web
page (Kalida.k12.oh.us) as well as e-mailed to those who subscribe.
Included in these monthly newsletters are local, county and state
student recognitions, assessment data relevant to student performance,
and items of current interest.

\(5\) Parents of students with disabilities receive in addition to the
above at a minimum quarterly updates either by phone or mail a report on
their child's current academic performance. Yearly their student's
individualized education plan is revisited and aligned to current
assessment data and future goals.

While the above five-step process is used for all stakeholders,
communication to students is ongoing. This involves teacher to student
communication, counselor to student communication, and building
principal to student communication. Formal recognition is given to
students on a quarterly basis as well as end of the year awards
ceremonies.

# 

3.  **Sharing of successes**

Upon receipt of word confirming the Blue Ribbon status, local
television, newspapers and other media will be contacted to share our
success with other schools in the area. On the Putnam County level
Kalida High School will share its success as being selected as a Blue
Ribbon School to other schools through its web page, county wide
educational meetings, and opening day administrative meetings. Our
handbooks, yearbooks and other such publications will contain
information regarding this success as well. Kalida students will produce
public service announcements for distribution to area television
stations.

> Regionally, Kalida will offer to provide an informational session at
> the West Central Professional Development curriculum meetings and
> offer professional development sessions. Kalida High School will be
> receptive to scheduled on sight visitations by other school districts.
>
> On the state level, the Ohio School Board Association Journal
> (statewide distribution to all schools) will be contacted for an
> article. The Ohio Association of Secondary School Administrators will
> be contacted for a possible presentation of a session at their fall
> conference.

# [PART V -- CURRICULUM & INSTRUCTION]{.underline}

#1 Kalida High School Curriculum

The standards set at Kalida High School are aligned to the Ohio High
School Standards under which all schools in the state of Ohio must
operate. The rules established by the Kalida Board of Education are
prescribed in the Ohio School Standards of 2001. At Kalida High School
no graduate leaves without meeting the most rigorous standards. Students
on Individual Education Plans (IEP's) have their course work and goals
aligned to standards designed for them to reach their highest academic
potential. At a minimum for a student to graduate from Kalida High
School, twenty-one Carnegie Units are required.

Students entering Kalida High School at grade seven are provided with a
curriculum designed to meet their individual needs based upon individual
student performance and teacher recommendations. It is during the
seventh and eighth grade years that students begin an Individual Career
Plan. Along with the seventh and eighth grade required English, math,
social studies, science and physical education classes, all students
participate in trimester classes allowing them the opportunity to find a
pathway toward a career. Class opportunities include Art, Music,
Industrial Technology, Vocational Agriculture, Family & Consumer
Science, and Educational Technology.

Classes chosen for their high school years are based upon their career
cluster choice. Career cluster choices include health services, human
resources, industrial and engineering systems, environmental and
agricultural systems, arts and communication, and business and
management.

At the high school level, Kalida offers sixty-six class offerings. In
addition to these class offerings, students can select post-secondary
options (both college and high school credit simultaneously), IVDL
(Interactive Video Distance Learning), and/or vocational programs..

FOREIGN LANGUAGE OFFERINGS:

A certified Spanish teacher offers Spanish I, II, III & IV. The students
are challenged to be the best they can be in Spanish with solid
preparation in grammar, reading and writing. This preparation helps
students toward their main goal of using Spanish as a tool for
communication. By the time students reach Spanish III they are
comfortable in a classroom where almost all communication is in the
foreign language. Spanish IV students advance to a higher level of
communication, reading and writing skills, both in and out of a
traditional classroom setting. The Spanish teacher offers a culminating
opportunity of European travel.

DISTANCE LEARNING OPTIONS

Kalida students currently have the opportunity to study additional
classes through Interactive Video Distance Learning via the Putnam
County Educational Service Center. Courses currently available include
American Sign Language I and II. Our local facilitator works
cooperatively and collaboratively with the teacher at the Ohio School
for the Deaf to ensure that each student reaches their level of maximum
possible achievement.

POST-SECONDARY ENROLLMENT OPTIONS

Current students at Kalida High School have the opportunity to be
enrolled simultaneously to a post secondary institution.

VOCATIONAL OPTIONS

Offered to students at Kalida High School on site are courses aligned to
state Vocational Agriculture and Family & Consumer Science standards. In
addition nineteen two-year courses and one single-year course are
offered through Vantage Career Center. As a member school these
offerings are at no expense to the student.

**#2 English Language Curriculum**

The English Language curriculum at Kalida High School places a strong
emphasis upon reading. Students in grades seven and eight are taught
Reading and English in a ninety-minute block of time on a daily basis.
The Scientifically Research Based Accelerated Reader Program is an
integral part of this curriculum. In grade nine composition, literature,
vocabulary and other skills are integrated into the curriculum. Grade
ten includes a review of grammar and mechanics through the composition
process of prewriting, organizing, writing and revising. Using prior
learned skills, students in English Eleven study the development of
American Literature, and focus their writing upon the interpretation of
themes and attitudes of the American writer. Students are required to
write two major analytical papers over novels they have read. In
addition a research paper concerning a Civil Rights topic is required
prior to the reading of [To Kill a Mockingbird]{.underline}*.* Senior
English stresses reflective writing at the start of the

year to better prepare students for application essays. Students must
also keep a journal on given topics. A developed autobiographic essay is
required to end this unit. As a culminating project students research,
write a ten-page research paper, and present their findings in a
multi-media presentation.

Students who read below their grade level have had great success with
the Accelerated Reader Program. After a student's current reading level
is targeted, we have been able to improve their skills by gradually
moving onto books of higher reading levels. Through this program student
data is kept and constantly analyzed to ensure that weak areas are
reinforced through various lessons. While several different novels and
short stories are read in all of our English classes, those with
difficulty are reading orally in class. Students are then assessed by
their ability to summarize, discuss and comprehend the material. It is
the expectation that all Kalida High School students will continue to
raise the level of their performance. The ability to read at a high
level is fundamental to their success in any curriculum area.

Technology has become a big part of our curriculum enabling students to
use more visuals (ex. power point) in their projects thus enhancing the
learning process. Technology offers another means of finding out what a
student knows and is able to do.

**#3 Technology Across the Curriculum**

Nothing has affected the curriculum at Kalida High School more than the
use of computers and other types of modern technology. Kalida High
School was one of fourteen original Ohio School Net Prototypes. The
integration of technology into the curriculum is an important resource
tool in our educational process. It is through technology that Kalida
High School is able to meet the diverse needs of all students. As an
example, senior level students are required to develop two
technology-integrated capstone projects. In American Government all
students are required to produce a video scrapbook based on current
event surveys. This year one hundred plus community members were able to
reply to surveys on-line. In English Twelve, technology has transformed
the common research paper into a communication based multi-media
presentation. This collaboration allows for students to demonstrate
relationships amongst various topics, to cross-traditional academic
boundaries, to create in-depth research.

Interactive video distance learning has become popular, not only for the
introduction of new course content, but also for live and interactive
instruction. Through Interactive Video Distance Learning American Sign
Language I and II are now offered to students as a foreign language
elective. Students at Kalida High School now view live surgery at the
Cleveland Clinic, study aquatic animal behavior and visit art museums
throughout the world. This integration of technology into the curriculum
provides students with up to date, timely instruction in our small,
rural community.

Technology has made our mission statement a reality. Nine years ago
Kalida High School had one computer per classroom. Today we have a
student/computer ratio of 3:1, six computer labs, including a wireless
laptop computer lab supported by a media research specialist allowing
students to take technology outside of the traditional computer lab. As
technology is integrated into all curricular areas at Kalida High
School, each high school student is required to attend three one-half
day trainings on the use of technology in their subject areas. Students
enrolled in advanced computer classes work directly with classroom
teachers as trouble-shooting support personnel. Technology has become an
integral tool for teacher instruction and student learning. A laptop
library comprised of a bank of computers has been dedicated to student
home use. At a minimum one computer is located in each classroom. All
computers have full Internet access. Computers in the classroom are used
for direct instruction and extended teacher and student research.

**#4 Instructional Methods**

Just as students have different learning styles, teachers have different
teaching styles. Our teachers have developed different and varied
instructional methods. As an example, hands-on instruction plays a major
role in our junior high science instruction. The use of manipulatives in
mathematics classes helps students to better understand the abstract
theories of math. Students who can hold, feel, smell, hear, or even in
some cases taste the topic discussed in class develop a far greater
grasp of national, state and local educational benchmarks.

Instructional strategies include open-ended questioning and the full use
of Bloom's Taxonomy. Gone are the days of a history teacher simply
asking who did what, when and where. Success in our ever-changing world
requires far more than simple answers to simple questions. Kalida
students now learn how to probe, evaluate, theorize and speculate. This
evaluative questioning and constant probing for deeper meaning has
resulted in a far higher level of thinking on the part of **all**
students.

In the past teachers required rapid-fire answers from their students.
This resulted in little higher-level thinking on the part of the
learner. In our effective classrooms reflective thinking has become the
norm. Varied instructional strategies results in assessments that go
beyond the traditional paper pencil test. As an example, in our
Accelerated Reading program seventh and eight grade students receive
credit not only from test scores but also on the quality and quantity of
novels selected. Through the STAR Assessment our students are now
reading at their individual level and not being held to the average
level of the class. Students can now self-select novels by genre,
fiction (including the classics), and non-fiction. Students have a
choice of over 1700 novels.

**#5 Professional Development**

An effective professional development program must be planned,
purposeful and ongoing. To this end, the first question that must be
asked is, "what are our needs?" Secondly, "how will we fulfill these
needs," and lastly, "how will we evaluate its effectiveness?"

From data analysis and our continuous improvement plan goals it was
determined that curriculum alignment must be our first priority. To be
effective, our alignment became both vertical as well as horizontal.
Each teacher now knows where their students have been and what they have
learned or were expected to have learned. The current teacher now knows
what is expected of them in their preparation for the student to attain
the next level. To meet this need we utilized the services of the
curriculum specialists at the Putnam County Educational Service Center.
Through a period of four different in-services throughout a school year
the curriculum of the Kalida Local Schools was aligned to the standards
as set by the Ohio Department of Education. At the conclusion of each
school year, our curriculum is re-evaluated and adjusted to meet both
new and future needs. This has proven to be a key reason for the
successes we have experienced.

A second identified need was based on the belief that no matter how
thorough our written curriculum may be, it is only as effective as the
instructional methods that are used. To meet this need the services of a
clinical teaching psychologist was employed. Teachers received training
in motivation (both self-motivation for the teacher and for the
student), identification of the characteristics of the effective
classroom, strategies for reaching difficult students, and strategies
for building the character of our students.

Professional development this year has centered around updates on
current legislation at the both state and federal level and its
implications for the student and the classroom teacher. "Schools in the
Balance" was presented by the Putnam County Education Service Center.
The federal focus was centered on the No Child Left Behind legislation
and Adequate Yearly Progress. The state focus was centered around
curriculum standards, report cards and state assessments.

A fourth area of focus has been the need to develop a continuum for the
implementation and integration of the latest forms of technology in the
classroom with their application to our state aligned curriculum.
Methods of presentation, implementation and evaluation with emphasis on
new and updated interactive and multimedia software have been crucial in
our technology action plan. These improved technology strategies aligned
with the continual improvement changes in our curriculum have allowed
for the continued and repeated success at Kalida High School.