##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mr. Mark G. Gleichauf]{.underline}

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

Official School Name [Grant Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [1470 Victoria Avenue]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Lakewood Ohio]{.underline}
\_\_\_\_\_[44107-3906]{.underline}\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [(216 )529-4217]{.underline} Fax [( 216 )227-5535]{.underline}

Website/URL [www.lkwdpl.org/schools]{.underline}

E-mail [mark.gleichauf@lakewood.k12.oh.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. P. Joseph Madak]{.underline}

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

District Name [Lakewood City School District]{.underline} Tel.
[(216)529-4000]{.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. W. Charles Geiger III

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)

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 1998.

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

Grant Elementary School NCLB/BRS Application page 2 of 18

**PART II ‑ DEMOGRAPHIC DATA**

**Data are of the year indicated in boldface.**

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

1\. Number of schools in the district: \_[10]{.underline}\_\_ Elementary
schools

\_\_[3]{.underline}\_\_ Middle schools

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

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

\_\_\_\_\_ Other (Briefly explain)

\_\_[14]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure:
\_\_[\$9867]{.underline}\_\_\_\_\_\_**(02-03 data)**

Average State Per Pupil Expenditure:
\_\_[\$8441]{.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
>
> \[X \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [1.5]{.underline} Number of years the principal has been in her/his
position at this school.

[2]{.underline} 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: **(03-04 data)**

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

  **K**       27        18                     **45**       **7**                             

  **1**       23        20                     **43**       **8**                             

  **2**       25        30                     **55**       **9**                             

  **3**       27        18                     **45**       **10**                            

  **4**       26        21                     **47**       **11**                            

  **5**       28        26                     **54**       **12**                            

  **6**                                                     PSD         10        3           13

                                    **TOTAL                                                   302
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> PSD = Preschool with disabilities
>
> Grant Elementary School NCLB/BRS Application page 3 of 18
>
> 6\. Racial/ethnic composition of [86.7]{.underline} % White

the students in the school: [2.7]{.underline} % Black or African
American

[2.7]{.underline} % Hispanic or Latino

**(03-04 data)** [2.0]{.underline} % Asian/Pacific Islander

3.  \% American Indian/Alaskan Native

[5.6]{.underline} % Multi-racial

**100 % Total**

7.  Student turnover, or mobility rate, during the past year:
    \_[13.5]{.underline}\_\_\_%

> **(02-03 data)**
>
> (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 21
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 18
              ***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    288
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .13542
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    13.5
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_[9.4]{.underline}\_\_\_%

**(02-03 data)** \_[19]{.underline} \_\_ Total Number Limited English
Proficient

Number of languages represented: \_\_[9]{.underline}\_\_\_\_\_\_

Specify languages: Albanian, Arabic, Greek, Hindu, Mexican, Romanian,
Serb-Croatian, Spanish,

Urdu

9\. Students eligible for free/reduced-priced meals:
\_\_[49.4]{.underline} %

**(02-03 data)**

\_\_[120]{.underline}\_ Total Number Students Who Qualify

> \* Only students in grades 1 -- 5 are used to compute free/reduced
> lunch eligibility
>
> If this method does not produce 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.

Grant Elementary School NCLB/BRS Application page 4 of 18

10\. Students receiving special education services:
\_\_[14.9]{.underline}\_\_%

**(03-04 data)** \_\_[45]{.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 \_[7]{.underline}\_\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_[15]{.underline}\_Speech or Language
Impairment

\_\_[4]{.underline}\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_ \_Multiple Disabilities \_\_[1]{.underline}\_Visual Impairment
Including Blindness

\_\_[5]{.underline}\_Severe Emotional Disability

\_[13]{.underline}\_Preschool with Disability

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

> **(03-04 data)**

**Number of Staff**

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

Administrator(s) \_\_\_[1]{.underline}\_\_\_ \_\_\_[0]{.underline}\_\_\_

Classroom teachers \_\_\_[12]{.underline}\_\_
\_\_\_[0]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_[4]{.underline}\_\_\_
\_\_\_\_[4]{.underline}\_\_\_

Paraprofessionals \_\_\_[2]{.underline}\_\_\_
\_\_\_\_[3]{.underline}\_\_\_

> Support staff \_\_\_[3]{.underline}\_\_\_
> \_\_\_[1]{.underline}\_\_\_\_
>
> Total number \_\_\_[22]{.underline}\_\_ \_\_\_[8]{.underline}\_\_\_\_

12\. Average school student-"classroom teacher" ratio: \_[20.1 :
1]{.underline}

**(03-04 data)**

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. 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 rates and only high schools need to supply drop-off rates.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 95.6        95.8        95.6        95.4        95.0

  Daily teacher attendance 96.7        95.9        96.4        96.4        94.5

  Teacher turnover rate    15.8%       14.3%       19.04%      22.2%       16.7%

  Student dropout rate     N/A                                             

  Student drop-off rate    N/A                                             
  ------------------------ ----------- ----------- ----------- ----------- -----------

# Grant Elementary School NCLB/BRS Application page 5 of 18 

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

Grant Elementary School is a school of 300 students in the virtual
center of the city of Lakewood, Ohio, the immediate western suburb of
Cleveland. Grant Elementary School, which is one of ten elementary
schools in the Lakewood City School District, serves a diverse student
population in grades preschool through fifth grade. This uniqueness is
reflected in the ten different languages that Grant students speak.

The Grant School mission statement provides an appropriate framework for
the unique overall program it provides to its students, thus making it a
very worthy candidate for a National Blue Ribbon Award.

Grant School is a community of learners committed to excellence. In
partnership with the family and the community we provide:

A nurturing, peaceful climate. Built in 1969, Grant Elementary School
has units or open spaces for its classrooms in grades one through five.
These open spaces are approximately 2,800 square feet and house two or
three classrooms of students each. This unique physical set-up has many
positive by-products, such as increased professional collaboration and
increased flexible spacing for different lessons. These ultimately
enhance student engagement and higher achievement. Positive parental
support and involvement in the day-to-day learning reinforces this
achievement-oriented environment. This peaceful climate is further
enhanced by the Peacebuilder program, which gives students a sense of
their responsibilities in creating a peaceful, productive climate for
learning.

*Meaningful curriculum reflecting real life connections with high
standards and challenge for all*. Making meaningful connections between
the curriculum and real life has been an emphasis of Grant School
teachers for many years. Today teachers place a great premium on field
trips that enhance the "paper curriculum." Today teachers craft creative
lessons such as Space Night where parents and students stay overnight
and experience concepts like thrust, propulsion and Alexander Calder art
while drinking cocoa and sitting in their moms' laps. Today classroom
teachers co-teach Ohio History lessons with the Media Specialist using
print and electronic resources to investigate these topics.

*Appropriate individualized instruction, and preparation for success in
middle school and a desire for long life learning*. In 1969, Grant
School introduced Lakewood to the open school philosophy whereby
students worked on a continuum from kindergarten through 5^th^ grade.
Students systematically mastered concepts on an individualized
time-table. Although that philosophy is not entirely embraced today,
Grant School students still benefit from tailored individual instruction
in a variety of circumstances. In 2004, seven special education staff
members collaborate with the regular education teachers to meet the
unique needs of IEP students within the regular classroom setting. As
well, nearly fifty gifted and talented students are provided a
challenging and advanced program of study while coexisting seamlessly
with the remainder of the student body. Nearly every single day, Title I
teachers work with students before, during and after-school on specific
areas of need based on data from state criterion and nationally norm
referenced tests. And each week police officers, Lakewood recycling
reps, parent reading volunteers, and other community members can be seen
at Grant School working with individual students providing even more
positive life-long learning models and preparing students for the
challenges that lie ahead.

Grant Elementary School offers this solid instructional experience that
results in high achievement in spite of its incredible diversity in
demographics. This due in large part to the people behind the hard work:
teachers, students and parents who combine to make an effective
educational team.

Grant Elementary School NCLB/BRS Application page 6 of 18

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

1.  *Clear Assessment Results*

Last year at Grant Elementary School 91.75% of our fourth graders passed
the 4^th^ grade reading Ohio Proficiency Test and 93.8% of our fourth
graders passed the 4^th^ grade math Ohio Proficiency Test. Our school's
results far exceed the state average for passage on the reading and math
tests, as though averages are 66.3% and 58.6 % respectively. Grant
School's results become more impressive when you factor in that 49% of
the students at Grant School are identified to be below the poverty
level by federal computation standards as stated on our 2003 fiscal year
Consolidated Continuous Improvement Plan. These state criterion
referenced tests are based on proficiency outcomes that relate to state
content standards in both these areas.

To further understand Grant School's success with the 4^th^ grade Ohio
Proficiency Test in reading, one should know it is broken into four
strands: Constructing Meaning with Fiction Selections,
Examining/Extending Meaning with Fiction Selections, Constructing
Meaning with Non-fiction Selections, and Examining/Extending Meaning
with Non-Fiction Selections. A test item analysis is given to every
school after the test is completed. This item analysis details responses
to specific questions in the above strands and gives the percentage of
students who answered the questions correctly. Examination of this item
analysis shows that on Constructing Meaning with Fiction Selections
questions Grant School students averaged 81% correctness on each of the
questions. Because the test includes multiple choice and written
response questions, the possibility for partial credit for answers is
present. Therefore, when looking at students who earned total or partial
credit for answers the average percent correct rises to 86%. The
Examining and Extending Meaning with Fiction strand questions produced
an average of 83% rising to 87% when partial credit on written responses
was included. Constructing Meaning with Non-Fiction Selections and
Examining and Extending Meaning with Non-Fiction Selections, when
examined in the same way as described above, resulted in ranges of 76%
and 75% - 83%, respectively.

The 4^th^ grade Ohio Proficiency Test in Mathematics is broken into
eight strands. Examining the mathematics portion of the item analysis
for the test in the same manner as described above reveals the following
ranges: Patterns, Relations, and Functions 87%, Problem Solving
Strategies 89% - 93%, Numbers and Number Relations 82% - 87%, Geometry
87% - 89%, Algebra 89%, Measurement 83% - 87%, Estimation and Mental
Computation 66% - 81%, and Data Analysis and Probability 75% - 90%.
Again, the range indicates percentages of students with complete points
to percentages of students with partial points.

The results show well-rounded students at Grant School who have good
skills in all of the objectives tested on the Ohio Proficiency Tests.
The examination of each test item also allows the school to prescribe
proper intervention to individual students who show weaknesses in
specific strands of the test.

Trends over the last five years in the areas of math and reading show a
fairly steady climb of passage scores by Grant School students. Also
significant is that no students with individual education plans have
been excluded from the test during these years. These students, though,
are afforded the appropriate accommodations according to their
individual education plans. Some Limited English Proficient students
were excluded prior to 2002-2003 but none last year and probably none in
the foreseeable future according to federal law.

See testing tables on pages 16 and 18 of this application.

Grant Elementary School NCLB/NBR Application page 7 of 18

2.  *Assessment Data Use*

Grant Elementary School uses a variety of assessment data to shape
instruction and improve student performance. Student progress is
monitored almost continuously through teacher assessments and through a
district-wide standardized testing program. Depending on the grade and
level, teachers use Ohio Proficiency Test data, Terra Nova test data,
Rigby reading inventories and Successmaker software data to assess
student abilities and craft instruction as well. The Successmaker
software mentioned is used with all students at Grant Elementary School.
It is used in the areas of math and reading for approximately 20 minutes
per day. It is self-directed software that students work on at their
individual level and pace.

Assessment results are analyzed to identify those students not achieving
at their ability level, those not mastering specific objectives, those
who qualify for our comprehensive gifted program and those in need of
intervention. With that last area, the Ohio Proficiency Test data is
used to target intervention areas as well as students who need
remediation in a particular area. This intervention is also facilitated
by Title I teachers in a smaller after-school setting with a
student/teacher ratio of approximately 4:1. Teachers use the state and
norm-referenced test data to identify specific skills that need more or
reinforced learning. This makes the teaching more prescriptive and
subsequently increases student performance in these targeted areas. They
are also used to determine levels of interventions for students in the
regular classroom setting. The Rigby reading inventories, administered
by Title I teachers, provides reading levels for all students. This data
helps determine students who could benefit from additional support by
the Title I teachers in and out of the regular classroom setting.

Grant Elementary School NCLB/BRS Application page 8 of 18

3.  *Communication of Student Performance*

Grant School knows the importance of communicating student performance
and assessment data to significant stakeholders. Students and staff
become aware of the results very soon after the school receives the
data. Formal letters from the school accompany the results to home.
These letters describe the nature of the results and how to comprehend
the "assessment-ese." Teachers also relay assessment results through
parent/teacher conferences, phone conferences and possibly Intervention
Assistance Team meetings. The principal has made formal presentations
about general school results to parents at PTA meetings, school
Curriculum Nights and through the monthly newsletter, the *Grant Chalk
Talk*.

On an even larger scale, the State of Ohio mails an annual Lakewood City
School District and Grant Elementary School report card to district
residents and displays school assessment data on its website. On the
last State of Ohio report card Grant Elementary School received the
state's highest grade, "Excellent." The school district publishes a
quarterly report, which is mailed to every household in the school
district. This report contains information about student performance on
standardized tests. This information is also filtered to the proper
media for publication and announcements.

4.  *Sharing Success*

Already, the principal has spoken to his elementary principal colleagues
about intervention strategies utilized by the teachers and staff in the
past year. This group meets twice a month and they share successful
practices with each other during this time.

The grade level teachers also share at quarterly grade level meetings
for the entire district. Teachers from all the elementary schools,
including Grant Elementary School, have opportunities to share successes
with their colleagues.

Should we receive the No Child Left Behind/Blue Ribbon Award, we would
continue to share our successes by responding to surveys and information
requests. This may include but not limited to answering inquiries from
other schools, meeting with other school officials, allowing visits from
other school personnel and publishing this application on the Grant
Elementary School website.

Grant Elementary School NCLB/BRS Application page 9 of 18

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

1.  *Core Curriculum*

The core curriculum at Grant School and Lakewood City Schools has been
patterned after the recently adopted content standards for the core
areas of language arts, mathematics, social studies and science. These
content standards have been reformatted into usable courses of study
that have all been Board of Education approved in the past few years.

The language arts/English area focuses on the development of reading
skills through the explicit reading instruction in the following areas:
phonemic awareness, phonics, fluency, vocabulary and text comprehension.
As students mature and begin to master these building blocks, they can
begin to apply more sophisticated reading skills and strategies in their
studies. The craft of writing is taught to all students, and writing is
taught across the curriculum.

The mathematics program of the Lakewood City Schools, and Grant School,
promotes reasoning skills to help develop problem-solving strategies. An
emphasis is placed on communication skills so that students develop
confidence in their mathematical abilities. The math instructional
program follows a spiraling approach to the introduction of the various
concepts. Students content base is built upon concrete knowledge from
previous lessons or even years. There was substantial amount of teacher
training prior to the commencement of this math program. The content
standards for math are as follows: number, number sense and operations;
measurement, geometry and spatial sense; patterns, functions and
algebra; data analysis and probability; and mathematical processes.

The Grant School science program greatly emphasizes a hands-on approach
to learning science concepts, processes, and ways of thinking. The six
main areas of the science content standards are as follows: earth and
space sciences; life sciences; physical sciences; science and
technology; scientific inquiry and scientific ways of knowing. These
standards address the essential knowledge and skills in science that
people may use in solving problems creatively, thinking critically,
working cooperatively in teams, using technology effectively and valuing
lifelong learning.

The Grant Elementary School social studies program is based on the
following seven standards: history; people in societies; geography;
economics; government; citizenship rights; and social studies skills and
methods. Some of these standards are reinforced through the school-wide
Peacebuilder program, which encourages students to see themselves as a
part of bigger communities and how their positive, peaceful actions have
an influence on others around them.

It is worth noting that just recently Grant Elementary School received a
Martha Holden Jennings grant for an art initiative that is
cross-curricular. The nearly \$2,000 grant was written in collaboration
with teachers, parents and the principal. The collaboration extends into
the workings of the program, as it will sponsor co-facilitated art
lessons by teachers and parents. These lessons will highlight a specific
artist or theme each quarter of the school year. Cleveland-area artist
Viktor Schreckengost is the current subject of the lessons, which
incorporate art and design concepts with topics from the four major
subject areas: language arts, math, science and social studies.

Grant Elementary School NCLB/BRS Application page 10 of 18

2.  *Reading/English Language Arts Curriculum*

Grant Elementary School, and the Lakewood City Schools, utilizes a
*balanced literacy* approach to reading instruction. Based loosely on
the work on Cunningham and Allington and their "four block" approach as
well as the work of Fountas and Pinnell with guided reading, Grant
Elementary takes the best of all worlds.

The State of Ohio Academic Content Standards is the foundation for
instruction. Research-based graduate courses are offered to all Lakewood
teachers through the Ohio State Department of Education to increase
teachers' skill in assessment-driven instruction. The State Institute
for Reading Instruction (SIRI) has been offered for the past five years
during a week-long institute in the summer and monthly follow-up
sessions throughout the year. Many Grant Elementary School teachers have
taken advantage of these valuable SIRI courses.

Assessment in reading progress is on-going and embedded in instruction
using formal and informal models. The National Reading Panel report has
been studied. Grant School teachers use "best practices" when employing
the Five Essential Components of Literacy Instruction: phonemic
awareness, fluency, vocabulary and comprehension. Reading is closely
linked with writing.

Students who see learning as a life-long experience and who can
communicate through reading, writing, listening and speaking are the
result of this process.

Grant Elementary School NCLB/BRS Application page 11 of 18

3.  *Science Curriculum*

Science has been an area of pride for both Grant Elementary School and
Lakewood City Schools for the steady progress on the fourth-grade scores
over the last seven years. In 1997, 59% of Grant School students passed
the fourth-grade science test. Last year in 2003, 95% of students passed
this same test.

As stated in the Grant School's mission statement, the area of science
has been an area of meaningful curriculum connections for all students
in grades kindergarten through grade five. The district has not only
made a commitment to materials for science with the purchase of science
literature models and numerous hands-on science kits, but also a
commitment to teaching the scientific method and how it relates to all
study. This inquiry/hands-on model encourages students to develop
conclusions based on first testing, followed by experimentation and
investigation, and eventually leading to finding proof. The Lakewood
City School District has dedicated a great deal of time in coordinating
their science materials as well as in servicing all teachers on the most
effective use of these materials and how they relate to our newly
established science course of study. Grant School was proud to have two
teachers involved in this science curriculum articulation and material
development. This Lakewood science course of study is directly related
to the State of Ohio Science Content Standards.

Even more importantly, the teachers of Grant School subscribe to the
tenets of the science curriculum in all areas of study. They all believe
and practice that science is doing, not simply watching or reading about
it. It is commonplace to witness teachers encouraging students,
individually or cooperatively, to look for creative ways to solve
problems in all curricular areas. These are backbones of science study
that are directly related to all study at Grant School.

All of these items mentioned above along with a teaching commitment by
staff to the scientific ways of thinking and how they relate to all the
areas of the curriculum make science an area of great pride to the Grant
School community.

Grant Elementary School NCLB/BRS Application page 12 of 18

4.  *Instructional Methods.*

The staff of Grant Elementary School realize that students learn in many
different ways -- verbal instruction, written information, hands-on
learning, student-driven learning, exploration and investigation,
curriculum-based field trips, computer-aided instruction, and many more.
Teachers tailor these different methods to the myriad of different
learning styles of students. This connection contributes to the success
and high performance of the students.

Some methods have a science base to them such as inquiry learning and
hands-on approaches. Students at all levels do a tremendous amount of
research through the use of support personnel or technology and
participate in project-based learning. These allow students to make
discoveries themselves with the content.

Within the area of math alone many effective instructional methods are
implemented. The spiraling approach to introducing and reinforcing
concepts galvanizes the learning process with students. The
project-based activities and the problem solving aspect of math are
accentuated as well. Teachers within this problem solving approach have
students apply the computation skills to real experiences. There is also
extensive use of manipulatives to make the math concepts even more
concrete for students.

Many teachers use pre-testing as a common instructional method. This
practice allows teachers to identify skills with particular students
that are going to need extra attention or intervention. This was a
common practice for our fourth graders in preparation for the state
proficiency tests. Similarly, pre-teaching concepts for students who are
likely to need additional exposure to concepts is a prevalent
instructional method used. This is usually facilitated through the use
of federally funded Title I teachers, special education teachers or
special education aides.

The aforementioned Title I staff offer additional support by allowing
other instructional methods like one-on-one tutoring, small group
instruction and one-on-one writing conferencing implemented with
students.

Grant Elementary School NCLB/BRS Application page 13 of 18

5.  *Professional Development*

Grant Elementary School uses a Teacher Education Committee model to
provide professional development to the staff that is relevant to the
school and district continuous improvement plan. This committee is
comprised of the principal and several staff members who meet
periodically to review entire staff professional development options.
These staff professional development activities are generated where the
entire staff has an equal voice in the input, but respecting the
committee's ability to facilitate the selection process. Another factor
that makes the Grant program so successful is the respect and acceptance
of the ideas of each and every staff member and that no idea is too
small or unworthy of discussion. This committee in the past year
provided or facilitated the following opportunities for the Grant
professional staff:

1.  Technology in-service on educational websites that can be utilized
    for classroom use.

2.  "Writing as a Craft" in-service facilitated by a poet-in-residence

3.  Grade-level and school-level discussions to share how teachers are
    incorporating language arts into both science and social studies
    lessons.

4.  CPR training was offered to all interested staff after school hours.

5.  Yoga for staff -- A trained staff member leads interested staff in
    order to help relieve stress and increase energy levels.

This list does not include the many classes and professional growth
activities that staff members are involved with outside of school. Many
Grant Elementary School staff members are working on advanced degrees
and hours beyond their master's degree. These professional development
activities and classes reflect topics that are directly related to their
classroom duties. At this time, Grant School has one teacher who is
nationally board certified as well.

Grant Elementary School NCLB/BRS Application page 14 of 18

> **STATE CRITERION-REFERENCED TEST**
>
> Grade[\_\_\_4\_\_\_\_\_]{.underline} Test [Ohio Fourth-Grade Reading
> Proficiency
> Test]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year\_\_[\_2003]{.underline}\_\_\_\_\_ Publisher
> [\_Ohio Department of Education]{.underline}\_\_\_\_\_\_\_\_\_\_
>
> Number of students in the grade in which the test was administered
> \_\_[48]{.underline}\_\_\_
>
> Number of students who took the test \_\_[48]{.underline}\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_\_\_[None]{.underline}\_\_\_\_\_\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded\_\_\_[0]{.underline}\_\_\_\_ Percent
> excluded\_\_[0%]{.underline}\_\_\_\_
>
> For the 2002-2003 school year, Ohio required 4^th^, 6^th^ and 9^th^
> grade proficiency tests in reading, writing, mathematics, citizenship,
> and science. These assessments are based on Ohio's academic content
> standards that delineate what a student should know and be able to do
> at each grade level. The academic content standards are composed of
> standards, benchmarks and grade-level indicators.
>
> For the 2002-2003 school year, reading scores for the fourth-grade
> proficiency test were reported as advanced, proficient, basic or below
> basic. The scaled score standards were:

+---------------------------+------------------+-----------------------+
| #### Fourth-Grade Reading |                  |                       |
+---------------------------+------------------+-----------------------+
| #### Category             | #                | ####  2002 -- 2004    |
|                           | ### Scaled Score |                       |
|                           |                  | **State Percentage**  |
+---------------------------+------------------+-----------------------+
| At Advanced               | 250 and higher   | 9.3%                  |
+---------------------------+------------------+-----------------------+
| At or above proficient    | 217 and higher   | 66.3%                 |
+---------------------------+------------------+-----------------------+
| At or above basic         | 198 and higher   | 90.6%                 |
+---------------------------+------------------+-----------------------+
| Below basic               | below 198        | 9.4%                  |
+---------------------------+------------------+-----------------------+

Performance standards were established by the State Board of Education
based on recommendations of standard-setting committees (comprised
mainly of Ohio teachers at the appropriate grade levels) and reports
from the Testing Steering Committee (comprised of school
administrators), the Fairness/Sensitivity review panel (comprised of
representatives of the diversity in Ohio looking at equity issues), and
the Technical Advisory Committee (comprised of national and state
testing experts and psychometricians looking at technical issues).

# 

# 

Grant Elementary School NCLB/BRS Application page 15 of 18

> **Ohio Fourth-Grade Reading Proficiency Test**

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                      March                                           

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               97.9%       N/A         N/A         N/A         N/A

  \% At or Above Proficient          91.7%       85.7%       87.5%       77.1%       69.8%

  \% At Advanced                     12%         26%         15%         6%          2%

  Number of students tested          48          39          46          52          45

  Percent of total students tested   100%        92.9%       95.8%       96.3%       

  Number of students excluded        0           3           2           2           N/A

  Percent of students excluded       0%          7.1%        4.2%        3.7%        

                                                                                     

  SUBGROUP SCORES                                                                    

  1.\_[Economically                                                                  
  Disadvantaged]{.underline}\_                                                       

  \% At or Above Basic               94.4%       N/A         N/A         N/A         N/A

  \% At or Above Proficient          83.3%       83.3%                               

  \% At Advanced                     5.6%        N/A                                 

  Number of students tested          18          12                                  

  2.\_[White]{.underline}                                                            

  \% At or Above Basic               100%        N/A         N/A         N/A         N/A

  \% At or Above Proficient          95.3 %      81.8%                               

  \% At Advanced                     11.6%       N/A                                 

  Number of students tested          43          33                                  

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               90.6%       N/A         N/A         N/A         N/A

  \% At or Above Proficient          66.3%       67.7%       56.0%       58.2%       59.2%

  \% At Advanced                     9.3%        7.0%        7.0%        6.0%        4.0%
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

\* Data on free and reduced lunch numbers is expunged annually, thus not
having data prior to

2001-2002.

> \* In accordance with the requirements of the Federal No Child Left
> Behind Act, Ohio's calculation of proficiency percentages in 2002-2003
> changed in two significant ways from calculations in prior years.
> First, some students with disabilities who were previously exempted
> from the accountability calculations were included in all proficiency
> calculations. Second, students were required to be enrolled in a
> school 120 consecutive days in order to be included in the proficiency
> calculations for that school. These two changes may cause the data
> from 2002-2003 school year to appear markedly different from the data
> from previous years for some schools.

Grant Elementary School NCLB/BRS Application page 16 of 18

# STATE CRITERION-REFERENCED TEST

> Grade[\_\_\_4\_\_\_\_\_]{.underline} Test [Ohio Fourth-Grade
> Mathematics Proficiency
> Test]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year\_\_[\_2003]{.underline}\_\_\_\_\_ Publisher
> [\_Ohio Department of Education]{.underline}\_\_\_\_\_\_\_\_\_\_
>
> Number of students in the grade in which the test was administered
> \_\_[48]{.underline}\_\_\_
>
> Number of students who took the test \_\_[48]{.underline}\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_\_[None]{.underline}\_\_\_\_\_\_\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded\_\_[0]{.underline}\_\_\_\_ Percent
> excluded\_\_\_[0%]{.underline}\_\_\_
>
> For the 2002-2003 school year, Ohio required 4^th^, 6^th^ and 9^th^
> grade proficiency tests in reading, writing, mathematics, citizenship,
> and science. These assessments are based on Ohio's academic content
> standards that delineate what a student should know and be able to do
> at each grade level. The academic content standards are composed of
> standards, benchmarks and grade-level indicators.
>
> For the 2002-2003 school year, mathematics scores for the fourth-grade
> proficiency test were reported as advanced, proficient, basic or below
> basic. The scaled score standards were:

+---------------------------+------------------+-----------------------+
| ####                      |                  |                       |
|  Fourth-Grade Mathematics |                  |                       |
+---------------------------+------------------+-----------------------+
| ####  Category            | ##               | ####  2002-2003       |
|                           | ## Scaled Scores |                       |
|                           |                  | #### State Percentage |
+---------------------------+------------------+-----------------------+
| At Advanced               | 250 and higher   | 14.6%                 |
+---------------------------+------------------+-----------------------+
| At or above proficient    | 218 and higher   | 58.6%                 |
+---------------------------+------------------+-----------------------+
| At or above basic         | 208 and higher   | 70.4%                 |
+---------------------------+------------------+-----------------------+
| Below basic               | below 208        | 29.6%                 |
+---------------------------+------------------+-----------------------+

Performance standards were established by the State Board of Education
based on recommendations of standard-setting committees (comprised
mainly of Ohio teachers at the appropriate grade levels) and reports
from the Testing Steering Committee (comprised of school
administrators), the Fairness/Sensitivity review panel (comprised of
representatives of the diversity in Ohio looking at equity issues), and
the Technical Advisory Committee (comprised of national and state
testing experts and psychometricians looking at technical issues).

Grant Elementary School NCLB/BRS Application page 17 of 18

> **Ohio Fourth-Grade Mathematics Proficiency Test**

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                      March                                           

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               93.8%       N/A         N/A         N/A         N/A

  \% At or Above Proficient          93.8%       85.3%       85.0%       58.3%       76.7%

  \% At Advanced                     50%         49%         49%         15%         26%

  Number of students tested          48          36          46          52          45

  Percent of total students tested   100%        92.3%       95.8%       96.3%       

  Number of students excluded        0           3           2           2           N/A

  Percent of students excluded       0%          7.7%        4.2%        3.4%        

                                                                                     

  SUBGROUP SCORES                                                                    

  1.\_[Economically                                                                  
  Disadvantaged]{.underline}                                                         

  \% At or Above Basic               83.3%       N/A         N/A         N/A         N/A

  \% At or Above Proficient          77.8%       83.3%                               

  \% At Advanced                     16.7%       N/A                                 

  Number of students tested          18          12                                  

  2\. [White]{.underline}                                                            

  \% At or Above Basic               100%        N/A         N/A         N/A         N/A

  \% At or Above Proficient          97.7%       81.3%                               

  \% At Advanced                     51.2%       N/A                                 

  Number of students tested          43          32                                  

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               70.4%       N/A         N/A         N/A         N/A

  \% At or Above Proficient          58.6%       62.9%       59.4%       48.9%       50.6%

  \% At Advanced                     14.6%       17.0%       16.0%       11.0%       12.0%
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

\* Data on free and reduced students is expunged annually, thus not
having data prior to 2001-2002

> \* In accordance with the requirements of the federal No Child Left
> Behind Act, Ohio's calculation of proficiency percentages in 2002-2003
> changed in two significant ways from calculations in prior years.
> First, some students with disabilities who were previously exempted
> from the accountability calculations were included in all proficiency
> calculations. Second, students were required to be enrolled in a
> school for 120 consecutive days in order to be included in the
> proficiency calculations for that school. These two changes may cause
> the data from the 2002-2003 school year to appear markedly different
> from the data from previous years for some schools.

Grant Elementary School NCLB/BRS Application page 18 of 18