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

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

**Cover Sheet**

Name of Principal [Mr. Robert K. Denny]{.underline}

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

Official School Name [Terrace Park Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [723 Elm]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Terrace Park OH]{.underline}
\_\_\_\_\_\_\_\_\_[45174]{.underline}-1203\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 513 ) 272-7700 Fax ( 513 ) 831-1249]{.underline}

Website/URL <http://www.mariemontschools.org/terracepark.htm> E-mail
[bdenny@mariemontschools.org]{.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.

![](media/image1.png){width="2.5652777777777778in"
height="0.6451388888888889in"}
![](media/image2.png){width="1.6645833333333333in"
height="0.2548611111111111in"}

Name of Superintendent\* [Dr. Gerald F. Harris]{.underline}

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

District Name [Mariemont City Schools]{.underline} Tel. [(513)
272-7500]{.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.

![](media/image3.png){width="2.8in" height="0.28958333333333336in"}
![](media/image2.png){width="1.6645833333333333in"
height="0.2548611111111111in"}

(Superintendent's Signature)

Name of School Board Mrs. Peggy Landes

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.

![](media/image4.png){width="3.920138888888889in" height="0.5in"}

[Date]{.underline} ![](media/image5.png){width="1.3347222222222221in"
height="0.2048611111111111in"}

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

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.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

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

1\. Number of schools in the district: \_\_[3]{.underline}\_\_
Elementary schools

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

\_\_[1]{.underline}\_\_ Junior high schools

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

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

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

2\. District Per Pupil Expenditure: [\$9,327]{.underline}

Average State Per Pupil Expenditure: [\$8,441]{.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
>
> \[ x \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [1]{.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:

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

  **K**       29        11                     **40**       **7**                             

  **1**       23        35                     **58**       **8**                             

  **2**       21        11                     **32**       **9**                             

  **3**       27        19                     **46**       **10**                            

  **4**       24        22                     **46**       **11**                            

  **5**       25        22                     **47**       **12**                            

  **6**       23        22                     45           Other                             

                                    **TOTAL                                                   314
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [96.5]{.underline} % White

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

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

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_[2.76]{.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 9
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 19
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        28
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    326
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .085
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    8.58
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
[\_\_\_0\_\_\_]{.underline}%

[\_\_\_0\_\_\_]{.underline}Total Number Limited English Proficient

Number of languages represented: [\_\_\_0\_\_\_\_]{.underline}

Specify languages:

9\. Students eligible for free/reduced-priced meals:
[\_\_\_3\_\_\_\_]{.underline}%

[\_\_\_11\_\_\_]{.underline}Total Number Students Who Qualify

> 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.

10\. Students receiving special education services:
[\_\_\_\_10\_\_]{.underline}%

[\_\_\_\_32\_\_]{.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.

\_\_[1]{.underline}\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[1]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[5]{.underline}\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_[7]{.underline}\_Speech or Language
Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_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} [0]{.underline}

Classroom teachers [15]{.underline} [5]{.underline}

Special resource teachers/specialists [0]{.underline} [5]{.underline}

Paraprofessionals [1]{.underline} [4]{.underline}

> Support staff [3]{.underline} [0]{.underline}
>
> Total number [20]{.underline} [14]{.underline}

12\. Average school student-"classroom teacher" ratio:
[22:1]{.underline}

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 95.7        96.4        96.1        96.1        95.7

  Daily teacher attendance 97.4        97.2        97.3        97.1        96.6

  Teacher turnover rate    7%          0           7%          0           0

  Student dropout rate                                                     

  Student drop-off rate                                                    
  ------------------------ ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement.

Terrace Park Elementary is in the Village of Terrace Park, Ohio, and
lies at the easternmost part of Hamilton County, Ohio. The village has
approximately 3000 residents and the school has 314 students in grades
kindergarten through sixth. The school is one of three elementary
schools in the Mariemont City School District. It is a neighborhood
school where over 90% of the students walk to school, can go home for
lunch, and walk home at the end of the school day. It is figuratively
and literally at the heart of the village.

The school is committed to its stated purpose of "helping each child
develop his/her capabilities . . . (through) a partnership of parents,
students and the school." This vision is congruent with the district's
mission of providing the wherewithal for the "scholars of today" to
become the "leaders of tomorrow." There is common agreement between
teachers and parents on high expectations and high achievement for all.

While the majority of the students are from high achieving families who
highly prize education and have very high expectations for the students,
there is economic diversity in the school. The school has students from
several religions, races, and ethnic backgrounds. There is common
agreement, however, on high expectations and high achievement. Being so
close to a metropolitan area (Cincinnati, Ohio) affords students varied
opportunities to explore and value differences.

More than 95% of the district's and school's graduates go on to higher
education; the school's academic program is scoped and sequenced
beginning in kindergarten to prepare for success at the university
level. Complementing this program is a philosophy and resources delivery
system that guarantees all learners' instructional needs are met. From
special education to talented and gifted opportunities, the school
provides opportunities for all student learners to become "leaders of
tomorrow." Complementing this clear definition of instructional/learning
goals is the delivery of services, resources, and multiple pedagogical
approaches to wed curriculum and instruction.

The school's academic program is based on board-adopted K-12 courses of
study which are the basis of lesson design and assessment. In addition,
weaved throughout the K-12 courses of study is an embedded research
scope and sequence. Based on course content, students must master
research skills and facileness with various technologies. Like the
strands of a rope, the academic program is woven together around an
information literacy core so as to develop students with large knowledge
bases, basic skills at accomplished levels, ability to locate
information and vast experience at the upper levels of Bloom's Taxonomy.
Therefore, technology and library expenditures reflect this commitment
and students are competent in use of presentation programs, wireless
internet access and local and global access to data across a high speed
internet connection.

The faculty is a rich blend of experienced and new professionals---84%
of whom have master's degrees. Under NCLB standards they are all
highly-qualified. In addition to small classes, the teachers have access
to specialists, special educators, tutors, etc. to call upon to meet
each learner's needs. The district provides what is needed to make
students and staff successful. The closeness of administration to
teachers, parents, and community members has created a "family-like"
feeling, a congruence of school community values and a common mission.

Through collaboration with the PTO and community-based organizations,
the school building is used every evening and on weekends to provide
enrichment and social opportunities for our boys and girls.

The school's scores on national, state, and local assessment instruments
show consistent attainment of educational excellence. The school, in
addition to high scores, looks at each child's level of performance to
ensure the "bar that has been raised" is being achieved by each. It is
for these reasons that Terrace Park Elementary School qualified for
recognition as a No Child Left Behind/Blue Ribbon School.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

1.  Describe in one page the meaning of the school's assessment results
    in reading (language arts or English) and mathematics in such a way
    that someone not intimately familiar with the tests can easily
    understand them.

The state of Ohio has developed content standards for the schools of the
state. These content standards are rigorous and embody a standard of
excellence that when achieved, will raise Ohio's schools to national and
global prominence. The state legislature has mandated a series of tests
to measure how well students, schools, and school districts are
performing. At the elementary level, state-wide proficiency tests are
given to all fourth and sixth graders. The state is presently
re-aligning which tests will be taken which years.

Rather than a system of letter grades, the state criterion-referenced
tests attempt to measure a student's and also the school's ability to
reach a "proficient" level. Being "proficient" means mastery of the
skills contained in the state's standards. The most important
measurement or grade is "proficient."

In fourth-grade reading across Ohio 66.3% of students last school year
were determined to be proficient. At Terrace Park, 100% of students were
assessed as being proficient in fourth-grade reading.

In fourth-grade mathematics across the state, 70.4% were determined to
be proficient. At Terrace Park, 97.8% scored as proficient in fourth
grade mathematics.

On the sixth-grade reading proficiency test, 65% of Ohio's students were
determined to be proficient while 95.1% of Terrace Park students were
proficient.

On the sixth-grade mathematics proficiency test, 52.8% of students
across the state were proficient while 95.4% of Terrace Park's students
were proficient.

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

For years, the Mariemont City School District's educational program has
been based on aligning curricula and assessment, factoring in student
potential/achievement, and designing individualized educational programs
for all students grades 2 through 11 by the use of standardized
tests---the Comprehensive Testing Program 4 from the Educational Records
Bureau. Each year each student's ability and achievement scores are
analyzed and his/her historical record reviewed.

A September testing date allows our school to receive ERB results in
October. The staff is tasked with reviewing the results of the tests and
identifying students whose achievement scores are not in line with their
measured ability. An intervention plan is written and then follows the
student for the remainder of the academic year. This assessment tool
assists in driving instruction for the identified individuals. The plan
is submitted to the principal for monitoring purposes across the school
year. Assessment results for each student are like a "thermostat" that
triggers an action, rather than a "thermometer" that just gives a
reading. Assessment drives instruction. By analyzing
aptitude/achievement for each child each year, we do stretch all
students to maximize potential.

The Comprehensive Testing Program 4 results from all schools across the
district allow analysis of not only individual performance but also
curricular concerns that may stretch across a grade level or district.
State assessment results are used in the same fashion---as another
snapshot of a student's performance and an overview of district
strengths and weaknesses as well as the individual student's.

The teach, test, re-teach model is truly the heart of the school's
success.

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

Terrace Park Elementary comprehensively and in a timely fashion
communicates student performance and school performance to parents,
students, and the community.

State assessment data for the school is distributed in the aggregate by
mailing school report cards. The state mails one to each pupil's
residence and the school's scores are published in local media. On
receipt of state test scores, the school promptly sends a letter to each
student's parents with the individual's scores, and, if appropriate, a
course of action to prepare the student to take a test again. At parent
conferences in the fall and spring, the results are discussed with
parents.

The district distributes whole district, as well as individual school
building state assessment data, via its website, the district
newsletter, and a yearly report.

Other standardized test information (i.e. yearly performance on the CTP4
of the Educational Records Bureau students 2-6) is also distributed via
letter and conferencing with parents.

The school continually updates parents on students' classroom
performance. Formal assessment is by quarterly report cards. In
addition, the district provides web-based access to teachers' grade
books on a 24-hour, seven-day-a-week basis so students and parents can
closely monitor daily performance. Hard copies of data are made
available to parents wishing such. There are two formal parent
conferences per year which are supplemented with as-needed conferences
as well as communication achieved by email and voice mail. The school
encourages school/parent communication by giving all teachers a phone
with voice mail and email access in each classroom.

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

As one of Ohio's high achieving schools, Terrace Park is frequently
contacted to discuss successful practices. The school and district
complete survey forms, welcome visitors, and share information via
conferences, emails, website and releasing personnel to visit other
schools. If the school should receive this award, it is committed to
providing resources, manpower, etc. to facilitate inquiries.

Additionally, the superintendent and other district personnel sit on
regional and state level committees where information will be shared.
The district also has formed an affiliation with Northern Kentucky
University, Xavier University and Miami of Ohio where this school's
success will be shared.

As the district fosters professional staff involvement in local, state,
and national conferences, the sharing of the school's success will also
be via these presentations. As it has always done, the school welcomes
visitors to learn from and visitors seeking information. Thanks to the
technology made available to us, we can develop Power Point
presentations in-house on requested topics. Each teacher also has a home
page. The school has a website off the district's homepage.

Each year, members of the professional staff present at conferences for
peers in the local area, state conferences, and national conventions.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  Describe in one page the school's curriculum. Outline in several
    sentences the core of each curriculum area and show how all students
    are engaged with significant content based on high standards.
    Include art and foreign languages in the descriptions (foreign
    language instruction as a part of the regular curriculum is an
    eligibility requirement for middle, junior high, high schools, and
    elementary schools in grades seven and higher).

The school's curriculum was developed by aligning what is taught to what
is tested by our local, state, and national assessments. Built on this
core are extension activities, enrichment activities, activities at all
levels of Bloom's Taxonomy, and provision for the unique needs of our
population. Each curricular area is thoroughly reviewed, modified,
updated, etc. every six years. While the six-year cycle is rigid to
guarantee no more than six years without review, it is dynamic as there
is provision for modification for between-review revisions. Assessments
are scientifically based and therefore are factored into curricular
revisions.

Mathematics---The Addison Wesley program is the basis of our math
program. It is supplemented with district-developed "problem of the
day," manipulations, and a math challenge component for every talented
math student. While a problem-solving based program, we are rigorous in
developing student basic math skills. Because most of our students are
college-bound, there is rigorous preparation for higher levels of AP
math in high school.

Science---Our science program makes extensive use of labs. The school
uses the Scotts-Foresman series because it is inquiry based. As with
other programs, instruction is supplemented with materials and
activities appropriate to the various learning styles. By using the
scientific method, a student's investigative skills will be developed,
and the student will use critical thinking skills in order to draw valid
conclusions from data.

Social Studies---There are several publishers' texts used in the social
studies program. As the course of study emphasizes local communities at
this level, there are activities and materials developed uniquely for
our community with concepts transferable beyond this village. Text
materials are primarily from Silver-Burdett and Scott-Foresman. There
are Ohio based materials also. The program has a heavy emphasis on
geography and map skills. From there it reaches out to the concepts of
governance, culture, interdependence, history, and economics. The
program has a goal to understand and appreciate interaction among
cultures and people in our pluralistic society. As with other curricular
areas, the district provides classrooms and students with various
modalities of learning---from paper and pen, maps, globes, to the
internet.

Language Arts---There are many strands woven through the heart of the
elementary program called language arts. Once again there is dedication
to developing the strongest basic skills of writing, reading and
speaking as possible. The school has adopted a literature-based approach
to language arts and uses the Houghton-Mifflin series. This program is
supplemented with materials, activities, and emphasis on grammar,
phonics, and vocabulary. As mentioned below, the reading program has
heavy emphasis on phonemic awareness and phonics. Grammar books, daily
editing and diagramming supplement the communications aspect of language
arts. Vocabulary and spelling are done contextually as well as
independently. The school uses the Ohio Writing Process for student
written communications training. An expansive school library, classroom
libraries and the universal presence of the internet surround children
in literature and opportunity to engage language.

Art---The art program at Terrace Park provides students the opportunity
to develop awareness and appreciation for the creative process found in
art, an understanding of the elements of art in the world, and
opportunities for experimentations with various art forms. Students
evaluate art work and discuss the significance of the art in their
environment. The children explore various art forms by drawing,
sketching, painting, printing, developing collages, sculpting,
lettering, and working with fibers. The students work both individually
and in groups to help recognize differences between peers, interests and
cultures. Evaluation in art is an on-going process. Teachers use a
combination of assessment techniques. They include the art work produced
by the students, students' verbal responses to art, academic tests and
teacher observation of student efforts when creating works of art.

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

The reading curriculum at Terrace Park Elementary utilizes curriculum
materials and instructional strategies that promote student learning at
different stages of a child's reading and writing development. The
reading program used in our school is Houghton Mifflin. This reading
program was developed based upon the scientific evidence of the National
Reading Panel. Houghton Mifflin is a literature-based program that
emphasizes proven strategies for teaching reading skills. This program
stresses systemic and explicit instruction in phonemic awareness,
phonics, reading fluency, vocabulary development, text comprehension and
writing processes. System phonics instruction is required in the primary
grades. The students are taught about the relation of letters to sounds,
from the simplest to most complex sounds/patterns, and how to apply this
knowledge to reading. Teachers utilize individual, small-group,
whole-class, and computer-based grouping options as appropriate for
accomplishing given purposes. The creation of a literate environment is
emphasized. Students' interests, a large supply of classroom books,
reading and writing modeled by both teachers and students, and the
opportunity for teachers to participate in professional development
programs encourage our literate environment for lifelong readers and
writers. Students who need reading and writing intervention receive a
combination of the regular evidenced-based reading instruction with
their class plus an additional twenty-to-thirty minute period of
supplemental reading instruction. A wide range of assessment tools and
practices, from individual and group standardized tests to individual
and group informal classroom assessment strategies, are utilized. The
assessment information helps teachers to plan, evaluate, and revise
instructional strategies that meet the needs of all students at
different developmental stages and from differing backgrounds.

3.  Describe in one-half page one other curriculum area of the school's
    choice and show how it relates to essential skills and knowledge
    based on the school's mission.

Students at Terrace Park have scored very well on assessments,
particularly those that measure content knowledge and use of basic
skills. Our mission to "develop (student) capabilities" in order to
develop ". . . leaders of tomorrow" does not allow us to rest on these
basic levels of success. Our mission demands we challenge the child's
intellect to make sure he/she can wisely use information gathered. Our
instructional practices must take student thought to a higher level.

To do this, the board of education has adopted a K-12 course of study
called the "Research Scope and Sequence." This 13-year long program is
designed to move students up Bloom's Taxonomy to force analysis,
synthesis, and evaluation. The district's program demands students do
independent research each year in content areas appropriate to that
grade. One year it's language arts, another year science, etc. In order
to facilitate student research in content areas, the research scope and
sequence has another dimension---technology. Due to availability of
networked technology throughout the building, the students are taught
technology and data manipulation skills kindergarten through 12th grade.

In Terrace Park Elementary, at each grade level, students experience
this coalescing of course content, research skills, and technology by
means of a project. Teachers must develop and post a project that brings
these three strands of curricula together. Fellow teachers critique and
assist in the design of the project. Finished student projects are then
reviewed by the principal.

This unique and challenging integration of content, skills,
technological competence, and critical thinking for students helps to
assure that we do build on our success.

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

In order to ensure each student's opportunity to maximize learning is
provided, the school must use a variety of methods and modalities to
impact instruction. Again, because the basis of the academic program is
teach, test, re-teach, it is incumbent that re-teaching strategies do
not just repeat those unsuccessful ones in the original teaching
process.

While continuing to explore new pedagogical thought and examining
experiences at practice in other schools, the Terrace Park staff
implements instructional practices such as:

> I. Differentiation of Materials
>
> \- supplemental materials are purchased for all curricular areas that
> are appropriate for learning
>
> styles
>
> \- equipment such as computers and other technologies are available to
> all students and teachers
>
> \- adaptive equipment for students with various handicaps
>
> \- rich library collection as well as access to databases through the
> internet
>
> II\. Differentiation of Instructional Strategies such as:
>
> \- individual instruction
>
> \- small group instruction
>
> \- large group instruction
>
> \- peer instruction
>
> \- extension activities
>
> \- curriculum crunching where appropriate
>
> \- integrated units
>
> \- workshops
>
> \- collaborative activities

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

Professional development at Terrace Park is based on identified building
needs as well as district level initiatives. Three years ago the
responsibility for staff development and other needed training was put
in the hands of the building staff. This was a shift from district
direction of in-service to our building staff assuming leadership and
responsibility.

The school has a Faculty Action Team (affectionately known as "FATS
Team") that is responsible for identification of needed in-service,
planning, and the delivery of professional development activities. The
district has given the school a 45-minute time block each day for
professional development. The FATS Team surveys staff, reviews
assessment results, discusses goals and, in concert with the entire
staff, develops staff development activities. These in-services are then
led by building staff---someone who has special skills will train
others, teachers who attend conferences bring back and share with staff,
and district personnel are sometimes utilized or out-of-district
trainers are brought in.

In addition to giving the Terrace Park staff the responsibility to
direct professional development, the district provides time and
resources to support it. District FATS Team leaders meet throughout the
year to share and coordinate where appropriate.

The impact has been significant and apparent. In the area of technology
use by teachers and the passing-on area of such skills to students, the
FATS Team's efforts have been spectacular. Complementing this has been
the staff's work with Understanding By Design and other higher order
thinking initiatives to develop student evaluation of information
sources located through research.

**PART VI - PRIVATE SCHOOL ADDENDUM**

*The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data tables.*

Private school association(s):

(Give primary religious or independent association only)

Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes
\_\_\_\_\_\_ No \_\_\_\_\_\_

**Part II ‑ Demographics**

1\. What are the 2001-2002 tuition rates, by grade? (Do not include
room, board, or fees.)

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

K 1^st^ 2^nd^ 3^rd^ 4^th^ 5^th^

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

6^th^ 7^th^ 8^th^ 9^th^ 10^th^ 11^th^

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

12^th^ Other

2\. What is the educational cost per student? \$\_\_\_\_\_\_

(School budget divided by enrollment)

3\. What is the average financial aid per student? \$\_\_\_\_\_\_

4\. What percentage of the annual budget is devoted to \_\_\_\_\_\_%

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? \_\_\_\_\_\_%

**PART VII - ASSESSMENT RESULTS**

> **Public Schools**
>
> In a letter to the U.S. Secretary of Education accompanying the list
> of nominated schools, the CSSO of each state certifies that the
> schools have all met the minimum requirements established by the CSSO
> for "dramatically improved" and achieving at "high levels" or for
> being in the top 10 percent of schools in the state. The letter from
> the CSSO to the Secretary explains the criteria used by the state to
> nominate the schools. States must rely on the state accountability
> system to identify schools for submission to the Secretary.
>
> Based on state data, the CSSO certifies that the submitted schools
> meet one of two criteria: 1) dramatic improvement in test scores to
> high levels in the past three years in reading (language arts or
> English) and mathematics for schools that draw at least 40 percent of
> their students from disadvantaged backgrounds, or 2) regardless of a
> school's demographics, achievement in the top 10 percent of schools in
> the state as measured by state tests of reading (language arts or
> English) and mathematics or in the top 10 percent in the state on
> assessments referenced against national norms in at least the last
> grade tested.
>
> "Dramatically improved" is defined by the CSSO of each state based on
> the state's definition of adequate yearly progress (AYP). All student
> groups, including disadvantaged students, must show dramatic
> improvement as shown by disaggregated data. "High levels" is defined
> by the CSSO of each state, but at a minimum includes student
> achievement at least at the 55th percentile on state assessments in
> the highest grade tested even if the school makes AYP.
>
> A student from a "disadvantaged background" is defined as one who is
> eligible for free or reduced-priced meals at the school, is limited
> English proficient, is a migrant student, or is a student receiving
> services under Title I of the Elementary and Secondary Education Act,
> as amended by the No Child Left Behind Act of 2001.
>
> Each nominated school must show results in reading (language arts or
> English) and mathematics for at least the last three years using the
> criteria determined by the CSSO using the state accountability system.
> If the state uses only assessments referenced against national norms
> at a particular grade, the school should explain how these tests
> measure the depth and breadth of the state's academic content
> standards. For formatting, if possible use or adapt the sample tables
> (no charts or graphs) at the end of this application.
>
> If the state allows the use of the PSAT, PLAN, SAT, or ACT as part of
> its accountability system, at least 90 percent of the students in the
> appropriate classes must take the tests. For these tests, schools must
> use national norms. The national school norms for the 90^th^ and
> 55^th^ percentiles can be found on the U.S. Department of Education's
> Web site. If fewer than 90 percent take a particular test, do not
> report the data. If the PSAT, PLAN, SAT, or ACT are not an official
> part of the state accountability system, schools should not report the
> data.
>
> The school must disaggregate the data for socioeconomic groups that
> comprise sufficient numbers to be a part of the state's assessment
> reports. If it is not possible to disaggregate by socioeconomic level,
> the school should disaggregate by ethnic/racial groups if they
> comprise sufficient numbers to be statistically significant. Show how
> all subgroups of students achieved at high levels or improved
> dramatically in achievement for at least three years. Explain any
> disparity among subgroups.
>
> The school must specify which groups, if any, are excluded from a
> test, the reasons for the exclusion, as well as the number and
> percentage of students excluded. Describe how these students are
> assessed and attach all tables that show test data to the end of this
> application. Continue to number the pages consecutively.
>
> **Private Schools**
>
> A private school may be recognized as a *No Child Left Behind -- Blue
> Ribbon School* in two ways. First, a school can be recognized if it
> has at least 40 percent of its students from disadvantaged backgrounds
> who have dramatically improved their performance in at least the past
> three years in reading (language arts or English) and mathematics, and
> are achieving at high levels.
>
> A student from a "disadvantaged background" is defined as one who is
> eligible for free or reduced-priced meals at the school, is limited
> English proficient, is a migrant student, or is a student receiving
> services under Title I of the Elementary and Secondary Education Act,
> as amended by the No Child Left Behind Act of 2001. "Dramatically
> improved" is defined as an increase of at least one-half standard
> deviation over at least three years and includes the disadvantaged
> students as shown by disaggregated data. "High levels" is defined as
> student achievement in at least the last grade tested at or above the
> 55^th^ percentile (5 percentage points above the mean) on assessments
> referenced against national norms at a particular grade, or at or
> above the 55^th^ percentile on state tests.
>
> Second, regardless of the school's demographics, it may be recognized
> if its students achieve at the highest levels, that is, if the school
> is in the top 10 percent of the schools in the nation in reading
> (language arts or English) and mathematics in the last grade tested,
> as measured by an assessment referenced against national norms or in
> the top 10 percent in its state as measured by a state test in at
> least the last grade tested.
>
> Report the school's assessment results in reading (language arts or
> English) and mathematics for at least the last three years for all
> grades tested on state tests or assessments referenced against
> national norms. For formatting, use or adapt the sample tables (no
> charts or graphs) at the end of this application. Present data for all
> grades tested for all standardized state assessments or, if the school
> does not administer state tests, for assessments referenced against
> national norms administered by the school.
>
> If at least 90 percent of the students take the PSAT, PLAN, SAT, or
> ACT, high schools should include the data, unless students take state
> assessments. In the case where all private secondary school students
> participate in state assessments, do not report the data from the
> PSAT, PLAN, SAT, or ACT.
>
> The school must disaggregate the data for students eligible for free
> or reduced-priced meals if that cohort of students comprises 10
> percent or more of the student body of the school. The school must
> disaggregate the data whether or not the school actually offers the
> federal school lunch program. If the school does not collect family
> income data and cannot disaggregate by socioeconomic level, the school
> should disaggregate by ethnic/racial groups that comprise 10 percent
> or more of the student body of the school. Show how all subgroups of
> students achieved at high levels or improved dramatically in
> achievement for at least three years. Explain any disparity among
> subgroups.
>
> The school must specify which groups, if any, are excluded from a
> test, the reasons for the exclusion, as well as the number and
> percentage of students excluded. Describe how these students are
> assessed and attach all tables that show test data to the end of this
> application. Continue to number the pages consecutively.
>
> **STATE CRITERION-REFERENCED TESTS**
>
> 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
> [46]{.underline}
>
> Number of students who took the test [46]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_[N/A]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded [N/A]{.underline} Percent excluded [N/A]{.underline}
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cutpoint 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 cutpoints. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.

**TERRACE PARK RESULTS ON OHIO 4^th^ GRADE MATHEMATICS PROFICIENCY
TEST**

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

  Testing month                      March       March       March                   

  **SCHOOL SCORES**                                                                  

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

  \% At or Above Proficient          97.8        91.3        95.3                    

  \% At Advanced                     39.1        41.3        39.5                    

  Number of students tested          46          46          43                      

  Percent of total students tested   100         95.8        95.5                    

  Number of students excluded        0           2           2                       

  Percent of students excluded       0           4.2         4.5                     

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. White                                                                          

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

  \% At or Above Proficient          97.8        94.6        95.3                    

  \% At Advanced                     39.1        42.1        39.5                    

  Number of students tested          45          43          42                      

                                                                                     

  **STATE SCORES**                                                                   

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

  State Mean Score                                                                   

  \% At or Above Proficient          58.6        62.9        59.4                    

  State Mean Score                                                                   

  \% At Advanced                     14.6        17          16                      

  State Mean Score                                                                   

                                                                                     

                                                                                     

                                                                                     

                                                                                     

                                                                                     
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(a) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

**[STATE CRITERION-REFERENCED TEST]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

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
[46]{.underline}

Number of students who took the test [46]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
\_\_[N/A]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_\_\_

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

  Testing month                        March              March              March                         

  **SCHOOL SCORES**                                                                                        

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

  \% At or Above Proficient            100                91.3               90.7                          

  \% At Advanced                       32.6               23.9               20.9                          

  Number of students tested            46                 46                 43                            

  Percent of total students            100                97.8               95.5                          
  tested                                                                                                   

  Number of students excluded          0                  1                  2                             

  Percent of students excluded         0                  2.2                4.5                           

  **SUBGROUP SCORES**                                                                                      

  1\. White                                                                                                

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

  \% At or Above Proficient     100                92.4               90.7                                 

  \% At Advanced                32.6               24.7               20.9                                 

  Number of students tested     45                 41                 42                                   

  **STATE SCORES**                                                                                         

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

  State Mean Score              N/A                                                                        

  \% At or Above Proficient     66.3               67.7               56                                   

  State Mean Score                                                                                         

  \% At Advanced                9.3                7                  7                                    

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

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL MEAN SCORE**                                                        

  **NATIONAL STANDARD                                                            
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------

> **STATE CRITERION-REFERENCED TESTS**
>
> Grade [6]{.underline}
>
> Test [Ohio Sixth-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
> [45]{.underline}
>
> Number of students who took the test [44]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_[1]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

> [IEP (LD) Student Assessed on IEP Goals]{.underline}
>
> Number excluded [1]{.underline} Percent excluded [2%]{.underline}
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cutpoint 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 cutpoints. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.

**TERRACE PARK RESULTS ON OHIO 6^th^ GRADE MATHEMATICS PROFICIENCY
TEST**

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

  Testing month                      March       March       March                   

  **SCHOOL SCORES**                                                                  

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

  \% At or Above Proficient          95.4        97.8        97.5                    

  \% At Advanced                     34.1        39.1        48.8                    

  Number of students tested          44          46          40                      

  Percent of total students tested   97.7        88.5        93                      

  Number of students excluded        1           6           3                       

  Percent of students excluded       2.3         11.5        7                       

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. White                                                                          

  \% At or Above Basic               95.1        100         N/A                     

  \% At or Above Proficient          95.1        97.8        97.5                    

  \% At Advanced                     34.1        39.1        48.8                    

  Number of students tested          41          46          39                      

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               64.6        N/A         N/A                     

  State Mean Score                                                                   

  \% At or Above Proficient          52.8        61.7        61.1                    

  State Mean Score                                                                   

  \% At Advanced                     6.3         9           12                      

  State Mean Score                                                                   

                                                                                     
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

> **STATE CRITERION-REFERENCED TESTS**
>
> Grade [6]{.underline}
>
> Test [Ohio Sixth-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
> [45]{.underline}
>
> Number of students who took the test [44]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_[1]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

> [IEP (LD) Student Assessed on IEP Goals]{.underline}
>
> Number excluded [1]{.underline} Percent excluded [2%]{.underline}
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cutpoint 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 cutpoints. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.

**TERRACE PARK RESULTS ON OHIO 6^th^ GRADE READING PROFICIENCY TEST**

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

  Testing month                      March       March       March                   

  **SCHOOL SCORES**                                                                  

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

  \% At or Above Proficient          95.4        97.8        92.5                    

  \% At Advanced                     63.6        63          48.8                    

  Number of students tested          44          46          40                      

  Percent of total students tested   97.7        88.5        93                      

  Number of students excluded        1           6           3                       

  Percent of students excluded       2.3         11.5        7                       

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. White                                                                          

  \% At or Above Basic               100         100         N/A                     

  \% At or Above Proficient          95.1        97.8        92.5                    

  \% At Advanced                     63.6        63          48.8                    

  Number of students tested          41          46          39                      

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               82.7        N/A         N/A                     

  State Mean Score                                                                   

  \% At or Above Proficient          65          58.2        58.3                    

  State Mean Score                                                                   

  \% At Advanced                     26.1        22          23                      

  State Mean Score                                                                   

                                                                                     
  ---------------------------------- ----------- ----------- ----------- ----------- -----------