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

**2002-03 *No Child Left Behind-Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Ms. Linda Strong]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [908 Bricker Blvd.]{.underline}

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

[Columbus OH 43221-1642]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 614 ) 365-5497]{.underline} Fax [( 614 ) 365-5496]{.underline}

Website/URL [www.columbus.k12.oh.us/cranbrook/index.html]{.underline}
Email <lstrong@columbus.k12.oh.us>

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

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

Name of Superintendent [Gene T. Harris, Ph.D.]{.underline}

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

District Name [Columbus Public Schools]{.underline} Tel. [( 614 )
365-5000]{.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

President/Chairperson [Ms. Stephanie Hightower]{.underline}

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

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

1\. Number of schools in the district: [95]{.underline} Elementary
schools (and K-8)

[26]{.underline} Middle schools

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

[23]{.underline} High schools (and Career Centers)

[144]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$8,582 (for elementary
schools)]{.underline}

Average State Per Pupil Expenditure: [\$8,073]{.underline}

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

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

> \[ X\] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [3]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**       31        18                     **49**       **7**                             

  **1**       26        27                     **53**       **8**                             

  **2**       32        16                     **48**       **9**                             

  **3**       27        21                     **48**       **10**                            

  **4**       20        25                     **45**       **11**                            

  **5**       15        26                     **41**       **12**                            

  **6**                                                     Other\*     8         1           **9**

                                    **TOTAL                                                   **293**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

\* "Other" category represents the number of students enrolled in a
special needs pre-kindergarten class.

6\. Racial/ethnic composition of [38.6]{.underline} % White

the students in the school: [20.8]{.underline} % Black or African
American

[5.5]{.underline} % Hispanic or Latino

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

\% American Indian/Alaskan Native

**100% Total**

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 51
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 50
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        101
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    301
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.336
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    33.6%
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [28]{.underline}
%

[82]{.underline} Total Number Limited English Proficient

Number of languages represented: [34 languages from 41 different
countries]{.underline}

Specify languages: Albanian, Amharic, Arabic, Bahasa Indonesia, Bengali,
Chinese, Chinese/Mandarin, Croatian, English, Farsi, Gujarati, Hindi,
Igbo, Japanese, Korean, Kurdish, Lingala, Lusoga, Marati, Portuguese,
Pustu, Russian, Serbian, Serbo-Croatian, Sestwana, Slovak, Somali,
Spanish, Swahili, Tigrinian, Turkish, Urdu, Uzbec, and Vietnamese

9\. Students eligible for free/reduced-priced meals: [65]{.underline} %

[196]{.underline} Total Number Students Who Qualify

10\. Students receiving special education services: [10.6]{.underline} %

[31]{.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.

[5]{.underline} Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [2]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [1]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [5]{.underline} Speech or Language Impairment

[11]{.underline} Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

\*There are also 7 Emotionally Disturbed students.

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 [17]{.underline} [0]{.underline}

Special resource teachers/specialists [6]{.underline} [13]{.underline}

Paraprofessionals [13]{.underline} [1]{.underline}

> Support staff [6]{.underline} [0]{.underline}
>
> Total number [43]{.underline} [14]{.underline}

12\. Student-"classroom teacher" ratio: [17:1]{.underline}

13\. Show the attendance patterns of teachers and students. The student
drop-off rate is the difference between the number of entering students
and the number of exiting students from the same cohort. (From the same
cohort, subtract the number of exiting students from the number of
entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.)

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

  Daily student attendance 95.5%       95.6%       95.4%       94.8%       95.1%

  Daily teacher attendance 94.5%       93.7%       99.3%       94.6%       95.6%

  Teacher turnover rate    4.3 \*      21.7        8.7         0           8.7

  Student dropout rate     n/a         n/a         n/a         n/a         n/a

  Student drop-off rate    n/a         n/a         n/a         n/a         n/a
  ------------------------ ----------- ----------- ----------- ----------- -----------

\*The number for 2001-02 reflects one new ESL position allocated to
Cranbrook. The majority of Cranbrook's turnover can be attributed to
retirements and new allocations. Columbus Public Schools annually posts
an average of 1,400 teacher vacancies per year for 144 schools.

**[PART III ‑ SUMMARY]{.underline}**

Cranbrook Elementary School in Columbus, Ohio, provides the highest
quality education possible for all students. Staff believes that
children are our most valuable assets. As educators, it is our
responsibility to nurture students' maximum growth by providing varied
and challenging learning opportunities in a praising, supportive, and
safe environment. All children have individual needs and abilities.
Meeting these needs can best be achieved by the collaboration of school,
family, and community.

At Cranbrook, everyone is actively engaged in the educational process.
All students are motivated to think critically, creatively,
collaboratively, and independently. Parents have high expectations for
their children, which translates into high expectations from the
teachers. Cranbrook's academic success is the result of many factors.
The most important components are the teamwork, cooperation, and
communication among teachers, parents, and students. Other factors
include:

-   Parents support the educational policies of the school,

-   Teachers have high expectations for student achievement,

-   Lessons focus on curriculum guides and benchmarks,

-   Teachers provide enriching and challenging experiences for students,

-   Risk-taking is encouraged, and

-   Staff uses professional development opportunities, collaboration,
    and course work to identify better ways to work with students.

Cranbrook's student attendance rate is 95%, above the state standard of
93%. Reading and math standardized test scores are above the national
average. The fourth-grade students have consistently scored above state
standards on all sections of the Ohio Fourth-Grade Proficiency Test for
the past four years. Cranbrook has received recognition for high
academic achievement and improvement for the last two years. In 2001-02,
Cranbrook received a Superintendent's Award for Exemplary Achievement
for meeting or exceeding the state established criteria on all five
sections of the Ohio Proficiency Test. Three of the district's 144
schools received this award.

Cranbrook students work hard to earn rewards for academic achievement,
attendance, and good citizenship. They are honored at school-wide
assemblies each grading period. Students benefit from a wide variety of
extracurricular activities, including chess club, drama club, a
school-wide science fair, choir, bell choir, career day, after-school
proficiency club, artists-in-the-schools, a drug and alcohol awareness
program, and field trips. The Cranbrook student council is a service
organization with representatives from grades 1-5 and special education.
Its activities include a school store, a canned food drive, support for
Special Olympics, and a yearly school-wide project. Twice a year
families are invited to participate in a "Book Bingo" and receive books
for their children.

Because of its proximity to The Ohio State University, Cranbrook
attracts a wide range of students from diverse cultural and academic
backgrounds. Immigrants and refugee populations join the local area to
create a community of shared educational standards. Valuing a broad
diversity of students enriches the academic tradition of excellence.
One-third of Cranbrook's students represent 41 countries; therefore,
offering multicultural activities is a strong priority for staff
members. One example is the annual International Night, which provides
the Cranbrook community with the opportunity to share cultural
traditions, art, and food of different countries. Students participate
in music and dance.

Cranbrook parents are involved in the school's Parent-Teacher
Association. This group provides financial support for additional
classroom materials. It also supports extra-curricular school-wide
activities. Last year, the PTA raised funds and installed new playground
equipment. Parents also tutor, assist in the library, and share cultural
presentations in the classroom.

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

> **Public Schools**

1.  *The school must show assessment results in reading (language arts
    or English) and mathematics for at least the last three years using
    the criteria determined by the CSSO for the state accountability
    system.*

This information is attached to the end of the application.

**For Public and Private Schools**

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

Cranbrook's staff uses data from the following tests to assess student
achievement and performance: the Ohio Fourth-Grade Proficiency Test,
Metropolitan Test of Achievement (MAT-8), Developmental Reading
Assessment (DRA), and Target Teach assessments. The MAT-8 assessment is
given in grades 1, 2, 3 and 5; DRA is administered to grades K-5; and
Target Teach tests are given every nine weeks in grades 1-5. The
kindergarten diagnostic tests are given in September, January, and May
to compare and measure progress. These tests help teachers analyze
individual student progress on prescribed learning objectives in reading
and mathematics. This allows teachers to gauge the need to re-teach or
reinforce specific content and skills needed at each grade level. MAT-8
scores in math are also used to select students for the after-school
program, and then used to monitor and track their progress.

With regard to the Ohio Fourth-Grade Proficiency Test data, the
disaggregated data help staff identify \"gaps\" so that teachers can
focus specific attention on, or target students who are underperforming
in relation to the group. Item analysis data report the specific skill
areas (based on the state standards) in which students are
underperforming so that these skills can be targeted instructionally.
Data also show results on multiple-choice items versus the open-ended
items and discrepancies between responses on these item formats can be
addressed instructionally.

All special education students have an Individual Education Plan (IEP)
and are assessed based on the goals of that plan. Special education
students also are given the DRA, Target Teach, and an alternative
assessment for the Ohio-Fourth Grade Proficiency Test. Students
receiving ESL services are given annually the Brigance Assessment of
Basic Skills to test their English competency.

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

Cranbrook believes strongly in meaningful, open dialogue with parents
and engages in two-way communication with parents. The school
communicates information about student performance to all parents and
guardians via monthly school newsletters, quarterly Target Teach student
data, and report cards. All parents are sent quarterly interim reports
to let them know if their child needs help in a specific area.
Parent-teacher conferences are held twice a year, with about 65% of the
parents attending. Conferences keep communication going between the
school and home. Individual report cards are issued every nine weeks and
rate students in content areas and behavior.

Families of students receiving ESL services may be sent school
information translated into their native language. Cranbrook staff and
district interpreters make homes visits to ESL students and their
families. In addition, the district offers an ESL Parent class to
provide assistance with homework and other school-related issues.

The district sends parents proficiency results and other information
that relates to academic achievement through district-wide newsletters.
In addition, the district conveys information to the community about its
progress in meeting the state standards through press releases,
newsletters, the Superintendent's annual State of the District, and
other meetings. Also, the Ohio Department of Education annually
publishes and distributes school and district report cards that provide
comparison data on student achievement, based mainly on the Ohio
Proficiency Tests.

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

If selected as a Blue Ribbon School, Cranbrook would share its success
throughout the Columbus Public Schools district, county-wide,
state-wide, and beyond. Cranbrook staff would communicate its success by
sharing information and demonstrating best practices. The district's
Communications Office would work with Cranbrook's principal and staff to
disseminate information to the community through media advisories to
local, state, and national television, radio, and print media; schedule
a press conference to announce Cranbrook's selection as a Blue Ribbon
School; and seek editorials and personal interest stories. Information
about Cranbrook's successful teaching and learning would also be
published in district newsletters for both staff and parents. The
district's radio station WCBE-90.5 FM, the local NPR affiliate,
broadcasts an interview program entitled "Teacher Talk," and Cranbrook
teachers would share their strategies via this mechanism as well.

In the district, Cranbrook staff would demonstrate best practices
through a variety of hands-on learning opportunities some of which may
include leading staff in-services; presenting at district-level,
elementary division, and grade-level meetings; presenting at the
administrators' Leadership Academy and Instructional Leadership
training; and offering content-area specific workshops. Cranbrook staff
would collaborate with teachers in other Columbus schools to share
successful teaching strategies. In addition, Cranbrook teachers would be
a resource for schools with a high concentration of ESL students.

Within the community, Cranbrook would offer tours of the school and its
classrooms, and host events to celebrate achieving a Blue Ribbon.
Cranbrook teachers would be encouraged to participate in and demonstrate
successful strategies at local and state-wide conferences, including
children's literature conferences, the Dublin City Schools' annual
conference, the Ohio State University's Reading Recovery program, and
the Ohio State University's Urban Schools Initiative which is partnered
with Columbus and three other central Ohio urban districts, and focused
on promoting research and developing training programs to support the
work of teachers and educators.

Cranbrook would share best practices and collaborate with educational
organizations including the Ohio Department of Education, the Columbus
Education Association, the Ohio Education Association, the Ohio State
University's Reading Recovery program, and advocacy groups like
KidsOhio.org and Children's Defense Fund-Ohio. Staff would continue to
serve as mentors to Ohio State College of Education students who are
regularly placed at Cranbrook for internships and student teaching.

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

1.  *Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.*

Cranbrook's curriculum includes reading/language arts, math, science,
social studies, health, art, music and physical education. There is a
daily, uninterrupted 90-minute reading/language arts block. The
curriculum is deeply aligned with the recently adopted Ohio Academic
Content Standards as well as the remaining state learning competencies.
Cranbrook encourages a collaborative learning environment for its
students. All lessons in the classroom incorporate reading/language
arts, and teachers use multiple components---oral, visual, and
written---to engage the students. Curriculum drives the school day. The
upper grades---third, fourth and fifth---are taught in a highly
structured setting. Each subject is blocked out, making for a tight day.
There is more flexibility in the lower grades.

Cranbrook teachers create lessons that make students think "outside the
box," incorporating teaching and learning with fun activities. In the
lower grades, teachers use learning centers, which are stations with
curriculum lessons that reinforce current learning. Students read the
directions and work independently. During this time, teachers can work
with small groups of students that need help in other areas. Teachers
also create lessons around one focus area, theme, or an author. For
example, the ESL teacher created a unit around winter. Students read
books about weather and the changing seasons, and incorporated science
experiments and math problems on estimation and measuring. Second
graders studied a unit on food. Activities incorporated measuring
ingredients, reading recipes and following directions, and studying the
five food groups. Fifth graders participate in a special program with
the Columbus Museum of Art with reciprocal visits to the museum and
school, a special curriculum guide for the current exhibitions, and
lessons that incorporate language arts and poetry. At the end of the
year, the Museum publishes a book of the students' poems.

Special education students are an integral part of Cranbrook's program.
All are mainstreamed or involved in inclusion. Their curriculum is an
adaptation of regular curriculum with students' evaluations based on
their IEP goals.

Enrichment activities are provided for students identified as gifted in
grades K-5. However, the gifted program is conducted through whole class
instruction to include those students not yet identified. Chess club and
drama club meet once a week at lunchtime. An after-school program
provides expanded learning opportunities for students in math.

Each classroom has one Internet-equipped computer for every five
students. The Librarian works with students to integrate the use of
technology into their class work. Students have learned PowerPoint
software. First graders made books about time, clocks, and Martin Luther
King, Jr.; second graders created presentations about the planets; and
fifth graders created presentations on the civil war and book reports.

Teachers supplement their curriculum with literature and books. The Ohio
State University offers Keep Books to students. These small books are
available in a variety of high interest titles and promote reading and
home/school literacy connections.

Cranbrook used a \$25,000 Ohio Reading Excellence Grant along with Title
I and equity funds to buy books for the library. The library was able to
enhance their collection with additional non-fiction books and high
interest books for the varied levels and ESL students.

*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.*

In 1999, each Columbus elementary school was given the option to select
among four reading programs, giving the teaching staff the opportunity
to choose an approach that best matched their own beliefs and
philosophies. Cranbrook staff selected the Comprehensive Literacy
Program with the Four Blocks model. This program complements the
school's focus on collaborative learning. Comprehensive Literacy is a
balanced approach for teaching reading/language arts that stresses the
use of phonics, comprehension, application, written, and oral language.
It is an instructional program that depends on effective and systematic
instruction and intervention with continuous assessment and
documentation of student progress. The following components are included
in this model:

-   Reading Aloud/Shared Reading (reading to and with children);

-   Guided Reading (direct teacher instruction in small groups);

-   Independent Reading (children making choices in selecting reading
    material and daily reading practice);

-   Word Study (understanding the relationship among letters, sounds,
    and words);

-   Writing Instruction and Daily Practice Using the Writing Process.

Comprehensive Literacy requires that 90 minutes per day be scheduled for
reading and writing instruction. Providing students with meaningful
experiences with books and language is the foundation for this program.
Children's literature and the textbook series are used with this model.
The teacher's instruction, demonstration, and modeling assist students
in developing language growth and competence. The Four Blocks model uses
four methods to teach reading: guided reading, self-selected reading,
writing, and working with words (phonics and spelling). Four Blocks
allows students to work with their peers. The reading program is
augmented with extra support from two safety nets, the Literacy
Facilitator, and the school's Title I funds.

Next school year, Columbus Public Schools will phase-in a new unified
elementary reading program in grades K and 1. The new curriculum is
being written by district staff using the best practices of the current
reading programs along with input from teachers, principals, and the
community. This curriculum is based on a thorough systemic and
systematic review of the district\'s current reading programs,
examination of reading program alignment to new state standards, and to
reading standards connected to *No Child Left Behind*. This new
curriculum will ensure that students who move during the school year
will not be interrupted in their learning.

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.*

Cranbrook teachers use the Board-approved math curriculum and textbooks
with supplementary resources including workbooks, overheads, and
technology. The math curriculum provides for instruction requiring the
higher-order thinking skills of analysis, synthesis, and evaluation.
Teachers encourage inquiry and the use of a hands-on model. Students
with different skills and abilities work together in groups. Teachers
use curriculum guides to direct classroom instruction. They also use
Cognitive Guided Instruction, a hands-on approach which allows students
to move from the concrete through the use of manipulatives---for
counting, predicting, and measuring---to the more conceptual and
abstract. Students must analyze, through pictures and writing, how they
arrived at a particular answer.

First graders incorporate literature into their math lessons and use a
calendar to reinforce time, count money, and place value. In addition,
the first graders and the third graders are paired as buddies. The third
graders help the younger students understand math problems, time, and
money. By doing this, they are able to explain, understand, and
internalize their own work.

Every day, third graders participate in "Mad Minute Math," a one-page
math worksheet that is timed. The objective for students is to beat
their own time, not to compete with their classmates. This allows the
students to use higher-level inquiry. Other classes make word problems
using a calendar. They also use games. "Game 24" is a favorite of the
fourth graders. They use multiplication, division, addition, and
subtraction to see how many ways you can make the number 24.

In preparation for the Ohio Fourth-Grade Proficiency Test, the school's
facilitator worked with students one-on-one. Students were grouped
according to their abilities based on Target Teach results.

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

Cranbrook teachers make use of the following instructional methods in
their classrooms: identifying similarities and differences; summarizing
and note-taking, reinforcing effort and providing recognition; homework
and practice; non-linguistic representations; cooperative learning,
small groups, guided learning, and flexible groupings; setting
objectives and providing feedback; generating and testing hypotheses;
and using cues, questions, and advanced organizers. Students become
comfortable with the vocabulary for learning and can easily demonstrate
the use for graphic organizers such as Venn diagrams.

Teachers have access to safety nets and tutors for intervention in
reading and math. Instructional assistants work in small groups and
one-on-one with students in skill activities. Student engagement with a
high degree of success is the goal for all. Teachers also subscribe to
teaching to the students' various learning styles (visual, auditory, and
kinesthetic). With cooperative learning, teachers group students with
different levels so they can support each other. Students enjoy, and
look forward to, taking on the role of the teacher. Teachers use
differential teaching strategies, teaching to different learning styles.
Teachers also use active student response (ASR), which tracks each time
a student responds to a lesson. Examples include choral responding and
chanting with spelling words. Active student response is correlated with
more on-task behavior.

In special education, teachers use strategies for anger management,
behavior management, group work, and team work to help students develop
their social skills, learn to work together, and improve their
organizational skills. Teacher will teach to the class first, and then
break into small groups or work with individuals to review the lesson.
Because of the small class size, special education teachers have the
ability to work at the individual student's pace.

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

Cranbrook's staff enjoys a variety of professional development
opportunities offered by the district. Four professional development
days are incorporated into the school year. Professional Development
workshops at the school have concentrated on the following topics: in
reading (Four Blocks guided reading, make it/take it, working with
words, Intervention Leadership Teams, and strategies for reading
non-fiction), science (nature scavenger hunts), and technology (Ohio
SchoolNet novice certification). At lunchtime, teachers hold
study-groups to share with their colleagues strategies that work. They
also share information gathered in reading professional books.

Columbus' Local Professional Development Committee was established to
oversee and review professional development plans, course work,
continuing education units, and equivalent activities for renewal of
certificates and licenses and conversion to licenses. A wide variety of
activities are offered that allow teachers to earn Continuing Education
Unit credit, including traditional workshops, college courses, and
supervising a student teacher. A special partnership was developed with
The Ohio State University College of Education to offer teachers courses
that are team taught by Columbus Public Schools and Ohio State staff.
These courses are directly tied to identified areas of need that the
district determined as goal areas after analysis of district data. The
teachers' union offers online distance education courses in a
professional development partnership with OSU's College of Education and
the Ohio Education Association.

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

The Data Display Table is illustrated on the following page.

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

Grade [4]{.underline} Test [Ohio Fourth-Grade Reading Proficiency
Test]{.underline}

Edition/publication year [2002]{.underline} Publisher [Ohio Department
of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special education students]{.underline}

[with an Individual Educational Plan (IEP) and LEP students. These
groups took alternate assessments]{.underline}

[based on their abilities and needs.]{.underline}

Number excluded [see table]{.underline} Percent excluded [see
table]{.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. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.*

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

In September 2001, the Ohio State Board of Education established a cut
score for a new \"basic\" level of performance, allowing scores below
proficient to be divided into two categories. These additions created
the following score ranges, which were used in the October 2002
administration of the Ohio Fourth-Grade Reading Proficiency Test:

-   Advanced: 250 and above (passed the test with excellent results)

-   Proficient: 217 to 249 (passed the test)

-   Basic: 198 to 216

-   Below Basic: 197 and below

Additional score ranges allow teachers to use data to provide
differentiated levels of intervention.

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

The Data Display Table is illustrated on the following page.

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

Grade [4]{.underline} Test [Ohio Fourth-Grade Mathematics Proficiency
Test]{.underline}

Edition/publication year [2002]{.underline} Publisher [Ohio Department
of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special education students]{.underline}

[with an Individual Educational Plan (IEP) and LEP students. These
groups took alternate assessments]{.underline}

[based on their abilities and needs.]{.underline}

Number excluded [see table]{.underline} Percent excluded [see
table]{.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. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.*

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

In September 2001, the Ohio State Board of Education established a cut
score for a new \"basic\" level of performance, allowing scores below
proficient to be divided into two categories. These additions created
the following score ranges, which were used in the October 2002
administration of the Ohio Fourth-Grade Mathematics Proficiency Test:

-   Advanced: 250 and above (passed the test with excellent results)

-   Proficient: 217 to 249 (passed the test)

-   Basic: 198 to 216

-   Below Basic: 197 and below

Additional score ranges allow teachers to use data to provide
differentiated levels of intervention.

**[OHIO FOURTH-GRADE READING PROFICIENCY TEST]{.underline}**

+------------------+--------+----------+--------+--------+----------+
| Cranbrook        | 2      | 2000-01  | 199    | 1      | 1997-98  |
| Elementary       | 001-02 |          | 9-2000 | 998-99 |          |
|                  |        |          |        |        |          |
| School           |        |          |        |        |          |
+------------------+--------+----------+--------+--------+----------+
| Testing month    | March  | March    | March  | March  | March    |
+------------------+--------+----------+--------+--------+----------+
| SCHOOL SCORES    |        |          |        |        |          |
+------------------+--------+----------+--------+--------+----------+
| Total            | 38     | 55       | 47     | 53     | 46       |
+------------------+--------+----------+--------+--------+----------+
| At or Above      | 96.4   | N/A      | N/A    | N/A    | N/A      |
| Basic            |        |          |        |        |          |
+------------------+--------+----------+--------+--------+----------+
| At or Above      | 92.9   | 77.5     | 68.3   | 62.2   | 60.0     |
| Proficient       |        |          |        |        |          |
+------------------+--------+----------+--------+--------+----------+
| At Advanced      | 7.1    | 22.5     | 2.4    | 4.4    | 26.7     |
+------------------+--------+----------+--------+--------+----------+
| Number of        | 28     | 40       | 41     | 45     | 30       |
| students tested  |        |          |        |        |          |
+------------------+--------+----------+--------+--------+----------+
| Percent of total | 73.7   | 72.7     | 87.2   | 84.9   | 65.2     |
| students tested  |        |          |        |        |          |
+------------------+--------+----------+--------+--------+----------+
| Number of        | 10     | 15       | 6      | 8      | 16       |
| students         |        |          |        |        |          |
| excluded         |        |          |        |        |          |
+------------------+--------+----------+--------+--------+----------+
| Percent of       | 26.3   | 27.3     | 12.8   | 15.1   | 34.8     |
| students         |        |          |        |        |          |
| excluded         |        |          |        |        |          |
+------------------+--------+----------+--------+--------+----------+
| SUBGROUP SCORES  |        |          |        |        |          |
+------------------+--------+----------+--------+--------+----------+
| Asian            | 11     | 16       | 14     | 20     | 11       |
+------------------+--------+----------+--------+--------+----------+
| At or Above      | 90.9   | N/A      | N/A    | N/A    | N/A      |
| Basic            |        |          |        |        |          |
+------------------+--------+----------+--------+--------+----------+
| At or Above      | 90.9   | 87.5     | 78.6   | 65.0   | 90.9     |
| Proficient       |        |          |        |        |          |
+------------------+--------+----------+--------+--------+----------+
| At Advanced      | 9.1    | 25.0     | 7.1    | 0.0    | 54.5     |
+------------------+--------+----------+--------+--------+----------+
| Black            | 7      | 8        | 10     | 14     | 8        |
+------------------+--------+----------+--------+--------+----------+
| At or Above      | 100.0  | N/A      | N/A    | N/A    | N/A      |
| Basic            |        |          |        |        |          |
+------------------+--------+----------+--------+--------+----------+
| At or Above      | 100.0  | 75.0     | 50.0   | 50.0   | 37.5     |
| Proficient       |        |          |        |        |          |
+------------------+--------+----------+--------+--------+----------+
| At Advanced      | 0.0    | 25.0     | 0.0    | 14.3   | 0.0      |
+------------------+--------+----------+--------+--------+----------+
| White            | 10     | 15       | 15     | 10     | 10       |
+------------------+--------+----------+--------+--------+----------+
| At or Above      | 100.0  | N/A      | N/A    | N/A    | N/A      |
| Basic            |        |          |        |        |          |
+------------------+--------+----------+--------+--------+----------+
| At or Above      | 90.0   | 66.7     | 66.7   | 70.0   | 50.0     |
| Proficient       |        |          |        |        |          |
+------------------+--------+----------+--------+--------+----------+
| At Advanced      | 10.0   | 20.0     | 0.0    | 0.0    | 20.0     |
+------------------+--------+----------+--------+--------+----------+
| Economically     | 19     | 26       | 31     | 33     | 20       |
| Disadvantaged    |        |          |        |        |          |
+------------------+--------+----------+--------+--------+----------+
| At or Above      | 94.7   | N/A      | N/A    | N/A    | N/A      |
| Basic            |        |          |        |        |          |
+------------------+--------+----------+--------+--------+----------+
| At or Above      | 94.7   | 73.1     | 67.7   | 57.6   | 55.0     |
| Proficient       |        |          |        |        |          |
+------------------+--------+----------+--------+--------+----------+
| At Advanced      | 10.5   | 19.2     | 3.2    | 3.0    | 25.0     |
+------------------+--------+----------+--------+--------+----------+
| STATE SCORES     |        |          |        |        |          |
+------------------+--------+----------+--------+--------+----------+
| Total            | 67.7   | 56.0     | 58.2   | 59.2   | 47.1     |
+------------------+--------+----------+--------+--------+----------+
| At or Above      | 91.4   | N/A      | N/A    | N/A    | N/A      |
| Basic            |        |          |        |        |          |
+------------------+--------+----------+--------+--------+----------+
| State Mean Score | N/A    | N/A      | N/A    | N/A    | N/A      |
+------------------+--------+----------+--------+--------+----------+
| At or Above      | 67.7   | 56.0     | 58.2   | 59.2   | 47.1     |
| Proficient       |        |          |        |        |          |
+------------------+--------+----------+--------+--------+----------+
| State Mean Score | N/A    | N/A      | N/A    | N/A    | N/A      |
+------------------+--------+----------+--------+--------+----------+
| At Advanced      | 7.0    | 7.0      | 6.0    | 4.0    | 4.0      |
+------------------+--------+----------+--------+--------+----------+
| State Mean Score | N/A    | N/A      | N/A    | N/A    | N/A      |
+------------------+--------+----------+--------+--------+----------+

Note: 1997-98 data have been calculated using the 1999 cut scores (217
for reading and 218 for math). The State data for this year appear in
parenthesis to indicate that they reflect percent proficient using the
cut scores in effect at the time of the test (210 for both reading and
math).

**[OHIO FOURTH-GRADE MATHEMATICS PROFICIENCY TEST]{.underline}**

+------------------+--------+----------+--------+----------+----------+
| Cranbrook        | 2      | 2000-01  | 199    | 1998-99  | 1997-98  |
| Elementary       | 001-02 |          | 9-2000 |          |          |
|                  |        |          |        |          |          |
| School           |        |          |        |          |          |
+------------------+--------+----------+--------+----------+----------+
| Testing month    | March  | March    | March  | March    | March    |
+------------------+--------+----------+--------+----------+----------+
| SCHOOL SCORES    |        |          |        |          |          |
+------------------+--------+----------+--------+----------+----------+
| Total            | 38     | 55       | 47     | 53       | 46       |
+------------------+--------+----------+--------+----------+----------+
| At or Above      | N/A    | N/A      | N/A    | N/A      | N/A      |
| Basic            |        |          |        |          |          |
+------------------+--------+----------+--------+----------+----------+
| At or Above      | 79.3   | 80.0     | 77.5   | 68.2     | 70.0     |
| Proficient       |        |          |        |          |          |
+------------------+--------+----------+--------+----------+----------+
| At Advanced      | 31.0   | 37.5     | 27.5   | 15.9     | 23.3     |
+------------------+--------+----------+--------+----------+----------+
| Number of        | 29     | 40       | 40     | 44       | 30       |
| students tested  |        |          |        |          |          |
+------------------+--------+----------+--------+----------+----------+
| Percent of total | 76.3   | 72.7     | 85.1   | 83.0     | 65.2     |
| students tested  |        |          |        |          |          |
+------------------+--------+----------+--------+----------+----------+
| Number of        | 9      | 15       | 7      | 9        | 16       |
| students         |        |          |        |          |          |
| excluded         |        |          |        |          |          |
+------------------+--------+----------+--------+----------+----------+
| Percent of       | 23.7   | 27.3     | 14.9   | 17.0     | 34.8     |
| students         |        |          |        |          |          |
| excluded         |        |          |        |          |          |
+------------------+--------+----------+--------+----------+----------+
| SUBGROUP SCORES  |        |          |        |          |          |
+------------------+--------+----------+--------+----------+----------+
| Asian            | 12     | 16       | 14     | 20       | 11       |
+------------------+--------+----------+--------+----------+----------+
| At or Above      | N/A    | N/A      | N/A    | N/A      | N/A      |
| Basic            |        |          |        |          |          |
+------------------+--------+----------+--------+----------+----------+
| At or Above      | 91.7   | 93.8     | 78.6   | 70.0     | 81.8     |
| Proficient       |        |          |        |          |          |
+------------------+--------+----------+--------+----------+----------+
| At Advanced      | 50.0   | 43.8     | 50.0   | 30.0     | 45.5     |
+------------------+--------+----------+--------+----------+----------+
| Black            | 7      | 8        | 10     | 14       | 8        |
+------------------+--------+----------+--------+----------+----------+
| At or Above      | N/A    | N/A      | N/A    | N/A      | N/A      |
| Basic            |        |          |        |          |          |
+------------------+--------+----------+--------+----------+----------+
| At or Above      | 71.4   | 75.0     | 80.0   | 57.1     | 50.0     |
| Proficient       |        |          |        |          |          |
+------------------+--------+----------+--------+----------+----------+
| At Advanced      | 14.3   | 50.0     | 10.0   | 7.1      | 12.5     |
+------------------+--------+----------+--------+----------+----------+
| White            | 10     | 15       | 14     | 9        | 10       |
+------------------+--------+----------+--------+----------+----------+
| At or Above      | N/A    | N/A      | N/A    | N/A      | N/A      |
| Basic            |        |          |        |          |          |
+------------------+--------+----------+--------+----------+----------+
| At or Above      | 70.0   | 73.3     | 71.4   | 77.8     | 70.0     |
| Proficient       |        |          |        |          |          |
+------------------+--------+----------+--------+----------+----------+
| At Advanced      | 20.0   | 26.7     | 14.3   | 0.0      | 10.0     |
+------------------+--------+----------+--------+----------+----------+
| Economically     | 19     | 26       | 31     | 33       | 20       |
| Disadvantaged    |        |          |        |          |          |
+------------------+--------+----------+--------+----------+----------+
| At or Above      | N/A    | N/A      | N/A    | N/A      | N/A      |
| Basic            |        |          |        |          |          |
+------------------+--------+----------+--------+----------+----------+
| At or Above      | 84.2   | 76.9     | 77.4   | 66.7     | 65.0     |
| Proficient       |        |          |        |          |          |
+------------------+--------+----------+--------+----------+----------+
| At Advanced      | 26.3   | 38.5     | 29.0   | 15.2     | 25.0     |
+------------------+--------+----------+--------+----------+----------+
| STATE SCORES     |        |          |        |          |          |
+------------------+--------+----------+--------+----------+----------+
| Total            | 62.9   | 59.4     | 48.9   | 50.6     | 41.7     |
+------------------+--------+----------+--------+----------+----------+
| At or Above      | N/A    | N/A      | N/A    | N/A      | N/A      |
| Basic            |        |          |        |          |          |
+------------------+--------+----------+--------+----------+----------+
| State Mean Score | N/A    | N/A      | N/A    | N/A      | N/A      |
+------------------+--------+----------+--------+----------+----------+
| At or Above      | 62.9   | 59.4     | 48.9   | 50.6     | 41.7     |
| Proficient       |        |          |        |          |          |
+------------------+--------+----------+--------+----------+----------+
| State Mean Score | N/A    | N/A      | N/A    | N/A      | N/A      |
+------------------+--------+----------+--------+----------+----------+
| At Advanced      | 17.0   | 16.0     | 11.0   | 12.0     | 7.0      |
+------------------+--------+----------+--------+----------+----------+
| State Mean Score | N/A    | N/A      | N/A    | N/A      | N/A      |
+------------------+--------+----------+--------+----------+----------+

Note: 1997-98 data have been calculated using the 1999 cut scores (217
for reading and 218 for math). The State data for this year appear in
parenthesis to indicate that they reflect percent proficient using the
cut scores in effect at the time of the test (210 for both reading and
math).