##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_[X]{.underline}
Elementary \_[X]{.underline} Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mr. Edward Colina]{.underline}

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

Official School Name [Immaculate Heart of Mary School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[5876 Veterans
Way\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

\_\_\_[Burlington\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Kentucky\_\_\_\_\_\_\_\_\_\_\_\_41005-8824\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County \_\_\_\_\_[Boone]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State School Code
Number[\*\_\_\_\_\_\_\_035410\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [(859) 689-4303]{.underline} Fax [(859) 689-5636]{.underline}

Website/URL [www.ihm-ky.org]{.underline} E-mail <ecolina@ihm-ky.org>

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Lawrence M. Bowman]{.underline}

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

District Name [Diocese of Covington]{.underline} Tel. [( 859 )
392-1531]{.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 Mrs. Jill Hamlin

President/Chairperson

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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 for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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: \_\_\_\_\_ Elementary schools

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

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

\_\_\_\_\_ High schools

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

**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\. [5.5]{.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 as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**    **38**    **33**                 **71**       **7**       **23**    **36**      **59**

  **K**       **38**    **33**                 **71**       **8**       **21**    **29**      **50**

  **1**       **41**    **34**                 **75**       **9**                             

  **2**       **33**    **47**                 **80**       **10**                            

  **3**       **34**    **35**                 **69**       **11**                            

  **4**       **35**    **35**                 **70**       **12**                            

  **5**       **44**    **28**                 **72**       **Other**                         

  **6**       **32**    **32**                 **64**                                         

                                    **TOTAL                                                   **681**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of [99]{.underline} % White

the students in the school: [0]{.underline} % Black or African American

[0]{.underline} % Hispanic or Latino

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

0 % American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
[\_\_.15\_\_]{.underline}%

> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      0
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

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

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

  **(4)**                   Total number of students in 682
                            the school as of October 1  

  **(5)**                   Total transferred students  .00146
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           .15
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

Number of languages represented: \_\_\_\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_[3]{.underline}\_\_\_\_%

Total number students who qualify: \_\_\_[17]{.underline}\_\_\_

> If this method does not produce an 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:
\_\_\_[2\_\_%]{.underline}

[\_\_\_12\_\_\_\_]{.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. Do not add additional categories.

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

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

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

\_\_\_\_Emotional Disturbance [\_12\_]{.underline}Speech or Language
Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

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) [\_\_2\_\_\_\_]{.underline}
\_\_\_[0]{.underline}\_\_\_\_

Classroom teachers \_\_[28\_\_\_]{.underline}
[\_\_\_7\_\_\_\_]{.underline}

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

Paraprofessionals [\_\_9\_\_\_\_]{.underline}
[\_\_\_0\_\_\_\_]{.underline}

> Support staff [\_\_3\_\_\_]{.underline}\_
> \_\_\_[1\_\_\_\_]{.underline}
>
> Total number \_\_[46]{.underline}\_\_\_ \_\_\_[14]{.underline}\_\_\_

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers: \_[22
to 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.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance   98%         98%         98%         98%         98%

  Daily teacher attendance   98%         98%         99%         99%         99%

  Teacher turnover rate      5%          12%         2%          2%          2%

  Student dropout rate       0%          0%          0%          0%          0%
  (middle/high)                                                              

  Student drop-off rate      \%          \%          \%          \%          \%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Immaculate Heart of Mary School (IHM) is a PS-8^th^ elementary school
established by Immaculate Heart of Mary Parish under the direction of
the Diocese of Covington, Department of Catholic Education. The
educational program of Immaculate Heart of Mary exceeds the requirements
set by the district/diocese and the school is accredited by the Kentucky
Nonpublic Schools Commission, Inc. and Kentucky State Board of Education
recognizes that accreditation. Instruction is provided in the following
areas: religion, language arts (reading, spelling, oral and written
language), mathematics, social studies, science, physical education,
health and safety, fine arts (music and art), computer and internet
skills, library and research skills. IHM also provides instruction in
Spanish in grades K-8. Music is taught at all grade levels and piano
keyboarding is taught in grades seven and eight.

It is the mission of Immaculate Heart of Mary School to cooperate with
parents in providing quality education to its students. We strive to
expand the students' religious, physical, emotional, social and
educational development. Our Mission's Five Points below.

*- All Rooted In the Gospel of Jesus Christ*

The religious education program takes top priority at IHM. Students
attend weekly liturgy as a whole school and also in smaller groups. IHM
is school where all faith traditions can feel at home. Students,
teachers and staff members strive to develop a deeper relationship with
God through a strong faith community and relationships lived out every
day. Our faith also calls us to service. Whether working to annually
support Madonna House for unwed mothers with baby beds or raising money
for Katrina Relief, our students put Mother Teresa's words into action
"to see Jesus in the distressing disguise of the poor."

*- Quality Academic Education*

Students at Immaculate Heart of Mary School are challenged daily to meet
their full potential. The Diocese of Covington provides a challenging
curriculum framework, which is student-centered and built upon national
standards (NCTM, NCTE, etc.) IHM expands upon and enhances the diocesan
curriculum. The goal: Prepare students for high school, higher education
and to be life-long learners. A strong Academic Team and Governor's Cup
Team, science, piano and computer lab, Student Council, sports program
and Service Clubs all enhance the academic program at IHM. WE also have
strong participation in Odyssey of the Mind, Math Olympics, and First
Lego League. We offer remedial as well as gifted/enrichment classes.

*- Christian Values*

Beyond strong academics, IHM seeks to develop responsible citizens of
the 21st Century. Look around Immaculate Heart of Mary School and you
will see students devoted to service to the parish and the local
community. There is also a global component to the IHM program! Our
faith calls us to be of service to others and to see Jesus in every
aspect of our lives.

*- Teachers & Parents Working Together*

It's all about teamwork! Parent involvement is what makes Immaculate
Heart of Mary School possible. On any day you will find caring and
supportive parents working with teachers to model cooperation, teamwork
and respect. There are plenty of opportunities for parent volunteers at
IHM. We have an automated registration system that lists all volunteer
opportunities and places names in a database of great volunteers. We
have an active parent group that meets regularly but the real work
happens everyday!

*- Enriched by the Arts & Technology*

Advancements for the 21st century make it imperative that our students
be skilled, not only in technology but also more importantly in the
moral attitudes needed to make safe, responsible technological choices.
Internet access in each classroom as well as in the lab, gives students
the opportunity to learn about our world! The Art Museum, Children's
Theater, Picture Person and a strong program of cultural education
enhances the academic program at IHM. (See Part V, #3)

*\
*

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

**Part IV -- Item 1.) Assessment Results** -- Immaculate Heart of Mary
School examined its most recent Terra Nova testing results and found the
average (mean) NCE Score in reading (67.6 compared to a 65.8 cutoff) and
mathematics (75.0 compared to a 64.1 cutoff) from the highest grade
tested (7^th^ Grade) and the most recent year administered (Spring
2005). These scores exceeded the 90th percentile cutoff and thus "will
be considered sufficient evidence that the school is in the top 10
percent of all schools nationally".

Nationally normed standardized achievement tests (Terra Nova and InView)
are administered each spring to students in Grades 1 through 7. Students
in Grade 8 who will be attending a Diocesan High School are required to
take a high school entrance exam at the high school they will be
attending. Immaculate Heart of Mary School participates in the diocesan
high school entrance tests given at the end of the eighth grade year.
Our district high school offers to students with the highest entrance
test score and highest 7^th^ Grade Terra Nova scores (Carlin Award) or
the Wolff Scholarship. Since 2003, IHM has won 3 of these awards.

In 2002 all the schools in the Diocese of Covington were required to
change from the CAT/5 norm referenced test to the Terra Nova Complete
Battery Test, published by CTB McGraw-Hill. In addition, students in
Grades 3 and above also take the InView Test of Cognitive Skills. Terra
Nova and InView have coordinating data that allows IHM School to review
whether or not a student is working to his or her ability. This
information is a great value to teachers and parents.

There was an expected drop in scores experienced during the first year
of the more recently normed Terra Nova test, especially in 3^rd^ grade.
From Grade 3, scores continue to rise the longer students remain in our
system. Scores are consistently above the national averages and
competitive among diocesan standards in all areas and at all grade
levels. IHM School tests [all]{.underline} students, regardless of
learning disabilities, attention issues, etc. In the last five testing
years, 100% of students in grades 1-7 were tested, regardless of any
alternative learning plans, and results averaged with all other
students. Even though IHM includes all students' results in its scores,
the test data provided at the end of this document demonstrates overall
strength in academics.

The school curriculum is annually reviewed and updated to reflect the
needs of students as determined by the individual reports from Terra
Nova. The IHM / Diocesan curriculum is aligned with national standards,
and therefore should be aligned with our testing program and texts.

IHM School has made great efforts to review its curriculum and
sequencing of instruction to determine any gaps or misplaced academic
objectives. The Terra Nova scores have been helpful in determining areas
of improvement and curriculum alignment. In the 2003-2004 school year, a
graduate student cohort group from the University of Cincinnati was
asked to review our third grade scores, offer recommendation and
investigate lower third grade scores. Curriculum adjustments were made
and ability grouping was eliminated in grade 3.

Also of assistance have been Item Analysis reviews, which helped
teachers to address specific objectives in our curriculum, which needed
reinforcement and added attention.

Immaculate Heart of Mary School Kindergarten children are assessed at
the end of the school year to determine readiness for Grade One.
Incoming kindergarten students are screened via a joint process of
assessment of Boone County Educational Services and IHM School. An
assessment is also conducted on students entering first grade who have
not been in IHM Kindergarten.

**Part IV -- Item 2.) Using Assessment Results** -- Students are
assessed each spring. Once the results are returned from McGraw-Hill,
the administrator gathers grade level data and shares it with the
appropriate faculty members. Curriculum committees review data in a
specific academic area and make recommendations for any changes,
additions or areas of emphasis for the following school year. The
committee reviews goals and objectives periodically. In some cases, new
textbooks have been purchased as a recommendation of the committee.
Recently, a new science program (and texts) was initiated, in response
to science scores. Test scores were also a consideration when it came to
hiring new staff. We searched for and hired a new science teacher whose
background was steeped in science curriculum and hands-on methods. IHM
also reviewed testing results in Language Arts in 2004. The Terra Nova
scores were again, a "piece of the puzzle" and, together with interviews
of past IHM students now in high school, we added a Writing Resource
teacher to our staff to improve writing skills.

Each year teachers review the combination of Terra Nova
(norm-referenced) results and InView (Test of Cognitive Skills). If a
student scores high on ability (TCS) and low on achievement (TN) we can
look to see if that student is or is not working to his or her ability.
That information is shared with the appropriate teachers. These scores
are described by CTB as "Obtained" vs. "Anticipated"

In the current 2005-2006 school year, IHM School initiated an
Enrichment/Gifted and Talented Program. Students in Grades 4, 5, or 6
who scored in the 90th percentile and above on the Terra Nova and scored
a Cognitive Skills Index of 118 or higher, were invited to participate
in an extended learning program. IHM has approximately 70 students
participating. (11% of the K-8 population, or 31% of all 4, 5 and 6
grade students)

**Part IV -- Item 3.) Communicating Assessment Results** -- Once the
testing results are received from CTB Scoring Center, Immaculate Heart
School communicates individual results to parents. If the results are
received by the final grading period of the year, parents receive the
results with the final report card. If the results are received over the
summer months, individual reports are sent to parents when school begins
in the fall. Whole grade level school results in each tested academic
area (Reading, Language Arts, Math, Total Battery, Science, and Social
Studies) are presented to the School Board and communicated to parents
at a Parent Teacher Organization meeting. Results are also placed in
Public Relations materials and on the IHM School website. The results
show IHM scores in relation to National and Diocesan/District averages.

Over the summer, the school administrator often meets with individual
parents to review student results and to explain specific scoring. These
meetings often take place with parents of students who are struggling or
being evaluated for learning issues.

Norm-referenced test results are by no mean the only forms of assessment
communicated to parents. Numerous criterion referenced tests, project
rubrics, writing portfolios, and daily-assessed work are reviewed with
parents at Parent Teacher Conferences and throughout the school year.

Student progress is also reported through a mid-term progress report and
formal report cards. Teacher email, newsletters, teacher web pages all
enhance communication of homework, project results, etc. School wide
communication of information takes place via a Wednesday Newsletter
assembled by volunteer parents. The school also has a sophisticated and
well-maintained presence on the web that serves to communicate
assessment results.

**Part IV -- Item 4.) Sharing Success** -- Student academic
achievements, high test scores, scholarships received, etc. are all
shared with the wider community in a number of ways. Our participation
and achievements in Lego League (20 students), Math Olympiad (23) and
Odyssey of the Mind (21) are well publicized in the local Cincinnati and
northern Kentucky newspapers. Our Odyssey of the Mind team won the State
Competition and was invited to attend the World competition in Colorado
in 2005. We began Governor\'s Cup Competitions/Testing in the 2003-2004
school year and sent representatives to the State Competition in various
academic areas and also sent teams for Quick Recall and Future Problem
Solving. This was accomplished in our first year of competition. IHM
invites an average of 35 students in grades 5 and 7 to test in the Duke
Talent Identification Program each year. These achievements are always
well publicized and shared with the community at large and with other
school communities. Three Academic Teams (30 students), Diocesan
competitions, annual in-services, workshops and conferences allow other
schools to see the successes found at diocesan schools.

IHM has hosted Diocesan/District Board meetings, kindergarten and
preschool meetings and will host the February 2006 Association of
Educational School Administrators meeting. Informally, IHM has shared
with schools the progress made in technology, cafeteria automation and
preschool requirements. One of IHM\'s teachers, now our Assistant
Principal, Mrs. Sanfilippo, was a recipient of the Diocese of Covington
Teacher of the Year Award -the first year it was awarded. Our principal,
Mr. Colina, was awarded the 2005 *AD.* Albright Award, given by the
Northern Kentucky Chamber of Commerce and the Kentucky Post. This
prestigious award recognizes the administrator who has made outstanding
contributions to promote educational excellence in Northern Kentucky.

**PART V -- CURRICULUM AND INSTRUCTION**

**Religious Education** takes priority at IHM. The school provides a
strong foundation of religious education. Teachers and students take our
call to service seriously. Canned food drives for St. Vincent DePaul,
St. John Bosco Clubs, and 8^th^ Grade garden projects are just a few
examples of IHM students working locally and globally. Weekly liturgies
provide focus and our call to be broken and shared for the life of the
world. IHM is a Catholic school where all faiths can feel at home.

**Mathematics** -- IHM follows the principles of the National Council
for Teachers of Mathematics. Students learn to value mathematics, reason
and communicate mathematically, learn to use technology for math and
become creative and mathematical problem- solvers. Most 5 through 8
Grade classrooms are equipped with SMART Boards or LCD projectors or
ELMO Digital Document Projection Systems.

**Language Arts** -- Our curriculum includes literature, reading, the
"Writing Process", spelling, listening, thinking and speaking. Through a
command of language, students are able to interpret personal experiences
as well as other's experiences and cultures. Recently we began offering
writing resource classes and initiated student portfolio as an
additional way to introduce a new Language Arts Curriculum.

**Science** -- Instruction at IHM in the sciences encourages students to
appreciate, with wonder and joy, the universe and enjoy their
environment. A hands-on approach is used; dissecting begun in grade 5
sparks questions and a sense of awe. ELMO document cameras and LCD
projection systems allow students to view dissecting and other science
experiments on an enlarged screen.

**Social Studies** --Instruction in Social Studies at IHM encourages the
knowledge, skills, and attitudes necessary to respect, and practice the
"ways of the scholar, the artisan, the leader, and the citizen in
support of the common good." Underground Railroad and Holocaust units,
in conjunction with a local university, speakers and fieldtrips enhance
the students' appreciation of diversity and historical struggles.
Students also participate in the National Geographic "Geo-Bee".

**Fine Arts** -- All IHM students receive weekly art instruction by a
specialized teacher. One of the highlights of the school year is IHM
Fine Arts Week. There are also quarterly exhibits in our library from
the Cincinnati Art Museum. Recently, IHM has had winners in the Diocesan
Art Competition. Grades K-6 receive music instruction and students in
Grades 7 and 8 receive piano keyboard lessons in a 26-unit piano lab.
Sixty-five students receive private music lessons, which are available
to K-8 students during and after the school day.

**Physical Education** -- Physical Education is taught once a week by a
specialized teacher. The beautiful IHM gym as well as soccer fields,
school grounds and adjacent Boone Woods featuring tennis courts, Frisbee
golf, etc. are used for these classes. Cross-country for grades K-4 is
offered as well as a snow ski club of well over 200 students and bowling
club (over 200 students).

**Spanish** -- Students in grades K-3 are exposed to a weekly, paced
video program "Espanol Para Ti" aided by a Spanish resource person in
each classroom. Students in grades 4 through 8 are given weekly direct
Spanish instruction from a certified Spanish teacher. Grades 4-8 receive
45 min/week for the entire year.

**Technology** -- We strive to integrate technology with our academic
curriculum. Students learn key-boarding and word processing skills,
databases, spreadsheets, PowerPoint and web design. The technology
program is aided by in-class computers, a 30 unit lab, web access,
closed circuit TV/video access, automated Library and cafeteria systems,
LCD projectors, SMART board and ELMO document cameras.

**Remedial Classes** in Math and Reading are offered to students who are
struggling in these academic areas. Certified teachers devise innovative
and meaningful ways to meet the needs of close to 35students.

Student Enrichment / Gifted Classes are offered to 70 students in Grades
4, 5, or 6 who scored in the 90th percentile and above on the Terra Nova
and scored a Cognitive Skills Index of 118 or higher.

2a. **(Elementary Schools)** **Reading Curriculum -** Immaculate Heart
of Mary School utilizes a phonetic- linguistic approach to Reading,
emphasizing multi-sensory experiences to enhance differentiation. Also,
modified 4-Block strategies are incorporated into our Language Arts
curriculum. Synthetic-analytic instruction that is developmentally
appropriate is a key component of our methodology. A basal Reading
series, cross-curricular trade books and units, a wide variety of
assessment and diagnostic tools, a remedial program, technological
resources, and teacher-developed materials are included. Our selection
of materials relied heavily on research evolving from the
Orton-Gillingham Method. We examined our testing results (Terra Nova)
and evaluated our areas of weakness, as well as our strengths, in a
longitudinal study. Adapting and refining essential elements of several
approaches allow our teachers the ability to develop strategies that
effectively meet the needs of our students. We employ the use of Book
Shares, Peer Conferencing, Readers\' Theatre, Cloze statements, Choral
Reading and Debating. Often you will find elementary students involved
in Guided Reading, interviewing, journaling, Think-Pair-Share and using
Venn Diagrams for comparing and contrasting as well as KWL charts (base
learning on students\' prior knowledge). We provide on-going
professional growth opportunities for our staff to explore additional
methodologies. Our students participate in several extra-curricular
activities such as Book Fest at Northern Kentucky University and a
cross-curricular Literature and Social Studies Project on the Holocaust.
This unit is presented in conjunction with Hebrew Union College. In the
summer of 2005, Immaculate Heart of Mary School won the Boone County
Summer Reading Competition. We also participate in various writing
projects (Young Authors) and have rigorous summer reading list for
grades 1 through 8. For students struggling in Reading, IHM offers a
Reading Resource teacher who meets with students daily.

**3. (Elementary Schools) Fine Arts Curriculum** - Concentrating on the
fourth point of our school

Mission, a committee of teachers and parents developed a strong Fine
Arts Curriculum based on National Fine Arts Standards. As part of
efforts to increase the study of Fine Arts, the Committee developed
\"Art Trunks\" used to infuse the arts into various academic areas of
study. Integrating the Fine Arts into Social Studies classes, Religion
classes, etc. enriches our academic curriculum. The trunks are thematic
(Underground Railroad, Renaissance, Stars, The Bible/Ten Commandments,
Native Americans, Rain Forest, etc.) Included in the trunks are books,
CD\'s, DVDs, posters, and art activities that will enrich the subjects
taught and extend the students\' studies to include more right brain and
hands-on activities. IHM School also presents an annual \"Fine Arts
Week\". During this week IHM School halls are converted into an Art
Museum of 70-plus prints of famous artists from DaVinci to Warhol- Monet
to Pollack. Classes study an \"artist of the month\" (Klimt, Benton,
etc). Throughout the year we schedule three exhibits shipped from the
Cincinnati Art Museum and set up in our school library. A docent from
the museum addresses students about items in the exhibits. During Fine
Arts Week we featured an artist and composer of the day. At lunchtime,
classes viewed a live vignette of DaVinci \' s Last Supper in the
cafeteria, while listening to Tchaikovsky. On Tuesday, a multi-media
vignette of Michelangelo painting the Sistine Chapel ceiling and Mozart
were presented. Continuing on Wednesday - Van Goth/Beethoven; Thursday -
Monet/Chopin and Friday Jackson Pollack and Aaron Copeland were
featured. Scavenger hunts for the 70 art prints continued in the halls
throughout the week. Dance components were added to all of our P .E.
classes. "Picture Persons" visit the classrooms throughout the week and
we scheduled visits to the gym to interact with 8 local artists,
featuring oil painting, batik, a textiles/weaver, potter, photographer,
woodcarver and stonecutter Richard Young, of Rabbit Hash, Ky.

**4. Instructional Methods -** Immaculate Heart of Mary believes
strongly in the philosophy of differentiation in the classroom. Teachers
are facilitators and classrooms are student-centered. There are
currently 11 students with active IEPs and 33 students have Alternative
Learning Plans (an in-house program which offers specific classroom
accommodations to students with learning challenges that do not meet the
criteria for an IEP). For these and for all of our students, teachers
make use of a combination of visual, auditory and kinesthetic (tactile)
learning environment. We encourage metacognition (students think about
their own thinking as they work to solve problems). Students learn the
processes of learning! Our students are involved in modeling correct
strategies and teachers employ the use of \"Scaffolding\" learning
process when teaching new concepts. Students make predictions, retell,
and summarize information. Problem-solving strategies, patterns,
organizing, classifying and information sequencing are all common in HIM
classrooms. We use peer tutoring and reciprocal teaching. We are
committed to making connections to real world situations/experiences.
Through the use of Cooperative Learning Groups, students of all ages are
invited to work together, share strategies and explore their gifts as
active participants in their own learning. We employ flexible grouping
within classrooms by content taught. We pride ourselves on experiential
learning and devote a significant budget figure to field trips and
instruction off-site. Leadership and team-building skills (emphasized
with our Junior High students) are taught, tested and refined during
some summer sessions and reinforced at an outdoor education center over
three days. The methods are hands-on, real life and is truly learning
that \"sticks\" with our students. A variety of instructional methods
are specific to the Reading classroom. -See 2A -Reading Curriculum

**Professional Development -** Our choices for professional development
are data driven. Curriculum committees determined areas of concern by
examining our standardized tests and teacher evaluations. Teachers
indicate priorities for professional growth opportunities at the
beginning of each year. Our assistant principal matches need with
available in-services for each individual teacher or staff member.
Departments and/or grade levels are encouraged to attend
seminars/workshops as a group as this is a more effective way to
implement new strategies and develop curriculum enhancements. Staff
members are invited to share their experiences with the faculty at
subsequent meetings. Direct impact on student achievement has been
documented, especially in the areas of Reading, Technology, and
multisensory education. Northern Kentucky University has a consortium
that offers in-service to teachers in our area. Non-Public schools and
IHM in particular, take part in this endeavor. The Diocese of Covington
periodically offers in-service such as Differentiation of Instruction by
Dr. Wormeling in the 2004-2005 school year. All of our teachers and
staff participated. In addition, HIM School provides tuition grants for
those pursuing graduate degrees. Our PD and in-service budget is around
\$7,500.00. Our local PTO helps to support ongoing education and teacher
training. As of November 1^st^ of the current school year, IHM teachers
attended workshops include Using Technology (K-2), Extending the
Mathematical Challenge: a Look at Teaching Mathematics Around the Globe;
Teaching Comprehension: Seven Strategies Proficient Readers Use; The
Multisensory Reading Teacher; Meeting Standards With Science and Math
Centers. Seven staff members are currently receiving tuition assistance
for graduate classes. We also sent our cafeteria staff to Tennessee for
a two-day conference on Food Service and Automation. All staff members
participate in the Diocesan-wide VIRTUS training -- "Protecting God\'s
Children".

**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.*

1.  Private school association(s): [The Kentucky Non-Public Schools
    Commission, Inc., NCEA, KY League for Educational Alternatives,
    ASCD]{.underline}

2.  Does the school have nonprofit, tax-exempt (501(c)(3)) status? Yes
    \_\_[x]{.underline}\_\_\_ No \_\_\_\_\_\_

3.  What are the 2005-2006 tuition rates, by grade? (Do not include
    room, board, or fees.)

\$ [3,100\_]{.underline} \$ [3,100\_]{.underline} \$
[3,100\_]{.underline} \$ [3,100\_]{.underline} \$ [3,100\_]{.underline}
\$ [3,100\_]{.underline}

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

\$ [3,100\_]{.underline} \$ [3,100\_]{.underline} \$
[3,100\_]{.underline} \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

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

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

12^th^ Other

4.  What is the educational cost per student? \$\_[3225\_]{.underline}

(School budget divided by enrollment)

5.  What is the average financial aid per student? \$\_[1182 per student
    receiving aid]{.underline}

6.  What percentage of the annual budget is devoted to
    \_\_[4]{.underline}\_\_\_[%]{.underline}

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_[9\_\_\_%]{.underline}

**PART VII - ASSESSMENT RESULTS**

**[ASSESSMENTS Grade 7 Reading]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject[\_\_\_Reading\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Grade\_\_[7]{.underline}\_\_\_\_ Test[\_\_\_\_\_\_Terra
Nova\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year\_[2001]{.underline}\_\_\_\_
Publisher\_\_\_\_[CTB
McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs\_\_[X]{.underline}\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | **     | 61.7   | 65.7   |
|                                          | 67.6** |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 47     | 48     | 43     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        | NA     | NA     | NA     |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**                                                          

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

**[ASSESSMENTS Grade 7 Math]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject[\_\_\_Math\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Grade\_\_[7]{.underline}\_\_\_\_ Test[\_\_\_\_\_\_Terra
Nova\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year\_[2001]{.underline}\_\_\_\_
Publisher\_\_\_\_[CTB
McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs\_\_[X]{.underline}\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | **     | 67.4   | 71.0   |
|                                          | 75.0** |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 47     | 48     | 43     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        | NA     | NA     | NA     |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**                                                          

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

**[ASSESSMENTS Grade 6 Reading]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject[\_\_\_Reading\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Grade\_\_[6\_\_\_\_]{.underline} Test[\_\_\_\_\_\_Terra
Nova\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year\_[2001]{.underline}\_\_\_\_
Publisher\_\_\_\_[CTB
McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs\_\_[X]{.underline}\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 63.3   | 63.5   | 60.7   |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 67     | 50     | 49     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        | NA     | NA     | NA     |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**                                                          

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

**[ASSESSMENTS Grade 6 Math]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject[\_\_\_Math\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Grade\_\_[6]{.underline}\_\_\_\_ Test[\_\_\_\_\_\_Terra
Nova\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year\_[2001]{.underline}\_\_\_\_
Publisher\_\_\_\_[CTB
McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs\_\_[X]{.underline}\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 64.0   | 71.0   | 63.6   |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 67     | 50     | 49     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        | NA     | NA     | NA     |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**                                                          

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

**[ASSESSMENTS Grade 5 Reading]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject[\_\_\_Reading\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Grade\_\_[5]{.underline}\_\_\_\_ Test[\_\_\_\_\_\_Terra
Nova\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year\_[2001]{.underline}\_\_\_\_
Publisher\_\_\_\_[CTB
McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs\_\_[X]{.underline}\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 60.8   | 61.2   | 68.5   |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 75     | 73     | 50     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        | NA     | NA     | NA     |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**                                                          

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

**[ASSESSMENTS Grade 5 Math]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject[\_\_\_Math\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Grade\_\_[5]{.underline}\_\_\_\_ Test[\_\_\_\_\_\_Terra
Nova\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year\_[2001]{.underline}\_\_\_\_
Publisher\_\_\_\_[CTB
McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs\_\_[X]{.underline}\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 62.3   | 60.6   | 71.0   |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 75     | 73     | 50     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        | NA     | NA     | NA     |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**                                                          

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

**[ASSESSMENTS Grade 4 Reading]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject[\_\_\_Reading\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Grade\_\_[4]{.underline}\_\_\_\_ Test[\_\_\_\_\_\_Terra
Nova\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year\_[2001]{.underline}\_\_\_\_
Publisher\_\_\_\_[CTB
McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs\_\_[X]{.underline}\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 63.1   | 59.7   | 60.1   |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 70     | 75     | 75     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        | NA     | NA     | NA     |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**                                                          

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

**[ASSESSMENTS Grade 4 Math]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject[\_\_\_Math\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Grade\_\_[4]{.underline}\_\_\_\_ Test[\_\_\_\_\_\_Terra
Nova\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year\_[2001]{.underline}\_\_\_\_
Publisher\_\_\_\_[CTB
McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs\_\_[X]{.underline}\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 64.8   | 59.2   | 58.4   |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 70     | 75     | 75     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        | NA     | NA     | NA     |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**                                                          

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

**[ASSESSMENTS Grade 3 Reading]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject[\_\_\_Reading\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Grade\_\_[3]{.underline}\_\_\_\_ Test[\_\_\_\_\_\_Terra
Nova\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year\_[2001]{.underline}\_\_\_\_
Publisher\_\_\_\_[CTB
McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs\_\_[X]{.underline}\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 57.2   | 59.3   | 61.4   |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 70     | 74     | 75     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        | NA     | NA     | NA     |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**                                                          

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

**[ASSESSMENTS Grade 3 Math]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject[\_\_\_Math\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Grade\_\_[3]{.underline}\_\_\_\_ Test[\_\_\_\_\_\_Terra
Nova\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year\_[2001]{.underline}\_\_\_\_
Publisher\_\_\_\_[CTB
McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs\_\_[X]{.underline}\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | A    | A    | M    | M    |
|                                 | pril | pril | pril | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 57.6 | 58.8 | 60.1 |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 70   | 74   | 75   |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               | NA   | NA   | NA   | NA   | NA   |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  1.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**                                                          

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

**[ASSESSMENTS Grade 2 Reading]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject[\_\_\_Reading\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Grade\_\_[2]{.underline}\_\_\_\_ Test[\_\_\_\_\_\_Terra
Nova\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year\_[2001]{.underline}\_\_\_\_
Publisher\_\_\_\_[CTB
McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs\_\_[X]{.underline}\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 62.9   | 65.0   | 63.7   |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 69     | 72     | 75     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        | NA     | NA     | NA     |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**                                                          

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

**[ASSESSMENTS Grade 2 Math]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject[\_\_\_Math\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Grade\_\_[2]{.underline}\_\_\_\_ Test[\_\_\_\_\_\_Terra
Nova\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year\_[2001]{.underline}\_\_\_\_
Publisher\_\_\_\_[CTB
McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs\_\_[X]{.underline}\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 65.7   | 63.5   | 69.8   |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 69     | 72     | 75     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        | NA     | NA     | NA     |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**                                                          

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

**[ASSESSMENTS Grade 1 Reading]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject[\_\_\_Reading\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Grade\_\_[1]{.underline}\_\_\_\_ Test[\_\_\_\_\_\_Terra
Nova\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year\_[2001]{.underline}\_\_\_\_
Publisher\_\_\_\_[CTB
McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs\_\_[X]{.underline}\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 63.0   | 65.6   | 64.1   |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 77     | 72     | 73     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        | NA     | NA     | NA     |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**                                                          

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

**[ASSESSMENTS Grade 1 Math]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject[\_\_\_Math\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Grade\_\_[1]{.underline}\_\_\_\_ Test[\_\_\_\_\_\_Terra
Nova\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year\_[2001]{.underline}\_\_\_\_
Publisher\_\_\_\_[CTB
McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs\_\_[X]{.underline}\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 4-2005 | 3-2004 | 2-2003 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 63.1   | 66.3   | 62.5   |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 77     | 72     | 73     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        | NA     | NA     | NA     |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 2.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 3.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 4.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**                                                          

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