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

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

**Cover Sheet**

Name of Principal [Mr. Roger B. Bond]{.underline}

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

Official School Name [Port Washington Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [304 Arch Street]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Port Washington Ohio 43837-0008]{.underline}\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [(740 ) 498-8389]{.underline} Fax [( 740 ) 498-6312]{.underline}

Website/URL [www.ivti.k12.oh.us/ Email:
rbond@mail.ivtv.k12.oh.us]{.underline}

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

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

(Principal's Signature)

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

Nameof Superintendent [Mr. Randall G.
Cadle\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Indian Valley Local]{.underline} Tel. [( )]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (Superintendent's
Signature)

Name of School Board

President/Chairperson Mr. Kevin E. Gray

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

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

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

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

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

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

1\. Number of schools in the district: \_\_[2]{.underline} Elementary
schools

\_\_\_1\_ Middle schools

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

\_\_\_1\_ High schools

\_\_[4]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure:
[\$6,525.00]{.underline}\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
[\$8,073.00]{.underline}\_\_\_\_\_\_\_

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

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

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

4\. [5]{.underline} Number of years the principal has been in her/his
position at this school.

[-]{.underline} If fewer than three years, how long was the previous
principal at this school?

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

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

  **K**       28        33                     **61**       **7**                             

  **1**       38        35                     **73**       **8**                             

  **2**       34        36                     **70**       **9**                             

  **3**       39        27                     **76**       **10**                            

  **4**       29        43                     **72**       **11**                            

  **5**       38        34                     **72**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   **414**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [100]{.underline} % White

the students in the school: % Black or African American

\% Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

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

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 69
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 114
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        183
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    921
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .198
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    20
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: \_\_\_\_%

\_\_\_\_Total Number Limited English Proficient

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

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[44.9]{.underline}\_\_%

\_\_\_[186]{.underline}\_\_\_Total Number Students Who Qualify

> If this method is not a reasonably accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services: \_\_\_\_\_\_\_\_%

\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

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

\_\_\_\_Deafness \_3\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[16]{.underline}\_Specific Learning Disability

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

\_16_Mental Retardation \_\_\_\_Traumatic Brain Injury

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

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

    **Number of Staff**

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

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

Classroom teachers \_\_[18]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[7]{.underline}\_\_\_
\_\_\_\_7\_\_\_

Paraprofessionals \_\_\_2\_\_\_ \_\_\_\_\_\_\_

> Support staff \_\_\_[5]{.underline}\_\_\_
> \_\_\_\_[4]{.underline}\_\_\_
>
> Total number \_\_[33]{.underline}\_\_\_ \_\_\_[11]{.underline}\_\_\_

12\. Student-"classroom teacher" ratio: \_[23]{.underline}\_\_\_

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

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

  Daily student attendance 95.6        95.2        96          95.9        95.3

  Daily teacher attendance 95.8        95.8        94.6        94.4        97.4

  Teacher turnover rate    0           2           2           1           0

  Student dropout rate                                                     

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

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

**Provide a brief, coherent narrative snapshot of the school in one page
(475 words). Include at least a summary of the school's mission or
vision in the statement and begin the first sentence with the school's
name, city, and state.**

Port Washington Elementary, located in Port Washington, Ohio, is an
educational safe haven committed to the vision that every child can and
will learn. Situated in rural Appalachia, Port Washington serves 414
students in grades kindergarten through five. Our staff members dedicate
100% of their efforts towards effective programs crafted to meet all
students' needs; accountability for steadily improving results; and
involvement from all segments of the school community.

A typical day at Port Washington demonstrates how the integration of
these elements promotes success for all. When you enter our blue ribbon
school as the sun is rising, a visual panorama of character banners
flutter from the ceiling, and the posted school motto of "whatever it
takes" inspires visitors. Next, you will encounter staff members
preparing for children in a multitude of ways. Grade level meetings
allow staff time to share ideas, coordinate timelines, discuss student
concerns, and explore curriculum needs with other grade levels. These
meetings may include regular teachers, special education teachers,
teachers of the arts, gifted intervention specialist, social worker,
nurse, and principal.

As students arrive to the building, a bustle of activity ensues.
Youngsters report to their classrooms briefly and then eagerly trek to
their enrichment/tutorial groups. These groups were determined by
previously assessed reading or math outcomes based on our nine-step
program, Steps to Success. You may observe a Senior Citizens Breakfast
in progress. Proceeding down the hallway, you may view students
participating in a step aerobics activity in the gym, taking an
Accelerated Reader quiz in the library, designing an original invention
in the Challenge Academic Braves (CAB) room, creating a rainforest
environment in kindergarten, learning to form a cursive Q in a primary
classroom, preparing for extended response proficiency questions in
third and fourth grade, and exploring the [Titanic]{.underline} in fifth
grade. In addition, students are involved in community-related services.
Children may be collecting Pennies for Patients, benefiting leukemia
research, practicing math problems for a math-a-thon supporting St.
Jude's Children's Research Hospital, and gathering items to send to
troops through the local Red Cross. These activities have enabled all
students, including students with disabilities, to feel part of a
complete school community. The smells of a delicious lunch waft through
the air and draw you into the cafeteria where a group of Veterans enjoy
lunch as they are entertained by CAB students and talented singers.

As the day winds down, children prepare to go home. Agendas are checked
to ensure that all homework is recorded correctly. Students prepare for
our Extended Day Program, designed to improve targeted deficiencies, or
attend a myriad of extra-curricular activities. With the setting sun,
families return for curriculum nights in Math, Science, Reading, Social
Studies, or the monthly Parent Teacher Organization meeting.

From sunset to sun down, "guiding and nurturing all students to reach
their fullest educational potential in coordination with parents,
teachers, and community is the mission of Port Washington Elementary."

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

Public Schools

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

The students at Port Washington Elementary have shown dramatic
improvement over the last five years in the tested areas for Reading and
Mathematics. The primary assessments used to measure student progress
are the Ohio Proficiency Tests for grade four.

Ohio Revised Code requires the State Board of Education to establish a
statewide program to measure student proficiency. This mandate extends
to students in the fourth grade. Tests are administered in Reading and
Mathematics as well as in Writing, Citizenship, and Science. Results
from these proficiency tests are used to demonstrate a level of literacy
and basic competency as determined by mastery of the learner outcomes
for each subject area. In accordance with the provisions of other Ohio
legislative acts, such as Senate Bill 55 and Senate Bill 1, the State
Department of Education is required to publish the results of these
assessments in the annual Local Report Cards and to establish criteria
for proficiency. The proficiency standard is currently set at a scaled
score of 200. In accordance with Title 1 federal regulations, the
advanced standard equates with the scaled score of 250.

For reporting purposes, the percentage of fourth grade students at or
above the proficient level is used on the Local Report Card. The State
of Ohio has set the standard of a minimum of 75% of students achieving
at least the proficient level to meet the indicator associated with each
assessment.

Examining the date display table for Mathematics, it is evident that
Port Washington's fourth grade students have made steady gains. From
just over half of the students attaining the proficient score in 1997-98
to nearly 86 percent at proficient in 2001-02, the school has show
tremendous improvement. In Reading, even more significant gains are
evident. Five years ago, only 66.1 percent of the students passed the
statewide assessment while the 2001-02 data show an impressive 96.9
proficient rate.

Port Washington Elementary tests ALL students. No students have been
excused from the statewide assessments due to disabled status, even
though the scores may not always be included in past accountability
measures. Appropriate accommodations, in accordance with the students'
Individualized Education Plans, are implemented during testing sessions.
Beginning in the 2002-03 School Year, these students' scores will begin
to be counted into the percentages appearing on the Local Report Cards.

There are no sub-groups (such as Limited English Proficient of Students
with Disabilities) that contain more than 10 students in those
categories. Therefore, this data cannot be disaggregated. Students in
the lover socioeconomic sub-group have not been listed separately on
Ohio's reports through the year 2001-02.

The norm-referenced tests included in this application have been
administered to students in grades 1, 2, 3, and 5. Port Washington uses
the Stanford Achievement Test Series, Ninth Edition (Stanford 9.) These
assessments, developed by Harcourt Educational Measurement, describe
students' performance relative to that of other pupils. The percentile
ranks shown range from a low of 1 to a high of 99, with 50 denoting
average performance; they are derived from scaled scores. All of our
students take these tests, which are primarily used for gifted
identification, not for attainment of the content standards (currently
proficiency learner outcomes) expected of all students.

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

The use of assessment data to improve performance is an integral part of
daily activities at our school.  The driving force behind our curriculum
is the data disaggregated from our annual fourth grade proficiency tests
for grades kindergarten through four and the data from our sixth grade
proficiency tests for grade five. Using this information, we analyze how
students performed, compare it to what we taught, and adjust to meet
student needs.  Continual assessment occurs throughout the year to
measure progress toward outcome mastery.

Other assessment data is utilized to help all students achieve.  Otis
Lennon Ability and Stanford Achievement Tests help identify students who
could benefit from a more challenging course of study.  Other
assessments help pinpoint learning needs of those requiring additional
intervention services.  STAR computer adaptive reading testing, Early
Literacy Testing, Accelerated Reader reports, and Reading Diagnostic
Assessments assist with literacy needs. The CCC (Computer Curriculum
Corporation) computer program for math and reading challenges students
at individualized levels, providing immediate feedback on progress to
students and teachers.  Classroom assessments for content areas identify
levels of students and are used to plan subsequent lessons.  Through the
continued use of data generated from this myriad of assessments, we
better help our students learn, thereby fulfilling our school's mission
of helping "all students to reach their educational potential."

**3. Describe how the school communicates student performance, including
assessment data, to parents, students, and the community. **

The Port Washington Elementary staff is committed to regular
communication of how students are progressing to all of our
stakeholders. Performance is shared through student-teacher conferences,
grade cards, interim reports, weekly folders, positive incentives,
Accelerated Reader reports, assignment agendas, and state and
standardized test reports.  The principal also meets individually with
fourth graders to share state assessment results.

Schoolwide acknowledgment is given through assemblies recognizing
accomplishments, such as Honor Roll, Bringing Up Grades Roll, Excellent
Attendance, Accelerated Reader point clubs, and proficiency test
successes, and through a variety of publications, including school
report cards, district calendars, local media, and building newsletters
listing state test scores.

In addition, numerous events are sponsored that communicate
performance.  Grade level curriculum nights in such academic areas as
science and math are held for families in which participants work
cooperatively at activity stations.  Parent Proficiency meetings are
held to help inform parents of past results and to prepare students for
success. 

Visitors to our school view extensive evidence of student performance
throughout the halls with the varied child-centered displays. Our
commitment to working with parents and community members by
communicating student performance is vital to continued success for all
students.

**4. Describe how the school will share its successes with other
schools.**

The successes of Port Washington Elementary will be shared with other
schools by means of local media and county educational agencies. Area
newspapers, our district web page, and local radio stations will inform
neighboring school districts of our accomplishments.  Three county wide
newspapers highlight extraordinary performances.  Access to information
pertaining to the methods we used to obtain Blue Ribbon Status will also
be available through specified links on the district web page.  Students
representing our building will write and perform radio public service
announcements.

As a member of our three-county Educational Service Center, our
achievements will be promoted and shared with member schools.  The Best
Practices Leadership Roundtable Series, sponsored by the Educational
Service Center, offers an opportunity to share accomplishments with area
administrators and teachers. We plan to send a team to one of the future
roundtables to present the factors that led to our selection as a Blue
Ribbon School.

Updated building pamphlets will be printed containing details of our
road to success.  These booklets will be readily available to other
schools.  In addition to local media and county educational agencies,
visits by teachers and administrators from other districts to Port
Washington Elementary will be encouraged. We are proud of our success
and eager to share our ideas with other interested school personnel.

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

**1. Describe in one page the school's curriculum, and show how all
students are engaged with significant content based on high standards.**

Our curriculum is an array of challenging disciplines that we are
continuously refining with our ever-changing student needs.
Understanding that our school provides a platform for a multitude of
learners, the staff at Port Washington strives for every child to
maximize his or her potential. Specific elements of our curriculum allow
us to give all students optimum educational opportunities, based on
their needs.

The students in the special education programs are given full inclusion
into the least restrictive environment. With the reauthorization of IDEA
in 1995, we have endeavored to have all students with any disabilities
integrated into the regular curriculum to the fullest extent possible.
Students that require more direct or individualized instructional
methods are served by highly qualified regular or specialized teachers
serve students that require more direct or individualized instructional
methods. By including all students, we have maintained and ensured high
standards for everyone. In addition, our special education students'
self images have improved dramatically since our school implemented a
full inclusion model. Building friendships with students of all
backgrounds as well as discovering their hidden talents have enabled the
special needs youngsters to truly feel that they are part of our school.

Some students perform at a higher level and receive other appropriate
services. Our advanced learners not only take advantage of our
differentiated classroom curriculum, but also the Challenging Academic
Braves (CAB) program. This program delves into a wide range of topics
based on core subjects and is fully aligned with the state's Academic
Content Standards. The instruction parallels the regular classroom
material but provides a time for these students to go above and beyond
the basic information. Students work on accelerated units that maximize
their individual strengths and meet high goals that they establish for
themselves.

The so-called "average" students are not neglected or thought of as
children that fall between educationally handicapped or academically
excelled learners. Our staff realizes that opportunities must be
provided for all students to succeed. Therefore, there is limited
separation among special needs, regular, and advanced curricula, except
when appropriate. Every student is exposed to curriculum selections in
Art, Music, Physical Education, Computer, Library Skills, and Character
Development as well as the academic areas of Reading, Writing, Math,
Social Studies, and Science.

The Academic Content Standards recently adopted by the Ohio State Board
of Education are in the process of being aligned with our instruction at
all levels. Each student has equal access to lessons and materials that
are rooted in these challenging standards, benchmarks, and grade level
indicators. Much of our classroom testing evolves from these standards
as we prepare students in each curricular area for Ohio statewide
assessments that measure what youngsters should know and be able to do.

"Guiding and nurturing all students to reach their fullest educational
potential" is the driving force behind all curricular decisions at Port
Washington Elementary.

**2. Describe the school's reading curriculum, including a description
of why the school chose this particular approach to reading. **

Our philosophy centers on "whatever it takes for kids"; therefore, Port
Washington Elementary uses an eclectic approach to reading.  Previous
assessment data indicated weaknesses in the areas of higher level
thinking skills, particularly in nonfiction selections, and phonemic
awareness.  Our student program includes quality fiction and nonfiction
literature, leveled readers, interactive phonics activities, and
enrichment and tutorial lessons for each of the content standards.  The
Scott Foresman Reading series, based on sound research, includes
multiple exposures to critical skills and instructional techniques to
meet diverse learning styles. Teachers use a variety of activities from
the series as well as draw upon numerous supplemental resources to
ensure that all students are provided adequate instruction in phonics
and all essential skills.

Reading instruction was further strengthened by staff development
through Summer Institute for Reading Intervention and Reading
Renaissance workshops. We pride ourselves in utilizing community
resources such as Help One Student To Succeed (HOSTS) mentors, local
librarians, and parent volunteers. Local businesses also provide
newspapers and donations for the Accelerated Reader Program.

Accelerated Reader, a program that is fully supported by scientifically
based research, allows every student to read at her/his comfort level
and has become an integral part of our curriculum.  Hallways transformed
into oceans of fun offered our readers the opportunity to see their fish
travel across the point clubs. We also added an element of
accountability by asking each student to set an individual goal plotted
on grade level oceans.

Reading is at the heart of our curriculum and is emphasized daily in
every class. We subscribe to the philosophy that "every teacher is a
teacher of reading."

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

The exemplary math program at Port Washington features an emphasis on
research-based essential skills and knowledge. Our math curriculum
focuses on the Ohio learner proficiency outcomes but is transitioning to
the new Academic Content Standards. As a result, the program is
student-based, not textbook-driven. We utilize a diverse collection of
supplemental resources such as VersaTiles and manipulatives in addition
to the McGraw-Hill textbook series, which is based on National Council
of Teachers of Mathematics [Principles and Standards for School
Mathematics.]{.underline}

Student achievement in essential skills has soared since the
implementation of our version of the 8-Step Process, first developed by
Brazosport Independent School District in Texas, into our curriculum. 
Prior to its introduction, some sporadic student success occurred, but
with this process, we have a plan to help ensure that high expectations
can be met by all students -- whatever it takes!

There are nine steps in our modified system. We disaggregate the data
from the state proficiency tests, develop a calendar based on this data
focusing on weakest areas first, teach the instructional focus weekly,
administer an assessment for the focus outcome, provide tutorial lessons
for those who need more time for mastery, provide enrichment for those
ready to move on, revisit outcomes periodically to maintain mastery,
continue to monitor students, and celebrate student successes.

To attain maximum success, teachers of all subjects work together to
focus on the essential math skills.  High expectations are applied to
all with the belief that all students can learn, regardless of their
gender, disability, economic status, or any other factor.

This part of our curriculum helps meet our mission of guiding all
students to reach their fullest educational potential.  

**4. Describe the different instructional methods the school uses to
improve student learning.**

Because our staff believes that all students can learn given enough
support, guidance, and instruction, we employ a multiplicity of methods
of instruction designed to reach children's diverse learning modes both
individually and in groups of varied sizes.

Port Washington teachers are dedicated to actively engaging all students
in learning.  A walk through our building on any given day would provide
glimpses of children using auditory, visual, and kinesthetic learning
modes.  Classrooms may contain teachers working with the whole class,
with smaller groups or conferencing with individual learners.  Students
may be seen reading from classroom-leveled readers, excellent
nonfiction, or exciting fiction from the library with a HOSTS mentor, a
kindly grandparent, or with a buddy in any available niche. Sounds of
made-up songs may drift from a science or math class.  Math
manipulatives, in standard or food forms, make concepts concrete for
children using them.  Differentiated lessons create a diverse array of
project sightings in classrooms or in hallways.  Small groups gather
wherever space is available to learn essential skills and enriching
concepts with intervention teachers, the gifted specialist, and resource
teachers.  An excited youngster may be spotted moving a fish to the
newest Accelerated Reader goal attained. 

A visit through our school will reveal the multitude of methods employed
to reach the whole child.  And, yes, even after the final bell sounds
for the day, tutors and their pupils may be seen as they review and
reinforce skills needed for success. 

**5. Describe the professional development program and its impact on
improving student achievement. **

Professional development for Port Washington teachers is characterized
by commitment, support, and options.  Recent test results show a marked
improvement in achievement because teachers are engaged in high quality
professional development designed to assist them in improving student
performance.

Strong commitment by all staff and the administration to doing whatever
is needed to improve the achievement of all students is evident by the
hours dedicated and finances supplied.  Our district has built days into
the school calendar to provide learning opportunities to improve
teaching strategies, to collaborate with others, to disaggregate data,
and to individualize instruction.  Teachers have visited excellent
classrooms throughout Ohio and as far away as Texas.  Attendance at
grade level and curriculum conferences is encouraged.  Monthly
technology training sessions are held during the school day to keep our
skills current.  Our building has led the way in sponsoring workshops
for our district and nearby districts in Reading Renaissance and Power
Writing.

Support for professional development continues through funding for
college coursework and through staff involvement in choosing, planning,
and even presenting sessions at our regularly scheduled early dismissals
and full-day trainings.  Options for our staff provide abundant and
timely choices to meet the needs of all students -- Texas's 8 Step
Process, curriculum alignment, differentiated curriculum, inclusion, and
collaborative teaching, to name a few. Teachers are encouraged to
implement strategies in their classrooms, to talk about successes and
needed improvements with their peers, and to continue to attend
follow-up workshops throughout the school year.

Through the dedicated guidance of our curriculum director and the
commitment of staff, professional development, based on staff surveys
and students' needs, is making a positive impact on student achievement
as shown by greatly improved student test scores.

**STATE CRITERION TEST**

**MATHEMATICS**

Grade 4 Test Ohio 4^th^ Grade Mathematics Proficiency Test

Edition 2002 Publisher Ohio Department of Education

What groups were excluded from testing? None

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

  **Testing Month**     March       March       March       March       March

  **SCHOOL SCORES**                                                     

  **TOTAL**             85.9%       73.9%       46.7%       53.6%       52.1%

  **At or Above Basic** 100%        NA          NA          NA          NA

  **At or Above         85.9%       73.9%       46.7%       53.6%       52.1%
  Proficient**                                                          

  **At Advanced**       20.3%       26.1%       NA          NA          NA

  **F/R\* LUNCH DATA**                                                  

  **Total Student 4^th^ 72          61          55          62          49
  grade Population**                                                    

  **Number of students  29          25          21          18          16
  eligible for F/R\*                                                    
  Lunch**                                                               

  **Percentage of 4^th^ 40%         43%         38%         45%         31%
  grade students                                                        
  eligible for F/R\*                                                    
  Lunch**                                                               

  **Advanced \# of      2 - 7%      2 -- 8%     1 -- 5%     1 -- 5%     0 -- 0%
  students - %**                                                        

  **Proficient \# of    18 -- 62%   12 -- 48%   7 -- 33%    3 -- 17%    12 -- 27%
  students - %**                                                        

  **Below Basic \# of   3 -- 10%    NA          NA          NA          NA
  students - %**                                                        

  **Below \# of         6 -- 21 %   11 -- 44%   13 -- 62%   14 -- 78%   4 -- 25%
  students - %**                                                        

  **STATE SCORES**                                                      

  **TOTAL**             67.7%       56.0%       58.2%       59.2%       47.1%

  **At or Above Basic** NA          NA          NA          NA          NA

  **State Mean Score**  NA          NA          NA          NA          NA

  **At or Above         67.7%       56.0%       58.2%       59.2%       47.1%
  Proficient**                                                          

  **State Mean Score**  NA          NA          NA          NA          NA

  **At Advanced**       7%          7%          6%          4%          4%

  **State Mean Score**  NA          NA          NA          NA          NA
  --------------------- ----------- ----------- ----------- ----------- -----------

NA = Not Available

\*F/R = Free and Reduced Lunch

\*\* Students with IEPs were exempt from testing before 2001-2002

**STATE CRITERION TEST**

**READING**

Grade 4 Test Ohio 4^th^ Grade Reading Proficiency Test

Edition 2002 Publisher Ohio Department of Education

What groups were excluded from testing? None

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

  **Testing Month**     March       March       March       March       March

  **SCHOOL SCORES**                                                     

  **TOTAL**             96.9%       73.9%       60%         57.1%       66.7%

  **At or Above Basic** 100%        NA          NA          NA          NA

  **At or Above         96.9%       73.9%       60%         57.1%       66.7%
  Proficient**                                                          

  **At Advanced**       4.7%        6.5%        NA          NA          NA

  **F/R\* LUNCH DATA**                                                  

  **Total Student 4^th^ 72          61          55          62          49
  grade Population**                                                    

  **Number of 4^th^     29          25          21          18          16
  grade students                                                        
  eligible for F/R\*                                                    
  Lunch**                                                               

  **Percentage of 4^th^ 40%         43%         38%         45%         31%
  grade students                                                        
  eligible for F/R\*                                                    
  Lunch**                                                               

  **Advanced \# of      2 -- 7%     0 -- 0%     1 -- 5%     0 -- 0%     0 -- 0%
  students - %**                                                        

  **Proficient \# of    21 -- 72%   13 -- 52%   9 -- 43%    4 -- 22%    12 -- 75%
  students - %**                                                        

  **Below Basic \# of   4 -- 14%    NA          NA          NA          NA
  students - %**                                                        

  **Below \# of         2 -- 7%     12 -- 48%   11 -- 52%   14 -- 78%   4 -- 25%
  students - %**                                                        

  **STATE SCORES**                                                      

  **TOTAL**             62.9%       59.4%       48.9%       50.6%       41.7%

  **At or Above Basic** NA          NA          NA          NA          NA

  **State Mean Score**  NA          NA          NA          NA          NA

  **At or Above         62.9%       59.4%       48.9%       50.6%       41.7%
  Proficient**                                                          

  **State Mean Score**  NA          NA          NA          NA          NA

  **At Advanced**       17%         16%         11%         12%         7%

  **State Mean Score**  NA          NA          NA          NA          NA
  --------------------- ----------- ----------- ----------- ----------- -----------

NA=Not Available

> \*F/R = Free and Reduced Lunch

\*\* Students with IEPs were exempt from testing before 2001-2002