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

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

**Cover Sheet**

Name of Principal [Mr. Andy Adams]{.underline}

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

Official School Name [Ava Middle School]{.underline}

(As it should appear in the official records)

School Mailing Address [P. O. Box 338, 507 NE 3^rd^ Street]{.underline}
\_\_\_

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

[Ava MO 65608-0338]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 417 ) 683-3835]{.underline} Fax [( 417 ) 683-9101]{.underline}

Website/URL [http://www.avaschools.k12.mo.us/]{.underline} E-mail
[andyaadams@yahoo.com]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Mrs. Karla Eslinger]{.underline}

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

District Name [Ava Public Schools]{.underline} Tel. [( 417 )
683-4717]{.underline}

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

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

Name of School Board Mr. William Heath

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 of Civil Rights
(OCR) requirements is true and correct.

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

[1]{.underline} Middle schools

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

[1]{.underline} High schools

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

[3]{.underline} TOTAL

2\. District Per Pupil Expenditure:
\$[5,870]{.underline}\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \$
[7,345]{.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\. [6]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**                                                     **7**       64        80          144

  **1**                                                     **8**       66        56          122

  **2**                                                     **9**                             

  **3**                                                     **10**                            

  **4**                                                     **11**                            

  **5**       52        57                     109          **12**                            

  **6**       53        54                     107          Other                             

                                    **TOTAL                                                   482
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [98.79]{.underline} % White

the students in the school: [0.32]{.underline} % Black or African
American

[0.57]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[11.61%]{.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 34
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 22
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        56
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    482
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.116
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    11.61
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: [N/A]{.underline}

Specify languages:

9\. Students eligible for free/reduced-priced meals: [62]{.underline} %

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

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

10\. Students receiving special education services: [12]{.underline} %

[56]{.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.

[0]{.underline} Autism [0]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [17]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [26]{.underline} Specific Learning
Disability

[0]{.underline} Hearing Impairment [3]{.underline} Speech or Language
Impairment

[3]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[7]{.underline} Multiple Disabilities [0]{.underline} 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) [6]{.underline} [2]{.underline}

Classroom teachers [118]{.underline} [4]{.underline}

Special resource teachers/specialists [9]{.underline} [0]{.underline}

Paraprofessionals [13]{.underline} [0]{.underline}

> Support staff [52]{.underline} [0]{.underline}
>
> Total number [198]{.underline} [6]{.underline}

12\. Average school student-"classroom teacher" ratio:
[18-1]{.underline}

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

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

  Daily student attendance 93.7        93.9        93.7        93.6        93

  Daily teacher attendance 94.1        94.5        94.3        94.5        94

  Teacher turnover rate    0 .05       0 .06       0.10        0.10        0.11

  Student dropout rate     3.38        3.68        4.24        4.53        4.83

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

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_\_\_\_\_   |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**PART III-SUMMARY**

Ava Middle School, located in Ava, Missouri, is the center of activity
for the parents and patrons of our community. Ava Middle School enjoys a
tremendous amount of support from parents and community members because
of its tranquil atmosphere and "kid friendly" method of discipline and
instruction. Students feel the genuine love and affection from an
experienced and caring staff, many of whom attended classes in the same
hallways where they now teach. An extremely low teacher turnover
indicates that professional achievement and satisfaction is being met
and this in turn spurs student achievement over the past 5 years that
has never been seen before in the Ava public school system.

We truly believe that "learning is the key to success in a changing
world" and that our mission statement embodies our school's main
priority and focus: academic excellence. We do this in a safe and
orderly climate with a fiercely loyal and dedicated staff to the well
being of the students we serve. Our building motto is "every day is a
wonderful day at Ava Middle School", and we work extremely hard to make
each day special for as many of our students as we can.

The Ava public schools are located in Douglas County, Missouri. The
unemployment rate is one of the highest in the state, currently running
around 16%. Most of the people in our district make their living by
working the limited amount of jobs available in a local factory, by
working in the timber industry, and with limited amounts of land and
livestock. The number of students who receive free and reduced lunches
is over 60% district wide. Our district has been designated a "district
wide Title I school." Geographically, the Ava district is one of the
largest in the state of Missouri and currently houses the only high
school located within Douglas County. The district wide enrollment is
approximately 1550 students and that figure has not changed over 100
students either way over the last 50 years.

Students at Ava Middle School are presented with high expectations. Our
district and students are both financially poor, but our expectations
are big. We believe that high expectations guarantee success for all
students, regardless of the limited backgrounds that they may possess.
Part of our expectation is that students will develop self-esteem. The
counselor offers class time to all students to help promote this mind
set. We also offer our middle school students a class in "sex-respect"
that enables them to ask and learn about the changes their bodies will
go through as well as the emotional changes that they will experience.

Teachers use performance-based instructional learning activities, while
incorporating innovative teaching techniques proven to be successful in
the classroom. The communication and cooperation between the students,
staff, parents, and community members is a model for other districts to
follow. These types of close-knit relationships are the type that
enables students to become productive, permanent members of the
community, and ones that will always support the Ava school district.

**PART IV-INDICATORS OF ACADEMIC SUCCESS**

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

Ava Middle School has been recognized by the Missouri Department of
Education two times in the last three years as a "Top 10 Most Improved
School" based on the following criteria: the increased percentage of
students who scored at the two highest levels on the State MAP
assessment and the decreased percentage of students who scored at the
two lowest levels. This outstanding achievement is the culmination of
much hard work in implementing programs within the building over the
past six years.

In the data received from the State in the area of language arts, we
showed yearly increases in the number of students in the At or Above
Proficient Level. For example, over the past five years we have
increased the number of students in the At or Above Proficient Level
from 13.08% in 1998 to 38.5% in 2003. The state average remained at
around 30% during the 5-year period. During this same time period, we
have taken the number of students in the At or Below Progressing
category from 52.34% in 1998 to 25% in 2002.

Ava Middle School saw a significant increase in the overall score on its
Missouri Assessment Program Performance Index in math for the past year:
moving its score from an index of 167.3 in 2002 to 202.2 in 2003.
Assigning a point value to each response and where it lands in the MAP
scoring figures this index. Responses in the Advanced or Proficient
areas will accumulate more points for the MAP index than responses that
did not receive any credit at all. The score received is even more
impressive when the score of Ava Middle School (202.2) is compared to
the state average of 173.1. The number of students moving into the
advanced/proficient areas was 35.7% of our students, up from 10% in
2002. The number of students in the Step 1 or Progressing category went
from 56.2% in 2002 to 24.3% in 2003.

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

Assessment results are provided to administrators, counselors, teachers,
and specific committees for an in-depth, structured analysis of data.
There is a focus on specifics within the assessment data to determine
the strengths and deficits of students and/or school achievement. After
careful examination, recommendations and action plans are presented to
the local school board. In fact, each building principal develops a
report each fall to present to the board of education that highlights
the scores of our students, how well they compare to the state average,
and what we are doing as a district to make sure our students perform at
an acceptable level.

Our school utilizes a computer-generated database, Clear Access, which
allows manipulation of the MAP data. Clear Access allows teachers to
focus on specific content and process standards for specific students in
specific buildings. Each student's response to every question on the MAP
test is available and specific scoring received on each response is
reported.

Our district takes many different approaches to determine ways to
increase student performance. Curriculum review is an ongoing process
within our district and will continue to be to meet state standards and
to determine alignment. Teachers are encouraged to attend professional
development activities and to utilize new teaching strategies in the
classroom to meet the needs of students. The assessment data that we
receive has a major impact in the changes that the district makes in
curriculum alignment, teaching methods, and testing practices.

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

Assessment data is given out each year, beginning with parent-teacher
conferences. Conferences are held during an evening and the following
day so as many parents as possible are able to attend. Teachers inform
students and parents of current classroom grades and distribute
standardized testing results from various testing with an explanation of
the results. If the parents would like further information, they are
invited to meet with their child's teacher, counselor, or building
principal. In addition, each building principal makes a comprehensive
report to the Ava R-1 Board of Education on the accomplishments of their
respective buildings. Included in these reports are significant
accomplishments of the building, assessment data, and goals that are in
place for the coming year.

Teachers do an outstanding job in reporting current progress of students
to their parents. Communication is given in the form of mid-term reports
and in post cards that can be sent out on a weekly basis to report
something good about a student. We enjoy an outstanding relationship
with the local media and get positive reports through our local
newspaper and on the radio station. The newspaper has devoted an entire
page each week to cover activities at the school and we receive coverage
daily through the radio station regarding testing results and
activities. All assessment information is available on Ava Public
Schools web site and is included on the district report card that is
contained on the same web page.

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

Ava Middle School will share its successes with other schools in a
variety of ways. Locally, the district will issue news releases to the
Douglas County Herald, our local newspaper, and to KKOZ radio, as well
as the regional televisions located in nearby Springfield, Missouri.
Successes will also be shared through the Ava R-1 School District
website and our District Report Card.

Ava Middle School will publicize its successes statewide through news
releases from the Missouri Department of Elementary and Secondary
Education (DESE). DESE will report our successes through the
department's website and through its own news release. Additionally,
articles will be submitted to the Missouri Assessment Program newsletter
and through the Newsleader, a local newspaper in Springfield, Missouri,
with a large circulation throughout Southwest Missouri.

> **PART V-CURRICULUM AND INSTRUCTION**

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

Teachers at Ava Middle School believe that all areas of study are
important in the total education of a child. The core classes in Ava
Middle School are filled with content that requires higher order
thinking skills. We cover all things recommended by the state of
Missouri in their "Show-Me Standards" and have an aligned curriculum
that enables us to prepare our students for a successful high school
career and beyond. Students develop the ability to process content and
use higher thinking skills to solve problems through thinking, reading,
and writing in all areas of the curriculum. Teachers are trained to
provide quality performance-based learning activities, authentic
assessments, and scoring guides in their classrooms that allow students
to demonstrate their complete mastery.

Our school uses a balanced approach to instruction in communication
arts. Students are still drilled with phonics, as well as diagramming
sentences and spelling. We do this with a combination of textbook
instruction, the Shurley English method and with a comprehensive program
of Accelerated Reader, a computer managed reading program. All teachers
in all areas of the classes understand the importance of reading, and
work with the teachers in communication arts to develop unique
assignments that will help in both areas of discipline.

Mathematics has received much attention over the past few years with
great success. Basic computational skills, number sense, geometric and
spatial sense, data, patterns and relationships, and discrete
mathematics are included in the curriculum. We also utilize Accelerated
Math, a computer managed math program to supplement the work that is
done by the teacher in each respective classroom.

Science is integrated with other content areas through the use of
thematic units. The curriculum encourages students to be actively
involved in the scientific process. Through hands-on activities,
students develop a keen awareness of the world and environment around
them and understand their role in the system in which we live.

Students in Ava Middle School receive instruction in Art, Music,
Spanish, Industrial Arts, Family and Consumer Science, Band, and Health
as part of our comprehensive curriculum in the arts, believing that this
is an integral part of their education.

All students receive training in the areas of citizenship, geography,
economics, history, and democratic values within the social studies
curriculum. We prepare all of our students for lives in a diverse world
that we live in. We truly believe that "Learning is the key to success
in a changing world."

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

Ava Middle School students are achieving at high levels in the area of
communication arts. We believe that reading is the foundation from which
life skill knowledge is attained. Proficiency in reading and
understanding of literature empowers students to achieve life goals
through individual efforts and resourcefulness. We use a varied
curriculum with meaningful activities in the areas of reading, writing,
speaking, and listening. Instruction is provided through an active
hands-on approach.

Accelerated Reader, a computer managed reading program, is incorporated
in grades 5-8. Many types of motivational activities are used to help
each child reach their respective goals. These range from a day that
includes "movie and popcorn" for all students who reach their goal. We
have, on occasion, taken the students to the local theatre to view a
production, based on one of the books that they may have covered in
language arts class. We have also taken the students who have reached
their goal out to a local restaurant for a lunch of their choice. Also,
students who reach 100% of their goal for the entire year get an
afternoon of time on the playground to do as they wish, while teachers
and administrators hand-dip ice cream cones or serve them cookies and
lemonade.

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

The social studies curriculum of Ava Middle School relates directly to
essential skills and knowledge based on our school's mission statement
which is "Learning is the key to success in a changing world." The
social studies curriculum draws ideas from a variety of areas including
history, geography, economics, humanities, and the social sciences for
purposes of citizenship education. Citizenship education is instruction
directed at helping students become more effective as individuals and as
participants in various groups to which they will belong including
family, private association, the work place, city, state, national, and
global systems. Social studies education will provide instruction and
practice in helping students understand and exercise their rights and
responsibilities, understanding of and acceptance of cultural diversity,
and providing students with the necessary skills to help them become
life-long learners.

The mission of the Ava R-1 social studies curriculum is to prepare
students to meet the demands of change in an evolving civilization.
Programs combining the acquisition of knowledge and skills with the
application of democratic values of life through social participation
present an ideal balance. This is being accomplished through the study
of civic/political, social/cultural, historical, economic, and
geographical perspectives.

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

Ava Middle School uses a variety of instructional methods to improve
student learning and is constantly encouraging staff to attend workshops
and meetings to gather innovative ideas and strategies. Many teachers
employ the mode of direct instruction, cooperative learning, and
individualized instruction in their classrooms. Others use peer tutoring
and peer assessments within their classrooms. Many use experiments and
hands-on activities as well as the use of computers. Constructed
response items are extremely popular with many of the teachers and serve
a dual purpose of preparing our students for the MAP testing required by
the State at the end of the school year.

Teachers are given total academic freedom to do as they wish with
instructional time. By allowing teachers to do this, the students get a
variety of instructional methods as teachers are allowed to teach in the
manner that they feel the most comfortable. Academic success in Ava
Middle School has increased tremendously over the past five years
because we encourage teachers to be risk-takers in the instruction of
their students.

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

Professional development is provided to faculty members at various
levels within the building, district, or outside the district. Attending
workshops on proven research-based programs is strongly encouraged by
the administrators of the district. Representatives from Ava Middle
School serve on the district's professional development committee, which
meets on a monthly basis.

Professional development needs are determined by a survey that is sent
to all the staff within the district. Teachers rank their needs for
future topics and evaluate the professional development program. All
professional development activities must be aligned with student
learning needs as outlined in our Comprehensive School Improvement Plan.
Faculty and administration review student assessment results to
determine student growth, as well as areas of strengths and deficits in
the curriculum. This information is then used to determine areas of need
in professional development.

> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**
>
> The sample Data Display Table is illustrated on the following page.
>
> Change the sample table to fit the state's assessment system.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade [7]{.underline}
>
> Test [Communication Arts \_]{.underline}
>
> Edition/publication year [2001]{.underline} Publisher [McDougal
> Littell\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
>
> Number of students in the grade in which the test was administered.
> 134 114 123 132 138
>
> (2003-1999)
>
> Number of students who took the test 132 112 122 130 127
>
> (2003-1999)

What groups were excluded from testing? Why, and how were they assessed?

> [\_\_\_\_\_\_\_\_\_\_\_\_N/A\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
>
> Number excluded [2 2 1 2 11]{.underline} Percent excluded \_\_\_[1.5
> 1.8 0.8 1.5 8.7\_\_\_\_\_]{.underline}
>
> (2003-1999) (2003-1999)
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cutpoint used by
> the state for 1) basic, 2) proficient, and 3) advanced, or similar
> categories as defined by the state. States will vary in their
> terminology and cutpoints. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.
>
> MAP Summary Report achievement results:
> **ADVANCED**---Reading-Students analyze fiction and nonfiction,
> literary elements, techniques, theme, mood, author's purpose and
> perspective, and characters' motivation; apply information to new
> situations; explain reliability of sources; and identify and evaluate
> alternative solutions. Writing-Students use vivid language and clearly
> demonstrate a command of Standard English. MAP combined score range:
> 737-900.
>
> **PROFICIENT---**Reading-Students interpret and explain fiction and
> nonfictions works, figurative language, mood, and theme; identify
> implied cause and effect; infer and predict; evaluate problem-solving
> strategies and solutions; develop research ideas. Writing-Students use
> precise language, supporting details, varied sentences; write for a
> variety of purposes, audiences; and demonstrate control of Standard
> English. MAP combined score range: 692-736. **BASIC (NEARING
> PROFICIENCY)**---Reading-Students comprehend a variety of fiction and
> nonfiction works; support conclusions; use context clues; compare and
> contrast; create graphic organizers; understand literary elements;
> recognize figurative language; explain cause and effect; and recognize
> problem-solving processes. Writing-Students use complete sentences,
> supporting details, basic transitions, and apply rules of Standard
> English. MAP combined score range: 667-691.
>
> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS, Continued**

**COMMUNICATION ARTS**

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

  Testing month                      April       April       April       April       April

  **SCHOOL SCORES \-\--                                                              
  Communication Arts**                                                               

  \% At or Above Basic               66.7        75.9        63.9        70.8        50.4

  \% At or Above Proficient          38.5        41.8        27.3        32.8        26.7

  \% At Advanced                     0.8         2.7         1.7         1.6         0.9

  Number of students tested          132         112         122         130         127

  Percent of total students tested   98.5        98.2        99.2        98.5        91.3

  Number of students excluded        2           2           1           2           11

  Percent of students excluded       1.5         1.8         0.8         1.5         8.7

                                                                                     

  SUBGROUP SCORES                                                                    

  1[Am.Indian or Alaska                                                              
  Native]{.underline} (specify                                                       
  subgroup)                                                                          

  \% At or Above Basic               100         0           100         100         0

  \% At or Above Proficient          0           0           0           0           0

  \% At Advanced                     0           0           0           0           0

  Number of students tested          1           0           1           2           0

  2\. [Asian]{.underline} (specify                                                   
  subgroup)                                                                          

  \% At or Above Basic               0           0           100         0           100

  \% At or Above Proficient          0           0           100         0           100

  \% At Advanced                     0           0           0           0           0

  Number of students tested          0           0           1           0           1

  3\. [Black]{.underline} (specify                                                   
  subgroup)                                                                          

  \% At or Above Basic               0           0           0           0           100

  \% At or Above Proficient          0           0           0           0           0

  \% At Advanced                     0           0           0           0           0

  Number of students tested          1           0           0           0           1

  4\. [Hispanic]{.underline}                                                         
  (specify subgroup)                                                                 

  \% At or Above Basic               100         0           50          0           100

  \% At or Above Proficient          0           0           50          0           100

  \% At Advanced                     0           0           0           0           0

  Number of students tested          1           0           2           0           1

  5\. [LEP]{.underline} (specify                                                     
  subgroup)                                                                          

  \% At or Above Basic               0           0           0           0           0

  \% At or Above Proficient          0           0           0           0           0

  \% At Advanced                     0           0           0           0           0

  Number of students tested          0           0           1           0           0

  6\. [MAP Free & Reduced                                                            
  Lunch]{.underline} (specify                                                        
  subgroup)                                                                          

  \% At or Above Basic               64.1        66.7        59.4        66.7        46.4

  \% At or Above Proficient          34.2        34.5        17.2        28.6        24.5

  \% At Advanced                     0           0           0           0           0

  Number of students tested          78          60          64          63          56

  7\. [White (non Hispanic                                                           
  )]{.underline} (specify subgroup)                                                  

  \% At or Above Basic               66.7        75.7        64.1        70.3        50

  \% At or Above Proficient          39.4        41.3        26.7        33.3        26.6

  \% At Advanced                     0.8         2.8         1.7         1.6         0.9

  Number of students tested          129         111         117         128         120

  **STATE SCORES**                                                                   

  \% At or Above Basic               31.3        32.5        31.2        29.9        30.5

  State Mean Score                                                                   

  \% At or Above Proficient          30.6        30          32.2        29.2        28

  State Mean Score                                                                   

  \% At Advanced                     1.9         2           2           3.1         2.4

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

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

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

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)
>
> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**
>
> The sample Data Display Table is illustrated on the following page.
>
> Change the sample table to fit the state's assessment system.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade [8]{.underline}
>
> Test [Mathematics]{.underline} \_
>
> Edition/publication year [2002]{.underline} Publisher
> \_\_\_\_[McDougal Littell\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
>
> Number of students in the grade in which the test was administered.
> 115 130 123 126 144
>
> (2003-1999)
>
> Number of students who took the test 115 130 121 121 135
>
> (2003-1999)

What groups were excluded from testing? Why, and how were they assessed?

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[N/A\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
>
> Number excluded [\_0 0 2 5 9]{.underline} Percent excluded \_\_\_[0.0
> 0.0 1.7 4.1 6.7]{.underline}\_\_\_\_\_\_\_\_\_
>
> (2003-1999) (2003-1999)
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cut-point used by
> the state for 1) basic, 2) proficient, and 3) advanced, or similar
> categories as defined by the state. States will vary in their
> terminology and cut-points. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cut-point should
> include students scoring above the proficient and advanced cut-points.
> For example, 100% of students are at "basic," 69% are at "proficient,"
> and 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.
>
> MAP Summary Report achievement results: **ADVANCED**---Students
> justify answers; use scale drawings; apply transformation in
> coordinate grid; compare theoretical and experimental probability;
> defend data predictions; recognize dependent, independent variables;
> describe patterns, relationships using algebraic inequalities; use
> diagrams, patterns, functions in problem solving; apply primes,
> factors, multiples, exponents; solve problems using strategies. MAP
> combined score range: 785-915. **PROFICIENT**---Students show
> processes; apply ratios, proportions, percents; use concepts of
> congruent, similar shapes; show rotations, reflections, translations;
> apply perimeter, area, volume; predict from data displays; apply
> measures of central tendency; describe patterns, relationships, using
> algebraic equations; apply properties of real numbers; identify
> primes, multiples, factors, exponents. MAP combined score range:
> 744-784. **BASIC (NEARING PROFICIENCY)---**Students solve problems
> with decimals, percents; identify congruent, similar figures; find
> elapsed time; convert measurements; find area, perimeter, volume; find
> probability; use sampling procedure; find measure of central tendency;
> solve equations; use order of operations; find, order equivalent
> fractions, decimals; create tree diagrams; generalize patterns; use
> deductive, inductive reasoning. MAP combined score range: 708-743.
>
> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS, Continued**

**MATHEMATICS**

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

  Testing month                      April       April       April       April       April

  **SCHOOL SCORES \-\--                                                              
  Mathematics**                                                                      

  \% At or Above Basic               75.7        43.8        34.7        58.7        32.6

  \% At or Above Proficient          35.7        10          10.1        17.2        5.6

  \% At Advanced                     2.6         0           0           3.4         0.8

  Number of students tested          115         130         121         121         135

  Percent of total students tested   100         100         98.3        95.9        93.3

  Number of students excluded        0           0           2           5           9

  Percent of students excluded       0           0           1.7         4.1         6.7

                                                                                     

  SUBGROUP SCORES                                                                    

  1[Am.Indian or Alaska                                                              
  Native]{.underline} (specify                                                       
  subgroup)                                                                          

  \% At or Above Basic               0           0           100         0           0

  \% At or Above Proficient          0           0           0           0           0

  \% At Advanced                     0           0           0           0           0

  Number of students tested          0           1           1           0           1

  2\. [Asian]{.underline} (specify                                                   
  subgroup)                                                                          

  \% At or Above Basic               0           100         0           100         0

  \% At or Above Proficient          0           100         0           0           0

  \% At Advanced                     0           0           0           0           0

  Number of students tested          0           1           0           1           0

  3\. [Black]{.underline} (specify                                                   
  subgroup)                                                                          

  \% At or Above Basic               0           100         0           100         0

  \% At or Above Proficient          0           0           0           100         0

  \% At Advanced                     0           0           0           0           0

  Number of students tested          0           2           0           1           0

  4\. [Hispanic]{.underline}                                                         
  (specify subgroup)                                                                 

  \% At or Above Basic               100         100         0           100         100

  \% At or Above Proficient          66.7        0           0           100         0

  \% At Advanced                     0           0           0           0           0

  Number of students tested          3           1           0           1           1

  5\. [Pacific Islander]{.underline}                                                 
  (specify subgroup)                                                                 

  \% At or Above Basic               0           0           0           0           0

  \% At or Above Proficient          0           0           0           0           0

  \% At Advanced                     0           0           0           0           0

  Number of students tested          0           0           1           0           0

  6\. [MAP Free & Reduced                                                            
  Lunch]{.underline} (specify                                                        
  subgroup)                                                                          

  \% At or Above Basic               69.2        37.3        29.9        49.0        36.9

  \% At or Above Proficient          30.8        5.1         6.1         9.8         6.3

  \% At Advanced                     1.5         0           0           0           1.6

  Number of students tested          65          59          67          51          65

  7\. [White (non Hispanic                                                           
  )]{.underline} (specify subgroup)                                                  

  \% At or Above Basic               75.0        43.1        34.5        58.3        33.3

  \% At or Above Proficient          34.8        9.5         10.3        16.2        5.8

  \% At Advanced                     2.7         0           0           3.6         0.8

  Number of students tested          112         116         119         115         129

  **STATE SCORES**                                                                   

  \% At or Above Basic               34.9        31.7        30.9        28.8        29.1

  State Mean Score                                                                   

  \% At or Above Proficient          12.8        12.5        13.4        12.8        9.7

  State Mean Score                                                                   

  \% At Advanced                     1.1         1.2         1.4         1.2         0.6

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

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

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

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

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

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

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

Grade [7]{.underline} Test\_\_\_\_\_\_\_[Communication Arts
\_]{.underline}

Edition/publication year [2001]{.underline} Publisher
[\_\_\_\_\_\_\_McDougal
Littell\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Number of students in the grade in which the test was administered 134
114 123 132 138

(2003-1999)

Number of students who took the test. 132 112 122 130 127

(2003-1999)

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_N/A\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

  Testing month                       April             April             April             April             April

  **SCHOOL SCORES**                                                                                           

  Total Score                                                                                                 

  Number of students tested           132               112               122               130               127

  Percent of total students           98.5              98.2              99.2              98.5              91.3
  tested                                                                                                      

  Number of students excluded         2                 2                 1                 2                 11

  Percent of students excluded        1.5               1.8               0.8               1.5               8.7

  SUBGROUP SCORES                                                                                             

  1.Am. Indian or Alaska                                                                                      
  Native(specify subgroup))                                                                                   

  Number of students tested     1                 0                 1                 2                 0     

  2\. Asian (specify subgroup))                                                                               

  Number of students tested     0                 0                 1                 0                 1     

  3\. Black (specify subgroup)                                                                                

  Number of students tested     1                 0                 0                 0                 1     

  4\. Hispanic (specify                                                                                       
  subgroup)                                                                                                   

  Number of students tested     1                 0                 2                 0                 1     

  5.LEP (specify subgroup)                                                                                    

  Number of students tested     0                 0                 1                 0                 0     

  6.MAP Free & Reduced Lunch                                                                                  
  (specify subgroup)                                                                                          

  Number of students tested     78                60                64                63                56    

  7 White (non Hispanic)                                                                                      
  (specify subgroup)                                                                                          

  Number of students tested     129               111               117               128               120   
  ----------------------------- ----- ----------- ----- ----------- ----- ----------- ----- ----------- ----- -----------

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

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

  **NATIONAL MEAN SCORE**                                                        

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

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

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

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

Grade [8]{.underline} [Test Mathematics]{.underline}

Edition/publication year [2002]{.underline} Publisher
[\_\_\_\_\_McDougal Littell\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Number of students in the grade in which the test was administered. 115
130 123 126 144

(2003-1999)

Number of students who took the test 115 130 121 121 135

(2003-1999)

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_N/A\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

  Testing month                       April             April             April             April             April

  **SCHOOL SCORES**                                                                                           

  Total Score                                                                                                 

  Number of students tested           115               130               121               121               135

  Percent of total students           100               100               98.3              95.9              93.3
  tested                                                                                                      

  Number of students excluded         0                 0                 2                 5                 9

  Percent of students excluded        0                 0                 1.7               4.1               6.7

  SUBGROUP SCORES                                                                                             

  1.Am. Indian or Alaska                                                                                      
  Native(specify subgroup)                                                                                    

  Number of students tested     0                 1                 1                 0                 1     

  2\. Asian (specify subgroup)                                                                                

  Number of students tested     0                 1                 0                 1                 0     

  3\. Black (specify subgroup)                                                                                

  Number of students tested     0                 2                 0                 1                 0     

  4\. Hispanic (specify                                                                                       
  subgroup)                                                                                                   

  Number of students tested     3                 1                 0                 1                 1     

  5.Pacific Islander (specify                                                                                 
  subgroup)                                                                                                   

  Number of students tested     0                 0                 1                 0                 0     

  6.MAP Free & Reduced Lunch                                                                                  
  (specify subgroup)                                                                                          

  Number of students tested     65                59                67                51                65    

  7 White (non Hispanic)                                                                                      
  (specify subgroup)                                                                                          

  Number of students tested     112               116               119               115               129   
  ----------------------------- ----- ----------- ----- ----------- ----- ----------- ----- ----------- ----- -----------

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

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

  **NATIONAL MEAN SCORE**                                                        

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