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

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

**Cover Sheet**

Name of Principal- [Mr. W. Richard Gleave]{.underline}

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

Official School Name- [Calumet School]{.underline}

(As it should appear in the official records)

School Mailing Address- [P.O. Box 10]{.underline}

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

[Calumet
Okalhoma]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_[73014]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 405) 893-2410]{.underline} Fax [( 405 ) 893-8019]{.underline}

Website/URL Email- [rgleave@chs.k12.ok.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-\_[March 5, 2003]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

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

Name of Superintendent [-- Mr. Keith Weldon]{.underline}

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

District Name[- Calumet Public Schools]{.underline} Tel. [( 405 )
893-2222]{.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- [March 5, 2003]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board -- Mrs. Maxine Calvert

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[- March 5, 2003]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(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: \_\_1\_\_\_ Elementary schools

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

\_\_1\_\_ Junior high schools

\_\_1\_\_\_ High schools

\_\_3\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\$6462.40\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\$5684.00\_\_\_

**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
>
> \[ \] Small city or town in a rural area
>
> \[ x \] Rural

4\. 2 Number of years the principal has been in her/his position at this
school.

10 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**       8         15                     **23**       **7**       10        7           17

  **1**       12        6                      **18**       **8**       10        10          20

  **2**       5         8                      **13**       **9**       15        16          31

  **3**       8         11                     **19**       **10**      21        9           30

  **4**       10        6                      **16**       **11**      7         15          22

  **5**       10        8                      **18**       **12**      13        9           22

  **6**       7         10                     17           Other       10        12          22

                                    **TOTAL                                                   289
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 62.3 % White

the students in the school: 1.1 % Black or African American

[2.6]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

34 % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_7.6\_\_\_\_\_\_\_%

> (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 6
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 16
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        22
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    289
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .076
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    7.6%
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_\_1.73\_\_\_\_\_%

\_\_\_\_5\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_1\_\_\_\_\_

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals: \_\_\_51\_\_\_\_\_%

\_\_\_\_148\_\_\_\_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: \_\_\_11\_\_\_\_\_%

\_\_\_31\_\_\_\_\_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 \_5\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_10\_\_\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_11\_\_\_Speech or Language Impairment

\_\_4\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_1\_\_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) \_\_2\_\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_22\_\_\_\_\_ \_\_\_4\_\_\_\_\_

Special resource teachers/specialists \_\_1\_\_\_\_\_ \_\_\_\_\_\_\_\_

Paraprofessionals \_\_1\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_11\_\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_36\_\_\_\_\_ \_\_\_\_\_\_\_\_

12\. Student-"classroom teacher" ratio: \_\_13.1\_\_\_\_\_

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 127.18                [138.62]{.underline}   [144.39]{.underline}               

  Daily teacher attendance                                                                                 

  Teacher turnover rate    [1.36%]{.underline}   [.09%]{.underline}     [.09%]{.underline}                 

  Student dropout rate     [.008%]{.underline}   [0%]{.underline}       [0%]{.underline}                   

  Student drop-off rate    -166%                 -72.79%                -56%                               
  ------------------------ --------------------- ---------------------- ---------------------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2002 are doing as of September 2002.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > 19           |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > 36.84%       |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | 31.57%         |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > 15.78%       |
+-----------------------------------------------------+----------------+
| Found employment                                    | > 10.52%       |
+-----------------------------------------------------+----------------+
| Military service                                    | > 0%           |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > 5.26%        |
+-----------------------------------------------------+----------------+
| Unknown                                             | > 0%           |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**[PART III ‑ SUMMARY]{.underline}**

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

Calumet Public Schools, in Calumet, Oklahoma is a small rural school
located in the central section of the state, approximately thirty
minutes west of Oklahoma City. Calumet has a population of approximately
one thousand people. Calumet is an agricultural community, with most of
our students involved with some type of farming influence. The school
has a multicultural make-up, with the two main cultures being Caucasian
and Native American. Calumet also has small number of Hispanic and
African-American members in the population.

Calumet Public School ranges from Early Childhood through grade twelve,
with a student population of between 250 and 300. We truly believe that
all children are unique, can learn, and have the right and
responsibility to seek the best education possible. We also believe that
all children should be educated in a facility that is safe and conducive
to learning. The entire school is housed under one roof. The different
wings to the building house students ranging in age from the 1920's to
the 1980's. Most of the teaching staff has been with the district for
more than ten years; several have more than twenty years with the
district. Of Calumet's twenty-two teachers, eight have Master's degrees
and two are completing work toward their National Board Certification.
All of the teachers have multiple certifications, which allows for
scheduling flexibility. Calumet School's administration consists of the
School Superintendent and the Principal, who oversee the entire school
from Early-Childhood through grade twelve.

Calumet Public Schools have strong community ties and support. Calumet
patrons not only pass the school bond issues; they pass them with an
overwhelming majority. The school is the largest single employer in the
community, and the community is always supportive of fund-raisers and
school activities. The Calumet community takes great pride in the
educational opportunities that their children receive. The community
keeps close tabs on the happenings at school, and community members
contact the school with frequency to help with any needs that might
arise.

Financially, Calumet Schools would have to be considered a fairly poor
district. The school has a rather large percentage of free and reduced
meal students. A majority of our students' parents have just a basic
educational background at best, and do not feel comfortable trying to
help with schoolwork. The parents, however, do use their limited assets
to promote education. Most school activities are supported through
fund-raising initiatives. The school uses a majority of its funds to pay
salaries and bills. The school has received a few grants. One grant
allowed the purchase of computers and software that has helped improve
instruction for our students, while another allowed purchases to improve
instruction in physical education. Even with a limited financial base,
Calumet Schools has three computer labs, a distance learning center, and
at least two computers in every classroom, all with internet access.

Calumet Schools is a mirror image of the community. The people are very
hard working, friendly, accepting of others, and willing to make
sacrifices. The school is a very close-knit group, which is supportive
of the challenges and achievements of others. Calumet Schools offers its
students one of the finest educational opportunities available.

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

Calumet Elementary has assessment results for reading and mathematics,
for grades three and five, for the past three years. These results show
improvement in both areas since the 1999 -- 2000 school year. Students
in third grade show a ten percent (10%) increase in reading and a two
and four-tenths percent (2.4%) increase in mathematics. The students in
grade five show a twenty-four percent (24%) increase in reading and a
twelve- percent (12%) increase in mathematics.

The assessment data is also broken down into different sub-groups. The
sub-groups, which consist of at least ten percent (10%) of the student
population, are free and reduced meals, Native American, and special
education. Calumet Elementary does not exclude any student from the
testing process, so there are no exclusions in the assessment data
results.

Third grade students, receiving free and reduced meals, show a one and
one-half percent (1.5%) decrease in reading and a twenty-four and
six-tenths (24.6%) increase in mathematics since the 1999-2000 school
year. Native American students show a two and one-tenth percent (2.1%)
decrease in reading and an eleven and one-half percent (11.5%) decrease
in mathematics. Special education students show an eighteen and
one-tenth percent (18.1%) increase in reading and an eighteen and
two-tenths percent (18.2%) increase in mathematics.

Fifth grade students, receiving free and reduced meals, show a
twenty-three percent (23%) increase in reading and a fourteen percent
(14%) increase in mathematics since the 1999-2000 school year. Native
American students show that they have remained the same, in both reading
and mathematics. Special education students show a sixty-seven percent
(67%) increase in reading and a thirty-three percent (33%) increase in
mathematics.

Results are broken down into three levels. Basic scores are scores in
the lower one-third of the state stanine numbers one through three.
These students struggle to complete work at grade level. Proficient
scores are scores in the middle one-third of the state stanine numbers
four through six. These students can successfully work on grade level
and above. Advanced scores are scores in the upper one-third of the
state stanine numbers seven through nine. These students consistently
and successfully complete work above grade level.

Calumet Elementary wants to show scores that are based on the number of
students at the proficient level. Proficient means that these students
rank in the middle third, or in the 34% to 66% of the Oklahoma state
stanine numbers four through six. These are the students that are
working at grade level in the state of Oklahoma. The assessment data
indicates that the students at Calumet Elementary have show dramatic
improvement since the 1999-2000 school year. The data, for fifth grade
students, also reveals that Calumet Elementary has scores that are on
the rise, while state scores are on the decrease, at the proficient
level.

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

Calumet Elementary uses assessment data to gain an understanding of what
information our students have received and stored during teacher
instruction. The data helps individual teachers focus on skills that
students may be missing, or have limited knowledge. We then can look at
curriculum, teaching practices, or intensity of instruction so that
adjustments can be made.

As assessment data is analyzed, our teachers learn which student skills
may need additional instruction, or perhaps areas in which additional
time should be spent. Data also allows teachers to receive information
on instructional practices that are working, and which areas time can be
limited and still gain appropriate skills.\
Armed with assessment data, and the understanding of the results,
administration and teachers can then make educated decisions on
alignments in curriculum, instructional procedures, and instructional
time. As more educated decisions are made, instructional overlaps will
be less and improvement in student knowledge will increase. This
increase in knowledge can only improve individual student scores, which
in turn improves overall school performance.

The data also shows progress that our students are making in comparison
to students across the state that are in the same grade.

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

Calumet Elementary uses a variety of ways to communicate student
performance to parents, students, and the community. We use
parent/teacher conferences to pass on student information from teacher
to parent. During some parent/teacher conferences, teachers allow
students to take a lead role in the conference. For this to take place,
teacher must spend time instructing the student on how to take the data
and deliver that information to the parent in a simple, yet informative
way. The student gains an understanding of their performance, as well as
learning how to communicate that knowledge with their parent.

The counselor also spends time communicating with parents about student
performance. The counselor can deliver information, from the assessment
data, to parents in personal and private conferences. This allows the
parent to be briefed in a more beneficial and knowledgeable way.

Calumet Schools also implements a school newsletter to inform school and
community patrons of testing results. This helps the school maintain
open lines of communication with community leaders and members. It also
provides the information the community needs to lend support to the
educational process.

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

Calumet Elementary will gladly share its success, as well as struggles
with other schools. We can do this through a variety of communications.
Our school will be involved with written correspondence, telephone
communication, in addition to electronic communications.

The administration would be willing to allow teachers to share through
staff development activities. Teachers could receive leave time to
travel to other districts to share our information. Calumet Schools will
be very proud to open its door to educators and administrators who would
wish to see our teachers in the everyday performance of their duties. We
also welcome any state or national educational organizations to send
representatives to observe strategies used at Calumet Schools.

Calumet Elementary will also welcome any input or suggestions, from
educators, in ways that we can continue to make improvements in our
program.

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

**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.**

Calumet Elementary has a diverse and strenuous curriculum. We begin
instruction with Early-Childhood and continue elementary education
through grade six.

In Early-Childhood and Kindergarten, instruction is provided that is
appropriate for the age and development of each child. The students
receive instruction in themes of interest, which incorporate core
curriculum (language arts, mathematics, science, social studies, and the
arts). Teachers provide activities that engage hands-on learning with
day-to-day life experiences. They connect new concepts and skills with
activities and behaviors the students already know. Instruction is done
in learning centers. This allows for a variety of instructions to be
done in short periods of time. The main focus of instruction provides
the basic skills to read, understand letters, words, phonics, and simple
sentences. The students will also learn basic math skills, identifying
numbers, and counting.

Our 1^st^ and 2^nd^ grade teachers continue with the learning center
format. Language Arts, reading and mathematics are the main focus of
instruction at this level.

In Language Arts, students learn basic sentence structure, and begin
utilizing skills necessary to write. They begin development of a working
vocabulary, which is used for listening, speaking, and writing. Reading
is the mainstay of the Language Arts curriculum. Students work on
fluency and comprehension. They read primary books and lead up to
chapter book. Each student is tested to check comprehension of what they
read. Students learn to write simple sentences. They are taught to
combine sentences to create simple stories. As students progress, they
begin to obtain the skills necessary for creative writing. Teachers
begin to stress punctuation, sentence structure, spelling, and
penmanship.

In mathematics, students build from basic numbers and counting upward
into problem solving using addition and subtraction. They are taught to
use they're reading competencies to perform basic reading math problems.
Students learn to communicate, reason, and connect ideas through
mathematics. Basic skills for geometry and spatial mathematics are
taught through measurement and shape design.

Social Studies and science concepts are taught at the basic level
throughout the reading and mathematics units.

From 3^rd^ through 6^th^ grade, teachers introduce textbooks, workbooks,
and testing begins in earnest in all core subject areas.

In Language Arts and reading, students read and test on several books
each grading period. They begin to study the basics of literature and
continue to pursue creative writing areas.

Mathematics moves from addition and subtraction very quickly to
multiplication, division, working with fractions and decimals, and basic
algebraic skills by 5^th^ and 6^th^ grades.

Social Studies and science begin to take a larger position in the
instructional process. Students begin to study issues involving
civilizations, governments, races, and religions. Social issues become a
part of daily instruction, including current events. They learn to use
the scientific method, collect and analyze data, and perform basic
experimentation. Students begin basic studies of earth, physical, and
life science.

Foreign Language and the arts are integrated throughout the curriculum,
in all grade levels.

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

Calumet Elementary uses resources and materials that are closely aligned
with Oklahoma's PASS (Priority Academic Student Skills) objectives. In
Early-Childhood through 2^nd^ grade, our teachers use learning centers
to achieve basic reading and language skills. We feel that our students
are able to build a sufficient working vocabulary and obtain the
necessary skills to become proficient readers.

From 3^rd^ through 6^th^ grade, we introduce textbooks, workbooks, and
comprehension skills are a must. Students read chapter books, give book
reports, and test on reading skills.

Calumet Elementary utilizes computer software to supplement its reading
curriculum. PASSKEY, A+, and Accelerated Reader help to improve our
students reading ability, fluency, and comprehension. Students are
tested after each software lesson to check for mastery. Remedial help is
available in the software programs if acceptable achievement is not
obtained.

> **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.**

Mathematics is a major part of the curriculum at Calumet Elementary. We
feel that next to an individual's ability to read, the ability to
perform mathematics is of utmost importance. Along with reading skills,
math skills are necessary for high levels of achievement in other
curricular areas. Math skills are important for continuing growth in
mathematics, as well as, obtaining the ability to do scientific data
collection and analysis. Math skills are important for everyday
life-skills, such as counting money, telling time, and taking weights
and measurements.

Early-Childhood through 2^nd^ grade continue to work in learning
centers, while 3^rd^ through 6^th^ grade introduce textbooks, workbooks,
and testing begins in earnest. Calumet Elementary also utilizes computer
software to supplement its mathematics curriculum. PASSKEY and A+ help
to improve our students' mathematics competencies. Students are tested
after each software lesson to check for mastery. Remedial help is
available in the software programs if acceptable achievement is not
obtained.

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

Calumet Elementary utilizes a variety of instructional methods and
resources to help improve student learning.

Early-Childhood through 2^nd^ grade utilize learning centers as a major
part of their instruction. This allows students to work at their own
pace, while maximizing time on task. The instructor also is available to
monitor learning and interject assistance if the need arises. The
teacher also guides students in larger group settings when introducing
new concept.

Third through sixth grade introduce textbooks, workbooks, and testing
begins in earnest. Teachers guide instruction in large group settings,
allowing for independent practice while the teacher monitors.

Calumet Elementary uses every moment as an opportunity to teach
students. The entire elementary uses the computer labs to supplement
classroom instruction. Peer teaching is also available to allow students
to learn from each other. Students, beginning in lower elementary, are
taught how to keep specific lines of thinking in order to perform
creative writing tasks. Teachers in the upper elementary instruct
students in debate procedures, which increase knowledge and
communication skills.

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

The teachers and staff at Calumet Elementary are dedicated to
professional development. Teachers are continuously looking for areas in
which they can improve instruction and student achievement. They have
opportunities to attend workshops and seminars throughout the school
year and summer.

In recent times, Calumet Elementary has focused a major part of its
professional development toward reading, mathematics, and improving
instruction. Our teachers have attended training on new computer
software, which will allow students to use computers to improve reading
comprehension. The software will also be utilized when students read
below grade level, for the purpose of narrowing the gap between the
student's present reading level and the preferred level. The entire
teaching staff will attend, as a group, workshops this summer for the
purpose of improving communication between teacher and student. The
workshops will allow the staff an opportunity to work closely together
on aligning curriculum and integrating new instructional ideas.

Calumet Elementary also utilizes professional development to increase
multicultural awareness and community involvement. It is our belief that
the more information we have about our students' backgrounds and the
more parental involvement we have, the easier it will be to provide a
quality education.

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

The Data Display Table is illustrated on the following page.

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

Grade\_\_\_5\_\_\_\_ Test\_\_Achievement Test
Series\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_Varies \_\_ Publisher \_\_\_Harcourt\_-
Riverside ITBS - McGraw/Hill\_\_\_\_\_\_

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

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

Number excluded\_\_\_\_0\_\_\_\_ Percent excluded\_\_\_\_0%\_\_\_\_

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

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

1)  Basic Scores are scores in the bottom 33% of the State Stanine
    numbers 1 -- 3

> This means that these students scored in the bottom one-third in
> comparison with other students across the state on the same test.

2)  Proficient Scores are scores in the 34% - 66% of the State Stanine
    numbers 4 -- 6

> This means that these students scored in the middle one-third in
> comparison with other students across the state on the same test.

3)  Advanced Scores are scores in the 67% - 99% of the State Stanine
    numbers 7 -- 9

> This means that these students scored in the upper one-third in
> comparison with other students across the state on the same test.

**[SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS,
Continued]{.underline}**

Data Display Table for Mathematics

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

  Testing month                      2           2           3                       

  SCHOOL SCORES                                                                      

  Total                                                                              

  At or Above Basic                  17%         33%         39%                     

  At or Above Proficient             50%         50%         62%                     

  At Advanced                        33%         17%         0%                      

  Number of students tested          18          12          13                      

  Percent of total students tested   100%        100%        100%                    

  Number of students excluded        0           0           0                       

  Percent of students excluded       0%          0%          0%                      

  SUBGROUP SCORES                                                                    

  Free & Reduced Lunch                                                               

  At or Above Basic                  18%         17%         50%                     

  At or Above Proficient             64%         67%         50%                     

  At Advanced                        18%         17%         0%                      

  Special Education                                                                  

  At or Above Basic                  33%         67%         100%                    

  At or Above Proficient             33%         33%         0%                      

  At Advanced                        33%         0%          0%                      

  Native American                                                                    

  At or Above Basic                  60%         100%        60%                     

  At or Above Proficient             40%         0%          40%                     

  At Advanced                        0%          0%          0%                      

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Basic                  39%         29%         15%                     

  State Mean Score                                                                   

  At or Above Proficient             47%         53%         74%                     

  State Mean Score                                                                   

  At Advanced                        16%         19%         11%                     

  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,
Continued]{.underline}**

Data Display Table for Reading (language arts or English)

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

  Testing month                      2           2           3                       

  SCHOOL SCORES                                                                      

  Total                                                                              

  At or Above Basic                  22%         25%         46%                     

  At or Above Proficient             78%         67%         54%                     

  At Advanced                        0%          8%          0%                      

  Number of students tested          18          12          13                      

  Percent of total students tested   100%        100%        100%                    

  Number of students excluded        0           0           0                       

  Percent of students excluded       0%          0%          0%                      

  SUBGROUP SCORES                                                                    

  Free & Reduced Lunch                                                               

  At or Above Basic                  27%         33%         50%                     

  At or Above Proficient             73%         67%         50%                     

  At Advanced                        0%          0%          0%                      

  Special Education                                                                  

  At or Above Basic                  33%         0%          100%                    

  At or Above Proficient             67%         100%        0%                      

  At Advanced                        0%          0%          0%                      

  Native American                                                                    

  At or Above Basic                  60%         100%        60%                     

  At or Above Proficient             40%         0%          40%                     

  At Advanced                        0%          0%          0%                      

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Basic                  39%         25%         23%                     

  State Mean Score                                                                   

  At or Above Proficient             54%         62%         61%                     

  State Mean Score                                                                   

  At Advanced                        7%          12%         15%                     

  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)

(c) 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. Show at
least three years of data. Complete a separate form for each test and
grade level.

Grade\_\_\_\_3\_\_\_\_
Test\_\_\_\_\_\_Reading\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_Varies\_\_\_\_\_\_ Publisher
\_Harcourt/Riverside/CTB McGraw Hill\_\_\_\_\_\_\_\_\_\_

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

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

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

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

  Testing month                         2                           2                    3                             

  **SCHOOL SCORES**                                                                                                    

  Total Score                           [61.6%]{.underline}         42%                  51.7%                         

  Number of students tested             19                          10                   13                            

  Percent of total students             100%                        100%                 100%                          
  tested                                                                                                               

  Number of students excluded           0                           0                    0                             

  Percent of students excluded          0                           0                    0                             

  SUBGROUP SCORES                                                                                                      

  1\. Free & Reduced Meals      57.5%                         48%               59%                                    

  2\. non-Free & Reduced Meals  67.6%                         0                 67\>8%                                 

  3\. Native American           46.5%                         46%               49.6%                                  

  4\. Special Education         76%                           56%               58.5%                                  

                                                                                                                       

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

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

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

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

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

Provide the following information for all tests in reading. Show at
least three years of data. Complete a separate form for each test and
grade level.

Grade\_\_\_\_3\_\_\_\_
Test\_\_\_\_\_\_Mathematics\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_Varies\_\_\_\_\_\_ Publisher
\_Harcourt/Riverside/CTB McGraw Hill\_\_\_\_\_\_\_\_\_\_

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

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

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

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

  Testing month                         2                           2                   3                             

  **SCHOOL SCORES**                                                                                                   

  Total Score                           [69.6%]{.underline}         46%                 67.2%                         

  Number of students tested             19                          10                  13                            

  Percent of total students             100%                        100%                100%                          
  tested                                                                                                              

  Number of students excluded           0                           0                   0                             

  Percent of students excluded          0                           0                   0                             

  SUBGROUP SCORES                                                                                                     

  1\. Free & Reduced Meals      70.6%                         50%               55%                                   

  2\. non-Free & Reduced Meals  79.7%                         0%                86%                                   

  3\. Native American           40.5%                         42%               52%                                   

  4\. Special Education         80.7%                         77%               62.5%                                 

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

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