##### U.S. Department of Education 

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

**Cover Sheet**

Name of Principal **Mrs. Connie A. Morgan**

Official School Name **West Louisville Elementary School**

School Mailing Address **9661 KY HWY 56**

**Owensboro, Kentucky 42301-9603**

Tel. [( 270 ) 852-7650]{.underline} Fax [( 270 ) 852-7660]{.underline}

Website/URL [www.dcps.org/wles/index.htm]{.underline} E-mail
cmorgan@dcps.org

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

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

(Principal's Signature)

Name of Superintendent\* **Mr. Stuart Silberman**

District Name [**Daviess County Public Schools**]{.underline} Tel.
[270-852-7000]{.underline}

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

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

Name of School Board **Mrs. Mary Tim Griffin**

President/Chairperson

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

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

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

**PART 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: \_\_12\_\_\_ Elementary schools

\_\_\_3\_\_ Middle schools

\_\_\_0\_\_ Junior high schools

\_\_\_3\_\_ High schools

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

\_\_18\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\$7,594\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\$7,033\_\_\_\_\_\_

**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\. 6 Number of years the principal has been in her/his position 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**       21        32                     **53**       **7**       0         0           0

  **1**       19        14                     **33**       **8**       0         0           0

  **2**       24        26                     **50**       **9**       0         0           0

  **3**       19        18                     **37**       **10**      0         0           0

  **4**       28        20                     **48**       **11**      0         0           0

  **5**       14        11                     **25**       **12**      0         0           0

  **6**       0         0                      0            **Pre-K**   10        10          **20**

                                    **TOTAL                                                   266
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [94.3]{.underline} % White

the students in the school: [1.63]{.underline} % Black or African
American

[2.85]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_14.28\_\_\_\_%

> (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 19
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 12
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        31
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    217
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .1428
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    14.28
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_\_\_\_1.6\_\_\_%

\_\_\_\_4\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_2\_\_\_\_\_

Specify languages: Spanish and American Sign Language

9\. Students eligible for free/reduced-priced meals: 47.96%

\_\_118\_\_\_\_\_\_Total Number Students Who Qualify

10\. Students receiving special education services:
\_\_\_\_24.40\_\_\_\_%

\_\_\_\_\_65\_\_\_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 \_12_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_7_Specific Learning Disability

\_\_\_\_Hearing Impairment \_23_Speech or Language Impairment

\_\_1\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_3\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

[19]{.underline} Development Delayed

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

    **Number of Staff**

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

Administrator(s) \_\_\_1\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_13\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_2\_\_ [\_]{.underline}
\_\_\_\_11\_\_

Paraprofessionals \_[\_]{.underline} 7\_\_ [\_]{.underline}
\_\_\_\_4\_\_\_

> Support staff \_\_\_7[\_ \_\_]{.underline} \_\_\_\_2\_\_\_
>
> Total number \_\_30\_\_\_\_ [\_ \_]{.underline} 17\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_20:1\_\_\_\_\_\_

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 96.42%      96.12%      96.04%      96.27%      96.80%

  Daily teacher attendance 97.5%       95.5%       94.41%      95.96%      93.58%

  Teacher turnover rate    0%          0%          1.5%        6%          6%

  Student dropout rate     0           0           0           0           0

  Student drop-off rate    0           0           0           0           0
  ------------------------ ----------- ----------- ----------- ----------- -----------

PART III-School Snapshot

West Louisville Elementary is a small school in a rural community of
western Kentucky, with a big reputation for excellence. Because of
strong community support and continued academic success, we have avoided
consolidation, unlike other small schools. We are part of the Daviess
County Public Schools district, which is known for schools that set
standards for excellence in the state and nation. Our district's guiding
philosophy is "It's About Kids ... Everything that is done, and every
decision that is made, must be based on what is best for kids." We
support that belief and enhance that ideal with strong hardworking
family and small community values. In addition to a strong scholastic
curriculum, our school teaches and models the values of integrity,
honesty, self-discipline and the Golden Rule.

WLES is known for a strong basic skills instructional program. A child
who can read can learn anything, be anything, and achieve many successes
in life. School success also fosters self-confidence and the conviction
that with hard work, anything is possible. As part of our mission
statement, we are committed to creating a positive, safe environment
where students, parents and staff share in the educational
responsibility for our students. We are committed to high standards for
everyone, so that each child can reach his fullest potential and be a
"World Class Kid," ready to enter the global market.

The WLES school community works diligently to enhance the lives of
students and improve their opportunities to live happy, successful and
productive lives as adults. Because we are a small school, staff members
have a personal investment in each child. We know each child and the
challenges they face daily. By educating and caring for the whole child
-- physically and emotionally as well as mentally -- our goal is to
break the chain of poverty for those children who have yet to see the
many opportunities the world has to offer. We believe this concern for
our students' physical and emotional needs has been a factor in our
school's academic success. Our students know this staff cares. Many WLES
children need the caring environment of our school as much as the
education we have to offer.

Leadership begins with the principal. Mrs. Connie Morgan realizes that
"servant leadership" is necessary for supporting a team effort in
setting high expectations for all. This emphasis on leadership extends
to both teachers and parents, evidenced by the fact that the 2003 DCPS
Elementary Teacher of the Year and the Volunteer of the Year were both
from West Louisville Elementary.

Our school community is committed to meeting the social, emotional and
educational needs of the children while they are in our care; and
assisting parents in providing a safe, loving home environment. As a
result, we are giving our children the best education possible and also
their greatest opportunities for achieving the "American Dream."

Part IV #1 School Assessment Results

CATS---Commonwealth Accountability System---measures a school's ability
to change and improve several academic and non academic indicators.
Academic indicators include reading, mathematics, science, social
studies, writing, arts and humanities, and practical living. These 7
areas refer to Kentucky's core content. In the spring of each year,
students take Kentucky Core Content Tests (KCCT). The tests include
multiple choice questions as well as open ended questions. Instead of a
percent score, students strive for one of four performance
measures---novice, apprentice, proficient, and distinguished.

The goal for all Kentucky schools is to reach proficiency by 2014. In
order to measure proficiency, each school receives an index score for
all of the core content areas. A proficient score translates into an
index score of 100. A school with this score demonstrates a mastery of
the core content. Schools with a score above 100 show a deep
understanding and application of the core content. In order to score
above 100, students must earn a mark of distinguished on their KCCT. A
distinguished gives a score of 140. Likewise, apprentice is 60 and
novice is approximately 17.

With the implementation of NCLB, the goal for Kentucky schools is for
all students to score proficient or higher by 2014 in the areas of
reading and mathematics. Therefore, data disaggregation plays a critical
role in school planning. In terms of achievement data, each school needs
100% of their student population scoring proficient or higher or have
academic indexes of 100 or higher in math and reading.

Part IV #2 Assessment Data

Assessment data is used continually at West Louisville to advance
student success and school performance. Each year students from 3-5^th^
grades participate in the Commonwealth Accountability Testing System
(CATS). The third grade students take the California Test of Basic
Skills (CTBS) while fourth and fifth grade students are assessed by a KY
developed assessment utilizing writing portfolios, multiple choice, and
open-response questions. State assessment results are reviewed by the
entire faculty and teaching staff and the No Child Left Behind data is
analyzed for significant achievement gaps. Horizontal and vertical
alignment planning sessions occur to review the school's successes and
opportunities for improvement. The teams work together to make plans for
staff professional development, classroom configurations, assemblies,
field trips and assignments for both teachers and students.

We actively employ a variety of methods to map the progress of each of
our students in every subject area. Developmental Reading Assessment
(DRA) is used in grades K-2 to assess students three times each year in
both reading ability and comprehension. Students in grades 3-5 take the
Measure of Academic Performance (MAP) twice a year for assessment in
reading, language arts and math. Students at all grade levels take the
Star Reading Assessment twice each year. Success Maker Math assesses
students at all grade levels in mathematics, and this computerized math
program individually designs lessons for students.

The results of all these assessments are carefully evaluated by our
teachers so they can design the most appropriate individual strategies
for each student. Data from these assessments and ongoing classroom
assessments are used to track and observe each student's progress and
needs throughout the school year.

Part IV #3 Communication

The responsibility for student performance is shared by parents,
students, and the community through several interactive methods.
Students are routinely kept informed of their strengths and areas
needing improvement, and are given copies of their reading assessment
scores (Star, DRA, MAP) and Commonwealth Accountability Testing System
(CATS). These assessment results are also shared with the parents.
Parents may access the state school report card at
http://apps.kde.state.ky.us/schoolReportCardArchive/.

Daily assignment books keep students and parents focused on
content/skills being covered in class. Kindergarten students have "skill
books," which are sent home each day to keep parents focused on the
skills being taught at each level. Regular conferences about student
progress are scheduled throughout the year, but are also available as
needed in response to any concerns about student progress.

We celebrate student success within the school and community in a
variety of ways. Parents are kept informed of student progress through a
weekly school newsletter, "Patriot Pride," which is also available
online. Many teachers also provide a weekly "classroom newsletter" to
inform parents about topics being covered and ways parents may reinforce
and support learning at home. For those driving by the school, our
lighted sign spotlights names of students who deserve special
recognition. We utilize our local cable channel and school newsletters
to invite the community to participate in awards ceremonies that
highlight student achievement and showcase special activities and
learning opportunities in which our students are involved.

Part IV #4 Sharing Successes

West Louisville Elementary School is proud of its achievements and
actively seeks to share its formula for success with other schools. We
believe wholeheartedly in our districtwide mission statement, "It's
About Kids," and that philosophy motivates us to share our results with
other school districts, in an effort to positively affect even more
students.

Because of our high -- and continually increasing -- test scores, West
Louisville has enjoyed the benefit of excellent statewide media
coverage. Through this medium, our teaching staff has issued an open
invitation to all educators who want to examine a teaching model that
has demonstrated consistent improvement over time. In 2003 alone, seven
schools sent visitation teams to West Louisville for observation and
discussion. We have shared our "Best Practices" and "Open Response"
teaching strategies with them, answering questions and allowing our
visitors to physically engage in actual lessons.

In addition to hosting visitors to our school, we also share information
about our teaching model at other sites. Science teacher Dawn Young,
assisted by our computer specialist, has presented numerous workshops in
Science Court. Principal Connie Morgan has shared successful strategies
at the Kentucky Leadership Academy (2003), the National Title I
Conference (2003) and in other events throughout the region. West
Louisville teachers are currently in the process of developing "Best
Practice" lesson plans that will be made available on-line for teachers
across the state.

Part V#1 School Curriculum

The WLES **reading** curriculum is designed to enhance each individual
student's learning experience. The curriculum encompasses the use of
Open Court Series Basal, Accelerated Reader Program, Differentiated
Instruction, Multi-Cultural Lessons and individualized grouping based on
student needs. Through the various strategies of implementation,
students are provided with the opportunity to experience many different
learning styles as well as literature. With the use of whole group,
small group and individualized instruction, students are taught skills
-- from basic to advanced -- needed to master reading. High but
achievable expectations are set for all students to succeed at their own
individualized rate.

Students have the opportunity to engage in the **arts** weekly with the
district art team, community artists, and music and physical education
teachers who teach art elements, principles of design, media and
processes of each content area. Classroom teachers collaborate with
technology/art assistants to engage students in visual and performing
arts that explore different cultures, eras, and themes, whereby teaching
children how we communicate feelings and perspectives through art.

To encourage students' appreciation, understanding and awareness of the
s**ciences**, students are taught holistically rather than in "bits and
pieces." We focus on connecting themes, conceptual understandings, and
critical thinking skills rather than simple transferring bits of
information. To help students integrate new scientific explanations, we
combine previous understandings with new discoveries from one grade
level to another. We always encourage creativity, originality and
flexibility while learning scientific content.

**Technology** instruction is provided to all students at a minimum of
90 minutes per week. Preschool through fifth-grade students use
computers for research-based phonics, reading, math and science
programs, as well as appropriate research through Internet child-safe
engines. Innovative teaching aids such as LCD projectors and the
Classroom Performance System (remote control answering system) are
incorporated with the daily instruction of core content. Students also
produce school newscasts for broadcast on local television channels.

All **math** teachers collaborate and share ideas in order to
incorporate both traditional and research-based teaching strategies.
Basic skills are emphasized and reinforced with hands-on practice, which
also introduces practical skills and assists in problem solving. All
students work on the computer-based Success Maker Math Program, along
with other math software programs, which enhance student learning in the
classroom and in the computer lab.

All Kentucky students are expected to achieve the six learning goals of
KERA. The **social studies** curriculum at West Louisville includes an
instructional program that leads to the development of these academic
expectations that characterize student achievement of the goals through
these various social studies domains: geography, history, citizenship,
economics and sociology. Our social studies instruction also provides
opportunities for challenging the gifted and creative students.

**Foreign Language** is a very important component of our district's
"Graduation 2010" program. Through the introduction of foreign language,
students develop an awareness of and appreciation for other cultures.
Students are engaged in integrated activities through Espanol Para Ti
and Rosetta Stone.

**Practical Living/Vocational Studies** provide opportunities for
students to promote individual healthy relationships; perform physical
movement skills; and develop a work ethic, work in teams, resolve
conflict, and set short-term goals. The guidance counselor, classroom
teachers, and physical education teacher develop lessons for students in
these areas.

Part V #2 Reading Curriculum

Our school believes reading is the most crucial skill for students. The
goal of West Louisville Elementary School is for all students to be
proficient in the areas of reading, writing, math, science social
studies, arts, and practical/vocational studies. To accomplish this
task, all students must be able to read proficiently before leaving the
primary grades.

Teachers across all grade levels searched extensively for just the right
research-based reading program to meet the needs of our students before
adopting the "Open Court" reading program. Open Court was selected for
its strong phonics-based language program. Teachers also use a variety
of supplementary programs that compliment and extend Open Court Reading.
Earobics and Fast ForWord are both early literacy supplementary computer
programs designed to help students develop essential phonemic awareness
skills and to gradually guide students into printed reading material.
Accelerated Reader (AR) encourages reading and assesses students on
comprehension. Our PTO operates an AR Store, where students can "buy"
prizes using the points they earn from successfully completing AR tests.

Assessment is fundamental to the success we have achieved in reading.
The Developmental Reading Assessment (DRA) is used at the primary level
and the Measure of Academic Performance (MAP) is used at the
intermediate level to continually assess students, making sure that no
child at West Louisville "falls through the cracks." Our continued high
state assessment scores prove that our instructional staff is very
capable of making the best decisions, ensuring that no child is left
behind.

Part V #3 Social Studies Curriculum

Social Studies curriculum is a strong and thriving force at West
Louisville. Our state assessment scores have been over 100 for five
consecutive years. We receive dozens of inquires yearly asking how we
have built this foundation for success. Visitors to our building realize
very quickly that Social Studies is embedded in our curriculum as early
as our 3-year-old Preschool program. Social Studies component are also
included across the curriculum, in Math, Arts and Humanities, and
Reading.

Our parents and staff build student excitement for Social Studies
through two main projects each year. Our annual Veteran's Day Program is
known throughout our community. The gymnasium is packed to capacity each
year as the children perform songs, present a PowerPoint program and
exhibit gifts handmade by our students. Each year, approximately 80
veterans, ages 25-90, attend a breakfast and program in their honor,
knowing they will more than likely leave with tears in their eyes, but
also with a heart full of warmth, knowing that these youngsters
understand and appreciate the sacrifices made by our veterans.

The second major project each year is our fifth-graders' trip to
Washington, D.C. Our school community raises the \$10,000 needed to send
the entire class. Many of our students have never been outside our
county. Flying across the country to our nation's capitol is a dream
come true for the children and their families.

Last year, our parents, students and teachers voted overwhelmingly to
change our mascot, with a 65-year tradition, to the red, white and blue
"Patriots." Patriotism is a constant theme throughout the year at our
school. Anytime you need a little dose of "I am proud to be an American"
stop by West Louisville Elementary School!

Part V #4 Instructional Methods

Developmentally appropriate instructional methods are utilized at West
Louisville. At the primary level, teachers work in collaboration to
teach content in thematic units where content is integrated as it fits
naturally. Some teachers use a shared teaching approach and
departmentalize for parts of each day, while others collaborate during
thematic teaching units. Our teachers do recognize the varying learning
styles and intelligences of students when designing lessons, and
incorporate choice, centers, and whole and small group teaching methods
to address these differences.

The Intermediate grades 3-5 are departmentalized so teachers can teach
in their areas of expertise. Students are heterogeneously grouped to
allow students to learn from each other and support the diversity of the
class. Instructional aides and other volunteers provide individual and
small group support in support of student learning. Learning styles are
addressed with hands-on teaching, the use of visuals, and plenty of
resources including technology.

Technology is an essential tool to aid learning instruction at our
school. All students participate in Success Maker Math, a program that
helps individualize math, and provides teachers with needed information
to guide content and instruction. All classrooms are equipped with
computers which promote student learning by providing resources and
material to enhance all content areas. For those needing remediation,
classroom computers allow us to use software like "Earobics", which
helps students "retrain their brains" to be able to discriminate between
sounds- a precursor to reading, and provide parents and teachers with
information to direct student instruction.

Part V #5 Professional Development

Staff development is a vital key to the success of WLES students. Our
school's continuous improvement plan, developed by our teachers and
approved by our Site Based Decision Making Council, is revised yearly
and guides our staff's professional development. The needs of our
students, the results of both our state and school assessments, and the
needs of our staff determine our school's professional development. Our
Staff Developer provides ongoing, job-embedded professional development,
based on the needs of the teachers and staff. Each year, teachers
complete a professional growth plan that guides their professional
development needs. Teachers and paraprofessionals do have flexibility in
selecting the staff development sessions they attend. WLES realizes that
learning must be ongoing for a school to be successful.

Our professional development plan has had a positive affect on student
achievement, evidenced by our state assessments, such as Arts and
Humanities. We saw this as an area of improvement. Both teachers and
staff received appropriate professional development and our assessment
scores have steadily increased over the last three years. Arts and
Humanities at our school has been used across the curriculum, causing
our scores to increase in other areas as well.

> **STATE CRITERION-REFERENCED TESTS**
>
> Grade: 4th
>
> Test: Kentucky Core Content Test---Reading 4^th^ Grade
>
> Edition/publication year: New Version Each Year, Published by
> CTB/McGraw Hill in 2003
>
> Number of students in the grade in which the test was administered: 25
>
> Number of students who took the test: 25

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

> No student or student group was excluded from testing.
>
> Number excluded: 0 Percent excluded: 0%
>
> **STATE CRITERION-REFERENCED TESTS**

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

  Testing month                      May         April       April       April       April

  **SCHOOL SCORES**                                                                  

  \% At or Above Novice              100         100         100         100         100

  \% At or Above Apprentice          100         99          96          91          98

  \% At or Above Proficient          92          95          73          87          98

  \% At Distinguished                20          25          0           13          44

  Number of students tested          25          25          40          48          39

  Percent of total students tested   100         100         100         100         100

  Number of students excluded        0           0           0           0           0

  Percent of students excluded       0           0           0           0           0

                                                                                     

  SUBGROUP SCORES                                                                    

  1.Socioeconomic                                                                    

  \% At or Above Novice              100         100         88                      

  \% At or Above Apprentice          92          100         76                      

  \% At or Above Proficient          58          62          76                      

  \% At Distinguished                42          38                                  

  Number of students tested          12          12          17                      

  2.Disabilities                                                                     

  \% At or Above Apprentice                                                          

  \% At or Above Apprentice                                                          

  \% At or Above Proficient                                                          

  \% At Distinguished                                                                

  Number of students tested          3           2           5                       

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Novice              100         100         100         100         100

  \% At or Above Apprentice          87          85          85          83          82

  \% At or Above Proficient          63          60          58          57          56

  \% At Distinguished                7           6           5                       

  State Mean Score                   83.52       81.88       80.69       79.94       78.88
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

> **STATE CRITERION-REFERENCED TESTS**
>
> Grade: 5th
>
> Test: Kentucky Core Content Test---Mathematics 5^th^ Grade
>
> Edition/publication year: New Version Each Year, Published by
> CTB/McGraw Hill in 2003
>
> Number of students in the grade in which the test was administered: 31
>
> Number of students who took the test: 31

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

> No student or student group was excluded from testing.
>
> Number excluded: 0 Percent excluded: 0%
>
> **STATE CRITERION-REFERENCED TESTS**

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

  Testing month                      May         April       April       April       April

  **SCHOOL SCORES**                                                                  

  \% At or Above Novice              100         100         100         100         100

  \% At or Above Apprentice          99          97          99          92          87

  \% At or Above Proficient          77          85          91          85          91

  \% At Distinguished                35          15          9           15          9

  Number of students tested          31          38          45          48          46

  Percent of total students tested   100         100         100         100         100

  Number of students excluded        0           0           0           0           0

  Percent of students excluded       0           0           0           0           0

                                                                                     

  SUBGROUP SCORES                                                                    

  1.Socioeconomic                                                                    

  \% At or Above Novice              100         100         100         100         

  \% At or Above Apprentice          94          87          100         82          

  \% At or Above Proficient          87          53          45          59          

  \% At Distinguished                13          13                                  

  Number of students tested          16          15          11          17          

  2.Disabilities                                                                     

  \% At or Above Apprentice                                                          

  \% At or Above Apprentice                                                          

  \% At or Above Proficient                                                          

  \% At Distinguished                                                                

  Number of students tested          5           3           8           6           

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Novice              100         100         100         100         100

  \% At or Above Apprentice          69          80          65          61          58

  \% At or Above Proficient          92          60          34          32          28

  \% At Distinguished                8           6           6           5           4

  State Mean Score                   67.66       66.09       63.92       60.53       57.74
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

**ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS**

Grade: 3^rd^ (P3) Test: CTBS/5

Edition/publication year: 1996 Publisher: CTB/McGraw Hill

Number of students in the grade in which the test was administered: 42

Number of students who took the test: 42

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

No student or student group was excluded from testing.

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                       May               April             April             April          April

  **SCHOOL SCORES-Reading**                                                                                

  Total Score                         80                84                82                49             

  Number of students tested           42                28                17                38             

  Percent of total students           100               100               100               100            
  tested                                                                                                   

  Number of students excluded         0                 0                 0                 0              

  Percent of students excluded        0                 0                 0                 0              

  SUBGROUP SCORES[^1]                                                                                      

  1.Socioeconomic               83                                                                         

  Number of students tested     13                                                                         

  2\. Disability                                                                                           

  Number of students tested[^2] 3                                                                          

  **SCHOOL SCORES-Mathematics**                                                                            

  Total Score                   78                80                83                43                   

  Number of students tested     42                28                17                38                   

  Percent of total students     100               100               100               100                  
  tested                                                                                                   

  Number of students excluded   0                 0                 0                 0                    

  Percent of students excluded  0                 0                 0                 0                    

  SUBGROUP SCORES                                                                                          

  1.Socioeconomic               82                                                                         

  Number of students tested     13                                                                         

  2.Disability                                                                                             

  Number of students tested     3                                                                          
  ----------------------------- ----- ----------- ----- ----------- ----- ----------- ----- ----------- -- -----------

[^1]: State provided disaggregated CTBS/5 data for the first time in
    2003.

[^2]: Data Disaggregation is unavailable without at least 10 students.