##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: [X]{.underline} Elementary \_\_ Middle
\_\_ High \_\_ K-12

Name of Principal [Mr. Stephen Petercsak]{.underline}

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

Official School Name [Central College Magnet School]{.underline}

(As it should appear in the official records)

School Mailing Address [825 South Sunbury Road]{.underline}

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

# Westerville OH 43081-9315 

City State Zip Code+4 (9digits total)

County \_[Franklin]{.underline} School Code
Number\*\_[005355]{.underline}

Telephone [(614) 797-7030]{.underline} Fax [(614) 797-7031]{.underline}

Website/URL
<http://www.westerville.k12.oh.us/school_home.aspx?schoolID=3> E-mail
[petercss@wcsoh.org]{.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\* [Dr. George E. Tombaugh]{.underline}

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

District Name [Westerville City Schools]{.underline} Tel. [(614)
797-5700]{.underline}

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

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

(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Michael L. Collins]{.underline}

(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**

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 2004-2005 school
    years.

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 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [\_16\_]{.underline} Elementary
schools

[\_\_4\_\_]{.underline} Middle schools

[\_\_0\_]{.underline} Junior high schools

[\_\_3\_\_]{.underline} High schools

[\_ 0 \_\_\_]{.underline}Other

[\_\_23\_\_]{.underline} TOTAL

2\. District per Pupil Expenditure: \$8,330.00

Average State per Pupil Expenditure: \$8,768.00

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

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

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

4\. [11]{.underline} Number of years the principal has been in her/his
position at this school.

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

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**    N/A       N/A                    N/A          **7**       N/A       N/A         N/A

  **K**       N/A       N/A                    N/A          **8**       N/A       N/A         N/A

  **1**       12        12                     **24**       **9**       N/A       N/A         N/A

  **2**       13        13                     **26**       **10**      N/A       N/A         N/A

  **3**       13        13                     **26**       **11**      N/A       N/A         N/A

  **4**       13        12                     **25**       **12**      N/A       N/A         N/A

  **5**       14        11                     **25**       **Other**   N/A       N/A         N/A

  **6**       N/A       N/A                    N/A                                            

                                    **TOTAL                                                   126
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [85]{.underline} % White

the students in the school: [9]{.underline} % Black or African American

0 % Hispanic or Latino

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

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
[\_\_2\_\_\_]{.underline}

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

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

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

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

  **(4)**                   Total number of students in 120
                            the school as of October 1  

  **(5)**                   Subtotal in row (3) divided .016
                            by total in row (4)         

  **(6)**                   Amount in row (5)           1.6
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_[2]{.underline}\_\_%

\_[2]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_[2]{.underline}\_\_\_\_

Specify languages: French, Chinese

9\. Students eligible for free/reduced-priced meals:
\_\_\_[5]{.underline}\_%

Total number students who qualify: \_\_\_[6]{.underline}\_\_\_\_

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

10\. Students receiving special education services:
\_\_\_\_[9]{.underline}\_\_\_\_%

\_\_\_\_[11]{.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 \_\_[1]{.underline}\_ Other Health
Impaired

\_\_[0]{.underline}\_\_Deaf-Blindness \_[\_2]{.underline}\_\_Specific
Learning Disability

\_\_[0]{.underline}\_\_Hearing Impairment \_\_[8]{.underline}\_ Speech
or Language Impairment

\_\_[0]{.underline}\_\_Mental Retardation
\_\_[0]{.underline}\_\_Traumatic Brain Injury

\_\_[0]{.underline}\_\_Multiple Disabilities \_[\_0]{.underline}\_Visual
Impairment Including Blindness

\_\_[0\_\_]{.underline} Emotional Disturbance

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) \_\_\_\_[0]{.underline}\_\_\_
\_\_\_\_[1]{.underline}\_\_\_\_

Classroom teachers \_\_\_\_[5]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_

Special resource teachers/specialists \_\_\_\_[0]{.underline}\_\_\_
\_\_\_\_[8]{.underline}\_\_\_

Paraprofessionals \_\_\_\_[0]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_\_

> Support staff \_\_\_\_[3]{.underline}\_\_\_
> \_\_\_\_[0]{.underline}\_\_\_\_
>
> Total number \_\_\_\_[8]{.underline}\_\_\_
> \_\_\_\_[9]{.underline}\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
[\_26:1]{.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.)

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance  97 %        97 %        97 %        97 %        96 %

  Daily teacher attendance  94 %        95 %        96 %        95 %        94 %

  Teacher turnover rate     0%          0%          0%          20 %        0%

  Student dropout rate      N/A%        N/A %       N/A %       N/A %       N/A %
  (middle/high)                                                             

  Student drop-off rate     N/A %       N/A %       N/A %       N/A %       N/A %
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Serving a culturally and economically diverse 52-square mile area in
northeastern Franklin County and southern Delaware County, Westerville
City School District meets the needs of approximately 85,000 residents.
The district is comprised of 23 schools -- 16 elementaries, four middle
schools, and three high schools. At the end of the 2003-2004 school
year, enrollment in the 9th largest district in Ohio stood at more than
14,000 pupils. For the thirteenth year in a row, Westerville City
Schools met the criteria for having "What Parents Want" in education, a
designation awarded by School Match, a research and database service
company that collects, audits, integrates, processes and manages
information about public and private elementary and secondary schools.

Central College Elementary is part of the Westerville Magnet School
Program which is designed for students in grades 1-5, who have a
particular interest and desire to experience education through a focused
curriculum in a small school setting. The total enrollment of the school
is 120 students which include Caucasian, African-American, and Asian
students. There is no kindergarten program; therefore, students are
selected by a lottery drawing from schools throughout the entire
district. The lottery is held in May at the conclusion of a child's
kindergarten experience. Parents elect to enroll their children in the
lottery. There is no academic requirement or testing necessary for a
student to be enrolled in the program. Because it is a magnet school
program, no intervention services are provided at the school. The only
exception to this is speech and language services. Gender equality is
maintained by keeping an equal number of boys and girls for each class.

Central College's focus is mathematics and science and the school's
mission is: *To provide children with a technology-rich environment in
which they experience and communicate mathematics and science as an
integral part of life.* The natural curiosities of children about their
world provide the energy that motivates teaching and learning at Central
College Mathematics & Science Magnet School. Expanding each child's
world of wonder enhances both their fascination and reason, thus our
instructional program emphasizes a "hands-on/minds-on" approach to
learning with an integration of math and science units across the
curriculum and grade levels. We also make a strong effort to link
mathematics and science to the outside world of work through business
and community partnerships. Team building and cooperation, modeled
through the scientific process, are also key aspects of the
teaching-learning environment. Technology is utilized at Central College
to assist students in developing computer skills, constructing knowledge
and extending their learning potential.

The history of the Westerville Magnet School Program is one of change.
Established with the intent to provide alternative models to the
existing elementary program in Westerville, Central College continues to
explore innovative approaches to teaching and learning. Successful
changes have been achieved through staff collaboration. This decision
making process has and is producing a high degree of teacher ownership
which in turn fosters teachers' renewed commitment to increase student
achievement. The small size of our school (120 students) and teaching
staff (5) benefits student learning in that a teacher gets to know all
the students in the building. Walking the hallways of the school, one
would find groups of students scattered around working on a variety of
projects and activities. Often times, students of varying grade levels
are working together on assignments. At Central College, students have
easy access to technology so that they can electronically research,
create, and communicate.

Central College parents are a significant component in our learning
community. They provide many hours of volunteering, primarily as media
center and classroom aides and as reading and math tutors. Tutoring is a
vital service, for it allows students an opportunity to develop fluency
in acquiring reading and math skills on a one to one or small group
basis. Our PTA is very strong and active, providing funds for field
trips - supplemental learning materials.

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

1\. Current results are based on the State of Ohio's Third Grade Reading
Achievement Test and the Fourth grade Reading and Mathematics
Proficiency Tests. In reading for 3^rd^ and 4^th^ grades, all students
were tested with 95.5% of the students scoring proficient or above. This
exceeded by 59% the federal Annual Yearly Progress (AYP) goal of 40.5 %.
In mathematics all students in 4^th^ grade were tested and all students
passed (100%). This exceeded by 64% the federal AYP goal of 39%. In
Ohio, schools are rated by their Performance Index Score which reflects
the achievement of every tested student. The score is a weighted average
of all tested subjects in grades 3 & 4. The most weight is given to the
advanced students (1.2), and the weights decrease for each performance
level. This creates a scale of 0 to 120 points, with 100 being the goal.
There are 5 performance levels: Limited\*/Below Basic, Basic,
Proficient, Accelerated\*, Advanced.

+-----------------------+-----------------------+-----------------------+
| **Third-Grade Reading | **Fourth-Grade        | **Fourth-Grade        |
| Achievement Test Cut  | Reading Proficiency   | Mathematics           |
| Scores\***            | Test Cut Scores**     | Proficiency Test Cut  |
|                       |                       | Scores**              |
| -   Limited: below    | -   Below Basic: 197  |                       |
|     385               |     and below         | -   Below Basic: N/A  |
|                       |                       |                       |
| -   Basic: 385- 399   | -   Basic: 198 -216   | -   Basic: below 218  |
|                       |                       |                       |
| -   Proficient:       | -                     | -   Proficient:       |
|     400-414           |    Proficient:217-249 |     218-249           |
|                       |                       |                       |
| -   Accelerated:      | -   Advanced: 250 and | -   Advanced: 250 --  |
|     415-431           |     above             |     and above         |
|                       |                       |                       |
| -   Advanced: 432 --  |                       |                       |
|     and above         |                       |                       |
+-----------------------+-----------------------+-----------------------+

> **Central College Magnet School Performance Levels 2003-2004**

<table style="width:100%;">
<colgroup>
<col style="width: 15%" />
<col style="width: 9%" />
<col style="width: 16%" />
<col style="width: 8%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 13%" />
<col style="width: 2%" />
<col style="width: 11%" />
<col style="width: 13%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="10">Performance Index Score Calculations for the 2003-2004
School Year</td>
</tr>
<tr class="even">
<td>Grades 3 &amp; 4 for All Tested Subjects</td>
<td colspan="2"><p>Performance level Across All Test Grades</p>
<p>(includes all students in the school for a full academic
year)</p></td>
<td colspan="2">Percentage</td>
<td>X</td>
<td>Weight</td>
<td colspan="2">=</td>
<td>Points</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2">Untested</td>
<td colspan="2">0</td>
<td>X</td>
<td>0.0</td>
<td colspan="2">=</td>
<td>0.0</td>
</tr>
<tr class="even">
<td></td>
<td colspan="2">Limited*/Below Basic</td>
<td colspan="2">.7</td>
<td>X</td>
<td>0.3</td>
<td colspan="2">=</td>
<td>.2</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2">Basic</td>
<td colspan="2">2.2</td>
<td>X</td>
<td>0.6</td>
<td colspan="2">=</td>
<td>1.3</td>
</tr>
<tr class="even">
<td></td>
<td colspan="2">Proficient</td>
<td colspan="2">34.3</td>
<td>X</td>
<td>1.0</td>
<td colspan="2">=</td>
<td>34.3</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2">Accelerated*</td>
<td colspan="2">5.2</td>
<td>X</td>
<td>1.1</td>
<td colspan="2">=</td>
<td>5.7</td>
</tr>
<tr class="even">
<td></td>
<td colspan="2">Advanced</td>
<td colspan="2">57.5</td>
<td>X</td>
<td>1.2</td>
<td colspan="2">=</td>
<td>69</td>
</tr>
<tr class="odd">
<td colspan="10"><strong>Central College’s Performance Index
Score</strong></td>
</tr>
<tr class="even">
<td colspan="2" rowspan="2">Performance Index Score Over Time</td>
<td colspan="2"><strong>2003-2004</strong></td>
<td colspan="4"><strong>2002-2003</strong></td>
<td colspan="2"><strong>2001-2002</strong></td>
</tr>
<tr class="odd">
<td colspan="2">110.5</td>
<td colspan="4">99</td>
<td colspan="2">105.9</td>
</tr>
</tbody>
</table>

\* Third grade performance level only.

Due to Central College's small population, our test scores are not
disaggregated into sub-groups but it can be stated that non-white
student performance is equivalent to white student performance. Data
regarding Central College's 2003-2004 academic performance can be found
at the following web site:
[**http://www.ode.state.oh.us/reportcardfiles/2003-2004/BUILD/005355.PDF**](http://www.ode.state.oh.us/reportcardfiles/2003-2004/BUILD/005355.PDF).
Additional information on Ohio's assessment system may be found at:
[**http://www.ode.state.oh.us/proficiency/technical_data/StatSumm_AchievementTests.asp**](http://www.ode.state.oh.us/proficiency/technical_data/StatSumm_AchievementTests.asp)
(for 3^rd^ grade achievement tests;
[**www.ode.state.oh.us/proficiency/standards.asp**](http://www.ode.state.oh.us/proficiency/standards.asp)
(for 4th & 6^th^ grade proficiency tests).

2\. Central College Magnet School has implemented a continuous
assessment approach to monitor and improve academic performance for all
students. At the beginning of each school year, the teaching staff,
along with the building principal, review an in-depth analysis of the
previous year's testing results. This facilitates identification of any
significant skill areas that need to be instructionally addressed.
Intervention plans are developed for all students performing below grade
level expectations in each content area. These plans provide
supplemental instruction to address specific skill deficiencies and are
shared with parents at the initial parent-teacher conference. Throughout
the school year quarterly assessments in reading, writing and
mathematics are given to each student using both formal and informal
assessment instruments. These periodic assessments allow teachers to
monitor student progress towards grade level standards and make
appropriate interventions.

Additionally, trend data on student mean scores provides the teaching
staff with a longitudinal picture of student performance in all content
areas. Improving overall student mean scores indicates academic
performance for all students is increasing each year. Over the past
seven years, trend lines in all content areas have shown a continued
upper movement. The number of students attaining advanced scores in the
achievement and proficiency tests is also evaluated. Our goal is, and
has been, to increase the number of students at the advanced level as
opposed to simply being satisfied with basic proficiency level
performances. In order to achieve this goal, item analysis of test
results on the various tests are reviewed to determine how students, in
general, are performing in various levels of both learning objectives
and skills. An analysis of second - grade Terra Nova scores also
provides an indicator of how well students are positioned to perform on
the third - grade achievement test and fourth grade achievement and
proficiency tests. Thus, assessment is used proactively by identifying
early in the students' instructional program any areas for possible
intervention or enrichment.

3\. The use of several successful venues provides the opportunity to
communicate student performance. A critical element is the establishment
with parents of a common language and explanation of grade level
expectations. This is done at Curriculum Night when teachers explain, in
detail, the grade level content standards and how they will be assessed
for competency. In addition, parents are given a written copy of the
content standards for that grade level. All standardized tests
administered to a student, whether district or state initiated, include
a parent report. This report contains results of their child's academic
performance with an explanation of these results as it relates to grade
level benchmarks. Upon receipt of the report, parents can discuss their
child's academic performance with teachers. Scheduled parent-teacher
conferences also offer parents a time to discuss student performance. At
these conferences teachers present samples of student work in the
various content areas so parents have an opportunity to view the
progress their child is making towards the appropriate grade level
benchmarks.

Student feedback is essential to increase student achievement. At
Central College, students play a vital role in the assessment process
by: 1) helping to develop rubrics which assist them in giving direction
regarding what is expected at different levels of student performance;
2) using software programs that assess student reading and math progress
providing immediate feedback to the learner. Students and teachers can
track their progress in these subjects over the course of the school
year. In addition, this year we have implemented the use of
*Headsprouts*, phonics - based reading program. This is an on-line early
reading program designed to teach a typical 4- to 7-year old the
critical skills and strategies essential for reading success. Students
can use the program at home and their work can be monitored by the
teacher from her/his own computer.

Over the years, Central College School has held open houses, technology
nights, and family math/science nights for parents and the community.
The purpose of these events is to showcase how students apply their
learning by presenting projects based on classroom instruction. For
additional information about our program, Central College has an
established web site
(<http://www.westerville.k12.oh.us/school_home.aspx?schoolID=3>) which
provides a direct link to our local school report card containing recent
assessment data.

4\. Since its inception as a magnet school in the Westerville City
School District in 1989, Central College has had, as one part of its
mission, to incorporate new curricular approaches to the
teaching-learning process. Unique and novel approaches, whether
incorporating technology or using community resources to support
instruction, have consistently been part of Central College's strategic
plan to improve student achievement. Teachers selected for Central
College have agreed to be actively involved in sharing the successes of
our program. Several of our teachers serve as district science and/or
math teacher-leaders. As teacher-leaders, they provide grade-level
workshops for other district teachers and assist in developing
curriculum approaches to Ohio's Academic Content Standards. The awarding
of several state grants to Central College provided new opportunities to
initiate the use of technology into the classroom and to showcase
classroom successes via statewide teleconferencing. Staff members have
presented at a recent Ohio SchoolNet Conference showing how they utilize
technology to help incorporate state standards into everyday
instruction.

During the past two years we have established a collaborative
relationship with our "sister school," Longfellow Elementary. This
partnership has provided both staffs a unique opportunity for sharing
our models of learning. *Exchange City*, a Junior Achievement learning
experience for fifth graders, distance learning programs designed to
enrich first-grade studies, and a third-grade investigation of force and
motion culminating with student created toys, are examples of how we
share our successes with others.

If selected as a NCLB Blue Ribbon School, Central College would welcome
the opportunity to share our successes with other schools. Our past
experiences in showcasing our programs have also been enriching for our
school community. Often we learn more about ourselves and improve our
teaching-learning process as we prepare to share with others.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  Central College's core curriculum includes reading/language arts,
    mathematics, science, social studies, health, art, music and
    physical education and each content area is aligned with the Ohio
    Academic Content Standards. As a magnet school our curriculum focus
    areas are mathematics and science. It is through this lens that we
    integrate all content areas. Each grade (1-5) has a self-contained
    classroom with one teacher teaching all content areas. A critical
    aspect that has led to our academic success is teacher knowledge of
    the vertical aspects of the elementary curriculum. Each Central
    College teacher is conversant about the previous and following
    year's curriculum, thus providing a smooth student transition from
    year to year with little wasted time in re-teaching. This
    consistency of academic expectations benefits both the student and
    teacher. In order for this consistency to occur, constant
    communication and planning between staff members is essential. The
    following bulleted statements provide examples of the integrated
    curriculum approach at Central College:

    -   Teachers develop integrated units of study that encompass all
        content areas. Incorporated into each unit of study is the
        flexibility to expand and include the learning styles inclusive
        of all students. For example: All fifth grade students
        participate in Exchange City. Exchange City is a hands-on
        learning program that combines an eight-week classroom
        curriculum with a state-of-the art interactive government and
        free enterprise laboratory. The Exchange City experience helps
        students learn and apply rigorous academic standards in math,
        civics, social studies, language arts, and technology in
        real-life roles as citizens of their very own mini-town. For
        example: Fourth grade students work with "Grow Labs" in which
        they study the economy of plants; learn how the Fibonacci
        sequence of numbers actually occurs in nature; and write poetry
        about plant life.

-   Teachers provide learning opportunities that allow students to
    experience success through a variety of pathways as they actively
    engage in learning the core curriculum. We recognize that each
    individual student possesses different intelligences and we attempt
    to recognize and encourage these strengths. For example: Third grade
    students, in a six week long unit, investigate, research, and
    construct simple machines. Students must demonstrate knowledge of
    simple machines by designing and producing a toy which operates
    using at least one simple machine and by creating a multi-media
    presentation about the machine. Such an active not only shows
    typical linguistic intelligence but also incorporates students'
    spatial and kinesthetic modalities.

-   The art specialist regularly collaborates with classroom teachers to
    provide an arts perspective to the units of study, such as an
    in-depth study of the artwork of Georgia O'Keeffe to enhance a
    science study of plant life and ecosystems.

-   The community offers opportunities in the performing arts that
    support our core curriculum. For example, after experiencing live
    theatre performances, our students have written, produced, and
    performed fable plays.

-   The music specialist regularly collaborates with classroom teachers
    to provide enrichment for the core curriculum. Several examples
    include preparing songs for our annual Veterans' Day ceremony,
    exploring historical songs dealing with the Underground Railroad,
    and extending the understanding of sound as an outgrowth of a
    science study.

2\. First and foremost, all Central College's teachers are teachers of
reading and practice an eclectic approach to this essential skill.
Central College does not subscribe to a "one size fits all" reading
approach but instead employs an individualized approach to reading
instruction based on the assessed needs of each child.

Central College Elementary uses a literature-based approach to reading
instruction. This instructional method emphasizes the use of literature
(trade books) in lieu of basal reading texts. A literature-based
approach was selected by our staff because it exposes students to
quality children's literature and provides opportunities for meaningful
writing experiences that support our core curriculum. Since our
curriculum focus as a magnet school is mathematics and science, students
are quickly exposed to non-fiction materials immediately upon entering
the program. Learning to read non-fiction requires students to acquire
many different reading strategies than one would typically use with
fictional materials. These early and continuous exposures to both
non-fictional reading along with good literature provide Central College
students with a rich variety of reading experiences, and thus, they are
well prepared for all types of content assessments. Instruction in
phonics is used for emerging readers to provide them with a foundation
for word attack skills. "Reading logs" and "Bag a Book" for home reading
are used to develop reading fluency. Writing also plays a vital role in
helping students in the reading process by providing opportunities to
learn how written language is used to communicate.

Central College does not have supplemental reading services so the
classroom teachers must develop and provide intervention for students
not reading at grade level as well as for those students who read at
advanced levels. *Westerville Reads*, a volunteer community reading
program comprised primarily of Central College parents, provides
tutoring for first-grade students.

3\. Our mission at Central College is to provide children with a rich
and integrated environment in all content areas where they experience
and communicate mathematics and science as an essential part of life.
Thus our instructional program in this area emphasizes a
"hands-on/minds-on approach" to learning with an integration of math and
science units across the curriculum and grade levels. We follow the
board of education's approved course of study in mathematics and science
but take a very in-depth approach to each unit of study at every grade
level. In each unit of study students are given instruction that
requires them to use the scientific process in completing their
investigations. Identifying the problem, developing a hypothesis,
testing it, evaluating the data and then determining new questions are
all important steps in developing students' critical thinking skills.
The inquiry-based method best describes our philosophy regarding the
teaching of science. Much of the student learning comes from their
hands-on involvement in classroom experiments in which students actively
engaged in learning scientific concepts. From first graders making
"slime" in order to experience the properties of matter to fifth graders
dissecting owl pellets to understand anatomy, each child's experience is
grounded in concrete applications of scientific concepts.

Another significant aspect of our approach to mathematics and science is
to show how these subjects are important to our everyday lives. We
routinely invite community experts to share their knowledge with our
students. Our work with Battelle scientists, science educators from the
metro parks, a university math professor, and a middle school math
teacher all help students see that math and science are an essential
part of our lives.

At Central College, students encounter significant learning
opportunities in Outdoor Education. Outside the first and second grade
rooms is a patio and garden with numerous birdhouses. Often this is a
place where students can enjoy the pleasures of nature while doing
reading and writing activities. The garden also provides a setting for
introducing students to the scientific process. Adjacent to Central
College is *Chipmunk Chatter Trail* leading to Inniswood Metro Park &
Gardens. All students are involved in seasonal nature walks which
provide extensive in-depth studies that incorporate Ohio academic
standards.

4.  Our small school atmosphere and design allow teachers and the
    administrator the opportunity to function as a learning team. Many
    of our learning activities are a result of total team planning,
    either school wide or among several classes. The staff has numerous
    opportunities to observe all of the students in various learning
    situations. This allows for quality interaction among teachers when
    addressing student learning concerns. As a staff, we are believers
    in providing situations where students are actively involved in the
    learning process. The ability for a child to construct knowledge is
    very important and is an excellent assessment of student progress.
    The bulletin boards and display cases around the school all speak of
    student creativity in many content areas. This is an excellent way
    to communicate to the entire community the impact of our approach to
    teaching and learning at Central College.

The following are specific examples of the ways Central College
encourages an active learning environment for all students.

-   Collaborative learning among students, such as:

    -   Book clubs

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    -   Math lab groups

    -   Dyad reading

    -   Jigsaw sharing

    -   Think, Pair, Share

    -   Science lab groups

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-   Cross grade level educational experiences, such as

    -   Multi-age groupings for in-depth studies

    -   Multi-age and same grade groupings with our "sister school"

-   Inquiry based learning to promote critical thinking skills.

-   Student ownership for learning

    -   Portfolios containing evidence of student work -- both hard copy
        and electronic

    -   Checklists

    -   Rubrics for product assessment

    -   Pre and Post Testing

    -   Goal setting and self-evaluations

5\. Professional development is a critical component to our success at
Central College Magnet School and it occurs at three distinct levels:
district, school and individual.

Each year the district provides professional development opportunities
to meet student needs and close the identified educational gaps. All
teachers attend these workshops and grade level meetings to gain an
understanding of district expectations for student learning at each
grade level. In addition, during the past two years, our staff has
benefited from monthly early release days provided by the district. This
two-hour block of time has been critical for the staff to work on
improving student achievement.

At the building level, all staff members know that in employing a common
theme in our professional development program, we can positively impact
the school's academic performance. At our beginning of the year retreat,
we analyze recent grade level and individual student assessments and
begin discussions on goal setting for improving student academic
performance. In recent years we have had staff development programs in:
Integrating Technology into the Classroom; Activities in Math and
Science (AIMS); Gifted and Talented Instruction; and Evaluating Student
Work. At present most of our students are performing at or above
proficiency levels. If Central College is to continue increasing its
performance index score as well as its annual yearly progress (AYP), it
is essential that students continue moving beyond proficient to more
advanced levels. Recognizing this need, our current professional growth
focus, as a school, is to assist teachers in adding new instructional
strategies that "stretch" student creative and critical thinking.

Finally, all district teachers are required by contract to complete a
professional growth activity once every three years. This professional
growth activity is completed under the supervision of the building
principal. Central College teachers have primarily used this opportunity
to further strengthen their individual teaching skills or pursue
additional certification requirements. Developing classroom action
research projects, writing education grants, and preparing workshops are
just a few of the activities that have resulted from these planned
teacher growth projects.

**PART VII - ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TEST**

Subject **Reading** Grade **3** Test **Ohio Achievement Test**

Edition/Publication Year **2004** Publisher **Ohio Department of
Education**

  ------------------------------------ ----------- ---------------------------
                                       2003-2004   **The Third-Grade Reading
                                                   Achievement Test was not
                                                   administered prior to
                                                   2003-2004.**

  Testing month                        March       

  **SCHOOL SCORES**                                

  \% At or Above Limited               100         

  \% At or Above Basic                 100         

  \% At or Above Proficient            100         

  \% At or Above Accelerated           79          

  \% At Advanced                       50          

  Number of students tested            24          

  Percent of total students tested     100         

  Number of students alternatively     0           
  assessed                                         

  Percent of students alternatively    0           
  assessed                                         

                                                   

  SUBGROUP SCORES                                  

  1\. [White]{.underline} (specify     N/A         
  subgroup)                                        

  \% At or Above Limited               100         

  \% At or Above Basic                 100         

  \% At or Above Proficient            100         

  \% At or Above Accelerated           75          

  \% At Advanced                       40          

  Number of students tested            20          

  **STATE SCORES**                                 

  \% At or Above Limited               100         

  \% At or Above Basic                 90          

  \% At or Above Proficient            78          

  \% At or Above Accelerated           59          

  \% At Advanced                       33          
  ------------------------------------ ----------- ---------------------------

**The table above reflects Ohio's assessment categories and
terminology.**

Other subgroups, namely Asian, economically disadvantaged and students
with disabilities do not comprise sufficient numbers (10 or more) to be
part of the state's assessment report.

**STATE CRITERION-REFERENCED TEST**

Subject **Reading** Grade **4** Test **Ohio Proficiency Test**

Edition/Publication Year **2004** Publisher **Ohio Department of
Education**

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES**                                                                    

  \% At or Above Below Basic           100         100         N/A         N/A         N/A

  \% At or Above Basic                 100         100         N/A         N/A         N/A

  \% At or Above Proficient            95          96          92          73          100

  \% At Advanced                       64          46          0.0         12          25

  Number of students tested            22          22          21          26          24

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1.[Gender - Male]{.underline}                                                        

  \% At or Above Below Basic           100         100         N/A         N/A         N/A

  \% At or Above Basic                 100         100         N/A         N/A         N/A

  \% At or Above Proficient            91          100         91          69          100

  \% At Advanced                       62          50          0           7           16

  Number of students tested            11          10          11          13          12

  2.\_ .[Gender - Female]{.underline}                                                  

  \% At or Above Below Basic           100         100         N/A         N/A         N/A

  \% At or Above Basic                 100         100         N/A         N/A         N/A

  \% At or Above Proficient            100         100         90          76          100

  \% At Advanced                       60          8           0           15          33

  Number of students tested            11          12          10          13          12

  3\. [White]{.underline}                                                              

  \% At or Above Below Basic           100         100         N/A         N/A         N/A

  \% At or Above Basic                 100         100         N/A         N/A         N/A

  \% At or Above Proficient            97          53          92          64          71

  \% At Advanced                       42          47          0           12          5

  Number of students tested            19          19          25          25          21

  4\. **STATE SCORES**                                                                 

  \% At or Above Below Basic           100         100         N/A         N/A         N/A

  \% At or Above Basic                 77          70          N/A         N/A         N/A

  \% At or Above Proficient            66          59          63          59          49

  \% At Advanced                       26          15          17          16          11
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**The table above reflects Ohio's assessment categories and
terminology.**

Other subgroups, namely Asian, economically disadvantaged and students
with disabilities do not comprise sufficient numbers (10 or more) to be
part of the state's assessment report.

**STATE CRITERION-REFERENCED TEST**

Subject **Mathematics** Grade **4** Test **Ohio Proficiency Test**

Edition/Publication Year **2004** Publisher **Ohio Department of
Education**

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES**                                                                    

  \% At or Above Below Basic           100         9           N/A         N/A         N/A

  \% At or Above Basic                 100         91          N/A         N/A         N/A

  \% At or Above Proficient            100         91          96.2        88          88

  \% At Advanced                       64          41          46.2        53          33

  Number of students tested            22          22          26          26          24

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1.[Gender - Male]{.underline}                                                        

  \% At or Above Below Basic           100         100         N/A         N/A         N/A

  \% At or Above Basic                 100         10          N/A         N/A         N/A

  \% At or Above Proficient            100         90          92          92          91

  \% At Advanced                       25          46          69          54          25

  Number of students tested            12          10          13          13          12

  2\. .[Gender - Female]{.underline}                                                   

  \% At or Above Below Basic           100         8           N/A         N/A         N/A

  \% At or Above Basic                 100         92          N/A         N/A         N/A

  \% At or Above Proficient            100         92          100         85          83

  \% At Advanced                       33          25          23          53          41

  Number of students tested            12          12          13          13          12

  3\. [White]{.underline}                                                              

  \% At or Above Below Basic           100         5           N/A         N/A         N/A

  \% At or Above Basic                 100         95          N/A         N/A         N/A

  \% At or Above Proficient            100         53          50          36          71

  \% At Advanced                       58          42          46          56          29

  Number of students tested            19          19          24          25          21

  **STATE SCORES**                                                                     

  \% At or Above Below Basic           100         100         N/A         N/A         N/A

  \% At or Above Basic                 77          70          N/A         N/A         N/A

  \% At or Above Proficient            66          59          63          59          49

  \% At Advanced                       26          15          17          16          11
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**The table above reflects Ohio's assessment categories and
terminology.**

Other subgroups, namely Asian, economically disadvantaged and students
with disabilities do not comprise sufficient numbers (10 or more) to be
part of the state's assessment report.