2005-2006 No Child Left Behind - Blue Ribbon Schools Program

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_X\_ Elementary
\_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

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 [Longfellow Magnet School]{.underline}

(As it should appear in the official records)

School Mailing Address [120 Hiawatha Avenue]{.underline}

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

[Westerville OH 43081-2221]{.underline}

City State Zip Code+4 (9 digits total)

County [Franklin]{.underline} School Code
Number\*\_[023145]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 614 ) 797-7180]{.underline} Fax [( 614 )
797-7181]{.underline}

Website/URL <http://www.wcsoh.org/Longfellow/index.html> 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 [Mrs. Cindy
Crowe\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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)

**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 for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *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**

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:
\_\_\_\_\_[\$8356.00]{.underline}\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_\_\_\_[\$9028.00]{.underline}\_\_\_\_\_\_\_\_

**SCHOOL**

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
>
> \[ X\] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [14]{.underline} Number of years the principal has been in her/his
position at this school.

[N/A]{.underline} 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**    0         0                      **0**        **7**       0         0           0

  **K**       0         0                      **0**        **8**       0         0           0

  **1**       13        13                     **26**       **9**       0         0           0

  **2**       13        13                     **26**       **10**      0         0           0

  **3**       13        13                     **26**       **11**      0         0           0

  **4**       13        13                     **26**       **12**      0         0           0

  **5**       13        12                     **25**       **Other**   0         0           0

  **6**       0         0                      0                                              

                                    **TOTAL                                                   129
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [88]{.underline} % White

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

[1]{.underline} % Hispanic or Latino

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

[1]{.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:
\_\_[3%]{.underline}

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

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

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

  **(3)**                   Total of all transferred    4
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 129
                            the school as of October 1  

  **(5)**                   Total transferred students  .031
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           3
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_\_[\>10]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_[1]{.underline}\_\_\_\_\_\_

Specify languages: Somalian

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

Total number students who qualify: \_\_\_ [\>10]{.underline}\_\_\_

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. Do not add additional categories.

\_\_[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}\_Emotional Disturbance \_\_[8]{.underline}\_ Speech
or Language Impairment

\_\_[0]{.underline}\_Hearing Impairment \_\_[0]{.underline}\_ Traumatic
Brain Injury

> \_\_[0]{.underline}\_Mental Retardation \_\_[0]{.underline}\_ Visual
> Impairment Including Blindness
>
> \_\_[0]{.underline}\_Multiple Disabilities

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

    **Number of Staff**

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

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

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

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

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_[1]{.underline}\_\_\_

> Support staff \_\_\_[3]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[8]{.underline}\_\_\_
> \_\_\_\_[10]{.underline}\_\_\_\_

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
\_\_[26:1]{.underline}

13\.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

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

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

  Teacher turnover rate     0%          0%          20%         0%          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 2004-2005 school
year, enrollment in the 9^th^ largest district in Ohio stood at more
than 14,000 pupils. For the fourteenth 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.

Longfellow Elementary is part of the Westerville Magnet School Program
which is designed for students in grades first through fifth, 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 129 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 are no academic requirements or testing necessary for a
student to be enrolled in the program. Because it is a magnet school
program with such a small student population, limited 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.

Longfellow's focus is mathematics and science and the school 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 Longfellow. 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 Longfellow 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, Longfellow 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 students (129) and teaching staff (5)
benefits student learning in those teachers get to know all the students
in the building. Often times, students of varying grade levels are
working together on assignments. At Longfellow, students have easy
access to technology so that they can electronically research, create,
and communicate.

Longfellow parents are a significant component in our learning
community. They provide many hours of volunteering, primarily in the
media center and classrooms. Tutoring programs use parent volunteers to
provide students opportunities to develop fluency in acquiring reading
and math skills. Our PTA is very supportive, providing funds for field
trips and for supplemental materials.

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

1\. **Assessment Results:** Current results are based on the State of
Ohio's 3^rd\ &^ 4th Grade Reading & Math Achievement Tests, and the 5th
grade Reading Achievement Tests. In reading for 3^rd^ and 4^th^ grades,
all students were tested with 100% of the students scoring Proficient or
above. All 5^th^ grade students were tested with 96% of the students
scoring Proficient or above. In mathematics all students in 3^rd^ &
4^th^ grade were tested and all students were Proficient or above. In
Ohio, schools are judged 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 three, four and five. The most weight
is given to the Advanced scores (1.2), and the weights decrease for each
performance level. This creates a scale of zero to 120 points, with 100
being the goal.

+-------------+-------------+-------------+-------------+-------------+
| **          | **Third --  | **F         | **Fifth     | **Fourth    |
| Third-Grade | Grade Math  | ourth-Grade | Grade       | Grade Math  |
| Reading     | Achievement | Reading     | Reading     | Achievement |
| Achievement | Test Cut    | Achievement | Achievement | Test Cut    |
| Test Cut    | Scores**    | Test Cut    | Test Cut    | Scores**    |
| Scores**    |             | Scores**    | Scores**    |             |
|             | -           |             |             | -           |
| -           |    Limited: | -           | -           |    Limited: |
|    Limited: |     below   |    Limited: |    Limited: |     below   |
|     below   |     378     |     below   |     below   |     378     |
|     385     |             |     383     |     385     |             |
|             | -   Basic:  |             |             | -   Basic:  |
| -   Basic:  |             | -   Basic:  | -   Basic:  |     378-399 |
|     385-    | > 378-399   |     384-399 |     385-    |             |
|     399     |             |             |     399     | -           |
|             | -           | -           |             | Proficient: |
| -           | Proficient: | Proficient: | -           |     400-428 |
| Proficient: |     400-428 |     400-434 | Proficient: |             |
|     400-414 |             |             |     400-440 | -   A       |
|             | -   A       | -   A       |             | ccelerated: |
| -   A       | ccelerated: | ccelerated: | -   A       |     429-446 |
| ccelerated: |     429-446 |     435-466 | ccelerated: |             |
|     415-431 |             |             |     441-458 | -           |
|             | -           | -           |             |   Advanced: |
| -           |   Advanced: |   Advanced: | -           |     447-520 |
|   Advanced: |     447-520 |     467-552 |   Advanced: |             |
|     432 --  |             |             |     459-    |             |
|     and     |             |             |     535     |             |
|     above   |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+

**Longfellow Magnet School Performance Levels 2004-2005**

> ![](media/image1.png){width="6.559027777777778in"
> height="2.8715277777777777in"}
>
> Due to Longfellow'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 Longfellow's 2004-2005 academic performance can be found at
> the following web site:
> <http://www.ode.state.oh.us/reportcardfiles/2004-2005/BUILD/021345.PDF>.

**2. Using Assessment Results:** Longfellow 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 and the building principal, review an in-depth
analysis of the previous year's testing results. This facilitates
identification of any significant 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 advances
> scores in 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\. **Communicating Assessment Results:** 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
> Longfellow, students play a vital role in the assessment process
> by: 1) helping to develop rubrics which assist students in giving
> direction regarding what is expected at different levels of student
> performance; 2) using software programs to 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.
>
> Over the years, Longfellow 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 the learning by
> presenting projects based on classroom instruction. This year we have
> established an internet blog <http://mathsciencemagnet.blogspot.com/>
> in which parents and the community can view recent activities and make
> comments to the principal. For a direct link to our local school
> report card containing recent assessment data the public can access
> our web site [http://wcsoh.org](http://wcsoh.org/).

4\. **Sharing Success**: Since its inception as a magnet school in the
Westerville City School District in 1991, Longfellow 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 Longfellow's strategic plan
to improve student achievement. Teachers selected for Longfellow have
agreed to be actively involved in sharing the successes of our program.
Several of our teachers have served the school district as 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.
In the past, the awarding of several state grants to Longfellow provided
opportunities to initiate the use of technology into the classroom and
to showcase classroom successes via statewide teleconferencing.

> During the past three years we have established a collaborative
> relationship with our "sister school" Central College Magnet School.
> This partnership has provided both staff 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 students, and a third grade
> investigation of force and motion culminating with student created
> toys are examples of how we share our successes with others.
>
> Furthermore, if selected as a NCLB Blue Ribbon School, Longfellow
> would welcome the opportunity to share our successes with even more
> schools. Our past experiences in showcasing our programs have also
> proven 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.  **Curriculum:** Longfellow'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 area is mathematics and science. It is through this
    lens that we integrate all content areas. Each grade 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 Longfellow 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 necessary.
    Further aspects of Longfellow's curriculum include:

-   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.

-   Teachers provide learning opportunities that allow students to
    experience success in multiple intelligences as they actively engage
    in learning the core curriculum.

-   The art specialist regularly collaborates with classroom teachers to
    provide a fine arts perspective to the units of study; creating
    projects that enhance the various units of math and science
    currently under study by the students.

-   The community offers opportunities in the performing arts that
    support our core curriculum. Longfellow students regularly attend
    performances by the local college and high school theatre groups and
    each year our 4^th^ and 5^th^ grade students attend a performance by
    the Westerville Symphony Orchestra. Prior to these activities
    teachers are provided supplemental activities by the arts groups to
    prepare students for the performances.

-   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, and extending the understanding of sound
    as an outgrowth of a science study.

> **2. Reading:** All of Longfellow's teachers are first teachers of
> reading. Longfellow uses a balanced, comprehensive reading program
> that provides the materials and support to help students become
> fluent, lifelong readers. Students are exposed to a wide variety of
> classical and contemporary works of literature with an opportunity to
> self-select trade books for independent, sustained reading. Students
> are provided opportunities to respond to literature in ways that
> demonstrate comprehension, interpretation, and appreciation. Decoding
> instruction, appropriately sequenced, is maintained through the
> primary grades. Students are given multiple opportunities to read and
> reread, building accuracy and fluency. Direct instruction in word
> meanings and usage provides for systematic vocabulary development.
> Assessment of reading comprehension is done through questioning,
> retelling, and summarizing activities. Direct instruction that
> emphasizes major writing forms, purposes, and processes help students
> connect reading to writing. Our teachers also are trained in the
> guided reading approach in which the teacher supports each reader's
> development of effective strategies for processing texts at increasing
> levels of difficulty. Through guided reading, teachers use ongoing
> observation and assessments that inform the teacher of reading
> progress and guides them in selecting appropriate texts for students.
>
> 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 high
> quality literature provide Longfellow students with a rich variety of
> reading experiences and thus, they are well prepared for all types of
> content assessments.
>
> Longfellow does not have any supplemental reading services so the
> classroom teachers must develop and provide intervention for students
> not reading at grade level. Westerville Reads, a volunteer community
> reading program, comprised primarily of Longfellow parents, tutors
> students needing additional time to work on reading.

**3. Mathematics/Science:** Longfellow's mission 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 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 activities that require 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 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 engage in learning scientific
concepts. From first graders making "slime" to understand properties, to
fifth graders dissecting owl pellets to understand anatomy, each child's
experience is grounded in concrete applications of scientific concepts.

> Another important aspect of our approach to mathematics and science is
> our continuing partnerships with the business community. The
> Longfellow- Battelle Memorial Institute partnership has provided an
> opportunity for scientists and teachers to infuse the curriculum with
> real-life applications and to expose students to adult role models in
> the fields of science and mathematics. Now in its 14^th^ year, the
> Longfellow -- Battelle partnership has been a tremendous success in
> meeting the above goals and it was named an Ohio Best Practice in
> Education by the Ohio Education Improvement Consortium. Through
> another partnership, Longfellow has been involved in the Ohio Energy
> Project in cooperation with the Westerville City Electric Division. A
> solar panel has been installed on school grounds and students can see
> first hand, through readings sent from the solar panel to our server,
> how sunlight generates passive energy.
>
> Integrated into the math & science curriculum is our use of computer
> technology. First grade through fifth grade students are taught to
> incorporate computer technology in a constructive manner. Such an
> approach allows students to use software (e.g. PowerPoint, Excel,
> Word, etc.) to develop documents that reflect what is learned in the
> classroom.

4\. **Instructional Methods:** Our small school size provides the
teachers and the building principal to operate as a learning team. Many
of our learning activities are the result of total team planning
together, either school wide, or between several classes. Staff has
numerous opportunities to observe all of the students in various
learning situations. This allows for good interaction between 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
products 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 Longfellow. The following approaches also help
enhance instruction:

1.  Collaborative learning among students, such as: Book clubs, math lab
    groups, Dyad reading (reading in pairs) and science labs are several
    examples of collaboration.

2.  Cross grade-level educational experiences, such as: multi-age
    groupings for in-depth studies and multi-age and same grade
    groupings with our "sister school"

3.  Inquiry based learning; and

4.  Student ownership for learning, such as: Writing Portfolios,
    checklists, rubrics, pre and post testing and goal setting and self
    evaluations.

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

> Each year the district provides district-wide 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. Initially as a
> staff we breakdown recent grade level and individual student
> assessments and begin discussions on goal setting for improving
> student academic performance. In recent years we have staff
> development programs in: Integrating Technology into the Classroom;
> Activities in Math and Science (AIMS); and evaluating student work. At
> present most of our students are performing at or above proficiency
> levels, and if Longfellow is to continue increasing its performance
> index score as well as its Adequate Yearly Progress, 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. Longfellow teachers have primarily used this opportunity to
> further strengthen their individual teaching skills or pursue
> additional certification requirements. Classroom action research
> projects, writing for education grants, and preparing workshops, are
> some of the activities that have resulted from these planned teacher
> growth projects.

**PART VII - ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TESTS**

Subject: Reading Grade: 3 Test: Ohio Achievement

Edition/Publication Year: 2005 Publisher: Ohio Department of Education

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

  ----------------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------
                                                                          2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                                                           March       March       March       March       March

  **SCHOOL SCORES\***                                                                             N/A         N/A         N/A

  \% Below Basic                                                          0           0                                   

  \% At or Above Basic                                                    100         100                                 

  \% At or Above Proficient                                               100         100                                 

  \% At or Above Accelerated                                              92          92                                  

  \% At Advanced                                                          69          66                                  

  Number of students tested                                               25          24                                  

  Percent of total students tested                                        100         100                                 

  Number of students alternatively assessed                               0           0                                   

  Percent of students alternatively assessed                              0           0                                   

                                                                                                                          

  SUBGROUP SCORES                                                                                                         

  1.\_\_\_\_\_\_\_\_\_[White\_\_\_\_\_\_\_\_\_\_\_]{.underline}(specify                                                   
  subgroup)                                                                                                               

  \% Below Basic                                                          0           0                                   

  \% At or Above Basic                                                    100         100                                 

  \% At or Above Proficient                                               100         100                                 

  \% At or Above Accelerated                                              95          90                                  

  \% At Advanced                                                          16          15                                  

  Number of students tested                                               19          20                                  
  ----------------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------

> Note that other subgroups are not comprised of a sufficient number of
> students to be reported.

**STATE CRITERION-REFERENCED TESTS**

Subject: Math Grade: 3 Test: Ohio Achievement

Edition/Publication Year: 2004-2005 Publisher: Ohio Department of
Education

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

  ----------------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------
                                                                          2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                                                           March       March       March       March       March

  **SCHOOL SCORES\***                                                                 N/A         N/A         N/A         N/A

  \% Below Basic                                                          0                                               

  \% At or Above Basic                                                    100                                             

  \% At or Above Proficient                                               100                                             

  \% At or Above Accelerated                                              84                                              

  \% At Advanced                                                          38                                              

  Number of students tested                                               25                                              

  Percent of total students tested                                        100                                             

  Number of students alternatively assessed                               0                                               

  Percent of students alternatively assessed                              0                                               

                                                                                                                          

  SUBGROUP SCORES                                                                                                         

  1.\_\_\_\_\_\_\_\_\_[White\_\_\_\_\_\_\_\_\_\_\_]{.underline}(specify                                                   
  subgroup)                                                                                                               

  \% Below Basic                                                          0                                               

  \% At or Above Basic                                                    100                                             

  \% At or Above Proficient                                               100                                             

  \% At or Above Accelerated                                              95                                              

  \% At Advanced                                                          42                                              

  Number of students tested                                               26                                              
  ----------------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------

> Note that other subgroups are not comprised of a sufficient number of
> students to be reported.

**STATE CRITERION -- REFERENCED TESTS**

Subject: Reading Grade: 4 Test: Ohio Reading Achievement Test

Edition/Publication Year: 2004-2005 Publisher: Ohio Department of
Education

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

  ----------------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------
                                                                          2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                                                           March       March       March       March       March

  **SCHOOL SCORES\***                                                                 N/A         N/A         N/A         N/A

  \% Below Basic                                                          0                                               

  \% At or Above Basic                                                    100                                             

  \% At or Above Proficient                                               100                                             

  \% At or Above Accelerated                                              92                                              

  \% At Advanced                                                          8                                               

  Number of students tested                                               25                                              

  Percent of total students tested                                        100                                             

  Number of students alternatively assessed                               0                                               

  Percent of students alternatively assessed                              0                                               

                                                                                                                          

  SUBGROUP SCORES                                                                                                         

  1.\_\_\_\_\_\_\_\_\_[White\_\_\_\_\_\_\_\_\_\_\_]{.underline}(specify                                                   
  subgroup)                                                                                                               

  \% Below Basic                                                          0                                               

  \% At or Above Basic                                                    100                                             

  \% At or Above Proficient                                               100                                             

  \% At or Above Accelerated                                              90                                              

  \% At Advanced                                                          10                                              

  Number of students tested                                               21                                              
  ----------------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------

**STATE CRITERION -- REFERENCED TESTS**

Subject: Reading Grade: 4 Test: Ohio Proficiency Tests

Edition/Publication Year: 2001-2004 Publisher: Ohio Department of
Education

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

  ----------------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------
                                                                          2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                                                           March       March       March       March       March

  **SCHOOL SCORES\***                                                     N/A                                             

  \% Below Basic                                                                      0           0           0           0

  \% At or Above Basic                                                                100         100         100         100

  \% At or Above Proficient                                                           96          91          88          85

  \% At Advanced                                                                      29          32          0           12

  Number of students tested                                                           21          22          26          26

  Percent of total students tested                                                    100         100         100         100

  Number of students alternatively assessed                                           0           0           0           0

  Percent of students alternatively assessed                                          0           0           0           0

                                                                                                                          

  SUBGROUP SCORES                                                                                                         

  1.\_\_\_\_\_\_\_\_\_[White\_\_\_\_\_\_\_\_\_\_\_]{.underline}(specify                                                   
  subgroup)                                                                                                               

  \% Below Basic                                                                      0           0           0           0

  \% At or Above Basic                                                                100         100         100         100

  \% At or Above Proficient                                                           94          91          100         85

  \% At Advanced                                                                      26          29          0           12

  Number of students tested                                                           19          21          20          23
  ----------------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------

**STATE CRITERION -- REFERENCED TESTS**

Subject: Math Grade: 4 Test: Ohio Proficiency Tests

Edition/Publication Year: 2001-2004 Publisher: Ohio Department of
Education

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

  ------------------------------------------------------- ----------- ----------- ----------- ----------- -----------
                                                          2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                                           March       March       March       March       March

  **SCHOOL SCORES\***                                                                                     

  \% Below Basic                                          0           0           0           4           8

  \% At or Above Basic                                    100         100         100         96          92

  \% At or Above Proficient                               100         90          100         92          92

  \% At Advanced                                          28          38          41          46          42

  Number of students tested                               25          21          22          26          26

  Percent of total students tested                        100         100         100         100         100

  Number of students alternatively assessed               0           0           0           0           0

  Percent of students alternatively assessed              0           0           0           0           0

                                                                                                          

  SUBGROUP SCORES                                                                                         

  1.\_\_\_\_\_\_\_\_\_[White\_\_\_]{.underline}(specify                                                   
  subgroup)                                                                                               

  \% Below Basic                                          0           0           0           0           4

  \% At or Above Basic                                    100         100         100         100         96

  \% At or Above Proficient                               100         90          100         95          96

  \% At Advanced                                          33          32          38          45          39

  Number of students tested                               21          19          21          20          23
  ------------------------------------------------------- ----------- ----------- ----------- ----------- -----------

**STATE CRITERION -- REFERENCED TESTS**

Subject: Reading Grade: 5 Test: Ohio Achievement Test

Edition/Publication Year: 2005 Publisher: Ohio Department of Education

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

  ----------------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------
                                                                          2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                                                           March       March       March       March       March

  **SCHOOL SCORES\***                                                                 N/A         N/A         N/A         N/A

  \% Below Basic                                                          0                                               

  \% At or Above Basic                                                    100                                             

  \% At or Above Proficient                                               96                                              

  \% At or Above Accelerated                                              46                                              

  \% At Advanced                                                          14                                              

  Number of students tested                                               22                                              

  Percent of total students tested                                        100                                             

  Number of students alternatively assessed                               0                                               

  Percent of students alternatively assessed                              0                                               

                                                                                                                          

  SUBGROUP SCORES                                                                                                         

  1.\_\_\_\_\_\_\_\_\_[White\_\_\_\_\_\_\_\_\_\_\_]{.underline}(specify                                                   
  subgroup)                                                                                                               

  \% Below Basic                                                          0                                               

  \% At or Above Basic                                                    100                                             

  \% At or Above Proficient                                               95                                              

  \% At or Above Accelerated                                              45                                              

  \% At Advanced                                                          10                                              

  Number of students tested                                               20                                              
  ----------------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------