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

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

**Cover Sheet**

Name of Principal [Mr. Ronald Sismondo]{.underline}

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

Official School Name [Hills Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [707 Wilson Avenue]{.underline}

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

[Mingo Junction Ohio]{.underline} \_\_\_\_\_\_\_\_\_[43938
--1499]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 740 ) 283-2479]{.underline} Fax [( 740 ) 283-2286]{.underline}

Website/URL Email [ICHI_RS@OMERESA.NET]{.underline}

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

Date [March 28, 2003]{.underline}

[(Principal's Signature)]{.underline}

Name of Superintendent [Mr. Jene Watkins]{.underline}

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

District Name [Indian Creek Local School District]{.underline} Tel.(
74[0 ) 264-3502 Ext 101]{.underline}

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

Date [March 28, 2003]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairperson Dr. Theodore Starkey

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

Date: [March 28, 2003]{.underline}

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

1\. Number of schools in the district: 4 Elementary schools

0 Middle schools

1 Junior high school

[1]{.underline} High school

[6]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7,207.00]{.underline}

Average State Per Pupil Expenditure: [\$8,073.00]{.underline}

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\. [3]{.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 enrolled at each grade level or its equivalent in
applying school:

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

  **K**       36        27                     **63**       **7**                             

  **1**       28        23                     **51**       **8**                             

  **2**       38        28                     **66**       **9**                             

  **3**       27        42                     **69**       **10**                            

  **4**       25        38                     **63**       **11**                            

  **5**       30        36                     **66**       **12**                            

  **6**       22        29                     **51**       Other                             

                                    **TOTAL                                                   **429**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [97]{.underline} % White

the students in the school: [3]{.underline} % Black or African American

[0]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year: [11.3
%]{.underline}

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 26
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 23
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        49
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    435
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .113
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    11.3
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: [0]{.underline}

Specify languages:

9\. Students eligible for free/reduced-priced meals[: 52]{.underline} %

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

10\. Students receiving special education services[: 15]{.underline} %

[64]{.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 [13]{.underline} Specific Learning
Disability

[0]{.underline} Hearing Impairment [15]{.underline} Speech or Language
Impairment

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

[9]{.underline} Multiple Disabilities [0]{.underline} Visual Impairment
Including Blindness

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

    **Number of Staff**

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

Administrator(s) [1]{.underline} [0]{.underline}

Classroom teachers [20]{.underline} [3]{.underline}

Special resource teachers/specialists [7]{.underline} [1]{.underline}

Paraprofessionals [9]{.underline} [0]{.underline}

> Support staff [8]{.underline} [6]{.underline}
>
> Total number [45]{.underline} [10]{.underline}

12\. Student-"classroom teacher" ratio: [20:1]{.underline}

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

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

  Daily student attendance 93.5%       94.3%       94.4%       94.0%       94.4%

  Daily teacher attendance 97.5%       97.5%       96.7%       96.5%       96.7%

  Teacher turnover rate    0           0           0           0           0

  Student dropout rate     NA          NA          NA          NA          NA

  Student drop-off rate    NA          NA          NA          NA          NA
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[PART III -- SUMMARY]{.underline}**

Hills Elementary School in Mingo Junction, Ohio, constructed in 1965, is
the newest facility in the Indian Creek Local School District. Prior to
1965, "Hills School" was a one-room school for grades 1 -- 6. Hills
currently serves students from preschool through grade 6. Enrollment in
grades K -- 6 is 429, a total which has been consistently maintained
during its relatively short history. Hills is one of four elementary
schools in the Indian Creek Local School District which educates a total
of 2,250 students. "The mission of Hills Elementary is to provide a
safe, nurturing environment for students and to encourage them to become
life-long learners and responsible citizens. We will do this through
programs and activities that involve the cooperation of students,
parents, staff and community."

Many families served by Hills are either unemployed, under-employed, or
subject to layoffs. Recreational opportunities are few. Hunting season
and high school sports are among the most popular activities. Hills
serves children of families in the village of Mingo Junction built
around a flourishing steel industry with accompanying coal mines and
railroad yards, all of which have been downsizing operations over the
past 10 -- 15 years. Industrial bankruptcies have caused a decline in
available jobs. However, Hills has maintained enrollment during these
slow economic times, and in the past 3 - 5 years, has increased
enrollment by 25 -- 30 students, most of whom are non-residents of Mingo
Junction, but opted to attend Hills Elementary under Ohio Revised Code
Public Choice Options.

Hills is not just mortar and bricks but also a tradition in the
community, a place where children are safe, secure, nurtured,
disciplined, and the focus of learning activities facilitated by
experienced and highly qualified educators. Recognition of,
identification of , and intervention for students with learning problems
is a collaborative process, not separate activities performed by
isolated staff members. Staff includes not only teachers but also
support personnel who work together in a team setting with a third year
administrator who has emerged as an instructional leader.

Despite difficult economic times, student academic performance has
steadily improved over the past eight years as evidenced by results from
the Ohio Fourth and Sixth Grade Proficiency Tests. The high number of
low socio-economic students (52 % free/reduced lunch participation) has
not had a negative impact upon the academic performance of the school.
Increased student achievement remains the constant in a school that
*leaves no child behind*.

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

1\. The Ohio Revised Code requires the Ohio State Board of Education to
establish a statewide assessment program to ensure student achievement.
The board ensures that all tests administered under the testing program
are aligned with the Ohio Performance Outcomes and the State Board
Adopted Ohio Model Curricula. The tests were created with input from
Ohio parents, Ohio classroom teachers, Ohio school administrators, and
other Ohio school personnel. This assessment mandate extends to students
in fourth and sixth grade at Hills Elementary School.

The results from the Ohio Fourth and Sixth Grade Reading and Mathematics
Proficiency Tests are used to measure basic, proficient, and advanced
levels of performance. The Basic Competency Level was established for
2001-2002 and all subsequent assessments of the Ohio Fourth Grade
Reading Proficiency Test and was developed to ensure that students who
are not proficient readers receive the intervention they need to be
academically successful. The basic scaled score is 198.

Proficient is the level at which students meet or exceed expectations on
each assessment. Since 1998-1999, the scaled score for the Ohio Fourth
Grade Reading Proficiency Test has been 217. A scaled score of 250 is
required to meet the advanced competency level. Since 1998-1999, the
scaled score for proficient level for the Ohio Fourth Grade Mathematics
Proficiency Test has been 218. The scaled score for advanced competency
is 250. Since 1998-1999, the proficient level on the Ohio Sixth Grade
Mathematics Proficiency Test has been 200. The advanced competency level
score is 250. Disaggregated data based on socioeconomic (free and
reduced lunch), ethnicity, and gender is also reported. The data does
not reflect any other ethnic subgroup due to the size of these subgroups
which were below federal and state reporting laws. The multi-handicapped
students of Hills Elementary were excluded from the Ohio Proficiency
Test Program. Alternate assessment is determined by the Individual
Education Plan Team, which includes parents, when the team decides that
a student will not participate in one or more of the tests contained in
the Ohio Proficiency Test series. The Intervention Specialist implements
the alternate assessment by completing four activities: aligning IEP
goals, benchmarking progress, compiling data and assigning progress
rating, and documenting results. Determination of progress is based
primarily upon data about student success in achieving Individual
Education Plan goals and objectives.

Disaggregated data of grades four and six reading and mathematics can be
found in tables at the end of this report. The Ohio State Board of
Education standard is that 75% of students in fourth and sixth grade be
at or above the proficient level on statewide assessments. The data
reported reflects a dramatic and continuous increase with no significant
disparity in all subgroups indicating a concerted and collaborative
effort to *leave no child behind*.

2.  The staff at Hills Elementary recognizes that improving student
    performance is as closely aligned to an effective and ongoing
    process of assessment as it is to an effective process of
    instruction. Assessment of student learning is no longer a one-time
    summative event at the conclusion of an instructional segment, but
    is an ongoing formative process utilized frequently to monitor
    student progress toward mastery. The traditional theme of assessment
    of learning is now being replaced by the new theme of assessment for
    learning.

Teachers are now utilizing data gathered from multiple forms of
assessment to guide and redirect individual and group instruction.
Teacher-generated classroom tests, subject area unit tests, or
norm-referenced achievement tests in the core subject areas all reveal
meaningful and useful data if properly analyzed and utilized for
intervention and realignment of instruction.

The Hills continuous improvement model includes a cyclical six-step
process for understanding and improving student and school performance:

-   Validate, with data, the need for improvement

-   Clarify purposes, goals, and measures of the classroom and the
    building

-   Adopt a classroom-wide or district-wide approach to continual
    improvement

-   Translate that approach into aligned action throughout the classroom
    and building

-   Analyze results and make improvements

-   Repeat the cycle

Improvement of student and school performance is built upon the well
known PDSA cycle,

[P]{.underline}lan [D]{.underline}o [S]{.underline}tudy
[A]{.underline}djust.

3\. Hills Elementary School recognizes its responsibility to monitor,
assess, and report student performance to parents, students, and the
community and is committed to fulfilling that responsibility in a
thorough and efficient manner. At the midway point of each nine weeks
grading period, parents and students receive extensive interim progress
reports of students' classroom performance for the preceding four-and-a
half weeks period. Report cards, issued to students and parents at the
conclusion of each nine weeks period, communicate final grades and
attendance data for that nine weeks.

Local Report Cards, mailed directly to parents and to the news media
from the Ohio Department of Education on an annual basis, contain
attendance and achievement data. The results of proficiency tests and
other norm-referenced achievement tests are routinely sent to parents by
the school district. The Indian Creek district website provides another
vital link for parents and the community to view test data and other
information about Hills Elementary and other district schools.

Other means of communicating performance data to parents include:
parent/teacher conferences, school open house events, school news
letters, the Hills Elementary Parent Teacher Organization, Title 1
Schoolwide Parent Advisory Council, and the Indian Creek Curriculum
Improvement Council.

4\. Hills Elementary School will share its successes with other schools
in many ways. Staff at all

grade levels are willing to share best practices, strategies, and
materials for replication in other schools within the Indian Creek Local
School District, other schools in the county, across the state, or
nation. They are also willing to serve as presenters/consultants in
individual districts or in multi-district, collaborative professional
development activities. Several teachers have made presentations at
state and national conferences such as Help One Student To Succeed
(HOSTS) Conference, and Title 1; these same individuals have expressed
interest in and willingness to share school successes at similar future
conferences.

Staff at Hills have indicated a willingness to host on-site visitations
where interested persons may observe students and teachers in their
classrooms. For school personnel unable to visit our school, the Hills
Staff will produce and distribute media presentations and materials.
Staff will utilize school and district websites to share successes, use
list-serve or email to interact with other professionals, and use
Interactive Video Distance Learning (IVDL) to share successes with other
schools.

In addition to the Hills teaching staff, the building principal will
also be willing to share building successes at all levels of
administrative staff development and to make collaborative presentations
with the teachers.

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

1\. The curriculum at Hills Elementary School consists of core subjects
in reading, writing, mathematics, science, and social studies. Teachers
are completing alignment of all core curricula with the newly adopted
Ohio Academic Content Standards for English Language Arts and
Mathematics (adopted December 2001) and Science and Social Studies
(adopted December 2002). Alignment ensures that students are engaged
daily with rigorous content and challenging expectations for learning.
At every grade level, the Ohio Academic Content Standards clearly detail
what all students, including special populations, are expected to know
and be able to do. Although the general curriculum is utilized with all
students, it is appropriately adjusted to meet the needs of students
with disabilities.

Students with special needs are challenged by highly qualified regular
and special staff to reach appropriate and attainable goals. Both
curriculum content and instructional strategies are implemented as a
result of data driven best practices and respond to the scrutiny of
previously mentioned PDSA cycle.

In addition to the core subjects, the Hills curriculum includes art,
music, physical education, library media skills, character education,
and technology. Students are engaged weekly in locally developed and
board-adopted curriculum for these courses. This curriculum is aligned
with Ohio Model Curriculum adopted by the State Board of Education and
with the National Standards for art, music, and physical education.

Several ancillary services delivered by highly qualified teachers
include: Reading Recovery, Title I Mathematics and Reading supplemental
programs, the OhioReads Help One Student To Succeed (HOSTS) Program,
Talented and Gifted (TAG) Program, Math Challenge, Accelerated Reader,
and Reading Successmaker.

Regularly scheduled grade-level and/or cluster-level staff meetings,
including intervention specialists and teachers of ancillary programs,
help guarantee all students have access to the same curriculum.

A major difference between Hills and other schools operating on a
similar time schedule is the uniqueness of Flex Period, scheduled the
last period every day. Students are scheduled into this session as a
result of ongoing diagnosis and validation of their individual learning
needs. In addition to accommodating intervention needs, this period
allows for supplemental and enrichment instructional time to ensure that
all children receive opportunity to develop knowledge and skills for
success.

Reading and mathematics instruction is based on individual needs of
students. Hills uses cross categorical placements and grade-level
placements that include schoolwide and inclusion. The staff includes
four intervention specialists working with students with moderate to
severe disabilities and three Title I teachers in addition to regular
classroom teachers.

Another important part of equipping students with skills to master high
level content involves helping parents acquire knowledge and skills to
work with their children in the home setting. Hills has a literacy
program in partnership with Jefferson County Job and Family Services to
provide family literacy training. This program is research based and
focuses on best practices. Literacy training is scheduled outside the
school/work day to give parents and students opportunities to train
together to improve student performance.

2\. The reading curriculum consists of a variety of learning experiences
enriched by instructional strategies and materials aimed at early
identification of at-risk students. Appropriate intervention to close
the achievement gap between the lowest achieving students and their
peers follows. A research-based basal series serves as the core reading
curriculum for all students. This series was selected because part of
the research base includes the work of Snow, Burns and Griffin (1998),
*The Prevention of Reading Difficulties in Young Children*; this same
research undergirds the Reading Recovery Program, one of the early
intervention programs included in the Hills Elementary reading
curriculum. Both the basal program and Reading Recovery emphasize
essential reading components found in the Ohio Academic Content
Standards for English Language Arts and endorsed by the National Council
of Teachers of English. These components include phonemic awareness,
phonics, vocabulary, fluency, and comprehension as well as early
intervention and one-to-one tutoring. While Reading Recovery services
are directed toward first grade students, the Title I program is
available to students in all grade levels.

Three days a week, more than 100 community mentors, trained through the
Help One Student To Succeed (HOSTS) Program as a part of Governor Taft's
OhioReads Initiative, provide individual reading tutorial services
focusing on specific reading skills to identify at-risk students. Title
I teachers serve as HOSTS facilitators and also provide supplemental
reading and math services to HOSTS students for the remaining two days a
week. Accelerated Reader software and accompanying paperback books are
used by all students to supplement comprehension and to increase
interest in leisure reading. Reading Successmaker software provides
activities for daily intervention or remedial work for identified
students.

The importance of the reading curriculum at Hills is evidenced by a
school-wide ninety-minute uninterrupted block of time reserved for
reading instruction.

3\. "The mission of Hills Elementary is to provide a safe, nurturing
environment for students and to encourage them to become life-long
learners and responsible citizens. We will do this through programs and
activities that involve the cooperation of students, parents, staff, and
community."

This is a very challenging and yet very achievable mission for Hills
Elementary. The staff at

Hills believes that children must master essential mathematics skills
detailed in the Ohio Proficiency Test Outcomes and the Ohio Academic
Content Standards to achieve

the school mission and become independent and responsible adults in the
local and global communities. To assist students in achieving this level
of mastery, mathematics is presented in a student-friendly and
application-friendly manner with newly presented concepts carefully
connected to previously mastered skills.

To accommodate varied learner needs, the instructional staff utilizes an
array of teaching

strategies including: teaching to student learning modality strengths,
incorporating a

variety of manipulatives and hands-on activities into instruction,
utilization of team teaching,

utlization of Title I intervention specialists, use of parent/community
volunteers for drill and review, utilization of departmentalization as
an instructional option (departmentalization allows a teacher to stay
with a class for two or three years rather than one), and utilization of
computers as an effective learning tool.

The Hills staff is implementing a cyclical six-step continuous
improvement model as a structured data driven system of monitoring
student progress and validating results. We

have been into the implementation process for one academic year and
noting very

encouraging results.

4\. Hills Elementary uses multiple instructional methods to meet the
needs of its diverse learners. Some of the most popular methods include:
OhioReads mentoring/tutoring, individualization and small group,
inclusion, collaboration between and across grade levels, team teaching,
departmentalization, interactive instruction including inquiry-based
project-based lessons linked to larger world experiences, hands-on
learning experiences emphasizing higher-order thinking skills, and
computer-assisted instruction. Computer-assisted instruction includes
Reading/Math Successmaker intervention software used in classrooms and
laboratory settings, as well as the use of Accelerated Reader software
and hundreds of paperback books which increase student comprehension
skills. Providing parent training for these programs has opened a new
door of collaboration and an untapped instructional strategy.

Open-ended activities such as journal writing and literature extensions
where children are asked to rewrite, retell stories, or give their own
unique interpretations are examples of ways children are given
responsibility and opportunity to take pride in self-initiated learning.
Other instructional activities include an inquiry-based science program,
innovative incentive programs, and theme-based learning.

5\. The professional development program at Hills Elementary School is
aligned with building Strategic and Continuous Improvement Plan goals
and strategies to ensure that educators have the skills, knowledge, and
resources to enable students to meet higher expectations. Professional
development topics are based upon staff surveys and needs assessments.

Teachers participated in hands-on technology professional development to
enhance skills in integrating technology as an instructional strategy
and to empower students to use technology as a learning tool. Hills
students may use the Accelerated Reading Program and Reading
Successmaker in all classrooms and in the school computer lab. Staff
also acquired new discipline skills and collaboratively developed a
school-wide discipline plan with a goal of reducing disruptions to
instruction and learning.

Teachers participated in activities focusing on aligning building
curriculum and instruction with the new Ohio Academic Content Standards
and the Ohio Assessment Program, including Ohio Fourth and Sixth Grade
Proficiency Tests as well as the upcoming Ohio Diagnostic and
Achievement Tests. Knowledge-building activities also included Balanced
Literacy training focusing on a classroom reading inventory; the No
Child Left Behind Act focusing on accountability, assessment, and
qualified staff; and Character Education, focusing on non-academics to
enhance and/or support learning.

Teachers participated in total quality management training using a
cyclical six-step continuous improvement model as a means of increasing
student performance. Cross curriculum grade level meetings designed to
encourage teachers to collaborate and share ideas, strategies, and
materials are ongoing throughout the school year.

To assure continued quality of both the topic and the content of each
professional development experience, teacher participants are asked to
evaluate each session at the conclusion of the experience. These results
serve as validation data that may lead to change.

Participation in professional development activities allows the
principal and staff opportunity to model life-long learning and reflect
adult competencies.

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

Grade: 4 Test: [Ohio Fourth Grade Reading Proficiency Test]{.underline}

[Publication years:]{.underline} 1998-1999 Publisher: [Ohio Department
of Education]{.underline}

1999-2000

2000-2001

2001-2002

The multi-handicapped students were excluded from testing in years
1999-2000, 2000-2001, and 2001-2002. These students were given alternate
assessments based upon their success data in achieving their Individual
Education Plan (IEP) goals and objectives.

Number excluded (1999-2000): 1 Percent excluded (1999-2000):
[2%]{.underline}

(2000-2001): 1 Percent excluded (2000-2001): [2%]{.underline}

(2001-2002): 1 Percent excluded (2001-2002): [2%]{.underline}

Basic Score: 198 (2001-2002) NC: Not Calculated

Proficient: 217 NA: Not Applicable

Advanced: 250

[State Standard:]{.underline} The Ohio State Board of Education minimum
requirement is that 75% of students in fourth grade are at or above the
proficient level on statewide assessments.

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

  Testing month                      Oct/Mar     March       March       March       

  SCHOOL SCORES                                                                      

  Total                              86.3        82.5        64.3        65          

  At or Above Basic                  100         NC          NC          NC          

  At or Above Proficient             86.3        82.5        64.3        65          

  At Advanced                        9.8         15          1.8         2.4         

  Number of students tested          53          40          56          43          

  Percent of total students tested   98          98          98          100         

  Number of students excluded        1           1           1           0           

  Percent of students excluded       2           2           2           0           

  SUBGROUP SCORES                                                                    

  1.SocioEconomic Free and Reduced                                                   
  Lunch                                                                              

  At or Above Basic                  95          NC          NC          NC          

  At or Above Proficient             71          53          49          50          

  At Advanced                        10          5           0           0           

  2.Ethnicity - White                                                                

  At or Above Basic                  100         NC          NC          NC          

  At or Above Proficient             87          82.5        64          67          

  At Advanced                        10          15          2           2           

  3.Gender Male (M) Female (F)       M/F         M/F         M/F         M/F         

  At or Above Basic                  100/100     NC          NC          NC          

  At or Above Proficient             77/63       94/75       61/70       40/79       

  At Advanced                        14/7        19/13       3/0         0/4         

  STATE SCORES                                                                       

  Total                              67.7        56          58.2        59.2        

  At or Above Basic                  91.4        NC          NC          NC          

  State Mean Score                   NA          NA          NA          N/A         

  At or Above Proficient             67.7        56          58.2        59.2        

  State Mean Score                   NA          NA          NA          NA          

  At Advanced                        7           7           6           4           

  State Mean Score                   NA          NA          NA          N/A         
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

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

Grade: 4 Test: [Ohio Fourth Grade Mathematics Proficiency
Test]{.underline}

[Publication years:]{.underline} 1998-1999 Publisher: [Ohio Department
of Education]{.underline}

1999-2000

2000-2001

2001-2002

The multi-handicapped students were excluded from testing in years
1999-2000, 2000-2001, and 2001-2002. These students were given alternate
assessments based upon their success data in achieving their Individual
Education Plan (IEP) goals and objectives.

Number excluded (1999-2000): 1 Percent excluded (1999-2000):
[2%]{.underline}

(2000-2001): 1 Percent excluded (2000-2001): 2[%]{.underline}

(2001-2002): 1 Percent excluded (2001-2002): 2[%]{.underline}

Basic Score: NC NC: Not Calculated

Proficient: 218 NA: Not Applicable

Advanced: 250

[State Standard:]{.underline} The Ohio State Board of Education minimum
requirement is that 75% of students in fourth grade are at or above the
proficient level on statewide assessments.

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

  Testing month                      March       March       March       March       

  SCHOOL SCORES                                                                      

  Total                              82.4        90          50          44          

  At or Above Basic                  NC          NC          NC          NC          

  At or Above Proficient             82.4        90          50          44          

  At Advanced                        27.5        42.5        8.9         7.1         

  Number of students tested          53          40          56          43          

  Percent of total students tested   98          98          98          100         

  Number of students excluded        1           1           1           0           

  Percent of students excluded       2           2           2           0           

  SUBGROUP SCORES                                                                    

  1.SocioEconomic Free and Reduced                                                   
  Lunch                                                                              

  At or Above Basic                  NC          NC          NC          NC          

  At or Above Proficient             62          74          31          31          

  At Advanced                        14          37          0           4           

  2.Ethnicity -- White                                                               

  At or Above Basic                  NC          NC          NC          NC          

  At or Above Proficient             82          90          49          45          

  At Advanced                        31          43          9           7           

  3.Gender Male (M) Female (F)       M/F         M/F         M/F         M/F         

  At or Above Basic                  NC          NC          NC          NC          

  At or Above Proficient             81/83       94/88       45/57       40/46       

  At Advanced                        28/26       56/33       12/4        0/11        

  STATE SCORES                                                                       

  Total                              62.9        59.4        48.9        50.6        

  At or Above Basic                  NC          NC          NC          NC          

  State Mean Score                   NA          NA          NA          NA          

  At or Above Proficient             62.9        59.4        48.9        50.6        

  State Mean Score                   NA          NA          NA          NA          

  At Advanced                        17          16          11          12          

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

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

Grade: 6 Test: [Ohio Sixth Grade Reading Proficiency Test]{.underline}

[Publication years:]{.underline} 1998-1999 Publisher: [Ohio Department
of Education]{.underline}

1999-2000

2000-2001

2001-2002

No students were excluded from testing. Number excluded: [0]{.underline}
Percent excluded: [0%]{.underline}

Basic Score: NC NC: Not Calculated

Proficient: 222 NA: Not Applicable

Advanced: 250

[State Standard: The Ohio State Board of Education minimum requirement
is that 75% of students in sixth grade are at or above the proficient
level on statewide assessments.]{.underline}

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

  Testing month                      March       March       March       March       

  SCHOOL SCORES                                                                      

  Total                              76.4        65.9        60          45.7        

  At or Above Basic                  NC          NC          NC          NC          

  At or Above Proficient             76.4        65.9        60          45.7        

  At Advanced                        23.6        24.4        16          8.7         

  Number of students tested          55          42          53          47          

  Percent of total students tested   100         100         100         100         

  Number of students excluded        0           0           0           0           

  Percent of students excluded       0           0           0           0           

  SUBGROUP SCORES                                                                    

  1.SocioEconomic Free and Reduced                                                   
  Lunch                                                                              

  At or Above Basic                  NC          NC          NC          NC          

  At or Above Proficient             75          45          50          25          

  At Advanced                        25          9           10          4           

  2.Ethnicity -- White                                                               

  At or Above Basic                  NC          NC          NC          NC          

  At or Above Proficient             75          67          62          45          

  At Advanced                        25          23          17          9           

  3.Gender Male (M) Female (F)       M/F         M/F         M/F         M/F         

  At or Above Basic                  NC          NC          NC          NC          

  At or Above Proficient             70/84       67/67       58/65       19/26       

  At Advanced                        23/24       17/27       16/18       4/4         

  STATE SCORES                                                                       

  Total                              58.2        58.3        54          53          

  At or Above Basic                  NC          NC          NC          NC          

  State Mean Score                   NA          NA          NA          NA          

  At or Above Proficient             58.2        58.3        54          53          

  State Mean Score                   NA          NA          NA          NA          

  At Advanced                        22          23          15          18          

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

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

Grade: 6 Test: [Ohio Sixth Grade Mathematics Proficiency
Test]{.underline}

[Publication years:]{.underline} 1998-1999 Publisher: [Ohio Department
of Education]{.underline}

1999-2000

2000-2001

2001-2002

No students were excluded from testing. Number excluded: [0]{.underline}
Percent excluded: [0%]{.underline}

Basic Score: NC NC: Not Calculated

Proficient: 200 NA: Not Applicable

Advanced: 250

[State Standard:]{.underline} The Ohio State Board of Education minimum
requirement is that 75% of students in sixth grade are at or above the
proficient level on statewide assessments.

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

  Testing month                      March       March       March       March       

  SCHOOL SCORES                                                                      

  Total                              87.3        92.7        84          66          

  At or Above Basic                  NC          NC          NC          NC          

  At or Above Proficient             87.3        92.7        84          66          

  At Advanced                        16.4        53.7        20          2.2         

  Number of students tested          55          42          53          47          

  Percent of total students tested   100         100         100         100         

  Number of students excluded        0           0           0           0           

  Percent of students excluded       0           0           0           0           

  SUBGROUP SCORES                                                                    

  1\. SocioEconomic Free and Reduced                                                 
  Lunch                                                                              

  At or Above Basic                  NC          NC          NC          NC          

  At or Above Proficient             82          82          60          46          

  At Advanced                        18          45          10          0           

  2.Ethnicity -- White                                                               

  At or Above Basic                  NC          NC          NC          NC          

  At or Above Proficient             87          92          83          62          

  At Advanced                        15          54          21          2           

  3.Gender Male (M) Female (F)       M/F         M/F         M/F         M/F         

  At or Above Basic                  NC          NC          NC          NC          

  At or Above Proficient             83/92       100/90      79/85       36/30       

  At Advanced                        17/16       58/53       32/15       0/2         

  STATE SCORES                                                                       

  Total                              61.7        61.1        55          52          

  At or Above Basic                  NC          NC          NC          NC          

  State Mean Score                   NA          NA          NA          NA          

  At or Above Proficient             61.7        61.1        55          52          

  State Mean Score                   NA          NA          NA          NA          

  At Advanced                        9           12          8           7           

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