##### *2006-2007 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[: Mrs. Henrietta
Kitchen\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name[: Burlington
Elementary\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address: [8781 Co. Rd.
1\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[South
Point\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Ohio\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_45680-8964\_\_]{.underline}
City State Zip Code+4(9digits total)

County: [Lawrence]{.underline} State School Code Number\*
[004317]{.underline}

Telephone: [(740) 894-4230]{.underline} Fax: [( 740 )
894-4201]{.underline}

Web site/URL <http://www.southpoint.k12.oh.us/BE/> E-mail
<hkitchen_sp@scoca-k12.org>

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. Kennith H. Cook]{.underline}

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

District Name: [South Point Local School District]{.underline} Tel.
[(740) 377-4315]{.underline}

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

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

Name of School Board

President/Chairperson: [Mr. Glen
Seagraves\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

(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 on the same campus with one principal, even K-12 schools,
    must apply as an entire school.)

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    OCR has accepted a corrective action plan from the district to
    remedy the violation.

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [2]{.underline} Elementary
schools

[1]{.underline} Middle schools

[0]{.underline} Junior high schools

[1]{.underline} High schools

[0]{.underline} Other

[4]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7,888.00]{.underline}

Average State Per Pupil Expenditure: [\$9,356.00]{.underline}

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

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

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

4\. [0.5]{.underline} Number of years the principal has been in her/his
position at this school.

[8]{.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**    NA        NA                     **NA**       **7**       NA        NA          NA

  **K**       29        23                     **52**       **8**       NA        NA          NA

  **1**       25        24                     **49**       **9**       NA        NA          NA

  **2**       24        17                     **41**       **10**      NA        NA          NA

  **3**       18        21                     **39**       **11**      NA        NA          NA

  **4**       22        18                     **40**       **12**      NA        NA          NA

  **5**       30        25                     **55**       **Other**   NA        NA          NA

  **6**       NA        NA                     NA                                             

                                    **TOTAL                                                   276
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of [84 %]{.underline} White

the school: [15 %]{.underline} Black or African American

[NC %]{.underline} Hispanic or Latino

[0.4 %]{.underline} Asian/Pacific Islander

[NC %]{.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:
[26%]{.underline}

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      33
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      36
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    69
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 265
                            the school as of October 1  

  **(5)**                   Total transferred students  0.2603773
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           26
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

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

Specify languages:

9\. Students eligible for free/reduced-priced meals: [63]{.underline}%

Total number students who qualify: [175]{.underline}

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

10\. Students receiving special education services: [22%]{.underline}

[61]{.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.

[3]{.underline} Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [3]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [18]{.underline} Specific Learning Disability

[1]{.underline} Emotional Disturbance [22]{.underline} Speech or
Language Impairment

\_\_\_\_Hearing Impairment [1]{.underline} Traumatic Brain Injury

> [13]{.underline} Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness
>
> \_\_\_\_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 [16]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [4]{.underline} [4]{.underline}

Paraprofessionals [5]{.underline} \_\_\_\_\_\_\_\_

> Support staff [7]{.underline} [3]{.underline}
>
> Total number [33]{.underline} [7]{.underline}

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

students in the school divided by the FTE of classroom teachers:
[17:1]{.underline}

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

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student attendance  96%         96%         96%         96%         95%

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

  Teacher turnover rate     4%          2%          1%          1%          1%

  Student dropout rate      NA          NA          NA          NA          NA
  (middle/high)                                                             

  Student drop-off rate     NA          NA          NA          NA          NA
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

*It is the mission* of Burlington Elementary School, a catalyst of
change for a caring community, to educate, motivate, and graduate all
students with Spirit, Pride, and Respect \-- preparing them for a
successful and productive life. *Our vision Statement is*: *Through
these doors, step our future.*

Burlington Elementary is a K-5 community-oriented school with
approximately 300 students located in rural Southern Ohio. The school is
part of South Point Local School District which is comprised of two K-5
elementary buildings, one 6^th^-8^th^ middle school, and one high
school. The district as a whole maintains an average poverty rate of
approximate 50 percent, while the rate at Burlington Elementary is
slightly higher. In fact, Burlington Elementary supplies approximately
63 percent of their students with free or reduced price meals daily. The
school provides special education services to approximately 22 percent
of its students in various programs. The ratio of boys and girls remains
consistent at approximately 50/50. The school has a modest amount of
cultural diversity with approximately 15 percent of the student body
classified as minority. Burlington Elementary is located on the borders
of both Kentucky and West Virginia in what is called the "Tri-State
Area" which makes it conducive to a higher transient rate.

In spite of the potential barriers associated with low socioeconomic
status, the high transient rate, the relatively high ratio of special
education students, and the high poverty rate, Burlington Elementary
students have been quite successful. The school has received numerous
awards on both the state and national levels. In 2000 the school
received the Governor's \$25,000 School Improvement Incentive Award for
achieving dramatic improvement on state-mandated tests. For the past
four years (2002-2003, 2003-2004, 2004-2005, and 2005-2006) Burlington
Elementary has received the State Superintendent's School of Promise
Award. This award is given to schools that surpass the state's required
passage rate on state mandated tests in all student population
sub-groups, including economically disadvantaged, and minority groups.
Only five schools in the state of Ohio have the distinction of receiving
this award four consecutive years. Also, Burlington Elementary received
the National Title One Distinguished School Award for the 2003-2004
school year. This award was only given to one elementary school in the
state of Ohio and only 38 schools in the entire United States. The
criterion for this award/recognition was based on, "closing the
achievement gap between student sub-groups." The teachers and staff at
Burlington are very proud of the students' accomplishments and plan to
add many more awards to the "Recognition Wall."

Parents are routinely involved in the decision making process at
Burlington Elementary. Parents serve on the building level Continuous
Improvement Plan Committee and participated in the recent Math Audit.
Parents are also encouraged to participate in activities such as
Literacy Night, Science Night, and Parents Take Achievement Test Night.
We have also developed several partnerships with area businesses.
Wal-Mart Corporation donated five hundred dollars to our science lab
last year and served as our community partner for an Ohio Reads grant.
Lowe's provided the money and labor to refurbish the playground last
summer. We also have a productive and interactive partnership with
Hatcher's Greenhouse and others.

Burlington Elementary is blessed with a conscientious and caring staff
that is willing to go that extra mile to get the job done. Teachers meet
regularly to review current best practices and determine the viability
of potentially successful instructional methods. All staff members work
together to help each child reach his or her potential while also
striving to meet the challenges mandated by the No Child Left Behind
Act. If asked for a one-word explanation to summarize the successes at
Burlington Elementary, it would be teamwork.

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

1.  **Assessment Results:** Burlington Elementary has a relatively high
    percentage of economically-disadvantaged families, yet student test
    results have dramatically improved and remained high over the past
    five years. Both the staff and students at Burlington Elementary
    work hard to understand and improve their performance on state
    assessments. Before students begin the kindergarten curriculum, they
    participate in a screening/placement process. With data gleaned from
    the Ohio Kindergarten Readiness Assessment, teachers gain a better
    understanding of each child's pre-kindergarten level. All students
    in grades Kindergarten through first are given the Dynamic
    Indicators of Basic Early Literacy Skills (DIBELS) Assessment. This
    assessment is used to select students for a pull-out reading
    intervention program. During the school year, a variety of
    assessments are used to measure student knowledge. All students are
    given Short-Cycle Assessment tests at regular intervals to help
    monitor progress and tailor instruction. All third grade students
    are given the CTB McGraw-Hill Inview Cognitive Abilities Test as an
    initial screening tool for gifted identification. Diagnostic tests
    in reading, writing and math are also given to all first and second
    grade students**.**

In the mid 1990's Ohio established a testing regiment which has
gradually transitioned away from proficiency testing in the fourth grade
(OPT) to the current achievement test format (OAT) in grades three
through five at the elementary level. The current levels of performance
from lowest to highest are: limited, basic, proficient, accelerated, and
advanced. At least 75 percent of all students who participate in a
tested area are expected to pass (proficient or above) for the school to
achieve a passing grade for that particular indicator on the state
report card. The percentages earned by students on each portion of the
OPT or OAT, at all grade levels, are reported to parents and the
community through the building and district report card provided by the
Ohio Department of Education. These annual results are also posted on
the department's website. Individual student scores rank each child's
performance and are reported directly to the parents.

Scores from the past five years demonstrate that Burlington Elementary
students continue to improve in all content areas. Ninety-three percent
of Burlington's fourth graders scored at or above proficient on the OAT
for 2005-2006. That's a 40% increase as compared to the 2001-2002 OPT.
Likewise, 93% of the fourth graders scored proficient or above on the
math portion of the 2005-2006 OAT which is an increase of 54% as
compared to the 2001-2002 OPT. The third grade reading achievement test
scores were equally impressive with 97% of the students scoring
proficient or above and 89% of the students scoring proficient or above
on the mathematics portion of the OAT. In addition, 94% of the fifth
grade students scored at or above the proficient level in reading on the
2005-2006 OAT with 89% scoring at or above proficient on the math
portion. Burlington Elementary students have exceeded the state average
with a significant number of students scoring at or above the
accelerated and advanced level.

No students are excused from testing due to a disability. Appropriate
accommodations are implemented during testing as indicated on a
student's Individual Education Plan (IEP). These students' scores are
reported on the building and district report card as required by the No
Child Left Behind Act. Burlington Elementary's test results show that
all sub-groups have scored above the state minimum of 75 percent for the
past five years.

[]{.mark}

2.  **Using Assessment Results:** At Burlington Elementary School, we
    use a variety of assessment instruments to evaluate student and
    school performance, and guide instructional decisions and
    intervention strategies. These assessment instruments, both
    formative and summative, include kindergarten assessments,
    short-cycle assessments, quarterly assessments, diagnostic test
    assessments, and statewide achievement testing.

When we receive state assessment data, we conduct detailed analyses of
the results. The state provides detailed test item analyses of each
achievement test area. These data report how our students performed on
specific subject strands and benchmarks. They also provide a detailed
profile of each student's performance which includes strengths and
weaknesses and suggestions for improvement. This test data also gives us
a yearly account of individual students' scores so we are able to
monitor achievement across each grade level. We use all of this
information to plan our curriculum goals for the next school year, as
well as make any necessary adjustments to our instructional and/or
intervention practices.

We look forward to utilizing the new state data reporting instrument
(Value Added) which will make the information obtained from state tests
more useful. This new tool will allow our staff the opportunity to
receive concrete data directly related to each student's growth/gain
instead of merely viewing a "snapshot" of their current academic level
on test day.

3.  **Communicating Assessment Results:** Burlington Elementary School
    communicates student performance to parents, students and the
    community in a number of ways. Teachers communicate expectations of
    student performance during Open House Night held each year on the
    evening before the first day of school. Teachers suggest ways to
    help students reach their potential and try to establish a method of
    communication through e-mail, phone, or notes home.

Teachers report student progress to parents quarterly through a Student
Progress Report which includes specific areas of weakness. They also
communicate progress to parents through two parent-teacher conference
opportunities, one in late November and the other in mid-February. Some
teachers include students in these conferences, but most prefer that
only the parents attend.

Since Burlington Elementary teachers believe that assessment *for*
learning is just as critical to student achievement as assessment *of*
learning, dialogue between student and teacher about student performance
is a common occurrence in classrooms. Teachers at Burlington Elementary
take a methodical approach to learning and instruction. They use
pre-assessment to guide instruction, assessment to evaluate student
progress, and ongoing revision of instruction/curriculum to guide future
practices.

We send state assessment data home in individual student reports both in
the fall for third grade and for grades three through five in the
spring. We tailor these reports to show not only how each child
performed overall in reading and math, but also to show how well
students performed in each standard within the reading and math content
areas. We also make this data available to the community at large
through the State Report Card mailed directly to all parents of
school-aged children and available at

<https://webapp2.ode.state.oh.us/reportcard/archives/rc_county.asp?county=Lawrence>
.

4.  **Sharing Success:** Burlington Elementary has shared every aspect
    of the school's operations with all who have called, e-mailed,
    and/or visited. The principal and district curriculum coordinator
    presented a power point presentation at the 2003-2004 State
    Superintendent's "School of Promise" award ceremony and workshop.
    The principal presented "Successful Practices of a School of
    Promise" at the 2004-2005 Ohio School Boards Association Conference
    in Columbus, Ohio. Both presentations were well received and were
    rated very useful on audience evaluations.

The school has also hosted a visitor workshop arranged jointly by the
Ohio Department of Education and The Lawrence County Education Service
Center. Several administrators and teachers came from across southern
and central Ohio to tour the school, visit classrooms, and interview
staff. The participants reported that they enjoyed their visits and
gained useful information that would be beneficial to their schools and
districts.

Burlington Elementary also hosted a small group of educational research
reporters from Ohio State University who were contracted by the Ohio
Department of Education to conduct a case study of our school and staff.
The researchers interviewed the principal, teachers, aides, parents, and
students. The study was quite comprehensive and explains many of the
dynamics of our school. It can be found at:
<http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?Page=3&TopicRelationID=123&Content=24107>.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:** The curriculum at Burlington Elementary is dictated
    primarily by the state academic content standards and past
    achievement test information. Our curriculum is designed to ensure
    that all students master core concepts and engage in higher-level
    thinking. The curriculum was recently aligned both laterally and
    vertically to provide instructional clarity and continuity for the
    teachers at each grade level. Our teachers now have a specific and
    sequential format to follow from kindergarten through fifth grade.
    Instructional strategies vary greatly but are adjusted routinely
    based on data from various sources. We rely heavily on the
    disaggregated data analysis from previous tests to help us adjust
    our instructional methods to the particular classroom and/or
    student. Diagnostic tests are also given each nine-week period so
    our teachers can pinpoint specific areas of weakness. However, our
    most important and valuable instructional asset is undoubtedly our
    abundance of intervention and test-readiness opportunities. We
    provide before and after school tutoring and homework classes for
    all students. In addition, we provide intervention for targeted
    "at-risk" students during school hours. All fourth grade students
    are offered six weeks of after-school achievement preparation prior
    to testing. Summer school is also provided (including
    transportation) for all K-5 students who are willing to spend
    approximately four weeks of their summer attending school.

All students, regardless of disability, ethnicity, and socioeconomic
status, receive the same opportunities for intervention and other
services. Recognizing that student experience and academic levels vary,
our teaching staff uses the Ohio Academic Content Standards as a basic
starting point in designing a rigorous, spiraling, differentiated
curriculum that is designed to engage students in content at their
instructional level. Our reward and incentive programs are structured so
that all students have an equal chance to achieve success and receive
rewards. Students identified with disabilities who have a current IEP
constitute a population targeted for intervention. These students are
included in regular education classrooms most of the day, and the
intervention specialist team-teaches with the regular classroom teacher
to provide individualized instruction. This ensures that our students
with disabilities have high expectations and strive for the same goals
as their peers. The staff at Burlington Elementary has clear and
challenging expectations for all learners. Our collaborative nature of
planning, creating, and providing meaningful learning experiences is the
key to our curriculum development.

A comprehensive physical education and technology program are also part
of the learning structure for students at Burlington Elementary.
Students are provided with physical education instruction that
emphasizes fitness-oriented exercise and recreational skill development.
Additionally, technology is viewed as both a curriculum and a method for
delivering curriculum. Our students have regular instruction on how to
use technology throughout their elementary experience. At the elementary
level, students are introduced to basic technology operations,
keyboarding, word processing, draw/paint capabilities, internet usage,
research tools, and basic multimedia.

Gifted students receive challenging and enriching instruction through a
variety of methods facilitated by the Talented and Gifted (TAG)
instructor. Primary students who have been identified as gifted students
are pulled from their regular classroom one hour per week to work with
the gifted intervention instructor. The instructor also provides
additional advanced materials to these students' "regular" teachers to
engage them when they complete regularly assigned classroom assignments.
Intermediate students are pulled from their regular classrooms one day
per week to work with the gifted intervention instructor.

Science curriculum is organized around our state standards. These
science standards investigate the following areas of science: earth and
space, life, physical, science and technology, and science inquiry.
Organized units used to engage students in developmentally appropriate
interactive experiences across the elementary grade levels serve as the
core of the science curriculum. These inquiry-based units are aligned
with benchmarks encompassed in state standards. Classroom instruction is
supplemented with literature, poetry, Internet activities and research,
trade books, and games. Science is taught through a hands on approach
with many demonstrations, experiments and manipulatives.

Social Studies at Burlington Elementary is aligned to the Ohio Academic
Content Standards that provide a set of clear and rigorous expectations
for all students. The seven standards clearly define a balanced program
of knowledge and skills necessary for active citizenship. It is our goal
to develop in all students the ability to make informed decisions not
only for themselves but also for the common good. Our students are
engaged in activities throughout the year that connect the study of
history, people in societies, geography, citizenship, rights and
responsibilities, and economics to real life. Students participate in
additional learning experiences such as Veteran's Day and Constitution
Day projects, Social Studies Fair, and plays and activities to help our
students learn about our country. The academic curriculum is also
enriched through field trips, which provide our students with life
experiences that many are lacking.

Burlington Elementary's art curriculum is based on Ohio's Academic
Content Standards for the fine arts. Art, music, and drama are routinely
integrated into the core content areas at all grade levels. In addition,
a specialized music teacher instructs all students each week in a large
group pull-out format. The music teacher also works with various student
groups who participate in dramatic productions, perform in the school
chime choir, and perform in the school chorus. These groups routinely
perform for other schools, parents, and local nursing homes. These
students genuinely enjoy expressing themselves and performing for
others.

**2. Reading:** Burlington Elementary's reading curriculum is designed
within the framework of a balanced literacy program that promotes the
development of competent, fluent, life-long readers. This curriculum has
been carefully aligned to ensure that the Ohio Standards are met. By
emphasizing the essential elements of scientific-based research,
phonemic awareness, phonics, fluency, vocabulary and comprehension,
teachers ensure that every child, including our at-risk students, will
learn how to read. We have chosen a balanced literacy program because it
gives both teachers and children the best opportunity for success by
incorporating a wide variety of strategies that help meet the needs of
individual students.

Guided by the philosophy of making the classroom teacher the first line
of intervention, the staff uses a more differentiated and diagnostic
approach to reading in which the best teaching is based on assessment of
student strengths and weaknesses. To identify the strengths and
weaknesses of individual children, teachers implement processing and
decoding, strategy use and comprehension to identify appropriate text
levels and needs for instruction. Using all components of comprehensive
literacy\-\--read aloud, shared reading, guided reading, and independent
reading\-\--teachers design instruction based upon student needs in
relationship to the Ohio English Language Content Standards.

Ongoing collaboration between classroom teachers and intervention staff
provides the scaffolding necessary for struggling readers to succeed.
This support includes individual, small group and team teaching in the
classroom. Time is provided for the classroom teacher and intervention
teacher to monitor student progress and plan for future instruction.

Learning is organized around the direct instruction of skills and
reading from actual texts. Supported by researched reading structures,
primary level students engage in experiences that encourage the use of
multiple decoding strategies and emphasize making meaning from
increasingly difficult text. The balance between direct-basic skill
instruction and an immersion in literature and writing are designed to
ensure learners' success. Intermediate level students apply secure
decoding skills to interact with progressively more complex materials.
Direct instruction in the essential components of vocabulary, fluency,
and text analysis support students as they achieve the ultimate goal of
reading instruction---solid comprehension. Leveled readers, basal
readers, and intervention text are combined in order to meet the
multilevel and diversified learning styles of our intermediate level
students. In addition, Accelerated Reader supplements reading
instruction at all grade levels.

Teachers use leveled and trade book sets to differentiate learning and
reinforce specific skills. Sustained independent reading is provided
regularly to improve students' reading and background knowledge by
independently applying both developing and mastered skills to material
at appropriate reading levels.

Because of the reciprocal nature of reading and language arts, writing
is integrated into the reading

experience to increase literacy skills. Writing, spelling, research, and
grammar activities connect to the text being read. Emphasis is placed
upon the writing process, which includes spelling, listening, oral
communication skills, grammar, and composition through the utilization
of daily journal writing and individual writing portfolios. Our students
read and write in a variety of genres, including both nonfiction and
fiction. Writing and reading skills are combined to work toward student
use of extended responses. Daily writing and editing activities augment
the communications aspect of language arts.

Using a variety of ongoing data assessment, which include teacher-made
pre and post assessments and benchmark tests, classroom instruction is
based on student levels and learning styles. Using this assessment data
teachers determine a student's strengths and weaknesses in literacy.
Diagnostic testing data is used to lay the groundwork for differentiated
instruction. This diagnostic approach has proven to be successful. Star
and Early Star Literacy tests are given at the beginning and end of the
year and at the end of each nine week grading period. Also, the staff
uses information gathered from the state diagnostic and achievement
tests that are given each year in the fall and spring. As the needs of
the students are determined, teachers will use many different techniques
to find what works best for each student.

Some of the different strategies that are used at Burlington Elementary
are: guided reading and writing, shared reading and writing, and
self-selected reading. To provide students with extra practice we use
Study Island and Accelerated Reader software. A dedicated staff of Title
I teachers provide support in many areas, incorporating both in-class
and pull-out settings. Ohio Reads volunteers provide students with much
needed one-on-one tutoring.

Our success in reading at Burlington Elementary is the result of a
combination of high-quality teaching, solid research-based intervention,
and special education services that are all combined to form an integral
component of our curriculum.

3.  **Math:** The mathematics curriculum at Burlington Elementary
    incorporates the Ohio Academic Content Standards which include
    number, number sense, and operations; measurement; geometry and
    spatial sense; patterns, functions, and algebra; data analysis and
    probability; and mathematical processes. Each strand is addressed
    throughout all grade levels in a manner that builds and extends
    concept understanding. Goals of the mathematics curriculum are aimed
    at providing students opportunities to value mathematics, become
    confident in their own abilities, become problem solvers,
    communicate and reason mathematically and understand and apply basic
    mathematical skills.

Students learn the underpinnings of mathematics processes, along with
computational fluency, through guided experiences, focused discussions,
and regular reinforcement. Language, communication, and manipulatives
all play important roles in helping students acquire skills. Teachers
also complement math skill instruction with Calendar Math each day.
Experiences students have include analyzing date, examining patterns,
exploring mathematical relationships, and communicating their thoughts.
Mathematics instruction includes whole group, flexible small group,
partner, and individual activities. Students are encouraged to discuss
their mathematical thinking verbally as well as in written form. By
facilitating this expression of mathematical ideas, students' capacity
to think mathematically improves.

Activities are balanced between teacher-directed instruction and
opportunities for hands-on explorations, along with on-going practice.
To better promote understanding, teachers emphasize the use of
mathematical language and terminology, based on state standards and
achievement tests, by students' in class discussions and within
students' written responses. Each lesson incorporates cooperative
learning, direct instruction, teamwork, exploration, and independent
work. Particular focus and supplementary experiences are provided in the
areas of number sense, computation, and problem solving to support
students' mastery of foundational concepts and proficient application.
Mathematical concepts are introduced using manipulatives and are
examined in many ways including verbal, pictorial, and symbolic to
address students of different experience levels.

Students are encouraged to ask questions and evaluate and try new
problem solving strategies. Students are always asked, "Can you think of
another way to solve the problem?" After the topic has been revisited
many times, students have significant experience with efficient methods
and have mastered the concept. Grade level teachers hold weekly
component meetings to discuss issues and to provide support and
training. Short Cycle Assessment data is used to set quarterly goals and
intervention strategies that address classroom and individual
weaknesses. Tutors and parent volunteers provide individual and small
group math help during and after school. Students and teachers also use
computer assisted instructional programs, which compliment the math
curriculum. The strength of the school's math curriculum lies in the
continual emphasis on students viewing themselves as mathematicians and
understanding that math exists all around them in their daily lives.
Students are taught to recognize this relationship between math skills
and the practical application of these skills in their daily life tasks.

4.  **Instructional Methods:** Burlington Elementary uses a variety of
    instructional methods in order to meet the diverse needs of its
    student population. Decision making in all areas of instruction is
    based on regular, on-going, pre and post assessments of the grade
    level indicators defined by the Ohio Academic Content Standards. Our
    small school size allows the teachers and administrators to operate
    as a team. Together they determine the most effective and meaningful
    methods and strategies of instruction based on the findings of the
    assessments and students' backgrounds. Instructional activities are
    then designed using the standards and assessments as guidelines.
    Understanding that students learn in different ways, teachers plan
    instruction accordingly.

Several instructional formats, including whole group, small group,
partners, and individual, are utilized to provide students with
appropriate structures for specific learning needs so that students are
given every opportunity for success. Re-teaching students who have not
mastered requisite concepts occurs in small group structures directed by
classroom teachers and supported by instructional paraprofessionals.
Students at all levels are active participants in their own learning and
learn to take risks and develop responsibility for their learning under
the guidance of the teacher.

The staff works together to design instruction that integrates our core
curriculum in language arts, math, science, social studies, and
technology. Instruction may include extension activities, enrichment
activities, intervention activities, and activities that reflect all
levels of Bloom's Taxonomy, while continually providing for the
distinctive needs of all our students. Teachers are free to pull from a
variety of resources, which support and extend the core curriculum in
order to effectively teach the grade level indicators to each student.

Three intervention specialists work with IEP students. These teachers
provide a continuum of services both in the resource room and in the
regular classroom. Students in grade one through three who have been
identified as non-readers or reading below grade level are enrolled in
an early intervention reading program where they receive an extra 45
minutes of reading intervention daily which is tailored to individual
student's needs. Through standardized testing (CTB McGraw-Hill Inview
Cognitive Abilities Test ) gifted students are identified for services.
These students have individualized Written Education Plans (WEP\'s) and
receive weekly instruction from a certified gifted teacher. Both
classroom enrichment and pull-out classes are offered.

Students in grades four and five benefit from looping. Each content area
teacher has the students for both grades four and five. The teachers
know exactly what the students have been taught and their level of
mastery. Time on-task is increased because students already know
classroom rules and expected behavior. Teachers have common planning
times daily to meet as grade level teams, including special education
and gifted education teachers, to discuss students' needs and ensure
that all students are being challenged to reach their full potential.

5.  **Professional Development:** Burlington Elementary aspires to
    engage in professional development that is high quality, continuous,
    and supportive to improve student achievement. We feel that
    professional development directly impacts the achievement and
    success of students and is extremely important to maintaining high
    quality instruction. Administrators, teachers, and support staff
    receive highly-qualified professional development throughout the
    school year and during the summer months. This includes
    growth-promoting processes such as study groups and book studies.

Team-structured data analysis of student assessment results leads to the
identification of professional development goals that are
outcome-defined. Additionally, we routinely schedule opportunities to
explore and implement promising practices in our school calendar.
Student assessment outcomes are considered as evaluative criteria for
these professional learning efforts. Examples of this effort to engage
in effective professional development includes item analysis and
understanding of students' secure skill data, curriculum mapping that
delineates where targeted skills are embedded into the scope and
sequence of the curriculum, instructional methods to integrate math and
science, Six Trait Writing, strategies for math manipulatives, and
expanding the instructional options to assist with differentiation to
challenge all students.

Additionally, our professional development efforts explore standards
across grade levels to provide staff with a comprehensive knowledge of
skill development. This expanded knowledge supports an understanding of
expected proficiencies as students enter a grade level, and what skills
will be required as they progress through the academic year.

When new textbooks are adopted, proper staff development and follow-up
is provided. Ongoing cross-grade-level conversations provide the forum
to reinforce a school-wide understanding of skills required to be
successful students. Teachers are exposed to new instructional methods
that strengthen their teaching repertoires and deepen subject matter
learning which resulting in bolstered classroom activities. The staff
has also participated in differentiated instruction training which
addresses various student needs including both high and low level
performance.

Also, experienced teachers are trained to be mentor teachers and are
assigned to entry-year teachers to assist them throughout the year by
offering encouragement and support. Both entry-year and mentor teachers
participate in the County Entry/Mentoring Program. This program provides
training in essential teaching skills taught through the Pathwise
Program. This program is considered useful and successful by all
involved.

**PART VII -- ASSESSMENT RESULTS**

**\* Note: Scores are not reported for subgroups with fewer than 10
students.**

  ------------------------- --------------- ----------- ------------- ----------- -----------
  **Subject: Reading**      **Grade: 3rd**              **Test: Ohio              
                                                        Achievement               
                                                        Test**                    

                                                                                  

  **Edition/Publication                                                           
  Year: 2005-2006**                                                               

  **Publisher: Ohio Dept.   **School Year                                         
  of Education**            (March                                                
                            Testing)**                                            

                            **Achievement                             **No Test   
                            Test**                                    Given**     

  School Scores             2005-2006       2004-2005   2003-2004     2002-2003   2001-2002

  \% At or Above Proficient 97%             90%         84%           No Test     No Test

  \% At or Above            82%             68%         63%           No Test     No Test
  Accelerated                                                                     

  \% At Advanced            45%             49%         42%           No Test     No Test

  \# students tested        38              41          43                        

  percent of total students 100%            100%        100%                      
  tested                                                                          

  \# students alternatively 0               0           0                         
  assessed                                                                        

  percent of students       0               0           0                         
  alternatively assessed                                                          

                                                                                  

                                                                                  

  Subgroup Scores           2005-2006       2004-2005   2003-2004     2002-2003   2001-2002

                                                                                  

  Economically                                                                    
  Disadvantaged                                                                   

  \% At or Above Proficient 95%             87%         90%           No Test     No Test

  \% At or Above            75%             65%         62%           No Test     No Test
  Accelerated                                                                     

  \% At Advanced            40%             45%         38%           No Test     No Test

  \# students tested        20              31          21                        

                                                                                  

                                                                                  

  Students with                                                                   
  Disabilities                                                                    

  \% At or Above Proficient NC              92%         NC            No Test     No Test

  \% At or Above            NC              69%         NC            No Test     No Test
  Accelerated                                                                     

  \% At Advanced            NC              38%         NC            No Test     No Test

  \# students tested        \<10            13          \<10                      
  ------------------------- --------------- ----------- ------------- ----------- -----------

  ------------------------ --------------- ----------- ------------- ----------- -----------
  **Subject: Mathematics** **Grade: 3rd**              **Test: Ohio              
                                                       Achievement               
                                                       Test**                    

                                                                                 

  **Edition/Publication                                                          
  Year: 2005-2006**                                                              

  **Publisher: Ohio Dept   **School Year                                         
  of Education**           (March                                                
                           Testing)**                                            

                           **Achievement               **No Test                 
                           Test**                      Given**                   

  School Scores            2005-2006       2004-2005   2003-2004     2002-2003   2001-2002

  \% At or Above           89%             76%         No Test       No Test     No Test
  Proficient                                                                     

  \% At or Above           39%             41%         No Test       No Test     No Test
  Accelerated                                                                    

  \% At Advanced           24%             10%         No Test       No Test     No Test

  \# students tested       38              41                                    

  percent of total         100%            100%                                  
  students tested                                                                

  \# students              0               0                                     
  alternatively assessed                                                         

  percent of students      0               0                                     
  alternatively assessed                                                         

                                                                                 

                                                                                 

  Subgroup Scores          2005-2006       2004-2005   2003-2004     2002-2003   2001-2002

                                                                                 

  Economically                                                                   
  Disadvantaged                                                                  

  \% At or Above           90%             74%         No Test       No Test     No Test
  Proficient                                                                     

  \% At or Above           35%             39%         No Test       No Test     No Test
  Accelerated                                                                    

  \% At Advanced           20%             6%          No Test       No Test     No Test

  \# students tested       20              31                                    

                                                                                 

                                                                                 

  Students with                                                                  
  Disabilities                                                                   

  \% At or Above           NC              85%         No Test       No Test     No Test
  Proficient                                                                     

  \% At or Above           NC              54%         No Test       No Test     No Test
  Accelerated                                                                    

  \% At Advanced           NC              8%          No Test       No Test     No Test

  \# students tested       \<10            13                                    
  ------------------------ --------------- ----------- ------------- ----------- -----------

  ------------------------- ------------ ----------- --------------- ----------- -----------
  **Subject: Reading**      **Grade:                 **Test: Ohio                
                            4th**                    Proficiency                 
                                                     Test**                      

                                                                                 

  **Edition/Publication                                                          
  Year: 2003-2004**                                                              

  **Publisher: Ohio Dept of **School                                             
  Education**               Year (March                                          
                            Testing)**                                           

                            **No Test                **Proficiency               
                            Given**                  Test**                      

  School Scores             2005-2006    2004-2005   2003-2004       2002-2003   2001-2002

  \% At or Above Proficient No Test      No Test     86%             86%         53%

  \% At Advanced            No Test      No Test     12%             16%         7%

  \# students tested                                 43              43          59

  percent of total students                          100%            100%        100%
  tested                                                                         

  \# students alternatively                          0               0           0
  assessed                                                                       

  percent of students                                0               0           0
  alternatively assessed                                                         

                                                                                 

                                                                                 

  Subgroup Scores           2005-2006    2004-2005   2003-2004       2002-2003   2001-2002

                                                                                 

  Economically                                                                   
  Disadvantaged                                                                  

  \% At or Above Proficient No Test      No Test     80%             83%         43%

  \% At Advanced            No Test      No Test     7%              10%         3%

  \# students tested                                 15              29          37

                                                                                 

                                                                                 

  Students with                                                                  
  Disabilities                                                                   

  \% At or Above Proficient No Test      No Test     85%             77%         20%

  \% At Advanced            No Test      No Test     8%              8%          0%

  \# students tested                                 13              13          15
  ------------------------- ------------ ----------- --------------- ----------- -----------

  ------------------------- --------------- ----------- ------------- ----------- -----------
  **Subject: Reading**      **Grade: 4th**              **Test: Ohio              
                                                        Achievement               
                                                        Test**                    

                                                                                  

  **Edition/Publication                                                           
  Year: 2005-2006**                                                               

  **Publisher: Ohio Dept of **School Year                                         
  Education**               (March                                                
                            Testing)**                                            

                            **Achievement               **No Test                 
                            Test**                      Given**                   

  School Scores             2005-2006       2004-2005   2003-2004     2002-2003   2001-2002

  \% At or Above Proficient 93%             89%         No Test       No Test     No Test

  \% At or Above            45%             43%         No Test       No Test     No Test
  Accelerated                                                                     

  \% At Advanced            16%             3%          No Test       No Test     No Test

  \# students tested        44              35                                    

  percent of total students 100%            100%                                  
  tested                                                                          

  \# students alternatively 0               0                                     
  assessed                                                                        

  percent of students       0               0                                     
  alternatively assessed                                                          

                                                                                  

                                                                                  

  Subgroup Scores           2005-2006       2004-2005   2003-2004     2002-2003   2001-2002

                                                                                  

  Economically                                                                    
  Disadvantaged                                                                   

  \% At or Above Proficient 93%             89%         No Test       No Test     No Test

  \% At or Above            40%             39%         No Test       No Test     No Test
  Accelerated                                                                     

  \% At Advanced            17%             0%          No Test       No Test     No Test

  \# students tested        30              18                                    

                                                                                  

                                                                                  

  Students with                                                                   
  Disabilities                                                                    

  \% At or Above Proficient 86%             NC          No Test       No Test     No Test

  \% At or Above            29%             NC          No Test       No Test     No Test
  Accelerated                                                                     

  \% At Advanced            14%             NC          No Test       No Test     No Test

  \# students tested        14              \<10                                  
  ------------------------- --------------- ----------- ------------- ----------- -----------

  ------------------------- ------------ --------------- ------------- ----------- -----------
  **Subject: Mathematics**  **Grade:                     **Test: Ohio              
                            4th**                        Proficiency               
                                                         Test**                    

                                                                                   

  **Edition/Publication                                                            
  Year: 2004-2005**                                                                

  **Publisher: Ohio Dept of **School                                               
  Education**               Year (March                                            
                            Testing)**                                             

                            **No Test**  **Proficiency                             
                                         Test**                                    

  School Scores             2005-2006    2004-2005       2003-2004     2002-2003   2001-2002

  \% At or Above Proficient No Test      94%             91%           77%         39%

  \% At Advanced            No Test      46%             37%           21%         0%

  \# students tested                     35              43            43          59

  percent of total students              100%            100%          100%        100%
  tested                                                                           

  \# students alternatively              0               0             0           0
  assessed                                                                         

  percent of students                    0               0             0           0
  alternatively assessed                                                           

                                                                                   

                                                                                   

  Subgroup Scores           2005-2006    2004-2005       2003-2004     2002-2003   2001-2002

                                                                                   

  Economically                                                                     
  Disadvantaged                                                                    

  \% At or Above Proficient No Test      89%             87%           21%         38%

  \% At Advanced            No Test      39%             20%           10%         0%

  \# students tested                     18              15            29          37

                                                                                   

                                                                                   

  Students with                                                                    
  Disabilities                                                                     

  \% At or Above Proficient No Test      NC              92%           77%         7%

  \% At Advanced            No Test      NC              23%           8%          0%

  \# students tested                     \<10            13            13          15
  ------------------------- ------------ --------------- ------------- ----------- -----------

  ------------------------- ----------------- ----------- ------------- ----------- -----------
  **Subject: Mathematics**  **Grade: 4th**                **Test: Ohio              
                                                          Achievement               
                                                          Test**                    

                                                                                    

  **Edition/Publication                                                             
  Year: 2005-2006**                                                                 

  **Publisher: Ohio Dept of **School Year                                           
  Education**               (March Testing)**                                       

                            **Achievement**   **No Test                             
                                              Given**                               

  School Scores             2005-2006         2004-2005   2003-2004     2002-2003   2001-2002

  \% At or Above Proficient 93%               No Test     No Test       No Test     No Test

  \% At or Above            68%               No Test     No Test       No Test     No Test
  Accelerated                                                                       

  \% At Advanced            27%               No Test     No Test       No Test     No Test

  \# students tested        44                                                      

  percent of total students 100%                                                    
  tested                                                                            

  \# students alternatively 0                                                       
  assessed                                                                          

  percent of students       0                                                       
  alternatively assessed                                                            

                                                                                    

                                                                                    

  Subgroup Scores           2005-2006         2004-2005   2003-2004     2002-2003   2001-2002

                                                                                    

  Economically                                                                      
  Disadvantaged                                                                     

  \% At or Above Proficient 93%               No Test     No Test       No Test     No Test

  \% At or Above            67%               No Test     No Test       No Test     No Test
  Accelerated                                                                       

  \% At Advanced            27%               No Test     No Test       No Test     No Test

  \# students tested        30                                                      

                                                                                    

                                                                                    

  Students with                                                                     
  Disabilities                                                                      

  \% At or Above Proficient 86%               No Test     No Test       No Test     No Test

  \% At or Above            71%               No Test     No Test       No Test     No Test
  Accelerated                                                                       

  \% At Advanced            43%               No Test     No Test       No Test     No Test

  \# students tested        14                                                      
  ------------------------- ----------------- ----------- ------------- ----------- -----------

  ------------------------- ----------------- ----------- ------------- ----------- -----------
  **Subject: Reading**      **Grade: 5th**                **Test: Ohio              
                                                          Achievement               
                                                          Test**                    

                                                                                    

  **Edition/Publication                                                             
  Year: 2005-2006**                                                                 

  **Publisher: Ohio Dept of **School Year                                           
  Education**               (March Testing)**                                       

                            **Achievement**               **No Test                 
                                                          Given**                   

  School Scores             2005-2006         2004-2005   2003-2004     2002-2003   2001-2002

  \% At or Above Proficient 94%               76%         No Test       No Test     No Test

  \% At or Above            27%               12%         No Test       No Test     No Test
  Accelerated                                                                       

  \% At Advanced            18%               8%          No Test       No Test     No Test

  \# students tested        33                49                                    

  percent of total students 100%              100%                                  
  tested                                                                            

  \# students alternatively 0                 1                                     
  assessed                                                                          

  percent of students       0                 100%                                  
  alternatively assessed                                                            

                                                                                    

                                                                                    

  Subgroup Scores           2005-2006         2004-2005   2003-2004     2002-2003   2001-2002

                                                                                    

  Economically                                                                      
  Disadvantaged                                                                     

  \% At or Above Proficient 79%               68%         No Test       No Test     No Test

  \% At or Above            21%               12%         No Test       No Test     No Test
  Accelerated                                                                       

  \% At Advanced            16%               8%          No Test       No Test     No Test

  \# students tested        19                25                                    

                                                                                    

                                                                                    

  Students with                                                                     
  Disabilities                                                                      

  \% At or Above Proficient 90%               53%         No Test       No Test     No Test

  \% At or Above            10%               7%          No Test       No Test     No Test
  Accelerated                                                                       

  \% At Advanced            0%                7%          No Test       No Test     No Test

  \# students tested        10                15                                    
  ------------------------- ----------------- ----------- ------------- ----------- -----------

  ------------------------- ----------------- ----------- ------------- ----------- -----------
  **Subject: Mathematics**  **Grade: 5th**                **Test: Ohio              
                                                          Achievement               
                                                          Test**                    

                                                                                    

  **Edition/Publication                                                             
  Year: 2005-2006**                                                                 

  **Publisher: Ohio Dept of **School Year                                           
  Education**               (March Testing)**                                       

                            **Achievement**   **No Test                             
                                              Given**                               

  School Scores             2005-2006         2004-2005   2003-2004     2002-2003   2001-2002

  \% At or Above Proficient 82%               No Test     No Test       No Test     No Test

  \% At or Above            30%               No Test     No Test       No Test     No Test
  Accelerated                                                                       

  \% At Advanced            15%               No Test     No Test       No Test     No Test

  \# students tested        33                                                      

  percent of total students 100%                                                    
  tested                                                                            

  \# students alternatively 0                                                       
  assessed                                                                          

  percent of students       0                                                       
  alternatively assessed                                                            

                                                                                    

                                                                                    

  Subgroup Scores           2005-2006         2004-2005   2003-2004     2002-2003   2001-2002

                                                                                    

  Economically                                                                      
  Disadvantaged                                                                     

  \% At or Above Proficient 84%               No Test     No Test       No Test     No Test

  \% At or Above            32%               No Test     No Test       No Test     No Test
  Accelerated                                                                       

  \% At Advanced            11%               No Test     No Test       No Test     No Test

  \# students tested        19                                                      

                                                                                    

                                                                                    

  Students with                                                                     
  Disabilities                                                                      

  \% At or Above Proficient 60%               No Test     No Test       No Test     No Test

  \% At or Above            10%               No Test     No Test       No Test     No Test
  Accelerated                                                                       

  \% At Advanced            0%                No Test     No Test       No Test     No Test

  \# students tested        10                                                      
  ------------------------- ----------------- ----------- ------------- ----------- -----------