##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: \_\_\_ Elementary \_\_\_ Middle \_\_\_
High \_\_\_ K-12

Name of Principal

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

Official School Name

(As it should appear in the official records)

School Mailing Address\_[6845 S.O.M Center
Road\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School
Code Number\*\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Fax
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Website/URL\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ E-mail
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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[\*
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

District Name Tel.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003, 2004 or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

**DISTRICT**

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

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

**SCHOOL**

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

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

4\. Number of years the principal has been in her/his position at this
school.

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

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

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

  **PreK**                                                  **7**                              

  **K**       32        28                     60           **8**                              

  **1**       43        57                     100          **9**                              

  **2**       48        44                     92           **10**                             

  **3**       65        46                     111          **11**                             

  **4**       54        37                     91           **12**                             

  **5**                                                     **Other:     4         3           7
                                                            Ungraded**                         

  **6**                                                                                        

                                    **TOTAL                                                    461
                                    STUDENTS                                                   
                                    IN THE                                                     
                                    APPLYING                                                   
                                    SCHOOL →**                                                 
  ----------- --------- ----------- ---------- --------- -- ------------ --------- ----------- ---------

6\. Racial/ethnic composition of % White

the students in the school: % Black or African American

\% Hispanic or Latino

\% Asian/Pacific Islander![](media/image1.wmf){width="0.175in"
height="8.75e-2in"}![](media/image1.wmf){width="0.175in"
height="8.75e-2in"}

\% 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:
\_\_\_7\_\_\_\_\_%

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      16
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      15
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

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

  **(4)**                   Total number of students in 461
                            the school as of October 1. 

  **(5)**                   Subtotal in row (3) divided .067
                            by total in row (4)         

  **(6)**                   Amount in row (5)           7
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

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

Specify languages: Russian, Chinese, Korean, Arabic, Indian

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

Total number students who qualify: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_\_\_\_\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Cognitive Disability \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_\_\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_\_ Speech or Language Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

\_\_\_ 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) \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

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

![](media/image2.wmf){width="0.2701388888888889in" height="0.175in"}

Special resource teachers/specialists \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_\_\_\_\_ \_\_\_\_\_\_

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

13\.

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

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

  Daily teacher attendance  96%         96%         97%         98%         97%

  Teacher turnover rate     11%         11%         14%         17%         14%

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

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

**PART III -- SUMMARY**

Parkside Elementary School is one of four kindergarten through fourth
grade elementary schools in the Solon City School District, located in
the city of Solon about 30 minutes southeast of Cleveland, Ohio. The
school's total enrollment for the 2006-07 school year is 461 students,
representing and embracing a variety of diverse cultural backgrounds.

The entire staff of Parkside School is committed to achieving our
mission of providing a success-oriented learning environment for all
students. Our student body represents all levels of the learning
community from multi-handicapped, special needs students to those who
are identified as cognitively gifted. Each and every student is
considered an important part of the total learning environment of
Parkside School, and all are treated with respect and dignity.

Each school day begins with students leading the Parkside pledge (during
which students reaffirm their ability and commitment to learning) and
the Pledge of Allegiance. Students are each given a turn to lead the
announcements, and are coached and encouraged by the guidance counselor.

Student recognition occurs throughout the year in various ways, and all
students are recognized for their talents and supported in this
atmosphere of learning. Once a month, Parkside School celebrates Spirit
Day. Students wear shirts with the school's logo and are treated to a
snack by members of the PTA. Every month during the school year, one
student from each homeroom in a particular grade level is recognized as
"student of the month" and is treated to a pizza lunch with the
principal and guidance counselor. Teachers share their reasons for
student selection and each student in turn shares these reasons with the
group during the lunch. Records are kept so that by the time the fourth
graders leave Parkside to go on to middle school, every one has been
chosen.

The staff at Parkside School, through grade level professional learning
communities, is continually challenged to set and act upon S.M.A.R.T.
goals. Coined by researcher Mike Schmoker, this acronym reflects goals
that are strategic, measurable, attainable, results oriented, timely and
focused on student achievement. These goals stem directly from both
formative and summative student assessments. As each goal is attained,
new goals and action plans are set, thus propelling both students and
staff forward in all aspects of the curriculum. Because the Solon City
Schools places a high priority on professional development, the Parkside
staff is skilled in differentiating instruction, formative assessment
and the use of a Standards-Based Report Card. Teachers are keenly aware
of student progress and they communicate this progress to parents
formally through quarterly report cards and informally through ongoing
communication with parents.

Parkside School's mission is to work in partnership with families. This
collaboration takes the form of parents volunteering in classrooms,
serving as tutors, helping their children at home using teacher-directed
instructional strategies, and working on a variety of committees with
the sole purpose of providing assistance and support for our student
achievement goals. Parkside School reflects the goals of No Child Left
Behind through its incessant focus on success for all students.

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

**1. Assessment Results:** Ohio began utilizing criterion-referenced
"Proficiency" tests in reading, math, citizenship, science and writing
in the mid-1990s at the fourth grade level. Now the state has
transitioned to standards-based "achievement" tests in grades three
through eight. The percentage of students in all of the Solon City
Schools, including Parkside Elementary, that pass these tests, is
reported to parents and the community in the form of yearly District
Report Cards issued by the Ohio Department of Education and posted on
the department's web site. Individual student scores reported directly
to parents rank students according to performance. The 2005-2006 school
year marked the first that third and fourth grade students in Ohio were
assessed using state-mandated achievement tests in both reading and
mathematics. Fourth graders also were assessed in writing achievement.
For these achievement tests, there are five rankings: Limited, Basic,
Proficient, Accelerated and Advanced, with the latter three rankings
preferred. Data is also disaggregated to give more information regarding
program success across all subcategories of children, including those
with learning disabilities. Prior to the transition to achievement
testing, Ohio's fourth graders took proficiency tests with rankings as
follows: Below Basic, Basic, Proficient or Advanced, with the latter two
categories as an acceptable goal. More information about Ohio's
assessment system is available at:
[http://www.ode.state.oh.us](http://www.ode.state.oh.us/). By using the
"Data and Statistics" link to navigate to the "Technical Data on
Testing" section of the Ohio Department of Education website, the
blueprints, statistical summaries and item analysis reports related to
the ODE-developed and administered testing instruments can be found.

On its individual school building report cards, the State of Ohio uses a
performance index that measures student passage rates, but assigns
weighted scores according to the level of passage. Thus, an "Advanced"
or an "Accelerated" score on the test is weighted higher than a "Basic"
passage score. Over the last three academic years, Parkside School has
increased from a total performance index score of 101.8 in 2002-2003, to
a score of 105.9 in 2004-05, and finally to a performance index score of
108.9 in 2005-06. These gains clearly demonstrate a positive trend in
student learning with higher percentages of Parkside School students
scoring at the advanced and accelerated levels on state achievement
tests. These gains rank our students in the top 10% of all schools in
the State of Ohio.

The data from state test results illustrate the benefits for reading
instruction reforms for Parkside School students. In the last four years
of data collection from state tests, many signs of marked growth in
student achievement. Data trends from the past five years at Parkside
School demonstrate a consistent pattern of positive performance on
state-mandated tests, surpassing the state goals by significant margins.
For example, in 2002-03 only 93 percent of Parkside School fourth grades
scored proficient on the state reading assessment but beginning in the
2003-04 school year, 98 percent of fourth graders reached that benchmark
and that level of achievement has been maintained over a three-year
span.

At Parkside School, the teachers and staff believe that all students can
and will learn. The data gains demonstrated on the state assessments are
a direct result of this belief. In addition to receiving research-based
professional development specifically targeted at closing learning gaps,
Parkside teachers disaggregate achievement data by subgroup to determine
if it is a curricular alignment issue and/or an instructional practice
issue that may be inhibiting academic growth for all students. Using
this information, teachers work with the district literacy specialist to
strategically provide instruction. Furthermore, throughout the year,
individual students are formatively assessed and results are used to
ensure that each is on track to make at least a year of academic
progress.

Reading Recovery, the 20-week intervention program Parkside teachers use
to address reading gaps for the lowest achieving first graders, is
showing success as well, helping students close reading gaps and
maintain those gains over time. The program shows remarkable increases
in student achievement as assessed by the state's achievement measures
and underscore the efforts and resources of the school's staff, parents
and children.

In mathematics, Parkside School's fourth grade students have continually
scored above the standard in math proficiency. In the 2002-2003 school
year, Parkside School students achieved a passing rate of 93%.
Subsequently, Parkside School fourth grade student scores improved
during the 2005-2006 school year, with 98% of students achieving a
passing score. In analyzing the results, staff attributes these improved
results to greater classroom focus on the math benchmarks and
indicators, which provided a stronger balance between content and
process. Additionally, the staff uses the state assessment results in
conjunction with ongoing monitoring and formative assessment to
determine individual student strengths and weaknesses. This information
helps to guide classroom instruction and improve on student learning.

**2. Using Assessment Results**: Parkside School uses a variety of
formative and summative assessment data daily to drive instruction and
improve student and school performance. Before the start of the school
year, teachers utilize the district-constructed, web-based, student
information system. This system allows teachers to access summative data
about individual student performance in the areas of reading, writing,
spelling, math, science and social studies. Additionally, the principal
shares hard copies of standardized test data, such as state achievement
results, with teachers. The teachers use this information to plan
instruction for individual student needs.

Through a collaborative learning process, teachers also engage in
conversations about student data and achievement. At regularly scheduled
grade-level team meetings, teachers discuss student results on the
common assessments in math, social studies and science. Looking at the
data (percentage of students in each class who correctly answered each
assessment item), teachers discuss curricular alignment and/or
instructional strategies that will yield more effective learning for the
students. During quarterly data meetings, any student who is not at the
benchmark or making adequate progress in reading or math is placed on a
watch list. A systematic process of interventions is in place to ensure
students receive additional time and support for learning when they
experience difficulty. Specific instructional goals and strategies are
developed for each student with the goal of closing the achievement gap.
Progress is monitored at each subsequent quarterly meeting. These
meetings provide a collaborative framework through which staff can
identify effective solutions for students who may need interventions of
some kind to bolster their mastery of academic content.

Within the first month of a new school year, teachers utilize diagnostic
tools to assess all children in the areas of reading, writing and
spelling to determine the best instructional placement for students
within differentiated learning groups. Daily, teachers are involved in
providing specific, immediate feedback to students in content areas
(assessment "for" learning versus assessment "of" learning) to ensure
understanding and to improve academic performance. For example, in the
*Trailblazers* math program, assessments "for" learning are embedded
throughout each unit. This allows the teacher to intervene or accelerate
students as needed throughout the unit, rather than waiting until the
end of the unit. Each grade level team has identified a 30-minute block
of "no new instruction" each day. During this time, teachers provide
corrective instruction and extension activities to flexible and fluid
groups of students.

Throughout the year, teachers reflect on their S.M.A.R.T. goals data and
as the school year ends, they share their data results with one another
to extend their learning professionally. In addition, students are
formally assessed with diagnostic tools in reading, writing, spelling
and math to ensure that they have completed the school year achieving
adequate yearly progress as well as to lay the ground work for guiding
individualized instruction for the next school year. With the provision
of diagnostic assessment results for students in kindergarten through
second grade, teachers can more completely evaluate how the primary
students are progressing toward meeting state indicators. Children
identified as not meeting the designated "on-track" status are targeted
early in their next school year for intervention to close their
achievement gaps.

# 3. Communicating Assessment Results: The academic success of Parkside Elementary School students is a reflection of the commitment to excellence and partnership among Solon students, staff and parents. The key to the effectiveness of this educational partnership is adherence to a philosophy based on continuous and open communication with the district's target audiences, including students, staff, parents, community members, legislators and elected officials at the local, state and federal levels, as well as the media. The focus of this ongoing communication is the creation of dialogue regarding educational goals and initiatives, namely student achievement as measured by assessment results.

Specifically, parents of Parkside School students receive information
about upcoming state assessments through letters from the principal.
Subsequent to receiving the results, the school mails the State of Ohio
assessment scores to parents with each student's year-end report card.
As district report cards are issued by the State of Ohio each year, the
Solon City Schools then disseminates information about those results in
a variety of ways. Parents receive information through the PTA, and
reports on student achievement are routinely included in press releases
issued to the media and posted on the district's web site. In addition,
a new program established through the district's Strategic Planning
process created a Key Communicators group that includes representatives
of Parkside School staff, parents and community members. At its
meetings, this visible community committee learns about the school
district's educational initiatives directly linked to accountability and
student achievement data. A critical component of the district's
communications efforts revolve around the development and nurturing of
ongoing media contacts to ensure coverage about standards, assessment
results and accountability that is accurate and better understood by the
public.

The district relies heavily on email communication with families and
sends releases of information that deals with student achievement
(Internet connection among Solon families well exceeds 95%). Articles
detailing assessment results and student achievement are regularly
included in the district's community-wide newsletter, *Know Your
Schools*. Reports related to assessment data are also made regularly
during district Board of Education meetings, which are broadcast on
Solon Education Television, a cable access station for the Solon Schools
funded by the city of Solon's cable franchise fees.

Together, these coordinated communications assist students, parents and
the community in more clearly understanding today's standards-based
educational system.

# 4. Sharing Success: The Parkside School learning community has readily embraced the infusion of accountability and public reporting of assessment results into education. However, at the same time, they do not consider proprietary the methods they use to impact student success. Unlike the business world where "secrets to success" are closely guarded to benefit only that corporation's clients, the Parkside School staff believes strongly that as educators they have the responsibility to share educational best practices with all colleagues to fully meet the vision of No Child Left Behind.

In doing so, the staff collaborates regularly with colleagues at the
three other Solon elementary school buildings, refining and enhancing
instructional strategies and assessment data analysis. Common planning
time is scheduled into the school day four days per week for each
building grade-level team to collaborate. In fact, this schedule was
piloted at Parkside School. It proved so successful in providing the
necessary blocks of collaborative common time for teachers to focus on
data analysis and raising student achievement that the other three Solon
elementary systems adopted the Parkside schedule as well, creating
common time across the school district for broader collaboration across
the district. The philosophy of the Solon City Schools is that
individual teachers do not bear sole responsibility for student success;
instead all professionals have a collective responsibility to ensure
that each and every student meets his or her academic goals.

Similarly, the staff collaborates and models best teaching practices for
teachers and administrators in other school districts as well. Educators
from other districts visit Parkside School to observe the effective
practices implemented by our staff, particularly with regard to the
staff's implementation of the components of comprehensive literacy --
reading and writing workshops and word study. In addition, Parkside
School teachers willingly take time to present at professional
conferences, such as the Data to Information Conference sponsored by the
Greater Cleveland Educational Resource Center, to share their teaching
strategies with colleagues in other school districts.

Parkside School staff members eagerly participate in research studies to
help demonstrate the effectiveness of teaching strategies that impact
student achievement. For example, a recent article published in the
journal, *Principal Navigator*, was written by members of the Parkside
staff. The article highlights how a year-long, action research and
lesson study project yielded not only improved student learning but
powerful professional development and collaboration as well.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:** The curriculum at Parkside Elementary School and the
Solon City Schools is aligned with all of Ohio's Academic Content
Standards, including the core curricular areas of English/language arts,
math, science and social studies. Teachers from Parkside School in each
grade level have served on a number of district-wide curriculum
committees in the past few years to ensure that the core curriculum is
aligned with the state standards as soon as they were adopted by the
State of Ohio.

The language arts program is centered on research-based practices in
comprehensive literacy. The five components of reading (phonemic
awareness, phonics, fluency, vocabulary and comprehension) are taught in
a variety of ways through a reading workshop approach. All children
receive direct reading strategy instruction through whole group reading
instruction; students read independently to sustain time for individual
practice; and all students receive regular instruction from classroom
teachers in needs-based, guided reading groups. Decision-making in the
reading program is based on regular, on-going assessment. The writing
program, too, is taught through a workshop approach. Instruction at
Parkside School includes direct strategy instruction on the craft and
conventions of writing and includes ample opportunities for small group
interaction and individual practice with teacher- and student-selected
topics. Children receive regular feedback on their abilities as well as
instruction that attempts to nurture writing development toward district
standards and benchmarks. District-developed rubrics are utilized as a
tool to provide routine descriptive feedback to students. Parkside
School takes a developmental word study approach to spelling, as
teachers view this as the "cement" between the reading and writing
processes. Teachers at Parkside School meet regularly and systematically
with students in small groups to provide instruction along a
developmentally sequenced course in word study.

The math support materials adopted by the Solon City Schools for
students in kindergarten through fifth grade and used at Parkside
Elementary School is *Trailblazers*. Math content is centered on the
Ohio Academic Content Standards, which are derived from the National
Council of Teachers of Mathematics' standards. The core content in math
includes number sense and operations; measurement, geometry and spatial
sense; patterns, functions and algebra; data analysis and probability;
and mathematical processes. Through careful analysis, teachers have also
determined the areas of *Trailblazers* less aligned with the standards
and have developed supplements to ensure student learning to meet all
indicators and benchmarks. Consequently, math students at Parkside
School benefit from a rich experience based on collaborative learning
and idea sharing, deep problem-solving and reasoning, and the
application and analyzing of the concepts they are studying. By working
in small groups using manipulatives and other math tools, and
communicating their mathematical thinking with one another, students are
better able to connect math concepts with real-life experiences and
other areas of study, a critical skill for using math throughout their
lifetime.

The science and social studies curricula reflect a hands-on,
inquiry-based approach to learning. Modeled after the Ohio Academic
Content Standards, teachers at Parkside School have used a backward
design approach to unit development. Teachers utilize the course of
study to understand the big ideas, create proposition statements to
understand the core content and write essential questions that will
guide instruction. Common assessments are developed after teachers have
a clear understanding of the content. Hands-on, inquiry-based learning
activities are then chosen based on the academic content standards and
the assessment. Science curriculum includes earth and space sciences,
life sciences, physical sciences, science and technology, scientific
inquiry and scientific ways of knowing. Social studies curriculum
includes history, people in societies, geography, government,
citizenship, rights and responsibilities and economics.

Technology is integrated within all of the core subject areas. Parkside
School has a computer lab as well as five computers in each classroom to
meet district-adopted technology competencies and state standards at
each grade level.

The arts education program at Parkside School is taught by a licensed,
art education specialist and is offered to all students in grades
kindergarten through four. The art curriculum moves students beyond the
minimum state-mandated curriculum with a strong focus on integrating the
arts with core academic subjects. The art specialist teacher meets
regularly with classroom teachers in order to ensure integration of core
subject areas within art instruction. On-going student assessment in art
helps to maintain a high level of performance for all students in the
area of art.

**2a. Reading:** Prior to the recommendations of the National Reading
Panel and the inception of No Child Left Behind, Parkside Elementary and
the Solon City Schools were pursuing a research-based literacy
curriculum. Understanding the critical importance of literacy,
particularly reading, the district began studying the research to
identify approaches, materials and interventions that would result in
student success. After consulting the research, Solon teachers chose not
to adopt a commercial program; instead, they implemented a comprehensive
literacy approach for all kindergarten through sixth grade classrooms,
relying heavily on small-group guided instruction as the mainstay of
daily instruction. As a staff, the teachers engaged in small study
groups and larger in-service groups and utilized a literacy coach to
model best teaching practices in classrooms to increase the professional
knowledge base about high-quality literacy instruction. Guided by the
philosophy of making the classroom teacher the first line of
intervention, all children receive differentiated instruction in
reading, writing and spelling to meet the unique needs of the school's
diverse student population. The research about reading instruction
compelled the staff to transform its practice from a "one-size-fits-all"
approach to 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 classroom-based formative assessment by
using individually administered assessments to assess fluency,
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 relation to Ohio English Language Arts Content Standards.

For the majority of children, the classroom teacher *is* the
intervention---he or she diagnostically determines strengths and
weaknesses and then appropriately selects reading materials and
research-based strategies to instruct in small, guided reading groups,
resulting in increased student learning. As a safety net to high-quality
diagnostic classrooms, Reading Recovery was implemented in 2000-01 as
the early intervention for at-risk readers. Since being adopted, Reading
Recovery has served more than 300 students district-wide and statistics
show that 98% of the children served by Reading Recovery's early
intervention continued to have success on state-administered reading
tests through the sixth grade. Additionally, the school's special
education teachers were trained in research-based techniques and
interventions and are required to utilize the same assessments,
materials and approaches used by classroom teachers. This combination of
high-quality diagnostic teaching, solid research-based early
intervention and special education that matches classroom practices has
resulted in increased student achievement in reading for all students.

# 3. Mathematics: Parkside School teachers are committed to the concept that math is best learned in an environment that encourages students to share and communicate their thinking so they may learn from one another and deepen their understanding. Students often work with a partner or in groups. They know that their teachers routinely ask them to solve a problem using more than one strategy. Developing a math classroom culture has helped children to feel comfortable sharing their solutions and focus on learning from each other as well as their teacher.

The Solon City Schools adopted *Math Trailblazers* at the beginning of
the 2003-04 school year to provide the core resource for mathematics
instruction that is directly aligned to state standards. This textbook
series provides the balance of instruction between content and process
that the staff desires. It also involves students in many hands-on,
concrete lessons to provide the scaffold to learning new concepts.
Classrooms are stocked with a variety of math manipulatives to which
children have easy access. Learning math with such materials helps all
children to develop deep, conceptual understanding that scaffolds them
to abstract learning at their own pace. Parkside School teachers
typically use 80 minutes of daily instructional time for math. This
includes 20 minutes for calendar time or daily problem-solving along
with a 60-minute, teacher-directed math lesson. There are also
opportunities within a week for students to use classroom or lab
computers to create spreadsheets, solve math problems or practice basic
facts.

Parkside School teachers strive to help every child achieve in
mathematics. They use data from state assessments as well as information
from formative assessments. Classroom observations are recorded and
plans are made to assist every child in reaching every indicator. Based
on the success of the district's Reading Recovery program, a new Math
Recovery program has been implemented to close learning gaps for
struggling math students as early as first grade. Any Parkside student
who is identified as having a gap in math achievement works one-on-one
and in small group receiving additional instruction from the Math
Recovery teacher, as well as specific instruction by the classroom
teacher aimed at ensuring student mastery and understanding of the math
concepts and indicators.

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.
Teachers outline a specific learning target for the students to make
clear correlations between the math concepts they are studying and
real-life examples. Additionally, students spend time communicating
their thoughts and answers to their peers and discussing alternate ways
to solve the problems they are considering. In this way, teachers are
better able to guide students in achieving the school's mission of
creating a collaborative learning environment built on mutual respect
and developing the skills and knowledge they need to reach their full
potential.

**4. Instructional methods** : The Parkside School staff differentiates
curriculum instruction to meet the diverse needs of all learners.
Teachers differentiate instruction in the areas of reading, writing and
word study through a comprehensive literacy approach. Diagnostic
assessment data is collected on every student at Parkside School at the
beginning of the year in language arts. Instructional methods are then
tailored to meet the needs of each child in the classroom.

In the curricular areas of science and social studies, Parkside School
teachers use an inquiry-based model to explore key science and social
studies concepts. Students are presented with guiding questions, which
lend to exploration through experimentation. Consistent use of the
scientific process is embraced in science to challenge students to
"think like a scientist."

Math instructional methods are constructivist. Students are challenged
to solve problems using methods that make sense to them. As they develop
deep conceptual understanding using methods that are developmentally
appropriate for them, other methods are then introduced to help learners
become more efficient and advanced in their problem-solving abilities.
*First in Math* is a web-based computer program Parkside School students
use in school and at home to supplement their study of math facts. As
students use the program progressing at their own pace, their ability to
manipulate numbers increases and their mastery of the facts becomes more
fluid, leaving more instructional time at school to solve problems and
explore math concepts at increasingly higher levels of cognitive
complexity.

Consistent, daily collaboration occurs between regular education
teachers and support (special education and gifted education) teachers
to ensure that all students are being challenged to reach their full
potential.

**5. Professional Development**: The Solon City Schools and Parkside
School consider professional development a critical component of
ensuring student achievement. To underscore this importance, the
district has made considerable investments of time and resources to
further the education of staff members through professional development.
The return on this investment significantly impacts the bottom line of
student achievement and the Parkside School staff embraces the research
findings that demonstrate improvements in student learning can only
occur in the presence of continual, job-embedded teacher learning. This
fall, Parkside School was the site for a unique district professional
development day in which all Solon teachers in grades preschool through
12 met with consultants Richard and Becky DuFour to deepen the
development of professional learning communities in the Solon Schools.
The morning session of this exciting day was conducted in partnership
with Solon parents and other community members to broaden the awareness
and understanding of professional learning communities -- a key
component of continuous quality improvement and focused commitment to
increasing student achievement.

Parkside School's professional development plan is based on teacher
learning with the assistance of content area consultants in combination
with in-depth collaborative learning in groups with content area experts
within the district. The Solon City Schools employs full-time literacy
and technology resource teachers, who work collaboratively with teachers
in classroom settings. Additionally, these content area experts provide
numerous opportunities for professional development within the school
system. Parkside School also has a full-time curriculum resource teacher
who collaborates, co-teaches and provides additional support materials
to teachers on a flexible, as-needed basis. Teachers are also engaged in
directly aligning lessons win all content areas to the Ohio Academic
Content Standards. Pacing guides have been developed and revised as
needed to ensure that teachers are on track in teaching mathematics to
ensure students have the knowledge and skills to demonstrate their
understanding for state outcome measures as required by state standards.
Science and social studies committee members are working to develop new
units based on the content standards as well. At monthly staff meetings,
in-service programs are provided to all teachers to share the work that
committee members have undertaken. Lastly, administrators and teacher
leaders are currently engaged in the study and deeper implementation of
assessment literacy to fully embed teacher learning about the impact of
formative assessment and teacher reflection on student learning.

**PART VII - ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TEST**

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

Edition/Publication Year **2005-2006** Publisher **Ohio Department of
Education**

  --------------------------- --------------- --------------- --------------- ------------------
  **SCHOOL SCORES**           **2005-2006**   **2004-2005**   **2003-2004**   **The Third Grade
                                                                              Reading
                                                                              Achievement Test
                                                                              was not
                                                                              administered prior
                                                                              to 2003-2004.**

  \% At or Above Proficient   96%             95%             99%             

  \% At or Above Accelerated  81%             93%             92%             

  \% At Advanced              59%             69%             67%             

  Number of students tested   96              85              98              

  Percent of total students   100%            100%            100%            
  tested                                                                      

  Number alternatively        1               1               1               
  assessed                                                                    

  Percent alternatively       1%              1%              1%              
  assessed                                                                    

                                                                              

  **SUBGROUP SCORES**                                                         

  1\. African American                                                        

  \% At or Above Proficient   88%             N/C             N/C             

  \% At or Above Accelerated  59%             N/C             N/C             

  \% At Advanced              41%             N/C             N/C             

  Number of students tested   17              \<10            \<10            

  2\. Asian/Pacific Islander                                                  

  \% At or Above Proficient   N/C             85%             92%             

  \% At or Above Accelerated  N/C             85%             92%             

  \% At Advanced              N/C             77%             83%             

  Number of students tested   \<10            13              12              

                                                                              
  --------------------------- --------------- --------------- --------------- ------------------

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

**N/C in the Part VII -- Assessment Results tables represents "not
calculated" due to fewer than 10 students in the subgroup. With fewer
than 10 students, the subgroups of Economically disadvantaged, Limited
English Proficient, Students with disabilities, American Indian/Native
Alaskan, Hispanic and Multiracial do not comprise sufficient numbers to
be included in the state assessment report.**

### STATE CRITERION-REFERENCED TEST

Subject **Mathematics** Grade **3** Test **Ohio Achievement Test**

Edition/Publication Year **2005-2006** Publisher **Ohio Department of
Education**

+-----------------------------+-------+--------+----------------------+
| **SCHOOL SCORES**           | **2   | *      | **The Third Grade**  |
|                             | 005-2 | *2004- |                      |
|                             | 006** | 2005** | **Mathematics        |
|                             |       |        | Achievement**        |
|                             |       |        |                      |
|                             |       |        | **Test was not       |
|                             |       |        | administered**       |
|                             |       |        |                      |
|                             |       |        | **prior to           |
|                             |       |        | 2004-2005.**         |
+-----------------------------+-------+--------+----------------------+
| \% At or Above Proficient   | 95%   | 99%    |                      |
+-----------------------------+-------+--------+----------------------+
| \% At or Above Accelerated  | 61%   | 85%    |                      |
+-----------------------------+-------+--------+----------------------+
| \% At Advanced              | 41%   | 54%    |                      |
+-----------------------------+-------+--------+----------------------+
| Number of students tested   | 96    | 85     |                      |
+-----------------------------+-------+--------+----------------------+
| Percent of total students   | 100%  | 100%   |                      |
| tested                      |       |        |                      |
+-----------------------------+-------+--------+----------------------+
| Number alternatively        | 1     | 1      |                      |
| assessed                    |       |        |                      |
+-----------------------------+-------+--------+----------------------+
| Percent alternatively       | 1%    | 1%     |                      |
| assessed                    |       |        |                      |
+-----------------------------+-------+--------+----------------------+
|                             |       |        |                      |
+-----------------------------+-------+--------+----------------------+
| **SUBGROUP SCORES**         |       |        |                      |
+-----------------------------+-------+--------+----------------------+
| 1\. African American        |       |        |                      |
+-----------------------------+-------+--------+----------------------+
| \% At or Above Proficient   | 82%   | N/C    |                      |
+-----------------------------+-------+--------+----------------------+
| \% At or Above Accelerated  | 24%   | N/C    |                      |
+-----------------------------+-------+--------+----------------------+
| \% At Advanced              | 18%   | N/C    |                      |
+-----------------------------+-------+--------+----------------------+
| Number of students tested   | 17    | \<10   |                      |
+-----------------------------+-------+--------+----------------------+
| 2\. Asian/Pacific Islander  |       |        |                      |
+-----------------------------+-------+--------+----------------------+
| \% At or Above Proficient   | N/C   | 100%   |                      |
+-----------------------------+-------+--------+----------------------+
| \% At or Above Accelerated  | N/C   | 100%   |                      |
+-----------------------------+-------+--------+----------------------+
| \% At Advanced              | N/C   | 77%    |                      |
+-----------------------------+-------+--------+----------------------+
| Number of students tested   | \<10  | 13     |                      |
+-----------------------------+-------+--------+----------------------+

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

**N/C in the Part VII -- Assessment Results tables represents "not
calculated" due to fewer than 10 students in the subgroup. With fewer
than 10 students, the subgroups of Economically disadvantaged, Limited
English Proficient, Students with disabilities, American Indian/Native
Alaskan, Hispanic and Multiracial do not comprise sufficient numbers to
be included in the state assessment report.**

**STATE CRITERION-REFERENCED TEST**

Subject **Reading** Grade **4** Test **Ohio Achievement Test**

Edition/Publication Year **2005-2006** Publisher **Ohio Department of
Education**

  ----------------------------- --------------- --------------- ---------------------
  **SCHOOL SCORES**             **2005-2006**   **2004-2005**   **The Fourth Grade
                                                                Reading Achievement
                                                                Test was not
                                                                administered prior to
                                                                2004-2005.**

  \% At or Above Proficient     98%             98%             

  \% At Accelerated             62%             73%             

  \% At Advanced                16%             24%             

  Number of students tested     91              105             

  Percent of total students     100%            100%            
  tested                                                        

  Number alternatively assessed 1               0               

  Percent alternatively         1%              0%              
  assessed                                                      

                                                                

  **SUBGROUP SCORES**                                           

  1\. African American                                          

  \% At or Above Proficient     91%             N/C             

  \% At Accelerated             27%             N/C             

  \% At Advanced                9%              N/C             

  Number of students tested     11              \<10            

  2\. Students with                                             
  Disabilities                                                  

  \% At or Above Proficient     N/C             91%             

  \% At Accelerated             N/C             73%             

  \% At Advanced                N/C             9%              

  Number of students tested     \<10            11              

  3\. Asian/Pacific Islander                                    

  \% At or Above Proficient     100%            93%             

  \% At Accelerated             67%             73%             

  \% At Advanced                33%             33%             

  Number of students tested     12              15              
  ----------------------------- --------------- --------------- ---------------------

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

**N/C in the Part VII -- Assessment Results tables represents "not
calculated" due to fewer than 10 students in the subgroup. With fewer
than 10 students, the subgroups of Economically disadvantaged, Limited
English Proficient, American Indian/Native Alaskan, Hispanic and
Multiracial do not comprise sufficient numbers to be included in the
state assessment report.**

**STATE CRITERION-REFERENCED TEST**

Subject **Mathematics** Grade **4** Test **Ohio Achievement Test**

Edition/Publication Year **2005-2006** Publisher **Ohio Department of
Education**

  ---------------------------------- --------------- -------------------------
  **SCHOOL SCORES**                  **2005-2006**   **The Fourth Grade
                                                     Mathematics Achievement
                                                     Test was not administered
                                                     prior to 2005-2006.**

  \% At or Above Proficient          98%             

  \% At Accelerated                  79%             

  \% At Advanced                     58%             

  Number of students tested          91              

  Percent of total students tested   100%            

  Number alternatively assessed      1               

  Percent alternatively assessed     1%              

                                                     

  **SUBGROUP SCORES**                                

  1\. African American                               

  \% At or Above Proficient          100%            

  \% At Accelerated                  64%             

  \% At Advanced                     36%             

  Number of students tested          11              

  2\. Asian/Pacific Islander                         

  \% At or Above Proficient          100%            

  \% At Accelerated                  92%             

  \% At Advanced                     75%             

  Number of students tested          12              
  ---------------------------------- --------------- -------------------------

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

**N/C in the Part VII -- Assessment Results tables represents "not
calculated" due to fewer than 10 students in the subgroup. With fewer
than 10 students, the subgroups of Economically disadvantaged, Limited
English Proficient, Students with disabilities, American Indian/Native
Alaskan, Hispanic and Multiracial do not comprise sufficient numbers to
be included in the state assessment report.**

## STATE CRITERION-REFERENCED TEST

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

Edition/Publication Year **2003-2004** Publisher **Ohio Department of
Education**

  --------------------------- --------------- --------------- --------------- --------------
  **SCHOOL SCORES**           **2003-2004**   **2002-2003**   **2001-2002**   **The Fourth
                                                                              Grade Reading
                                                                              Proficiency
                                                                              Test was not
                                                                              administered
                                                                              after
                                                                              2003-2004.**

  \% At or Above Proficient   98%             93%             99%             

  \% At Advanced              33%             20%             23%             

  Number of students tested   97              107             96              

  Percent of total students   100%            100%            100%            
  tested                                                                      

  Number alternatively        0               3               NA              
  assessed                                                                    

  Percent alternatively       0%              3%              NA              
  assessed                                                                    

                                                                              

  **SUBGROUP SCORES**                                                         

  1\. African American                                                        

  \% At or Above Proficient   N/C             91%             N/C             

  \% At Advanced              N/C             9%              N/C             

  Number of students tested   \<10            11              \<10            

  2\. Students with                                                           
  Disabilities                                                                

  \% At or Above Proficient   N/C             73%             91%             

  \% At Advanced              N/C             45%             0%              

  Number of students tested   \<10            11              11              

                                                                              
  --------------------------- --------------- --------------- --------------- --------------

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

**N/C in the Part VII -- Assessment Results tables represents "not
calculated" due to fewer than 10 students in the subgroup. With fewer
than 10 students, the subgroups of Economically disadvantaged, Limited
English Proficient, American Indian/Native Alaskan, Asian/Pacific
Islander, Hispanic and Multiracial do not comprise sufficient numbers to
be included in the state assessment report.**

#### STATE CRITERION-REFERENCED TEST

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

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

+------------------------+-------+-------+-------+-------+-----------+
| **SCHOOL SCORES**      | *     | *     | *     | *     | **The     |
|                        | *2004 | *2003 | *2002 | *2001 | Fourth    |
|                        | -05** | -04** | -03** | -02** | Grade     |
|                        |       |       |       |       | Ma        |
|                        |       |       |       |       | thematics |
|                        |       |       |       |       | Pr        |
|                        |       |       |       |       | oficiency |
|                        |       |       |       |       | Test**    |
|                        |       |       |       |       |           |
|                        |       |       |       |       | **was not |
|                        |       |       |       |       | adm       |
|                        |       |       |       |       | inistered |
|                        |       |       |       |       | after**   |
|                        |       |       |       |       |           |
|                        |       |       |       |       | **200     |
|                        |       |       |       |       | 4-2005.** |
+------------------------+-------+-------+-------+-------+-----------+
| \% At or Above         | 90%   | 98%   | 93%   | 97%   |           |
| Proficient             |       |       |       |       |           |
+------------------------+-------+-------+-------+-------+-----------+
| \% At Advanced         | 53%   | 60%   | 44%   | 52%   |           |
+------------------------+-------+-------+-------+-------+-----------+
| Number of students     | 105   | 97    | 107   | 96    |           |
| tested                 |       |       |       |       |           |
+------------------------+-------+-------+-------+-------+-----------+
| Percent of total       | 100%  | 100%  | 99%   | N/A   |           |
| students tested        |       |       |       |       |           |
+------------------------+-------+-------+-------+-------+-----------+
| Number alternatively   | 0     | 0     | 3     | N/A   |           |
| assessed               |       |       |       |       |           |
+------------------------+-------+-------+-------+-------+-----------+
| Percent alternatively  | 0%    | 0%    | 3%    | N/A   |           |
| assessed               |       |       |       |       |           |
+------------------------+-------+-------+-------+-------+-----------+
|                        |       |       |       |       |           |
+------------------------+-------+-------+-------+-------+-----------+
| **SUBGROUP SCORES**    |       |       |       |       |           |
+------------------------+-------+-------+-------+-------+-----------+
| 1\. African American   |       |       |       |       |           |
+------------------------+-------+-------+-------+-------+-----------+
| \% At or Above         | N/C   | N/C   | 91%   | N/C   |           |
| Proficient             |       |       |       |       |           |
+------------------------+-------+-------+-------+-------+-----------+
| \% At Advanced         | N/C   | N/C   | 27%   | N/C   |           |
+------------------------+-------+-------+-------+-------+-----------+
| Number of students     | \<10  | \<10  | 11    | \<10  |           |
| tested                 |       |       |       |       |           |
+------------------------+-------+-------+-------+-------+-----------+
| 2\. Students with      |       |       |       |       |           |
| Disabilities           |       |       |       |       |           |
+------------------------+-------+-------+-------+-------+-----------+
| \% At or Above         | 73%   | N/C   | 85%   | 73%   |           |
| Proficient             |       |       |       |       |           |
+------------------------+-------+-------+-------+-------+-----------+
| \% At Advanced         | 45%   | N/C   | 38%   | 18%   |           |
+------------------------+-------+-------+-------+-------+-----------+
| Number of students     | 11    | \<10  | 13    | 11    |           |
| tested                 |       |       |       |       |           |
+------------------------+-------+-------+-------+-------+-----------+
| 3\. Asian/Pacific      |       |       |       |       |           |
| Islander               |       |       |       |       |           |
+------------------------+-------+-------+-------+-------+-----------+
| \% At or Above         | 87%   | N/C   | N/C   | N/C   |           |
| Proficient             |       |       |       |       |           |
+------------------------+-------+-------+-------+-------+-----------+
| \% At Advanced         | 60%   | N/C   | N/C   | N/C   |           |
+------------------------+-------+-------+-------+-------+-----------+
| Number of students     | 15    | \<10  | \<10  | \<10  |           |
| tested                 |       |       |       |       |           |
+------------------------+-------+-------+-------+-------+-----------+

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

**N/C in the Part VII -- Assessment Results tables represents "not
calculated" due to fewer than 10 students in the subgroup. With fewer
than 10 students, the subgroups of Economically disadvantaged, Limited
English Proficient, American Indian/Native Alaskan, Hispanic and
Multiracial do not comprise sufficient numbers to be included in the
state assessment report.**