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

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

**Cover Sheet**

Name of Principal [Ms. Laura R.
Kennedy\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [Cincinnati Country Day School- Elementary
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address [6905 Given
Road\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Cincinnati OH]{.underline}
\_\_\_[45208-2839\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 513 )561-7298]{.underline} Fax [( 513 ) 527-7604
\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/URL [www.countryday.net]{.underline} Email
[kennedyl@countryday.net]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_[2/18/03\_\_\_\_\_\_\_]{.underline}

(Principal's Signature)

*Private Schools: If the information requested is not applicable, write
N/A in the space.*

Name of Superintendent [Dr. Charles F.
Clark\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name Tel. [( )]{.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 Mr. David O'Maley

President/Chairperson

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

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

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

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

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

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

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

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

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

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

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: N/A \_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

4\. ­­\_\_\_[2\_\_]{.underline} Number of years the principal has been in
her/his position at this school.

[\_\_5\_\_\_]{.underline} If fewer than three years, how long was the
previous principal at this school?

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

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

  **K**                                                     **7**                             

  **1**                                                     **8**                             

  **2**                                                     **9**                             

  **3**       25        27                     **52**       **10**                            

  **4**       22        19                     **41**       **11**                            

  **5**       29        20                     **50**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   143
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [\_88\_\_\_\_]{.underline} % White

the students in the school: [\_8\_\_\_\_\_]{.underline} % Black or
African American

[\_2\_\_\_\_\_]{.underline} % Hispanic or Latino

[\_2\_\_\_\_\_]{.underline} % Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_[1]{.underline}\_\_\_\_%

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

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

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

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

  **(4)**     Total number of students in the    143
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .01
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    1
              100                                
  ----------- ---------------------------------- ------------------------

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

\_\_\_ [0]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_[3]{.underline}\_\_\_\_

Specify languages:

English, Spanish, French

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[0]{.underline}\_\_\_%

\_\_\_\_[0]{.underline}\_\_\_\_Total Number Students Who Qualify

> If this method is not a reasonably 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: \_\_\_
[10]{.underline}\_\_\_\_%

\_\_\_\_[14]{.underline}\_\_\_Total Number of Students Served

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

\_\_[0]{.underline}\_Autism \_\_[0]{.underline}\_Orthopedic Impairment

\_\_[0]{.underline}\_Deafness \_\_[1]{.underline}\_Other Health Impaired

\_\_[0]{.underline}\_Deaf-Blindness \_\_[1]{.underline}\_Specific
Learning Disability

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

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

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

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

    **Number of Staff**

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

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

Classroom teachers \_\_\_[12]{.underline}\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[15]{.underline}\_\_
\_\_\_\_[1]{.underline}\_\_\_

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

> Support staff \_\_\_[1]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

12\. Student-"classroom teacher" ratio: \_\_\_[9:1]{.underline}\_\_\_

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

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

  Daily student attendance 99%         99%         99%         99%         99%

  Daily teacher attendance 99%         99%         99%         99%         99%

  Teacher turnover rate    5%          3%          3%          3%          3%

  Student dropout rate     \-          \-          \-          \-          \-

  Student drop-off rate    \-          \-          \-          \-          \-
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[PART III ‑ SUMMARY]{.underline}**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.

Cincinnati Country Day School, located in Cincinnati, Ohio and founded
in 1926, is a co-educational college-preparatory school serving
pre-primary through twelfth-grade students, and is divided into four
divisions. The Elementary School serves grades three though five. The
school emphasizes educational excellence and character development. The
school helps each student reach his or her potential by providing a
strong academic program, offering opportunities to participate in a wide
variety of activities, developing responsible students who respect
others, embracing a diverse community, and building self-confidence and
self-esteem. Each student leaves Cincinnati Country Day School with
superior academic preparation, having grown personally in areas of
social interaction and self-awareness. Each student exhibits high moral
character, integrity, and respect for others, participating responsibly
in the immediate and worldwide communities of which the school is a
part.

Cincinnati Country Day School fulfills its mission by providing superior
faculty and staff who build on each student's uniqueness, encouraging
active participation in a varied curriculum rich in meaning. The school
advocates a diverse community as an educational imperative. The school
builds community through opportunities for student leadership and
parental involvement.

The Mission of the Elementary School is to provide a developmentally
appropriate program which values the process of learning. The enriched
educational environment stimulates intellectual discovery and a love of
learning. The mission is accomplished through:

-   Providing the foundation of concepts and skills on which to build
    future learning

-   Engaging the learner in developmentally appropriate experience in
    all disciplines

-   Integrating and connecting learning in all disciplines

-   Recognizing and valuing differences in learning styles

-   Appreciating the diversity of individuals

-   Promoting social responsibility through authentic experiences

-   Nurturing growth of character

-   Creating a community of learners- students, faculty, and parents-
    which supports child-centered learning

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

1.  **Show in one-half page (approximately 200 words) how the school
    uses assessment data to understand and improve student and school
    performance.**

Regular and consistent assessment guides teachers' short-term and
long-term decision making. Teachers use ongoing formative and summative
assessment, both formal and anecdotal, to gauge where students are in
the learning process and what instructional strategies and topics need
to be included to improve student performance. Teachers use a variety of
evaluation methods, including journals, portfolios of student work,
demonstrations, projects, exhibitions, oral presentations, and
teacher-made and criteria-referenced tests and quizzes. They also
continually check for understanding through questioning, monitoring, and
discussing in whole class, small group, and individual configurations,
and through both written and oral performance assessments. Teachers at
CCDS understand that the timing, focus, and purpose on an evaluation
determine its form and do not rely on a single method of assessing
students. Teachers also focus on developing the ability in students to
self-assess, as reflection is important in developing a student\'s
abilities to think about both what they know and how they know it. They
also encourage students to assess the work of their peers, which can
give students fresh and insightful perspectives on their work. Teachers
at CCDS know that meaningful feedback assists learning. Teachers use
standardized test scores as yet another tool to evaluate student
performance, and look for areas where a group of students may be
performing less well than expected to re-evaluate the curriculum. The
assessment focus at CCDS is helping each student not only reach, but
maximize their potential and become self-aware, lifelong lovers of
learning.

2.  **Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.**

Students are regularly kept informed of their performance through
meaningful feedback, which can range from verbal or written comments in
a writing workshop conference, to a performance-based rubric for an
individual or group project. Because of our low student-teacher ratio,
teachers communicate with students frequently and consistently. Parents
have several conferences throughout the year with their child's
teacher(s), including an August intake conference before the school year
begins, in which parents are asked to fill out a learning profile about
their child, including questions about learning strengths and styles and
a Multiple Intelligences profile about their child. Parents meet
formally two more times during the year for parent-teacher conferences.
Teachers also use other means of communication, such as email and
monthly newsletters to communicate updates about curriculum. Students
are formally assessed with extremely detailed progress reports, which
include both narrative and skills-based assessments, twice per year.
Students also complete self-assessments before the two progress reports
as well. Standardized test scores are mailed with the first semester
progress reports, and school test results are furnished upon request to
the community, as well as within the school to the Board of Trustees and
Education Committee. The use of technology in the form of teacher
websites and broadcast emails to all CCDS community members are also
important forms of communication about student performance.

3.  **Describe in one-half page how the school will share its successes
    with other schools.**

Currently, many of our teachers present on various educational topics at
regional and National conferences. CCDS will continue to encourage
teachers to present their successes as well as publish articles in
educational journals. Additionally, CCDS hosts several technology
conferences each year which attract educators from both the US and
abroad and involve a large number of CCDS faculty members as presenters.
All teachers are also required to maintain a well-developed website,
which are an excellent way to promote and share our successes with the
world-wide community of educators.

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

1.  **Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.**

The school's curriculum has been carefully constructed based on National
and State standards, and is designed to be relevant, engaging, and
challenging to all learners. CCDS publishes and extremely detailed
curriculum framework which all parents receive. Teachers have been
involved in curriculum mapping for the last year (using Rubicon Atlas®)
to ensure that the curriculum is both broad and cohesive, and has
continuity from grade level to grade level. Teachers also utilize the
Spell-it Write! Program in spelling and TERC Investigations in Number,
Data, and Space as the fundamental curriculum in math, supplementing
from other programs when necessary. The major skills and concepts
covered in each grade level are listed below:

[Grade 3]{.underline}

**Language Arts**: Literature based discussions and projects; phonics
and decoding skills; comprehension strategies (picture clues, context
clues, prediction, re-reading); book reports; author studies; genre
studies; journal, report, and creative writing; writing process; word
families; letter patterns; paragraph structures; high frequency words;
syllabication; dictionary usage; punctuation; proofreading; drama;
poetry, presentations; verbal expression; effective communication with
peers and adults

**Math**: Mathematical thinking; addition and subtraction to 1000 place;
multiplication facts; single and double digit multiplication; division;
money; time, common fractions; measurement and data handling; 2-D and
3-D geometry; estimation

**Social Studies**: Map skills, The United States; Native Americans;
Inventors and Inventions; Ancient Egypt

**Science**: Rocks, Minerals, and Fossils; Earth's Structure;
Inventions; Water cycle; Weather instruments

[Grade 4]{.underline}

**Language Arts:** Independent reading; comprehension strategies;
literature circles; genre studies; reading journal; reading response
projects; plot structure; forms of writing (stories, poems, poetry,
procedure; summaries, interviews); Writer's Workshop; editing skills;
advanced spelling patterns; mnemonic devices; thesaurus usage; grammar;
advanced punctuation; poetry; role play; voice projection; awareness of
audience; expression opinions clearly

**Math:** Mathematical thinking; probability; problem solving; 2 and 3
digit multiplication; division; comparing and ordering fractions;
measurement and data handling w/larger numbers; area and perimeter; 2-D
and 3-D geometry; estimation

**Social Studies:** The American Revolution; Colonial America; Biography
Day; Exploration; Immigration; Family Heritage

**Science:** Plant life cycles; Sound; Electricity; Magnetism; Solar
System and Space Exploration

[Grade 5]{.underline}

**Language Arts:** Myths and legends; theme; elements of story;
figurative language; characterization; comprehension strategies and
metacognition; making connections; predicting; literature circles;
personal letters and narratives; poetry; Writer's Notebook; drafting and
editing skills; expository writing; descriptive language; word
etymology; complex spelling patterns; prefixes and suffixes; word
processing; choral readings; debate; improvisation; role play; use of
specialized vocabulary and structures in a variety of situations such as
discussions, reports, procedures

**Math:** Decimals and Roman numerals; problem solving; data collection
and display; graphing and formulas; measurement; more advanced 2-D and
3-D geometry; flexibility in manipulating numbers; developing wide
variety of strategies; use of spreadsheets

**Social Studies:** Ancient Greece and Rome; Middle Ages; The
Renaissance; World Geography; World Religions; World War II; Current
Events

**Science:** Use of microscopes; Microorganisms; Chemistry and chemical
properties; Forces/Motion; Newton's Law

2.  **(Elementary Schools) Describe in one-half page the school's
    reading curriculum, including a description of why the school chose
    this particular approach to reading.**

Reading Curriculum: Cincinnati Country Day School believes in a balanced
approach to reading instruction. Teachers use a variety of techniques
and strategies to ensure that students not only love to read, but
possess the skills necessary to be proficient and analytical readers in
all disciplines. Each day, students are read to, spend time silent
reading in DEAR time, and participate in small group guided reading
instruction (often using the Scholastic guided reading series) or
literature circles. In third grade, teachers typically use a combination
of direct instruction in grapho-phonics, as well as literature-based
comprehension strategies, including novel and genre studies. Students
participate in monthly book projects and read individually, in small
groups, and participate in whole-class book studies. In fourth grade,
students move towards word study and literature circles. Students spend
time on comprehension strategies and examine plot structure. In fifth
grade, the focus is on reading a variety of texts, especially
non-fiction, in an effort to ensure that students can analyze text.
Students analyze elements of story, characterization, and develop deeper
comprehension strategies such as making connections to background
knowledge, text-to-text connections, and text-to-world connections.

(**Secondary Schools**) Describe in one-half page the school's English
language curriculum, including efforts the school makes to improve the
reading skills of students who read below grade level.

3.  **Describe in one-half page one other curriculum area of the
    school's choice and show how it relates to essential skills and
    knowledge based on the school's mission.**

Technology Curriculum: CCDS has developed an outstanding technology
program and curriculum, which begins in the early grades. Students in
grade five are required to purchase laptops, which are then used through
grade twelve. CCDS is a completely wireless community, and teachers use
web-based learning and instruction integrated throughout the curriculum.
In the Elementary School, students become proficient in keyboarding
skills, word processing, creating databases, Power Point presentations,
Internet navigation and safety, website evaluation, email
correspondence, integrated multimedia, creating newsletters and
pamphlets, and Smart Board use. Use of technology furthers the school's
mission in many ways, as use of technology contributes to our strong
academic program. All students must sign and abide by our Acceptable Use
Policy, which develops responsibility and respect for others. Use of
technology also aids teachers in building on each student's uniqueness
and contributing to a varied curriculum.

4.  **Describe in one-half page the different instructional methods the
    school uses to improve student learning.**

CCDS teachers are firmly committed to using a variety of instructional
approaches to enhance student learning, and over the last two years,
have focused in depth on differentiating instruction to meet the needs
of all learners, based on the work of Carol-Ann Tomlinson and other
leaders in the field of differentiating instruction. Teachers engage
students in direct instruction, guided practice, cooperative learning,
project based learning, whole class instruction, performance based
tasks, and individual projects and study. More specifically, teachers
use the variety of instructional techniques identified as affecting
student achievement in Robert Marzano's latest book [What Works in
Schools: Translating Research into Action]{.underline}, such as:
identifying similarities and differences, summarizing and note taking,
reinforcing effort and providing recognition, homework and practice,
nonlinguistic representation, setting objectives and providing feedback,
generating and testing hypotheses, and use of questions, cues, and
advance organizers.

5.  **Describe in one-half page the school's professional development
    program and its impact on improving student achievement.**

CCDS is firmly committed to professional development. The school devotes
a large portion of the budget to professional development and teachers
may apply to attend courses. During the school year, teachers attend at
least two in-service days devoted to topics of current research in
improving student learning, either involving outside consultants, video
training, or the expertise of faculty. Examples of whole-school
in-service in the past two years include diversity training for all
faculty and learning styles training. Teachers also attend regional and
national conferences throughout the year, such as ASCD or NAIS, as well
as local conferences in the Cincinnati area. Over the summer, teachers
are encouraged to pursue their own personal goals, and teachers have
attended National conferences by Dr. Mel Levine and leading educational
expert Spencer Kagan. CCDS also has an outstanding mentor program for
first-year teachers; as well a goals-driven professional development
program based on the work of Dr. Walker Buckalew called Meaningful
Faculty Evaluation. CCDS also has a generous budget for teachers to
pursue courses for credit at local colleges, as well as advanced
degrees. The result of this commitment to professional development is a
faculty on the cutting edge of education research who continue to
improve in the area of student achievement.

**[PART VI - PRIVATE SCHOOL ADDENDUM]{.underline}**

*The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data.*

Private school association(s): [National Association of Independent
Schools, Ohio Association of Independent Schools]{.underline}

(Give primary religious or independent association only)

Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes
\_\_\_[x]{.underline}\_\_

No \_\_\_\_\_\_

**Part II ‑ Demographics**

1\. What are the 2001-2002 tuition rates, by grade? (Do not include
room, board, or fees.)

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$[12,495]{.underline}
\$[12,495]{.underline} \$[12,495]{.underline}

K 1^st^ 2^nd^ 3^rd^ 4^th^ 5^th^

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

6^th^ 7^th^ 8^th^ 9^th^ 10^th^ 11^th^

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

12^th^ Other

2\. What is the educational cost per student?
\$\_[16,793.29]{.underline}\_

(School budget divided by enrollment)

3\. What is the average financial aid per student?
\$\_\_[9830\_]{.underline}\_\_

4\. What percentage of the annual budget is devoted to
\_\_\_[13.4]{.underline}\_\_\_%

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_\_\_[18.8\_\_]{.underline}\_%

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_\_\_[3]{.underline}\_\_\_ Test [\_Stanford Achievement Test,
Ninth Edition]{.underline}

Edition/publication year\_\_[1996]{.underline}\_\_\_\_\_ Publisher
[Harcourt, Inc.]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
\_[None]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

  ------------------------------- ---- --------- ---- ----------- ---- ----------- ---- -----------
                                       2002-03        2001-2002        2000-2001        1999-2000

  Testing month                        9              9                9                9

  **SCHOOL SCORES**                                                                     

                                                                                        

  Number of students tested            51             39               47               52

  Percent of total students            100%           100%             100%             100%
  tested                                                                                

  Number of students excluded          0              0                0                0

  Percent of students excluded         0              0                0                0

                                                                                        

  **Reading Score**               96             99               99               97   

  **Mathematics Score**           87             99               98               99   
  ------------------------------- ---- --------- ---- ----------- ---- ----------- ---- -----------

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_\_\_[4]{.underline}\_\_\_ Test [\_Stanford Achievement Test,
Ninth Edition]{.underline}

Edition/publication year\_\_[1996]{.underline}\_\_\_\_\_ Publisher
[Harcourt, Inc.]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
\_[None]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

  Testing month                       9                9                9                9

  **SCHOOL SCORES**                                                                      

                                                                                         

  Number of students tested           40               47               49               49

  Percent of total students           100%             100%             100%             100%
  tested                                                                                 

  Number of students excluded         0                0                0                0

  Percent of students excluded        9                0                0                0

  **Reading Score**              87               99               95               93   

  **Mathematics Score**          94               98               93               97   
  ------------------------------ ---- ----------- ---- ----------- ---- ----------- ---- -----------

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_\_\_[5]{.underline}\_\_\_ Test [\_Stanford Achievement Test,
Ninth Edition]{.underline}

Edition/publication year\_\_[1996]{.underline}\_\_\_\_\_ Publisher
[Harcourt, Inc.]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
\_[None]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

  Testing month                       9                9                9                9

  **SCHOOL SCORES**                                                                      

                                                                                         

  Number of students tested           49               54               57               47

  Percent of total students           100%             100%             100%             100%
  tested                                                                                 

  Number of students excluded         0                0                0                0

  Percent of students excluded        0                0                0                0

  **Reading Score**              97               99               97               99   

  **Mathematic Score**           92               91               90               99   
  ------------------------------ ---- ----------- ---- ----------- ---- ----------- ---- -----------