##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: \_\_ Elementary \_\_ Middle
\_[X]{.underline} High \_\_ K-12

Name of Principal [Mr. Robert T. Jennell]{.underline}

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

Official School Name [Columbus Grove High School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_[201 W. Cross
Street]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_[Columbus
Grove]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[OH]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[45830-1237]{.underline}\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
[Putnam]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School
Code Number\*
[007104]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 419) 659-2156]{.underline} Fax [(419)
659-5134]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Website/URL [cg.noacsc.org/\~cgschool/]{.underline} E-mail
[cg_jennell@noacsc.org]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. Gary L.
Jones]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

District Name [Columbus Grove Local School District]{.underline} Tel. [(
419 ) 659-2639]{.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. Ted A. Slusser

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)

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

**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 2004-2005 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 or 2004 *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** (Questions 1‑2 not applicable to private schools)

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

\_\_[1]{.underline}\_\_ Middle schools

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

[1]{.underline} High schools

\_\_\_\_\_ Other

\_\_[3]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: [\$6,770.00]{.underline}\_\_

Average State Per Pupil Expenditure: [\$8,768.00]{.underline}\_\_

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

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

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

4\. [3]{.underline} 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**                                                     **8**                             

  **1**                                                     **9**       35        41          76

  **2**                                                     **10**      34        45          79

  **3**                                                     **11**      37        43          80

  **4**                                                     **12**      39        40          79

  **5**                                                     **Other**             \*2         2

  **6**                                                                                       

                                    **TOTAL                                                   316
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

\* Two special education students are exercising their legal right to
continue their education to age 22.

*\[Throughout the document, round numbers to avoid decimals.\]*

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

the students in the school: [0]{.underline} % Black or African American

[3]{.underline} % Hispanic or Latino

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

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

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

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

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      11
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      12
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 23
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 323
                            the school as of October 1, 
                            2003                        

  **(5)**                   Subtotal in row (3) divided .071
                            by total in row (4)         

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

8\. Limited English Proficient students in the school:
\_\_\_[1]{.underline} %

\_\_\_[5]{.underline} Total Number Limited English Proficient

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

Specify languages: **Spanish**

9\. Students eligible for free/reduced-priced meals: [6]{.underline} %

Total number students who qualify: \_\_[18]{.underline}\_

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

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

[33]{.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.

[1]{.underline} Autism [0]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [1]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [19]{.underline} Specific Learning
Disability

[1]{.underline} Hearing Impairment [2]{.underline} Speech or Language
Impairment

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

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

[1]{.underline} Emotional Disturbance

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 [15]{.underline} \_ [\*10]{.underline}\_\_\_\_

Special resource teachers/specialists [2]{.underline}
[1]{.underline}\_\_\_\_

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

> Support staff [8]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [26]{.underline} \_\_\_[11]{.underline}\_\_\_

\*These are full-time teachers who teach courses at both the high school
and middle school level.

12\. Average school student-"classroom teacher" ratio:
\_\_[17:1]{.underline}\_\_\_

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

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance   95%         95%         94%         96%         96%

  Daily teacher attendance   95%         96%         96%         96%         98%

  Teacher turnover rate      0%          3%          15%         18%         3%

  Student dropout rate       5%          4%          4%          6%          3%
  (middle/high)                                                              

  Student drop-off rate      7%          11%         11%         3%          17%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > \_       |
|                                                         | \_[82]{.un |
|                                                         | derline}\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \_\      |
|                                                         | _[44]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \_\      |
|                                                         | _[22]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \_\_     |
|                                                         | \_[2]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \_\      |
|                                                         | _[27]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \_\_     |
|                                                         | \_[2]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \_\_     |
|                                                         | \_[2]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \_\_     |
|                                                         | \_[1]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

Columbus Grove High School is located in the village of Columbus Grove,
Ohio. Columbus Grove is a rural, farming community of approximately
2,200 people located in west central Ohio. The school district
encompasses 72 square miles, both in Putnam and Allen Counties. The
residents are hard-working, family-oriented people. This is reflected in
our schools and community. The community expects and supports quality
education. The school system is the hub of the community. The community
takes great pride in our school and its facilities.

It is the mission of the Columbus Grove Local School District, "To
educate and encourage all students to become active and productive
citizens of our global society." We seek to develop lifelong skills and
positive self-images while emphasizing the idea that every person has
intrinsic worth and dignity. The district utilizes a variety of teaching
tools whenever possible including the use of technology. In alignment
with the district's mission, it is the high school's vision and goal to
integrate the curriculum through innovative teaching techniques and
practices. It is through a joint effort of administration, teachers,
parents, students, and community that our mission and vision meets the
needs of all our students.

The school system, housed at one site, offers a preschool through
twelfth grade curriculum aligned to the Ohio Academic Content Standards.
Columbus Grove High School, with a 9-12 enrollment of 316 students, has
a long history of academic, artistic, and athletic successes. We are
very proud of the fact that we have met every item on the Ohio State
Report Card for the past four years. The district stresses the
importance of an academic climate. This educational atmosphere is
reflected by sixty-eight percent of all students attending a technical
school, college, or university after graduation. There are also a wide
variety of extracurricular activities available to students. Our sports
teams are members of the Northwest Conference and the Putnam County
League. Our football team and track team were recently crowned state
champions in their respective sports. Our band and choir has
consistently been awarded "Superior" ratings in state competitions the
past few years. Other activities include a newly formed Leo Club
(service organization), quiz bowl team, musical groups, student
government, a student produced yearbook, foreign language clubs,
intramural basketball, and a Fellowship of Christian Athletes club.
Approximately ninety percent of our students participate in at least one
extracurricular activity. Our students also have the option of
participating in the Post-Secondary Educational Options Program (PSEOP)
at various colleges and universities in the area. A remote calculus
class is also offered through The Ohio State University.

Columbus Grove High School is very proud of our employees. Ninety-six
percent of our staff has met highly qualified teacher status. Many staff
members have been recognized locally and statewide for their outstanding
contributions to their profession. Seventy-five percent (75%) of our
staff members have raised and educated their families in the community.
Whether chaperoning field trips to New York, Chicago, Myrtle Beach,
France or Spain, attending prom or homecoming activities, coaching a
sport or attending the spring musical, our teachers enthusiastically
interact with our students in and out of the classroom.

Our consistent successes and accomplishments are due to the strong bond
and relationship our school and community have in helping students
become successful citizens in today's global society.

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

1\. The Meaning of Assessment Results

High school students faced a unique year of testing requirements. Those
students who were 10^th^ graders in the 2003-2004 school year were the
last cohort of students required to pass all five 9^th^ grade
proficiency tests in order to graduate. If a 2003-04 10^th^ grader had
not passed all exams in the ninth grade, they took the appropriate exams
again and will continue to take the remaining exams in the upcoming
years until they pass. All 2003-04 10^th^ graders, including those who
had passed all subject areas of the 9^th^ grade proficiency test, were
required to take the new Ohio Graduation Tests (OGTs) in reading and
mathematics in March 2004, though these tests are not required for
graduation for them. Students entering 10^th^ grade after June 2004 are
now required to pass the full five-subject array of OGTs in order to
graduate.

On the ninth-grade Ohio Proficiency Test, Columbus Grove (100%) scored
higher than the state average in reading (96%). This figure includes all
sub-groups. In the mathematics portion, Columbus Grove (99%) again
scored higher than the state average in math (85%). All tests are scored
on a proficiency basis; there are no "advanced" or "basic" results
categories.

In alignment with Ohio's newly adopted Graduation Test (OGT) in reading,
Columbus Grove tenth graders had 100% at the proficient or higher level.
Beginning with the 2003-2004 school year, reading and mathematics scores
for the tenth-grade Ohio Graduation Tests are reported as advanced,
accelerated, proficient, basic or limited. The average state passage
score in English for at or above was 79%. This includes the student
subgroups of economically disadvantaged and students with disabilities.
In the mathematics portion of the OGT test, 93% of our students were at
or above the proficient level. The average state passage score for at or
above was 68%. Eighty (80) percent of our economically disadvantaged and
students with disabilities were at or above the proficient level.

  -------------- -------------- -------------- -------------- --------------
  Ninth-Grade                                                 
  Proficiency                                                 
  Test Scores                                                 
  \@Tenth Grade,                                              
  2003-2004                                                   

  Reading                                                     
  Mathematics                                                 

  Category       \*State        Columbus Grove \*State        Columbus Grove
                 Average                       Average        

  Proficient     96%            100%           85%            99%

  Below          4%             0              15%            1%
  Proficient                                                  
  -------------- -------------- -------------- -------------- --------------

  -------------- -------------- -------------- -------------- --------------
  Tenth-Grade                                                 
  Ohio                                                        
  Graduation                                                  
  Test (OGT)                                                  
  Scores,                                                     
  2003-2004                                                   

  Reading                                                     
  Mathematics                                                 

  Category       \*State        Columbus Grove \*State        Columbus Grove
                 Average                       Average        

  Advanced       27%            56%            18%            22%

  Accelerated    26%            25%            20%            31%

  Proficient     24%            19%            30%            40%

  Basic          10%            0%             15%            7%

  Limited        11%            0%             17%            0%
  -------------- -------------- -------------- -------------- --------------

\*Scores are rounded to the nearest whole number.

As determined by the State Board of Education of Ohio students scoring
at either accelerated or advanced level consistently demonstrate a
deeper understanding of knowledge, concepts and skills across the
curriculum. Students scoring at the proficient level demonstrate a basic
understanding of the content standards. Accelerated, advanced and
proficient level students have met or exceeded the established passage
requirements. Students scoring at either limited or basic level
demonstrate some understanding of the subject area but have not met the
minimum passage requirements as determined by the State Board of
Education.

Additional information on Ohio's assessment system may be found at:

<http://www.ode.state.oh.us/proficiency/OGT/default.asp> and

[OGT Interpretive Guide, Spring
2004](http://www.ode.state.oh.us/proficiency/ogt/PDFs/OGT_InterpGuide_S04-Final.pdf)
(for 10^th^ grade graduation tests)

2\. Using Assessment Results

The Ohio Ninth-Grade Proficiency Test has been instrumental in guiding
the understanding and improvement of both our teacher and student
performance. In 1997, our district was given a "wake-up call" when
spring results in the area of math dropped to a record low of 24%
passage. Immediately, resources were pooled, a more formal one-on-one
intervention program was put into place, remedial materials such as
workbooks and flashcards were purchased and thoroughly utilized, and
teachers focused even more on the proficiency needs of those students
who did not pass within their own classroom periods. Within one year,
improvement was evident when math scores soared to 68% as a first time
passage rate. It is noted that the "crisis" in the math department that
year spawned a re-alignment of priorities within [all]{.underline}
subjects covered within the proficiency test program. Today, our
off-year spring testing in junior high has provided teachers with the
names of students who may need additional support and are being offered
school-provided intervention assistance on a weekly basis by certified
personnel, hired specifically for that task. Just last year, our
ninth-grade students were administered the Stanford Achievement Test,
along with the Otis-Lennon School Ability Test, in both reading
comprehension and mathematics. Although only between 4 to 7% of the
students scored in the low range, as per the company's standardized
achievement/ability comparison, it is exactly that group of students who
are now given individual attention this year in improving upon their
weaknesses, and embellishing their strengths, as we head toward the
first installment of the Ohio Graduation Test this March. Students are
gaining more confidence in their test-taking skills, and that can only
transfer over to greater success in this newest assessment endeavor for
the school district.

Not only do we learn from our mistakes of the past, but we also learn
from what our current students are telling us about their own needs
through assessments they are taking outside the school setting. The ACT
profile report not only gives an appraisal of student achievement in
English, math, reading and science, but also polls students regarding
their overall satisfaction with their high school experience. Though our
classroom instruction, guidance services and library resources
consistently rank high with our students, we are always searching for
ways to meet our students' requests in other areas, such as in the
variety of courses offered, school laboratory facilities provided and
career education activities planned. Both the school's curriculum
committee and board of education are kept abreast of these findings on
an annual basis, in an effort to better formulate an ongoing 5-year plan
for the district.

3\. Communicating Student Performance

Grade cards are provided for students and their parents once every nine
weeks, with interim reports given after the first four weeks of each
grading period. Teachers are strongly encouraged by the administration
to phone parents with both good and bad news regarding their child's
classroom performance. Families are asked to provide a working e-mail
address at the beginning of each school year for the faculty's use. An
increasing number of teachers are providing internet access to their
classroom assignments, tests and grade book entries. The guidance
counselor is often used as a liaison between parents and teachers to
readily facilitate a conference, phone call or written report regarding
a student's progress. When necessary, the school psychologist, provided
by funding through our Educational Service Center, is also called upon
to help interpret achievement scores and the results of multi-factored
evaluations to the parents of those students either placed on an
Individualized Education Plan or who are seeking the possibility of such
qualification.

Through the years, various methods have been utilized to keep parents
informed of their child's opportunities for success. Each proficiency
session has been followed-up with a personal letter outlining student
scores and future remediation plans, if needed. A personal letter is
also provided at the close of each school year to all parents of
children who have failed one or more courses for the year, offering both
summer school remedies and/or an alternate schedule for the start of
fall classes. Parents are additionally given ample notice by certified
mail when a senior student is in danger of failing a required course for
graduation, allowing time to rectify the situation without penalty.
Freshmen parent teas and guidance nights provide valuable information
regarding scheduling practices and college requirements, while our
annual financial aid night provides families with important
considerations for college funding. Outlining the pros and cons of
participation in PSEOP, Columbus Grove High School annually hosts a
meeting for both parents and students. Our local vocational school
sponsors an open house for parents of potential students looking for a
technical education outside the Columbus Grove High School setting.
Student/parent copies of assessment results for tests such as the PLAN,
PSAT, ASVAB, EMPT, ACT and SAT are both explained in detail to every
student during school hours, and then sent home for parent perusal.

4\. Sharing Success

Columbus Grove High School will share its success if selected as a Blue
Ribbon School with other schools through its web page, county wide
educational meetings, workshops, league administrative meetings, and the
local media.

Columbus Grove High School collaborates with other educators on issues
of instruction, student achievement and school improvement. Our
superintendent, building principal and guidance counselor attend monthly
academic meetings in our county to discuss updates on current
initiatives within our school and to seek input from other local
districts facing similar challenges.

Columbus Grove communicates student performance by several methods. The
State of Ohio publishes an annual school and district report card and
makes school assessment data available on its website. Our students are
kept informed by way of their guidance counselor or instructors, while
parents are informed by individual conferences with their student.
General school data and overall school performance is shared through
school-parent organization meetings, newsletters, and the local
newspapers. In addition, the school publishes a district newsletter
three times a year which is mailed to every home in the district and to
the homes of our students who are non-residents but attend school in our
district. Other student academic information is accessed through grade
cards, interim reports, phone calls or e-mails. Residents may also
access the school's website of information.

We are very fortunate to have a local cable TV provider in Columbus
Grove. They are very supportive of our school and broadcast not only
sporting events but also cultural and educational programs. Q1, our
local provider, consistently promotes our school. In addition, the local
newspaper publishes the meetings of our school board and frequently
publicizes the successes of our school.

Additionally, we have and will continue to have an "Open Door Policy" at
Columbus Grove. Parents, teachers and administrators from other
districts are welcome to visit our school.

**PART V -- CURRICULUM AND INSTRUCTION**

1\. Columbus Grove High School Curriculum

Columbus Grove High School offers three curriculum fields of study:
College Preparatory, College Tech Prep, and Technical Skill (the latter
two being in collaboration with Apollo Career Center). These are
intended to develop the values, understandings, and skills needed by all
students for effective democratic citizenship, as well as for success in
the world of work. The courses in these fields are centered on the basic
needs, common interests and current problems of high school people
today. Students are instructed to utilize the parameters of state
endorsed Career Pathways in Business/Management, Human Resources,
Industry/Engineering, Health Services, Arts/Communication and
Agriculture/Environmental industries when developing their "four-year
plan" for high school. This document is housed in each student's
Individual Career Plan folder, for future reference throughout
everyone's high school tenure. All of our student body are initially
encouraged during their eighth-grade year to follow the minimum core of
required college prep coursework: 4 units of English, 3 units of Math
(Algebra I, Algebra II, & Geometry), 3 units of Science, 3 units of
Social Studies, 2 units in one Foreign Language, and 1 unit of Fine
Arts. Some students are further motivated to meet the additional
curriculum requirements for Ohio's Honors Diploma, including 1-2 more
years of a foreign language, and 2-3 more units of courses within the
college prep core. Columbus Grove High School requires 21 units for
graduation.

However, approximately seventeen percent of eligible students choose to
follow an alternate route to our vocational school, embarking upon Tech
Prep programs in computer applications programming, network support,
internet design, computer assisted drafting, manufacturing engineering
technology, health careers and landscaping/turf management. Seventeen
other 2-year technical skill programs are also available, each
representative of a cluster from Ohio's Career Pathways. Students
looking to challenge themselves with college coursework while still in
high school are given the opportunity to participate through Ohio's
Post-Secondary Educational Options Program. PSEOP is a program that
allows students to simultaneously earn Carnegie units and collegiate
credits. James A. Rhodes State College has provided early morning
classes on-site at Columbus Grove High School in Engineering, Psychology
and Sociology, with instruction either through our available Interactive
Video Distance Learning (IVDL) system or with an in-house professor.
Senior math students have been participating for seven years in The Ohio
State University's Remote Calculus course, in which students in the
Columbus Grove High School classroom setting receive lessons from OSU's
Math department via the internet. Virtual learning coursework is also
made available through our partnership with The University of
Northwestern Ohio. Many students have likewise chosen to traverse by car
during or after school hours onto several of the college campuses that
surround us here in Northwest Ohio. Our "at-risk" students have been
guided into Career-Based Intervention or Work-Study programs, which
allow them to combine their basic high school diploma requirements with
the additional workplace experience, which grants credit toward
graduation. Our county's Alternative Opportunity Center gives students
with extenuating circumstances a place to complete their coursework,
with one-on-one instruction, either on a long-term or short-term basis.
Occasionally, we are also called upon to cooperate with a regional
juvenile residential center, to ensure that even students who find
themselves temporarily incarcerated are given the chance to seamlessly
complete a Columbus Grove High School diploma.

Columbus Grove High School is proud to offer entry-level and advanced
courses within each curricular department. Highlights include:

> Algebra I offered for high school credit in 8^th^ grade (allowing
> student eligibility for Calculus in 12^th^ grade)
>
> AP Probability & Statistics, Pre-Calculus, Accelerated Algebra II &
> Geometry, Computer Programming
>
> Math I, II, & III sequence for students electing NOT to take the
> college prep track for this subject
>
> Keyboarding, Advanced Computer Applications, Business/Personal
> Finance, Business Law, Accounting I/II
>
> Four units of French & Spanish, Advanced Junior & Senior English,
> Contemporary Literature, Speech

Yearbook

Advanced Physical Education

> Three units of Industrial Arts
>
> Drawing, Painting, Ceramics, Computer Art, Music Appreciation, Music
> Theory, Band, Chorus
>
> Physical Science, Anatomy/Physiology, Action Science- all integrate
> hands-on, team learning experiences

Biology, Chemistry, Physics- all are extended-time, lab-based courses

World History, American History, Government, Geography, Sociology,
Economics

> Creative Foods, Family Living, Child Development & Parenting and Life
> Planning

2b. English Language Curriculum

Both seventh and eighth grade students are provided with a Language Arts
course [and]{.underline} a separate reading course within their junior
high experience. It is believed that this strong emphasis on reading
during these formative years is helpful to the student as he/she embarks
upon their high school career. Once at the secondary level, students are
placed into heterogeneous groups during their freshmen and sophomore
years. Literature during the ninth and tenth grade years consists of
reading short stories, poetry, non-fiction, drama and novels. Students
entering their junior year are asked to select from English 11 or
Advanced Junior English. In both classes, emphasis is on American
literature. English 11 is designed for the student who perhaps is not
planning to attend a four-year college institution. For this class,
students read several assigned novels and are also required to read
outside books and write responses to them in the form of journal
entries. Students are introduced to literature circles and the
importance/enjoyment of independent reading. The advanced course
includes the reading of poetry, short stories and several novels.
Creative writing, essays and one major research paper based on reading
selections are incorporated. It might be noted that it is during the
junior year that The Career Passport, a portfolio required for
graduation, is also implemented.

When students reach senior status, they are given four courses from
which to choose. They include Advanced Senior English, English 12,
Contemporary Literature and a Speech/Communication class. Students are
given assignments in the advanced course that focus on British
Literature, including a study of drama and the classic novel. Various
essay types including narrative, persuasive, expository and critical
analysis take root from mandatory readings. Although the focus of the
semester long English 12 is on practical writing skills, students are
also required to read outside books and write responses on them.
Resumes, The Career Passport and corresponding graduation portfolio is
completed during this class. The aim of Contemporary Literature is to
read several types of American Literature followed by discussion and
written analysis of these books (i.e. essays, critiques, character
sketches, etc.) Approximately four to six books are read during the
semester. Outside reading is assigned along with written responses.
Literature circles and independent reading techniques are also used. The
class is intended for a senior *not* taking Advanced Senior English,
however the course has proven popular with students at [all]{.underline}
levels of English competency. The same is true of our
Speech/Communication course, in which oral interpretation of readings,
choral reading performance, debate and pantomime is introduced during
its semester duration.

Students are engaged in the classroom through the teachers\' use of the
following instructional tools:

1\) Classroom computer lab usage, which has opened the door to
professional student participation in online English discussion boards
and classrooms without borders, in conjunction with other schools
throughout the state, 2) Enrollment in newspapers in education, which
stresses the impact of media

on learning and 3) Emphasis of research papers incorporate career
investigation and/or character education. It is noted that the Columbus
Grove curriculum provides self-contained Practical English courses for
our special needs students in grades 9-12. High school students are
conversely called upon to provide aid to our special needs students in
the elementary school's reading classroom, with the help of a grant
written for the specific purpose of improving the reading skills of all
our students. We additionally have hired personnel for the past two
years to provide on-site tutoring services for our "at-risk" students
who are struggling in such subject areas as English, Social Studies,
Science, etc., which involve an extensive amount of reading.

3\. Other Curriculum Area - Mathematics

The math curriculum at Columbus Grove High School has been reorganized
and expanded within the past ten years to meet the changing needs of all
students. The basic mission of our school system states that we are here
to educate and encourage all students to become active and productive
citizens of our global society. It has become apparent over the years
that high level math skills are definitely a necessity for our students,
due to the increasingly technological environment we live in today. The
state of Ohio currently requires three units of mathematics for high
school graduation. Our students can obtain these credits through a
combination of several different "mappings." A Math I, II, and III
sequence is available as a basic track for the student who does not hold
higher math aspirations. However, all students are encouraged to attempt
as many of the college prep track courses as their aptitude and schedule
will allow (i.e., Algebra I, Algebra II and Geometry). A student may mix
or match the above two tracks, as their ability level permits. A
semester long computer programming class is available to those students
who have successfully passed both Algebra II and Geometry. For the
student who begins with Algebra I in the ninth-grade and completes the
college-prep sequence, a Pre-Calculus course is available to them as a
4^th^ math credit during their senior year. For students who
successfully passed Algebra I with a "C" or better during their
eighth-grade year, a PSEOP Calculus course offered through The Ohio
State University is available as yet a 5^th^ math course for the 12^th^
grade student. This past year saw the addition of an Advanced Placement
(AP) Probability and Statistics course, which serves as either a 5^th^
or 6^th^ course for the high achieving math student, as some students
have chosen to take Calculus and Statistics concurrently.

The Early Mathematics Placement Test is incorporated into the school
testing schedule for all junior students each year and used as a
scheduling tool each spring. The corresponding Calculus Readiness Test
serves as one component used to determine a student's eligibility for
the PSEOP Calculus course. Columbus Grove High School is also a yearly
participant in the national American Mathematics Contest and has won
state accolades for outstanding performance in both Algebra and
Geometry, as per student results from The Ohio Tests of Scholastic
Achievement. Teaching techniques stressed in the mathematics department
include: 1) the use of overhead graphing calculators 2) \"students
teaching students\", in which class members themselves present lesson
plans, encompassing a variety of learning style methods and

3\) formation of a mentorship with college-age students, as utilized in
our calculus class.

4\. Instructional Methods

The Columbus Grove faculty understands that each student possesses a
unique learning style, therefore they employ a variety of instructional
methods to improve student learning and to make certain of individual
student progress.  The goal is to make sure no child is left behind in
efforts to meet and exceed federal and state curriculum standards. 

Recognizing the relationship between evidence-based classroom practices
and student learning, our teachers provide a structured environment with
expectations and outcomes clearly identified.  Teachers work to
guarantee student engagement and participation in all activities and
lessons.  Teachers are very active in their use of technology in their
classrooms. Both students and teachers create computer-based
presentations to enhance lectures, notes, projects, and classroom
discussions. Interactive Video Distance Learning (IVDL) is used before
the morning school bell as well as during the school day for sign
language courses and for additional PSEOP courses, psychology and
sociology, that can be offered for high school or college credit. Online
computer instruction, such as remote calculus, is also available to our
students through The Ohio State University for both high school and
college credit.  In addition, our regular and special education
classroom teachers provide a range of activities that complement the
wide variety of student learning styles. Activities include lecture,
question/answer, student presentation/demonstration, lab activities,
project work, peer tutoring, cooperative learning groups, modeling and
role-playing. Additionally teachers provide lessons that make use of
activities and questioning techniques that align to Bloom\'s Taxonomy of
Learning from basic recall to high level evaluation thinking skills
including critical and creative thinking, problem solving, and
decision-making. 

5\. Professional Development

Columbus Grove High School has a strong Local Professional Development
Committee that meets monthly to review, discuss, and update each
teacher's professional development plan. All teachers have a current
Individual Professional Development Plan on file. All staff goals are
aligned to the school's mission and vision.

Columbus Grove Local Schools are committed to offering our staff a
variety of professional development activities throughout each year. At
the beginning of each school year, one professional day is scheduled to
establish individual, teacher, school and district goals. Throughout the
year monthly professional staff development meetings are held to
analyze, evaluate and update our progress. Two years ago, our priority
goal was for all staff to be introduced to the new Ohio academic content
standards, benchmarks and grade level indicators in the core subject
areas of Language Arts, math, science, and social studies. This was 100
percent met. Last year, departmental meetings were held to establish a
curriculum map for the year, indicating where each concept and grade
level indicator was being taught. This too was 100 percent met. Teachers
are currently designing short-cycle and long-term assessments that align
to the Ohio content standards, benchmarks and grade level indicators.

A second goal has been to have all staff meet highly-qualified teacher
status as required by the No Child Left Behind law. A special
professional development in-service was held with all staff. This was
conducted by the Putnam County Educational Service Center. They informed
the staff about requirements and opportunities available to meet the
standards required to be designated a highly-qualified teacher.

Throughout the year, staff members attend county curriculum committee
meetings, providing us the opportunity to continually update our local
curriculum materials. Professional leave for professional development is
strongly encouraged. Each year staff members attend local, state and
national conferences.

At the end of the school year, one day is scheduled to evaluate and
assess the data from the past year and to start making plans for the
next school year.

**PART VII -- ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TEST**

Subject **Reading** Grade **9** Test **Ohio Proficiency Test**

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

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                      March\*     March\*     March\*     March\*     March\*

  **SCHOOL SCORES**                                                                  

  \% At or Above Proficient          100         99          99          100         98

  Number of students tested          70          71          81          84          83

  Percent of total students tested   100         100         100         100         100

  Number of students alternatively   N/C         N/C         N/C         N/C         N/C
  assessed                                                                           

  Percent of students alternatively  N/C         N/C         N/C         N/C         N/C
  assessed                                                                           

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. Economic Disadvantagement                                                      

  \% At or Above Proficient          100         100         100         N/R         N/R

  Number of students tested          \<10        \<10        \<10        N/R         N/R

  2\. Students with Disabilities                                                     

  \% At or Above Proficient          100         83          67          N/R         N/R

  Number of students tested          \<10        \<10        \<10        N/R         N/R

  3\. White                                                                          

  \% At or Above Proficient          100         99          99          100         98

  Number of students tested          70          70          81          84          83

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Proficient          96          94          95          94          94
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

\* Grade 9 Reading Proficiency Test taken at the 10^th^ grade

Subgroups, namely economically disadvantaged and students with
disabilities, do not comprise sufficient numbers (10 or more) to be part
of the state's assessment report.

N/C: Not calculated. Does not comprise sufficient numbers (10 or more)
to be part of the state's assessment report.

N/R: Data was not a reporting requirement by state during this year.

**The table above reflects Ohio's assessment categories and terminology.
It does not include information on exempt students.**

An alternate assessment demonstrates that a student has met Individual
Education Plan (IEP) goals, using evidence-based materials. A collection
of student-produced work is compiled by the local school district, and
then scored by state-mandated examiners.

**STATE CRITERION-REFERENCED TEST**

Subject **Mathematics** Grade **9** Test **Ohio Proficiency Test**

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

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                      March\*     March\*     March\*     March\*     March\*

  **SCHOOL SCORES**                                                                  

  \% At or Above Proficient          99          96          96          96          89

  Number of students tested          70          79          81          84          83

  Percent of total students tested   100         100         100         100         100

  Number of students alternatively   N/C         N/C         N/C         N/C         N/C
  assessed                                                                           

  Percent of students alternatively  N/C         N/C         N/C         N/C         N/C
  assessed                                                                           

                                                                                     

  SUBGROUP SCORES                                                                    

  1.Economic Disadvantagement                                                        

  \% At or Above Proficient          100         83          100         N/R         N/R

  Number of students tested          \<10        \<10        \<10        N/R         N/R

  2\. Students with Disabilities                                                     

  \% At or Above Proficient          100         83          17          N/R         N/R

  Number of students tested          \<10        \<10        \<10        N/R         N/R

  3\. White                                                                          

  \% At or Above Proficient          99          95          96          96          89

  Number of students tested          70          70          81          82          83

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Proficient          85          82          83          81          80
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

\* Grade 9 Mathematics Proficiency Test taken at the 10^th^ grade

Subgroups, namely economically disadvantaged and students with
disabilities, do not comprise sufficient numbers (10 or more) to be part
of the state's assessment report.

N/C: Not calculated. Does not comprise sufficient numbers (10 or more)
to be part of the state's assessment report.

N/R: Data was not a reporting requirement by state during this year.

**The table above reflects Ohio's assessment categories and terminology.
It does not include information on exempt students.**

An alternate assessment demonstrates that a student has met Individual
Education Plan (IEP) goals, using evidence-based materials. A collection
of student-produced work is compiled by the local school district, and
then scored by state-mandated examiners.

**STATE CRITERION-REFERENCED TEST**

Subject **Reading** Grade **10** Test **Ohio Graduation Test**

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

  ------------------------------------ ----------- ------------------------
                                       2003-2004   **The Tenth-Grade
                                                   Reading Graduation Test
                                                   was not administered
                                                   prior to 2003-2004.**

  Testing month                        March       

  **SCHOOL SCORES**                                

  \% At or Above Limited               100         

  \% At or Above Basic                 100         

  \% At or Above Proficient            100         

  \% At or Above Accelerated           81          

  \% At Advanced                       56          

  Number of students tested            74          

  Percent of total students tested     100         

  Number of students alternatively     N/C         
  assessed                                         

  Percent of students alternatively    N/C         
  assessed                                         

                                                   

  SUBGROUP SCORES                                  

  1\. Economic Disadvantagement                    

  \% At or Above Limited               100         

  \% At or Above Basic                 100         

  \% At or Above Proficient            100         

  \% At or Above Accelerated           80          

  \% At Advanced                       40          

  Number of students tested            \<10        

  2\. Students with Disabilities                   

  \% At or Above Limited               100         

  \% At or Above Basic                 100         

  \% At or Above Proficient            100         

  \% At or Above Accelerated           60          

  \% At Advanced                       40          

  Number of students tested            \<10        

  3\. White                                        

  \% At or Above Limited               100         

  \% At or Above Basic                 100         

  \% At or Above Proficient            100         

  \% At or Above Accelerated           81          

  \% At Advanced                       56          

  Number of students tested            74          

                                                   

  **STATE SCORES**                                 

  \% At or Above Limited               100         

  \% At or Above Basic                 89          

  \% At or Above Proficient            79          

  \% At or Above Accelerated           53          

  \% At Advanced                       27          
  ------------------------------------ ----------- ------------------------

Subgroups, namely economically disadvantaged and students with
disabilities, do not comprise sufficient numbers (10 or more) to be part
of the state's assessment report.

N/C: Not calculated. Does not comprise sufficient numbers (10 or more)
to be part of the state's assessment report.

**The table above reflects Ohio's assessment categories and terminology.
It does not include information on exempt students.**

**STATE CRITERION-REFERENCED TEST**

Subject **Mathematics** Grade **10** Test **Ohio Graduation Test**

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

  ------------------------------------ ----------- -----------------------
                                       2003-2004   **The Tenth-Grade
                                                   Mathematics Graduation
                                                   Test was not
                                                   administered prior to
                                                   2003-2004.**

  Testing month                        March       

  **SCHOOL SCORES**                                

  \% At or Above Limited               100         

  \% At or Above Basic                 100         

  \% At or Above Proficient            93          

  \% At or Above Accelerated           53          

  \% At Advanced                       22          

  Number of students tested            72          

  Percent of total students tested     100         

  Number of students alternatively     N/C         
  assessed                                         

  Percent of students alternatively    N/C         
  assessed                                         

                                                   

  SUBGROUP SCORES                                  

  1.Economic Disadvantagement                      

  \% At or Above Limited               100         

  \% At or Above Basic                 100         

  \% At or Above Proficient            80          

  \% At or Above Accelerated           20          

  \% At Advanced                       0           

  Number of students tested            \<10        

  2\. Students with Disabilities                   

  \% At or Above Limited               100         

  \% At or Above Basic                 100         

  \% At or Above Proficient            80          

  \% At or Above Accelerated           40          

  \% At Advanced                       20          

  Number of students tested            \<10        

  3\. White                                        

  \% At or Above Limited               100         

  \% At or Above Basic                 100         

  \% At or Above Proficient            93          

  \% At or Above Accelerated           53          

  \% At Advanced                       22          

  Number of students tested            72          

                                                   

  **STATE SCORES**                                 

  \% At or Above Limited               100         

  \% At or Above Basic                 83          

  \% At or Above Proficient            68          

  \% At or Above Accelerated           38          

  \% At Advanced                       18          
  ------------------------------------ ----------- -----------------------

Subgroups, namely economically disadvantaged and students with
disabilities, do not comprise sufficient numbers (10 or more) to be part
of the state's assessment report.

N/C: Not calculated. Does not comprise sufficient numbers (10 or more)
to be part of the state's assessment report.

**The table above reflects Ohio's assessment categories and terminology.
It does not include information on exempt students.**