##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) [X]{.underline}
Elementary \_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mr. Chris Collaros]{.underline}

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

Official School Name [Evening Street Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [885 Evening Street]{.underline}

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

[Worthington]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[\_Ohio]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[43085-3079]{.underline}

City State Zip Code+4 (9 digits total)

County [Franklin County]{.underline} State School Code Number
**[010868]{.underline}**

Telephone [(614) 883-2850]{.underline} Fax [( 614) 883-2860]{.underline}

Website/ULR [www.worthington.k12.oh.us]{.underline} E-mail
[ccollaros@worthington.k12.oh.us]{.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 [Dr. Melissa Conrath]{.underline}

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

District Name [Worthington City Schools]{.underline} Tel. [( 614)
883-3000]{.underline}

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

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

Name of School Board

President/Chairperson Mr. Gary Tyack

(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 I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

**DISTRICT**

1\. Number of schools in the district: 12 Elementary schools

4 Middle schools

0 Junior high schools

3 High schools

0 Other

19 TOTAL

2\. District Per Pupil Expenditure: \$ 10,162.00

Average State per Pupil Expenditure: \$ 9,028.00

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

4\. 1 Number of years the principal has been in her/his position at this
school.

14 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**    0         0                      **0**        **7**                             

  **K**       24        30                     **54**       **8**                             

  **1**       33        27                     **60**       **9**                             

  **2**       23        27                     **50**       **10**                            

  **3**       27        35                     **62**       **11**                            

  **4**       27        35                     **62**       **12**                            

  **5**       21        32                     **53**       **Other**                         

  **6**       32        33                     **65**                                         

                                    **TOTAL                                                   406
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [92%]{.underline} White

the students in the school: [1%]{.underline} Black or African American

[1%]{.underline} Hispanic or Latino

[5%]{.underline} Asian/Pacific Islander

[1%]{.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:
[3%]{.underline}

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      5
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      8
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    13
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 406
                            the school as of October 1  

  **(5)**                   Total transferred students  .032
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           3
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\< 10 Total Number Limited English Proficient

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

Specify languages:

9\. Students eligible for free/reduced-priced meals: 4 %

Total number students who qualify: 14

10\. Students receiving special education services: [7]{.underline} %

[28]{.underline} Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

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

\_\_\_\_Deafness [4]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [11]{.underline} Specific Learning Disability

\_\_\_\_Emotional Disturbance [11]{.underline} Speech or Language
Impairment

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

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

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

**Number of Staff**

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

Administrator(s) 1 0

Classroom teachers 18 2

Special resource teachers/specialists 6 9

Paraprofessionals 0 0

> Support staff 5 4
>
> Total number 30 15

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

students in the school divided by the FTE of classroom teachers: 21:1

13\.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

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

  Daily teacher attendance  96%         94%         96%         95%         95%

  Teacher turnover rate     24%         14%         23%         41%         38%

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

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

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

Evening Street Elementary School serves over 400 children in grades
kindergarten through six as one of twelve elementary buildings in a
district serving approximately 8,500 students. Evening Street is located
in a northwest suburb of Columbus, Ohio. About 50% of our students are
walkers living within 1½ miles of the school while others who live
beyond this distance are provided transportation. Evening Street's
primary classrooms average 20 students while at the intermediate level,
24 students per classroom is the norm. Kindergarten offers both a
full-day and half-day program.

The Evening Street staff members are dedicated professionals, bound
together by a desire to help children succeed at high levels both
academically and socially. In addition to classroom teachers, staff
members include specialists in art, music, library/media, physical
education, reading, instrumental band and strings. There are also
specialists for academically talented students, and those students
served under special education, guidance, speech and language.

Evening Street's record of academic achievement is second to none as
measured by end of year summative data (see attached data tables). As a
district, the Worthington City Schools have been rated as Excellent for
the past five school years, a feat unmatched by any Ohio school district
of its size. Evening Street's achievement reflects this high standard.
Evening Street students consistently perform well above state standards,
and their scores routinely surpass those which are anticipated for them
in all content areas. As measured by the state designed Performance
Index, an index used to illustrate to what degree schools and districts
are moving their students into high levels of academic achievement
beyond the state standard, Evening Street's score has increased each of
the past two years since the inception of this benchmark in the
2002-2003 school year.

At Evening Street, we use technology as a teaching and learning tool to
enrich and differentiate instruction for students across all curriculum
areas as well as to motivate students at risk. We have four computers in
every classroom, a computer room, a mobile computer lab, and five
interactive SMART boards.

Parents and community members are an integral part of our school.
Volunteers assist teachers in all aspects of learning and are active in
every classroom. Volunteers are also reading coaches in our Ohio READS
Program which utilizes trained volunteers to provide reading
intervention for identified at risk students. Our families are dedicated
to the education of all learners at Evening Street and actively support
the learning process.

During the 2003-2004 and 2004-2005 school years, staff worked
collaboratively using a continuous improvement model to craft a new
mission statement and vision that will serve as a guide over the next
several years. Evening Street's mission is to *help children soar today
and into the future.* Evening Street's vision statement encompasses four
facets of the educational process:

*Curriculum* must be innovative, developmentally appropriate, reflect
the district's graded course of study and state standards, and provide
the foundation for lifelong learning. It must be relevant, based on high
expectations and high standards, and adapted to students' needs.

*Instruction and Choice of Supplemental Materials* will address
individual needs by being flexible and varied, engaging students in
learning, and building on students' prior knowledge.

*Assessment* must guide instruction and evaluate learning. Assessment(s)
will be on-going, authentic, varied, and reflective of high expectations
and high standards of the curriculum.

*The school community* will promote and provide a safe, clean and
respectful environment where children feel challenged to do their best
while being accepted and supported. We will celebrate uniqueness and
help students develop acceptance while we providing engaging and
relevant opportunities for individual learning.

The staff developed two school-wide goals for the 2005-2006 school
year: 1) to improve open-ended, written student responses on state
assessments and 2) to provide a climate of school-wide respect for all
the Evening Street community. This balance between the academic and
social needs of our children helps prepare Evening Street children for
successful student learning and ultimately for positive participation as
citizens in our democracy. We achieve this balance through staff members
working as a team and partnering with parents and community members.

**[PART IV: ASSESSMENT RESULTS]{.underline}**

**1. Assessment Results**

In an Excellent school district under our state assessment
accountability system for the past five years, a feat unmatched by any
other school district of its size in Ohio, Evening Street Elementary
School has consistently been among the top performing schools in the
district. Over the past five years, in response to No Child Left
Behind's (NCLB's) mandate to demonstrate Adequate Yearly Progress for
all children in reading and math in grades three through eight, Ohio has
moved from administering proficiency tests in five content areas in
grades four and six to administering achievement tests in reading,
writing, and math in grades three through eight. These tests align with
Ohio's Academic Content Standards, which in turn serve as the basis for
the Worthington School's Graded Courses of Study.

The Ohio Achievement Tests rank children in reading and math in one of
five categories: Accelerated, Advanced, Proficient, Basic, or Below
Basic. The state standard in both content areas is for 75% of all
students to be proficient or above with similar targets for each
subgroup. Subgroups such as ethnicity, socio-economic status, students
with disabilities, and students with Limited English Proficiency are
small enough to not be included in Evening Street's data or to be
tracked through NCLB's data. Data for the overall school population, in
general, is very high (results available at
[www.ode.state.oh.us](http://www.ode.state.oh.us/)). For the 2004-2005
school year:

-   90% of third grade students scored at the Accelerated or Advanced
    level in reading while 60 % did so in math. 96% of third grade
    students were rated as *Proficient* or better in reading and math.

-   61% of fourth grade students scored at the Accelerated or Advanced
    level in reading while 62 % scored at the Advanced level in math
    (Accelerated was not a category in 2004-05 in 4^th^ grade math). 95%
    of fourth grade students were rated as Proficient or better in
    reading and 93% in math.

-   54% of fifth grade students scored at the Accelerated *or* Advanced
    level in reading with 98% of all students rated as Proficient or
    higher*.*

-   64% of sixth grade students scored at the Advanced level in reading
    (no category for Accelerated in 2004-2005 for sixth grade reading)
    while 95% of all students met the state standard of Proficient or
    higher. 38% of sixth grade students scored at the Advanced level in
    mathematics (no category for Accelerated in 2004-2005 for sixth
    grade math) while 95% of all students met the state standard of
    Proficient or higher.

> Perhaps the most telling data related to assessment results can be
> found in Evening Street's *Performance Index,* a weighted average of
> assessment results across all tested grades and all subjects based on
> performance results where schools are rewarded for moving students
> from proficient to advanced, advanced to accelerated, and so on. At
> Evening Street, this score has risen the past three years indicating
> that more and more students are not only clearing the state bar, but
> are performing at levels well above the state minimum level.

**2. Using Assessment Results**

Each fall, we analyze end of year results on state achievement tests and
other forms of assessment (i.e. Terra Nova administered in grades two
through six) in an attempt to identify students in need of intervention.
We organize the results of these tests to show how well each subgroup
performed and to see which academic content standards in each discipline
may be in need of professional development to enable staff to improve
student learning. While state achievement tests provide information on
how well subgroups are performing on the standards within each
discipline, other testing compares how well students perform with
respect to anticipated performance based on national norms. Both types
of assessments provide valuable feedback. In addition to end of year
summative assessments, ongoing formative assessments, such as the
Developmental Reading Assessment (DRA), help teachers individualize
reading instruction.

Through summative and formative assessments, we can make instructional
decisions regarding how students are flexibly grouped, which
instructional strategies are best employed, and which content areas may
need to be more fully addressed. We identify students at various grade
levels who have not attained the required benchmarks for academic
intervention, and we provide instruction to build their knowledge and
strengthen their understanding. In addition, we invite them to attend
after-school intervention programs, which begin in January of each year.
End of year assessments provide documentation for parents and teachers
when summer school is needed for remediation or enrichment.

The school's reading specialist assesses all incoming first grade
students and then works intensively with those students identified as
needing supplemental reading instruction. At Evening Street, we use the
Reading Recovery Program, a rich, data-driven program headquartered at
the Ohio State University and supported by the Ohio Department of
Education. In addition to her work with first grade students, the
reading specialist supports regular classroom teachers in grades two
through four with students identified as needing intervention.

**3. Communicating Assessment Results**

Evening Street Elementary School communicates student performance to
parents, students and the community in a number of ways, both
traditional and non-traditional. Teachers communicate expectations of
student performance during Curriculum Nights held at each grade level in
the fall. Staff suggests ways to help students increase their
performance during Literacy Nights for primary parents.

Quarterly, teachers report student progress to parents through the
Student Progress Report, recently revised to reflect progress on the
Ohio Academic Content Standards as well as the Worthington Schools'
Graded Courses of Study. They also formally communicate progress to
parents through two parent-teacher conference opportunities, one in late
November and the other in mid-February. Some teachers include students
in these conferences.

Since Evening Street teachers believe that assessment *for* learning is
just as critical to student success as assessment *of* learning,
dialogue between student and teacher about student performance is a
common occurrence in classrooms. Teachers take a cyclical approach to
learning and instruction, using pre-assessment to guide instruction,
assessment to evaluate progress and student understanding, and ongoing
instructional revision as needed.

We send state assessment data home in individual student reports both in
the fall (for those grade levels who administer state assessments in the
fall) and again in the spring. We tailor these reports to show not only
how each child performed overall in reading and math, but also to show
how well students performed in each standard within the reading and math
content areas. We also make this data available to the community at
large through the State Report Card mailed directly to all parents of
school-aged children and available at
[www.ode.state.oh.us](http://www.ode.stae.oh.us/). We also report
results in local newspapers.

**4. Sharing Success**

Sharing successful practices is a part of the culture at both Evening
Street Elementary School and the Worthington School District. Staff
members participate on both building and district teams where best
practices, instructional strategies, and techniques are shared. At
Evening Street, two literacy teams (one primary and one intermediate)
meet on a monthly basis to share ideas and resources for the delivery of
instruction in language arts. Each team is led by a staff member
designated as the primary or intermediate literacy leader. These two
representatives meet monthly with like staff members from the other 11
elementary buildings in the district under the direction of the
district's Coordinator of Language Arts. The district-wide nature of the
Literacy Team format allows teachers across the district to share ideas
on a regular, ongoing basis.

Twice a year, our district holds an in-house institute where staff
members share best practices in all content areas. Evening Street
teachers have been involved in the presentation of workshops for these
institutes, which teachers throughout the district attend. Workshops led
by Evening Street staff members have included the areas of reading,
music, and technology.

Throughout the 2005-2006 school year, Evening Street members have been
studying the work of Jay McTighe and Grant Wiggins (Understanding by
Design) and have begun implementing many of the components related to
this framework for lesson and unit planning. Partnerships are emerging
with at least one other school whose teachers and principal are
undergoing the same study. In this way, and through the avenues
described above, Evening Street will continue to learn and share
successes with others.

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

**1. Curriculum**

Evening Street's curriculum is based upon the Worthington School's
Graded Courses of Study which, in turn, are directly based upon the Ohio
Academic Content Standards (OACS) and national standards for each core
curricular area and art, music, and physical education. Our curriculum
focuses on educating the whole child, which includes the physical,
emotional, and intellectual aspects of learning. State standards serve
as our foundation; however, Evening Street staff develops a rich and
engaging curriculum. As stated earlier, assessment is a key component of
curriculum development. As a result for the 2004-2005 school year,
Evening Street students in grades three through six participated in end
of year, state-mandated assessments tied to the academic content
standards in reading and/or mathematics. These results serve as the
basis for the State of Ohio Report Card that designates the level of
achievement each building obtains. By the 2006-2007 school year, this
will grow to include writing, science, and social studies. For the
2004-2005 school year, Evening Street Elementary School was designated
at the very highest level by the state of Ohio as an Excellent school.

The English language arts curriculum emphasizes the following standards:
phonemic awareness, word recognition and fluency; acquisition of
vocabulary; reading process including concepts of print, comprehension
strategies, and self-monitoring strategies; reading applications for
informational, technical, and persuasive text as well as literary text;
writing process; writing applications; writing conventions; research;
and communication, both oral and visual.

The mathematics curriculum incorporates not only the Ohio Academic
Content Standards but also the National Council of Teachers of
Mathematics: [Principles and Standards for School
Mathematics.]{.underline} The OACS include number, number sense, and
operations; measurement; geometry and spatial sense; patterns, functions
and algebra; data analysis and probability; and mathematical processes.
Goals of the mathematics curriculum are aimed at providing students
opportunities to value mathematics, become confident in their own
abilities, become problem solvers, communicate and reason
mathematically, and understand and apply basic mathematical skills.

The social studies curriculum incorporates the National Standards for
History, Geography for Life-National Geography Standards, National
Standards for Civics and Government, National Content Standards in
Economics, Expectations of Excellence-Curriculum Standards for Social
Studies, and the Ohio Academic Content Standards. The OACS include
history, people in societies, geography, economics, government,
citizenship rights and responsibilities, and social studies skills and
methods. Goals of the social studies curriculum include providing
meaningful learning opportunities for each student to acquire knowledge
and skills integral to the core disciplines of social studies.

The science curriculum is based upon the Ohio Academic Content Standards
which include the study of earth and space sciences; life sciences,
physical sciences, and science and technology. Goals of the science
curriculum include enabling each student to acquire scientific knowledge
to understand the natural world; learn and use scientific processes to
explore phenomena, resolve issues, solve problems, and explain how
things work; understand the delicate balance of nature and the
responsibility of human beings to be wise stewards; implement safety
precautions; and become aware of the many career opportunities in the
field of science.

The fine arts curriculum, currently under revision, will be using the
Ohio Academic Content Standards for Fine Arts as its framework. The OACS
in Fine Arts include creative expression and communication; analyzing
and responding; valuing the arts/aesthetic reflection; and connections,
relationships, and applications in the areas of dance, drama/theatre,
music, and the visual arts.

**2. Reading**

The Ohio Academic Content Standards for Language Arts serve as the
framework for Evening Street Elementary School's reading curriculum.
Teachers use a strategic and balanced literacy process to enhance all
students' ability to read and write effectively in deep and meaningful
contexts. Current research shows that children need explicit, systematic
and strategic instruction in phonics, comprehension strategies, language
development and writing within a context of meaning. In addition they
need exposure to rich literature both fiction and nonfiction.
Furthermore, research indicates that skills taught, practiced, and
tested in isolation are not used effectively and consistently by
students and that children's interest and pleasure in reading and
writing must, at times, be as much of a focus as skill development.
Evening Street's reading programs fully supports this research.

The strategic balanced literacy approach at Evening Street School
includes: best practices from both literature-based and skills-based
approaches; reading and writing *to, with,* and *by* children; and
instructional strategies that guide students from a high level of
teacher support to independence. Common components of this approach
include reading aloud to students, shared reading with students, guided
reading instruction, and independent reading. Reading aloud to students
helps them to develop listening skills and vocabulary, models fluent
reading, exposes them to literary language, and helps them gain insight
into the craft of writing. During shared reading, students match spoken
words to print, practice moving across lines of text, and become
familiar with a variety of reading strategies. During guided reading,
students practice specific reading strategies, develop fluency, and
deepen comprehension through discussion with other students and the
teacher. Through independent reading, children investigate a variety of
genre, self-select texts, enrich personal interests and knowledge, and
develop an automaticity of skills through reading.

Early intervention at Evening Street is supported through Reading
Recovery, a program designed for struggling first graders based on the
work of Marie Clay, noted educational researcher. Reading Recovery works
to help children increase their skills in letter identification, reading
vocabulary, concepts about print, writing vocabulary, hearing and
recording sounds (phonemic awareness and letter-sound relationship), and
text reading.

**3. Writing**

Throughout the 2003-2004 and 2004-2005 school year, the Evening Street
principal and staff engaged in a continuous improvement model based on
the work of Victoria Bernhardt and chronicled in *The School Portfolio
Toolkit (2002).* As part of this process, a mission statement and vision
for the future of Evening Street emerged (see Part III; Summary). A
significant part of this process involved the examination of data which
revealed a need for Evening Street students to improve their
effectiveness in crafting open-ended written responses like those
required on end of year state assessments. As a result, a specific
school improvement goal was written to address this curricular area.

The writing curriculum, embedded within the larger language arts
framework and based on the Ohio Academic Content Standards, has been a
focus for instruction in every classroom during the past few years. The
Ohio Writing Standards concentrate on the writing process (including
fiction, nonfiction, and informational writing) and writing
applications. In addition, teachers incorporate the Collins Writing
Program, which addresses writing in the content areas, into their
instructional plans. Two years ago, the district adopted the Sitton
Spelling Program. The program emphasizes word study, vocabulary, word
derivation, mechanics, proof reading, and spelling in the context of
writing. The combination of these instructional approaches, along with
the study of the qualities of good literature, encourages students to
"write as readers and read as writers".

**4. Instructional Methods**

Instructional methods at Evening Street are varied and backed by solid,
research based practices. Teachers have opportunities to be lifelong
learners and remain current with regard to instructional methods.
Bloom's Taxonomy is a focus of our instructional methods encouraging
students to move from recall and memorization to higher level thinking
such as analyzing and synthesizing. Gardner's Theory of Multiple
Intelligences provides a way for students to learn according to their
individual learning style.

Student centered activities and lessons are keys to learning at Evening
Street. Students at all levels are active participants in their own
learning and learn to take risks and develop responsibility for their
learning under the guidance of the teacher. Teachers employ
differentiated learning strategies to meet the needs of the individual
child. Differentiation may include having some students dig more deeply
into a topic while others may be learning basic skills about a given
concept.

Hands on, interactive lessons are an important part of our instructional
methods in math, science and social studies. In math, students use
manipulatives, and exploration is key to building understanding. In
science, while scientific methods are explicitly taught, they are
practiced with hands on, experiential labs and investigations. In social
studies, in the intermediate grades, the History Alive ™ materials
provide experiential activities that help students develop empathy for
and understanding of the early settlers of our country.

To support language arts instruction, Evening Street uses our district's
adopted Collins Writing Program. This program focuses on five types of
writing from brainstorming and quick responses (Type 1) to edited and
published work (Type 5). Sitton Spelling encourages students to know
commonly used words and to use them regularly in their writing. Evening
Street feels this is more important than learning words just for the
Friday spelling test! Students are responsible for editing their writing
regularly for spelling errors. Reading instruction is a strategic and
balanced literacy process (see reading section of Part IV).

**5. Professional Development**

Professional development at Evening Street is essential to the
implementation of our school's vision and goals. As we work with the
school improvement process, we build a common knowledge base of current
research and trends. We meet and discuss how we might use this knowledge
to guide our instructional program. We also analyze student performance
to direct our professional growth. Some of the staff development
opportunities have included Gary Collins Writing Workshop,
Differentiated Instruction, Thoughtful Conversations, SIRI (State
Institute for Reading Instruction), Understanding by Design, Assessment
for Learning, and technology application and integration.

Our professional development is embedded in the staff's daily work. Our
literacy meetings are an example of this approach. We hold monthly
literacy meetings where we read and discuss a book. With the increased
knowledge the teachers implement the strategies and then share with each
other.

Professional development also occurs outside of the school setting.
Staff members have attended graduate classes, which furthers their
understanding of curriculum and instruction. Sixty-three percent of the
staff holds Master's degrees. Two staff members are Nationally Board
Certified. Staff members recognize the need for professional development
and often seek outside funding to cover the cost of equipment and
training.

While professional development is most often guided by student
performance, a staff member's interest can initiate professional
development. The teacher can then incorporate her learning into
curriculum and instruction. For example, one teacher participated in the
Fulbright Memorial Fund Teacher Program and spent three weeks in Japan
learning about the schools, government and culture of Japan. Based upon
this teacher's experience, a world tour was created for the whole school
to experience a bit of Japan as well as other countries. The students
were greatly impacted by this experience.

# STATE CRITERION -- REFERENCED TEST

Subject: Math Grade: 3rd Test: Ohio Achievement Test**\***

Edition/Publication Year: 2005 Publisher: Ohio Department of Education

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

+-----------------------------------+------+------+------+------+-----+
|                                   | 2    | 2    | 2    | 2    | 200 |
|                                   | 004- | 003- | 002- | 001- | 0-2 |
|                                   | 2005 | 2004 | 2003 | 2002 | 001 |
+-----------------------------------+------+------+------+------+-----+
| Testing Month                     | M    | M    | M    | M    | Ma  |
|                                   | arch | arch | arch | arch | rch |
+-----------------------------------+------+------+------+------+-----+
| **EVENING STREET SCORES\***       |      |      |      |      |     |
+-----------------------------------+------+------+------+------+-----+
| \% At or Above Below Basic        | 100  | N/A  | N/A  | N/A  | N/A |
+-----------------------------------+------+------+------+------+-----+
| \% At or Above Basic              | 100  | N/A  | N/A  | N/A  | N/A |
+-----------------------------------+------+------+------+------+-----+
| %At or Above Proficient           | 97   | N/A  | N/A  | N/A  | N/A |
+-----------------------------------+------+------+------+------+-----+
| %At or Above Accelerated          | 58   | N/A  | N/A  | N/A  | N/A |
+-----------------------------------+------+------+------+------+-----+
| %At Advanced                      | 32   | N/A  | N/A  | N/A  | N/A |
+-----------------------------------+------+------+------+------+-----+
| Number of students tested         | 62   | N/A  | N/A  | N/A  | N/A |
+-----------------------------------+------+------+------+------+-----+
| Percent of total students tested  | 100  | N/A  | N/A  | N/A  | N/A |
+-----------------------------------+------+------+------+------+-----+
| Number of students alternatively  | 0    | N/A  | N/A  | N/A  | N/A |
| assessed                          |      |      |      |      |     |
+-----------------------------------+------+------+------+------+-----+
| Percent of students alternatively | 0    | N/A  | N/A  | N/A  | N/A |
| assessed                          |      |      |      |      |     |
+-----------------------------------+------+------+------+------+-----+
|                                   |      |      |      |      |     |
+-----------------------------------+------+------+------+------+-----+
| ## SUBGROUP SCORES\*\*            |      |      |      |      |     |
+-----------------------------------+------+------+------+------+-----+
| 1\. White                         |      |      |      |      |     |
+-----------------------------------+------+------+------+------+-----+
| \% At or Above Below basic        | 100  | N/A  | N/A  | N/A  | N/A |
+-----------------------------------+------+------+------+------+-----+
| \% At or Above Basic              | 100  | N/A  | N/A  | N/A  | N/A |
+-----------------------------------+------+------+------+------+-----+
| %At or Above Proficient           | 97   | N/A  | N/A  | N/A  | N/A |
+-----------------------------------+------+------+------+------+-----+
| %At or Above Accelerated          | 61   | N/A  | N/A  | N/A  | N/A |
+-----------------------------------+------+------+------+------+-----+
| %At Advanced                      | 33   | N/A  | N/A  | N/A  | N/A |
+-----------------------------------+------+------+------+------+-----+
| Number of students tested         | 58   | N/A  | N/A  | N/A  | N/A |
+-----------------------------------+------+------+------+------+-----+
|                                   |      |      |      |      |     |
+-----------------------------------+------+------+------+------+-----+
| **STATE SCORES**                  |      |      |      |      |     |
+-----------------------------------+------+------+------+------+-----+
| \% At or Above Below basic        | 100  | N/A  | N/A  | N/A  | N/A |
+-----------------------------------+------+------+------+------+-----+
| \% At or Above Basic              | 89   | N/A  | N/A  | N/A  | N/A |
+-----------------------------------+------+------+------+------+-----+
| %At or Above Proficient           | 70   | N/A  | N/A  | N/A  | N/A |
+-----------------------------------+------+------+------+------+-----+
| %At or Above Accelerated          | 34   | N/A  | N/A  | N/A  | N/A |
+-----------------------------------+------+------+------+------+-----+
| %At Advanced                      | 14   | N/A  | N/A  | N/A  | N/A |
+-----------------------------------+------+------+------+------+-----+
|                                   |      |      |      |      |     |
+-----------------------------------+------+------+------+------+-----+

> **\***No state testing prior to the 2004-2005 school year in 3^rd^
> Grade Math.
>
> **\*\***Other NCLB subgroups did not have sufficient data to report.

# STATE CRITERION -- REFERENCED TEST

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

Edition/Publication Year: 2005 Publisher: Ohio Department of Education

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

+----------------------------------+------+------+------+------+------+
|                                  | 2    | 2    | 2    | 2    | 2    |
|                                  | 004- | 003- | 002- | 001- | 000- |
|                                  | 2005 | 2004 | 2003 | 2002 | 2001 |
+----------------------------------+------+------+------+------+------+
| Testing Month                    | M    | M    | M    | M    | M    |
|                                  | arch | arch | arch | arch | arch |
+----------------------------------+------+------+------+------+------+
| **EVENING STREET SCORES\***      |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Below Basic       | 99   | 100  | N/A  | N/A  | N/A  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 99   | 99   | N/A  | N/A  | N/A  |
+----------------------------------+------+------+------+------+------+
| %At or Above Proficient          | 96   | 94   | N/A  | N/A  | N/A  |
+----------------------------------+------+------+------+------+------+
| %At or Above Accelerated         | 90   | 83   | N/A  | N/A  | N/A  |
+----------------------------------+------+------+------+------+------+
| %At Advanced                     | 58   | 63   | N/A  | N/A  | N/A  |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 62   | 64   | N/A  | N/A  | N/A  |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 100  | 100  | N/A  | N/A  | N/A  |
+----------------------------------+------+------+------+------+------+
| Number of students alternatively | 0    | 0    | N/A  | N/A  | N/A  |
| assessed                         |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Percent of students              | 0    | 0    | N/A  | N/A  | N/A  |
| alternatively assessed           |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| ## SUBGROUP SCORES\*\*           |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1\. White                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Below basic       | 99   | 100  | N/A  | N/A  | N/A  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 99   | 99   | N/A  | N/A  | N/A  |
+----------------------------------+------+------+------+------+------+
| %At or Above Proficient          | 96   | 95   | N/A  | N/A  | N/A  |
+----------------------------------+------+------+------+------+------+
| %At or Above Accelerated         | 89   | 88   | N/A  | N/A  | N/A  |
+----------------------------------+------+------+------+------+------+
| %At Advanced                     | 60   | 67   | N/A  | N/A  | N/A  |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 58   | 57   | N/A  | N/A  | N/A  |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Below basic       | 100  | 100  | N/A  | N/A  | N/A  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 89   | 90   | N/A  | N/A  | N/A  |
+----------------------------------+------+------+------+------+------+
| %At or Above Proficient          | 77   | 78   | N/A  | N/A  | N/A  |
+----------------------------------+------+------+------+------+------+
| %At or Above Accelerated         | 56   | 59   | N/A  | N/A  | N/A  |
+----------------------------------+------+------+------+------+------+
| %At Advanced                     | 31   | 33   | N/A  | N/A  | N/A  |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+

> **\***No state testing prior to the 2003-2004 school year in 3^rd^
> Grade Reading.
>
> **\*\***Other NCLB subgroups did not have sufficient data to report.

# STATE CRITERION -- REFERENCED TEST

Subject: Math Grade: 4^th^ Test: Ohio Proficiency Test (2001-2005)

Edition/Publication Year: 2005 Publisher: Ohio Department of Education

Edition/Publication Year: 2004

Edition/Publication Year: 2003

Edition/Publication Year: 2002

Edition/Publication Year: 2001

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

  ------------------------------- ----------- ----------- ----------- ----------- -----------
                                  2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing Month                   March       March       March       March       March

  **EVENING STREET SCORES**                                                       

  \% At or Above Below Basic      99          100         100         100         97

  \% At or Above Basic            96          93          99          98          93

  \% At or Above Proficient       93          89          92          88          89

  \% At or Above                  N/A         N/A         N/A         N/A         N/A
  Accelerated**\***                                                               

  \% At Advanced                  62          47          41          46          43

  Number of students tested       61          55          59          72          72

  Percent of total students       100         100         100         N/C         N/C
  tested                                                                          

  Number of students              0           0           0           N/C         N/C
  alternatively assessed                                                          

  Percent of students             0           0           0           N/C         N/C
  alternatively assessed                                                          

                                                                                  

  **SUBGROUP SCORES\*\***                                                         

  1\. White                                                                       

  \% At or Above Below Basic      100         100         100         99          97

  \% At or Above Basic            96          92          98          96          94

  \% At or Above Proficient       94          88          93          87          90

  \% At or Above Accelerated\*    N/A         N/A         N/A         N/A         N/A

  \% At Advanced                  65          45          40          45          44

  Number of students tested       55          51          57          66          70

                                                                                  

  **STATE SCORES**                                                                

  \% At or Above Below Basic      100         100         100         100         100

  \% At or Above Basic            75          77          71          74          70

  \% At or Above Proficient       66          66          59          61          58

  \% At or Above Accelerated\*    N/A         N/A         N/A         N/A         N/A

  \% At Advanced                  26          26          15          16          16

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

\*Not a category on State Testing in 4^th^ Grade Math

**\*\***Other NCLB subgroups did not have sufficient data to report

NC = not calculated (no data reported)

# STATE CRITERION -- REFERENCED TEST

Subject: Reading Grade: 4th Test: Ohio Achievement Test (2004-2005)

Ohio Proficiency Test (2001-2004)

Publisher: Ohio Department of Education

Edition/Publication Year: 2005 (Ohio Achievement Test)

Edition/Publication Year: 2001-2004 (Ohio Proficiency Test)

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

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing Month                    March       March       March       March       March

  **EVENING STREET SCORES**                                                        

  \% At or Above Below Basic       100         100         100         100         97

  \% At or Above Basic             97          100         98          100         97

  \% At or Above Proficient        95          94          90          90          86

  \% At or Above Accelerated**\*** 61          N/A         N/A         N/A         N/A

  \% At Advanced                   16          44          32          14          17

  Number of students tested        62          54          59          72          72

  Percent of total students tested 100         98          100         N/C         N/C

  Number of students alternatively 0           0           0           N/C         N/C
  assessed                                                                         

  Percent of students              0           0           0           N/C         N/C
  alternatively assessed                                                           

                                                                                   

  **SUBGROUP SCORES\*\***                                                          

  1\. White                                                                        

  \% At or Above Below Basic       100         100         100         100         97

  \% At or Above Basic             97          100         99          100         97

  \% At or Above Proficient        97          94          90          91          87

  \% At or Above Accelerated**\*** 68          N/A         N/A         N/A         N/A

  \% At Advanced                   18          46          32          14          17

  Number of students tested        56          50          57          66          70

                                                                                   

  **STATE SCORES**                                                                 

  \% At or Above Below Basic       100         100         99          99          100

  \% At or Above Basic             89          92          90          89          87

  \% At or Above Proficient        77          71          66          64          54

  \% At or Above Accelerated\*     36          N/A         N/A         N/A         N/A

  \% At Advanced                   6           15          9           6           6

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

\*Not a category on State Testing prior to 2004-2005 in 4^th^ Grade
Reading

**\*\***Other NCLB subgroups did not have sufficient data to report

NC = not calculated (no data reported)

# STATE CRITERION -- REFERENCED TEST

Subject: Reading Grade: 5th Test: Ohio Achievement Test 2005

Edition/Publication Year: 2005 Publisher: Ohio Department of Education

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

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing Month                    March       March       March       March       March

  **EVENING STREET SCORES\***                                                      

  %At or Above Below Basic         100         N/A         N/A         N/A         N/A

  \% At or Above Basic             98          N/A         N/A         N/A         N/A

  \% At or Above Proficient        96          N/A         N/A         N/A         N/A

  \% At or Above Accelerated**\*** 54          N/A         N/A         N/A         N/A

  \% At Advanced                   35          N/A         N/A         N/A         N/A

  Number of students tested        52          N/A         N/A         N/A         N/A

  Percent of total students tested 100         N/A         N/A         N/A         N/A

  Number of students alternatively 0           N/A         N/A         N/A         N/A
  assessed                                                                         

  Percent of students              0           N/A         N/A         N/A         N/A
  alternatively assessed                                                           

                                                                                   

  **SUBGROUP SCORES\*\***                                                          

  1\. White                                                                        

  \% At or Above Below Basic       100         N/A         N/A         N/A         N/A

  \% At or Above Basic             98          N/A         N/A         N/A         N/A

  \% At or Above Proficient        96          N/A         N/A         N/A         N/A

  \% At or Above Accelerated\*     53          N/A         N/A         N/A         N/A

  \% At Advanced                   37          N/A         N/A         N/A         N/A

  Number of students tested        49          N/A         N/A         N/A         N/A

                                                                                   

  **STATE SCORES**                                                                 

  \% At or Above Below Basic       100         N/A         N/A         N/A         N/A

  \% At or Above Basic             87          N/A         N/A         N/A         N/A

  \% At or Above Proficient        77          N/A         N/A         N/A         N/A

  \% At or Above Accelerated\*     23          N/A         N/A         N/A         N/A

  \% At Advanced                   8           N/A         N/A         N/A         N/A

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

\*No State Testing prior to the 2001-2005 school year in 5^th^ Grade
Reading

**\*\***Other NCLB subgroups did not have sufficient data to report

# STATE CRITERION -- REFERENCED TEST

Subject: Math Grade: 6^th^ Test: Ohio Proficiency Test (2001-2005)

Edition/Publication Year: 2001-2005 Publisher: Ohio Department of
Education

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

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing Month                    March       March       March       March       March

  **EVENING STREET SCORES**                                                        

  \% At or Above Below Basic       100         100         100         100         100

  \% At or Above Basic             96          95          94          97          100

  \% At or Above Proficient        96          92          94          93          98

  \% At or Above Accelerated**\*** N/A         N/A         N/A         N/A         N/A

  \% At Advanced                   38          46          14          16          43

  Number of students tested        64          74          74          77          77

  Percent of total students tested 100         100         100         N/C         N/C

  Number of students alternatively 0           0           0           N/C         N/C
  assessed                                                                         

  Percent of students              0           0           0           N/C         N/C
  alternatively assessed                                                           

                                                                                   

  **SUBGROUP SCORES\*\***                                                          

  1\. White                                                                        

  \% At or Above Below Basic       100         100         100         100         100

  \% At or Above Basic             95          96          94          96          100

  \% At or Above Proficient        95          93          94          93          98

  \% At or Above Accelerated\*     N/A         N/A         N/A         N/A         N/A

  \% At Advanced                   37          45          14          17          44

  Number of students tested        62          67          70          70          71

                                                                                   

  2\. Students with disabilities                                                   

  \% At or Above Below Basic       N/C         N/C         N/C         N/C         100

  \% At or Above Basic             N/C         N/C         N/C         N/C         100

  \% At or Above Proficient        N/C         N/C         N/C         N/C         90

  \% At or Above Accelerated\*     N/C         N/C         N/C         N/C         N/A

  \% At Advanced                   N/C         N/C         N/C         N/C         10

  Number of students tested        N/C         N/C         N/C         N/C         10

                                                                                   

  **STATE SCORES**                                                                 

  \% At or Above Below Basic       100         100         100         100         100

  \% At or Above Basic             72          75          65          69          69

  \% At or Above Proficient        63          66          53          59          58

  \% At or Above Accelerated\*     N/A         N/A         N/A         N/A         N/A

  \% At Advanced                   16          13          6           9           11

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

**\***Not a category on State Testing in 6^th^ Grade Math

**\*\***Other NCLB subgroups did not have sufficient data to report

NC = not calculated (no data reported)

# STATE CRITERION -- REFERENCED TEST

Subject: Reading Grade: 6th Test: Ohio Proficiency Test (2001-2005)

Edition/Publication Year: 2001-2005 Publisher: Ohio Department of
Education

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

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing Month                    March       March       March       March       March

  **EVENING STREET SCORES**                                                        

  \% At or Above Below Basic       100         100         100         100         100

  \% At or Above Basic             98          100         99          97          99

  \% At or Above Proficient        95          92          92          80          96

  \% At or Above Accelerated**\*** N/A         N/A         N/A         N/A         N/A

  \% At Advanced                   64          47          46          44          69

  Number of students tested        64          74          74          77          77

  Percent of total students tested 100         100         100         N/C         N/C

  Number of students alternatively 0           0           0           N/C         N/C
  assessed                                                                         

  Percent of students              0           0           0           N/C         N/C
  alternatively assessed                                                           

                                                                                   

  **SUBGROUP SCORES\*\***                                                          

  1\. White                                                                        

  \% At or Above Below Basic       100         99          100         100         100

  \% At or Above Basic             99          99          99          97          100

  \% At or Above Proficient        96          92          95          83          98

  \% At or Above Accelerated\*     N/A         N/A         N/A         N/A         N/A

  \% At Advanced                   65          46          49          46          68

  Number of students tested        62          67          70          70          71

                                                                                   

  2\. Students with disabilities                                                   

  \% At or Above Below Basic       N/C         N/C         N/C         N/C         100

  \% At or Above Basic             N/C         N/C         N/C         N/C         100

  \% At or Above Proficient        N/C         N/C         N/C         N/C         80

  \% At or Above Accelerated\*     N/C         N/C         N/C         N/C         N/A

  \% At Advanced                   N/C         N/C         N/C         N/C         10

  Number of students tested        N/C         N/C         N/C         N/C         10

                                                                                   

  **STATE SCORES**                                                                 

  \% At or Above Below Basic       100         100         100         100         100

  \% At or Above Basic             87          85          83          75          78

  \% At or Above Proficient        70          65          65          55          56

  \% At or Above Accelerated\*     N/A         N/A         N/A         N/A         N/A

  \% At Advanced                   30          23          26          20          21

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

\*Not a category on State Testing in 6^th^ Grade Reading

**\*\***Other NCLB subgroups did not have sufficient data to report

NC = not calculated (no data reported)