#####  U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mrs. Sue Ferrelli]{.underline}

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

Official School Name [Hilltop Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [72559 Colerain Road]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Dillonvale OH 43917-9547]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 740 ) 635-2444]{.underline} Fax [( 740 ) 633-3108]{.underline}

Website/URL [www.mfcsd.k12.oh.us]{.underline} E-mail
[mf_127@omalp1.omeresa.net]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. Nick Stankovich]{.underline}

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

District Name [Martins Ferry City School District]{.underline} Tel. [(
740 ) 633-1732]{.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 Mrs. Cynthia Bruney

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**

**\[Include this page in the school's application as page 2.\]**

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 2003-2004 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 1998.

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: \_\_3\_\_ Elementary schools

\_\_1\_\_ Middle schools

\_\_0\_\_ Junior high schools

\_\_1\_\_ High schools

\_\_0\_\_ Other (Briefly explain)

\_\_5\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\$6,599.00\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_\$8,441.00\_\_\_\_\_\_\_\_\_\_\_

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

4\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**       13        10                     **23**       **7**       N/A       N/A         **N/A**

  **1**       15        17                     **32**       **8**       N/A       N/A         **N/A**

  **2**       21        14                     **35**       **9**       N/A       N/A         **N/A**

  **3**       16        13                     **29**       **10**      N/A       N/A         **N/A**

  **4**       15        12                     **27**       **11**      N/A       N/A         **N/A**

  **5**       N/A       N/A                    **N/A**      **12**      N/A       N/A         **N/A**

  **6**       N/A       N/A                    **N/A**      Other       N/A       N/A         **N/A**

                                    **TOTAL                                                   146
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [95]{.underline} % White

the students in the school: [5]{.underline} % Black or African American

\% Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_5.3\_\_%

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 6
              ***to*** the school after October  
              1 until the end of the year.       

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

  **(3)**     Subtotal of all transferred        8
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    149
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .053
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    5.3%
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: \_\_\_0\_\_\_%

\_\_\_0\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_N/A\_\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals: \_\_\_52\_\_\_\_%

\_\_\_78\_\_\_\_Total Number Students Who Qualify

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

10\. Students receiving special education services: \_\_22.8\_\_%

\_\_32\_\_\_\_Total Number of Students Served

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

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

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_1_Specific Learning Disability

\_\_\_\_Hearing Impairment \_11_Speech or Language Impairment

\_12_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_1_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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

    **Number of Staff**

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

Administrator(s) \_\_\_\_\_\_\_ \_\_\_\_1\_\_\_

Classroom teachers \_\_\_6\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_4\_\_\_ \_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_4\_\_\_ \_\_\_\_1\_\_\_

> Support staff \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_14\_\_ \_\_\_\_2\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_23:1\_\_\_\_\_\_

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.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 96.4        96.6        96.5        95.0        95.4

  Daily teacher attendance 95.2        90.5        97.0        96.5        98.2

  Teacher turnover rate    0           0           0           0           0

  Student dropout rate     N/A         N/A         N/A         N/A         N/A

  Student drop-off rate    N/A         N/A         N/A         N/A         N/A
  ------------------------ ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_\_\_\_\_   |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**PART III ‑ SUMMARY**

Hilltop School is a K-4 elementary located on the outskirts of the city
of Martins Ferry. Its mission statement, *The Hilltop Community Working
Together to be Responsible, Respectful, and to Learn,* was developed by
the entire building staff. Its building goals are to *Improve Reading,
Improve Math, Improve Behavior, and Improve Writing.* Classroom and
individual goals, developed by the students, uphold the building goals
based on areas in need of improvement.

Being located in the Appalachian region, the majority of our student
population is comprised of children from blue-collar families. These
families hold education in high regard as evidenced by parents being
actively involved in the educational process and by encouraging students
who have graduated from our high school to pursue advanced studies.

Hilltop School is tied to the community by providing opportunities for
senior citizens to participate in school projects and activities.
Parents, teachers, and staff work together in social/educational
endeavors so as to encourage open communication and participation in the
education of children.

Our small size makes it easy for teachers to develop new approaches to
learning through Quality Change committee work. Student Achievement and
Process Management Teams drive the educational process at Hilltop.
Committee members include both certified and non-certified staff.

The Student Achievement Committee evaluates results from Short-Cycle
Assessments that are administered four times a year. From these results,
benchmarks are set to monitor student progress in reaching building
goals. This committee is also responsible for developing innovative
programs in order to keep students excited about learning.

The Process Management Committee reviews monthly classroom goals and
monitors student data folders and the use of quality tools.

Our faculty consists of experienced well-educated professionals, 72% of
whom hold masters degrees or above and are 100% certified in their
fields. One teacher holds the designation of being National Board
Certified. There is an average teaching experience of 22 years as
compared to comparable districts in the state who show an average of 16.

The Hilltop philosophy is that students who are excited about learning
will become actively involved in the learning experience. As students
find success in meeting classroom and individual goals, they develop a
positive attitude toward learning.

For this reason, success assemblies are held quarterly to recognize
student achievements as well as to applaud staff efforts. Quarterly
building newsletters recognizing students who meet classroom and/or
individual goals are sent home in order to keep a line of communication
open between home and school. Classroom newsletters offer students the
opportunity to share with parents and others the exciting learning
experiences taking place within the classroom. We feel a positive
attitude reaps positive results.

Our commitment to excellence in education qualifies Hilltop Elementary
for recognition as a No Child Left Behind \-- Blue-Ribbon School.

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

1.  *Clear Assessment Results*

A significant amount of time was spent collecting and analyzing
pertinent information in order to determine the building's strengths and
weaknesses. Major sources for collecting data were the district and
building state report cards and supplementary test scores. The mission
statement and goals also coincide with the district's Continuous
Improvement Plan's established goal that students meet or exceed high
academic standards. Students are reminded daily of the building and
classroom mission statements, as well as the goals to be reached in
order to maintain a focus on learning. Student data related to classroom
or individual goals is collected and recorded daily; short-cycle
assessments in reading, writing, and math are conducted quarterly in
order to monitor student progress in achieving building goals.

Proficiency test scores at Hilltop have reflected a significant
improvement as indicated by an upward trend over the past three years.
The percentages of Hilltop fourth grade students passing each subject
area of the state required tests are as follows along with the
percentage of low income students included in the results.

**[Subject Area]{.underline}** **[2001]{.underline}** % Low
**[2002]{.underline}** % Low **[2003]{.underline}** % Low **[+/-
Percentage Points]{.underline}**

Income Income Income

Citizenship **62%** 25% **83%** 17% **92%** 29% +30

Math **47%** 21% **100%** 26% **100%** 32% +53

Reading **52%** 21% **76%** 9% **89%** 25% +37

Writing **71%** 33% **87%** 17% **96%** 29% +25

Science **57%** 25% **91%** 22% **100%** 32% [+43]{.underline}

Total +188

Year 2002-2003 scores are indicative that Hilltop's status is
substantially above the state's required 75% standard.

Hilltop's free and reduced lunch rate is approximately 52%, which allows
it to qualify as a Title I Schoolwide building. This it the fourth year
Hilltop qualifies as a Schoolwide.

Many kindergarteners enrolled in our school district have had no
preschool experience. Therefore, we added our own district preschool
which is housed at Hilltop. We elected to be proactive in order to
better assist our students in the transition to kindergarten by
providing the necessary readiness skills.

Hilltop also houses a Junior First classroom, a transitional class for
students who have completed kindergarten but are not yet ready for first
grade, and two developmentally handicapped units which serve the
district.

We have an approximate 6% mobility rate. At least 23% of Hilltop's
students have some type of disability. Thirty-two (32) of one hundred
forty-nine (149) students received some type of special education
services in 2002-2003.

2.  *Assessment Data Used*

At Hilltop Elementary, emphasis is placed on meeting the academic needs
of all of our students. This may be in the form of providing
intervention for those students who are having difficulty meeting the
academic standards required for learning success, or through providing
an enriched curriculum for those students who require a more challenging
program. Students' progress is not only monitored through "traditional"
classroom evaluations, but also through monthly goal setting geared
toward specific content areas. Through the charting of goals the success
to meet, or the failure meet, these goals allows both the teacher and
student to discern areas of strength or weakness. In addition, these
evaluative techniques accompany building-wide assessments which are
administered four time a year in the three most stressed areas at
Hilltop: reading, math, and writing.

The data collected from these assessments is charted, tracked, and
analyzed by staff through the PDSA Cycle (Plan, Do, Study, Adjust).
Based on the results of our testing, instruction then follows the PDSA
approach to teaching. Instruction is continually being directed to
ensure that the curriculum is aligned with the needs of our students.
The PDSA Cycle allows for overall growth of both student achievement and
teacher performance.

3.  *Communication of Student Performance*

Our school publishes a *Quality Newsletter* that goes home at the end of
each nine weeks listing classroom and/or individual goals that were
achieved. In order to provide personal recognition, all students' names
are listed individually.

The state of Ohio mails an annual school report card to the district
residents and puts assessment data on its website. The school publishes
an annual report, which is mailed to every household in the school
district which contains descriptions of the policies and procedures we
have adopted to ensure continuing excellence.

The local daily newspaper, *The Times-Leader*, publishes proficiency
test scores of all neighboring districts so that readers can compare
school performance.

Charts communicating assessment data collected and used by the building
are predominately displayed in the front entry. The data is shown on
both a building and classroom level. All classrooms use scattergrams and
various other quality tools to display and communicate the assessment
data and their progress to the students.

Each student keeps an individual data folder to chart performance in
academic areas along with conduct and effort. These are sent home with
interims and report cards. Parents and family are invited to view the
data folders with their children twice a year at a celebration at
school. Invitations are extended to community and student leaders to
tour the building, listen to the students explain their goals and charts
in the rooms, and view the data folders. Teachers and students establish
monthly classroom/individual goals. These goals are charted by the
students in the classroom and discussed on a daily basis.

4.  *Sharing Success*

The Hilltop Community has opened its doors to over one thousand sixty
(1, 060) teachers and administrators from different regions around the
state of Ohio as well as representatives from Michigan, West Virginia,
and Pennsylvania. Our superintendent, principal, staff and students
share the steps of the Quality Process and provide a first-hand look at
its success.

Our participation in Quality Academies and Quality Conclaves, both as
presenters and participants, has resulted in a vast network of support
via e-mails and mentorships throughout the state. The Hilltop Community
will continue to offer all of its resources to schools interested in
experiencing the success of the Quality Process.

It is our intent that Hilltop's accolades be published both on the U.S.
Department of Education's website, in local newspapers, and in the
district's *School Scene,* a brochure reaching every member of the
community. Information will also be forwarded to television/radio
communication stations in the area for announcement.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  *Core Curriculum*

The curriculum at Hilltop Elementary is aligned to the Ohio content
Standards for English language arts, mathematics, science, and social
studies. In addition, our building and classroom goals reflect these
standards. Regularly scheduled grade-level meetings assure that
curriculum is aligned across all grade levels.

Three of the building goals are to increase reading scores, to increase
mathematics scores, and to increase writing scores. Short-cycle
assessments are administered to all students quarterly in order to
ascertain student progress. Data is then charted and posted in the lobby
so that staff, students, and parents can monitor progress.

Hilltop's language arts program focuses on phonemic awareness, word
recognition and fluency, acquisition of vocabulary, reading processes
and applications and how they align with Ohio's Academic Content
Standards which include specific benchmarks and indicators at each grade
level. Students meet their benchmarks and indicators through the use of
skill-based activities which encompass all subject areas in the total
language arts spectrum. In addition, computer-generated programs assist
students in the development of skills needed to become proficient
readers and writers.

The math curriculum includes both learning and performance objectives to
ensure that building goals and state standards are met. Mathematics
includes problem solving, reasoning and communicating. Thus, an
appropriate mathematics curriculum includes all of these topics at every
grade level. All students are provided access to a full range of
mathematical topics. This mathematics curriculum is also associated with
component elements included in the Ohio Mathematics Model, the National
Standards set by the National Council of Teachers of Mathematics, and
the Ohio proficiency outcomes.

Social Studies is also a part of Hilltop's curriculum in grades K-4. The
social studies program helps students understand, through the study of
the past and present, what it means to live in a society and develop the
ability to make informed and reasonable decisions for the public good as
citizens of a democratic society.

In the area of science, students are provided the opportunity to
understand and engage in the areas of earth and space, life, physical,
science/technology, scientific inquiry, and scientific ways of knowing.
This exposure to all aspects of the science spectrum helps prepare
students for the future.

Hilltop's two special education classes follow the curriculum provided
for regular K-4 classrooms. The Junior First Grade, a transitional class
between grades kindergarten and first, also follows the school's regular
curriculum, which is modified to be developmentally appropriate.

Students receive art, music, and physical education instruction weekly
at Hilltop.

As highlighted in the above paragraphs, Hilltop's curriculum is
all-inclusive and offers the students the opportunity to become critical
thinkers and responsible citizens.

2.  *Reading/English Language Arts*

We are required by state statute to implement a locally developed
Competency-based Language Arts program which includes phonemic
awareness, word recognition/fluency, acquisition of vocabulary, reading
processes and applications. Our school also makes use of the Academic
Content Standards, benchmarks (key check points that monitor student
progress in meeting state standards), and Indicators (grade-level
specific statements of what students should know and be able to do) in
order to develop monthly classroom goals. In our Quality Change program,
classroom goals might reflect specific needs in academics such as
reading. This goal-making process is based on the S.M.A.R.T. (Specific,
Measurable, Accountable, Realistic, and Time-line) technique.

Hilltop utilizes the McGraw-Hill reading series, which contains many
easily found skill-based activities that help our students meet state
indicators and benchmarks. This series also all meets the requirements

of a Competency-Based Language Arts program and encompasses all subject
areas in the total language arts spectrum.

Hilltop students participate in many computer software programs such as
the Scholastic Reading Inventory assessment systems called Lexile,
Reading Counts, and Accelerated Reader. All measure and develop
comprehension/application skills necessary to become proficient readers.

Finally, the B.E.A.R. (Be Excited about Reading) program requires that
each student read nightly.

By exposing our students to meaningful learning activities and providing
them with the necessary skills and encouragement to read, the
fourth-grade proficiency scores have improved significantly.

*3. Other Curriculum Area*

The Hilltop staff believes that children must master basic mathematical
skills as well as develop the skills necessary to problem solve in order
to become productive members of society. Therefore, the application of
mathematical principles in real-world situations is emphasized.

Our mathematics program is aligned to Ohio's Academic Content Standards
to allow students the opportunity to meet benchmarks and indicators in
order to be proficient. In addition to the use of a textbook which is
standards aligned, teachers employ other instructional strategies such
as hands-on activities, discovery/inquiry learning, and the utilization
of computer-assisted instruction.

*4. Instructional Methods*

The Hilltop staff provides an ever-changing approach to teaching.
Teaching strategies are continually modified to meet all student needs
and learning styles. Quality tools are used in order to measure teaching
success. Plus/Delta/Rx allows students to offer feedback on positive as
well as negative aspects of the daily instruction. Teachers and students
then must provide for a prescription to remedy areas in need of
improvement. This student input enables the teacher to plan
instructional methods useful for a follow-up lesson. Brainstorming,
another quality tool, is utilized by teachers and students to create
action plans for those goals set by the students for upcoming academic
concepts.

The instructional method used at Hilltop is centered on problem solving.
A variety of opportunities for students in both math and science are
provided to analyze a concept and strategize a solution. Furthermore, in
an effort to prepare our students for diagnostic and proficiency
testing, third and fourth- grade students are exposed to daily
proficiency practice problems and the use of content area specific
centers. Students are afforded the opportunity to familiarize themselves
with the types of questions they will encounter on these assessments.

The Classroom Performance System (CPS) is used in all areas of the
curriculum whereby students and teachers experience immediate feedback
from responses to teacher pre-programmed questions. Intervention is
provided as needed. Because students are actively engaged in the
learning process, academic performance continues to progress.

3.  *Professional Development*

Hilltop Elementary is presently in the third year of the Quality Change
Process. This program

has enabled our staff to professionally develop our attitudes toward
learning and ways to

impact our students' overall achievement. The staff is divided into two
main committees:

process management and student achievement. The process management
members oversee the PDSA (Plan, Do, Study, and Adjust) Cycle to improve
school processes and monitor progress toward school goals. The student
achievement committee plans the strategies to improve student
achievement in each classroom, and compare data from one year to the
next or among similar schools. Each committee meets bi-monthly to review
progress and report findings to the entire staff. One member from each
committee meets once a month with other committee members from the other
elementary buildings in the district to share ideas and discuss ways to
build on the foundation already established with Quality Change.

Professional development days throughout the year find teachers doing
"Museum Walks" throughout the building to share classroom ideas and
strategies being used successfully at each grade level. The staff is
encouraged and funded to attend off-site Quality Academies and other
teacher workshops/seminars appropriate for their grade levels and/or
areas of specialization throughout the year.

Hilltop participates in grade level meetings twice a year. Teachers have
the opportunity to share ideas and coordinate curriculum. Courses of
study are developed with each new textbook adoption to align curriculum,
instruction, and assessment.

> **STATE CRITERION-REFERENCED TEST**
>
> Grade[\_\_\_4\_\_\_\_\_]{.underline} Test [Ohio Fourth-Grade Reading
> Proficiency
> Test]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year\_\_[\_2003]{.underline}\_\_\_\_\_ Publisher
> [\_Ohio Department of Education]{.underline}\_\_\_\_\_\_\_\_\_\_
>
> Number of students in the grade in which the test was administered
> \_\_\_28\_\_\_\_
>
> Number of students who took the test \_\_\_28\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded\_\_\_0\_\_\_\_\_ Percent excluded\_\_\_0\_\_\_\_\_
>
> For the 2002-2003 school year, Ohio required 4^th^, 6^th^ and 9^th^
> grade proficiency tests in reading, writing, mathematics, citizenship,
> and science. These assessments are based on Ohio's academic content
> standards that delineate what a student should know and be able to do
> at each grade level. The academic content standards are composed of
> standards, benchmarks and grade-level indicators.
>
> For the 2002-2003 school year, reading scores for the fourth-grade
> proficiency test were reported as advanced, proficient, basic or below
> basic. The scaled score standards were:

+---------------------------+------------------+-----------------------+
| #### Fourth-Grade Reading |                  |                       |
+---------------------------+------------------+-----------------------+
| **Category**              | **Scaled Score** | **2002-2003**         |
|                           |                  |                       |
|                           |                  | **State Percentage**  |
+---------------------------+------------------+-----------------------+
| At Advanced               | 250 and higher   | 9.3%                  |
+---------------------------+------------------+-----------------------+
| At or above proficient    | 217 and higher   | 66.3%                 |
+---------------------------+------------------+-----------------------+
| At or above basic         | 198 and higher   | 90.6%                 |
+---------------------------+------------------+-----------------------+
| Below basic               | below 198        | 9.4%                  |
+---------------------------+------------------+-----------------------+

Performance standards were established by the State Board of Education
based on recommendations of

standard-setting committees (comprised mainly of Ohio teachers at the
appropriate grade levels) and

reports from the Testing Steering Committee (comprised of school
administrators), the

Fairness/Sensitivity review panel (comprised of representatives of the
diversity in Ohio looking at equity

issues), and the Technical Advisory Committee (comprised of national and
state testing experts and

psychometricians looking at technical issues).

# 

# STATE CRITERION-REFERENCED TEST

> Grade[\_\_\_4\_\_\_\_\_]{.underline} Test [Ohio Fourth-Grade
> Mathematics Proficiency
> Test]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year\_\_[\_2003]{.underline}\_\_\_\_\_ Publisher
> [\_Ohio Department of Education]{.underline}\_\_\_\_\_\_\_\_\_\_
>
> Number of students in the grade in which the test was administered
> \_\_\_28\_\_\_\_
>
> Number of students who took the test \_\_\_28\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded\_\_\_0\_\_\_\_\_ Percent excluded\_\_\_\_0\_\_\_\_
>
> For the 2002-2003 school year, Ohio required 4^th^, 6^th^ and 9^th^
> grade proficiency tests in reading, writing, mathematics, citizenship,
> and science. These assessments are based on Ohio's academic content
> standards that delineate what a student should know and be able to do
> at each grade level. The academic content standards are composed of
> standards, benchmarks and grade-level indicators.
>
> For the 2002-2003 school year, mathematics scores for the fourth-grade
> proficiency test were reported as advanced, proficient, basic or below
> basic. The scaled score standards were:

+---------------------------+------------------+-----------------------+
| ####                      |                  |                       |
|  Fourth-Grade Mathematics |                  |                       |
+---------------------------+------------------+-----------------------+
| **Category**              | **Scaled Score** | **2002-2003**         |
|                           |                  |                       |
|                           |                  | **State Percentage**  |
+---------------------------+------------------+-----------------------+
| At Advanced               | 250 and higher   | 14.6%                 |
+---------------------------+------------------+-----------------------+
| At or above proficient    | 218 and higher   | 58.6%                 |
+---------------------------+------------------+-----------------------+
| At or above basic         | 208 and higher   | 70.4%                 |
+---------------------------+------------------+-----------------------+
| Below basic               | below 208        | 29.6%                 |
+---------------------------+------------------+-----------------------+

Performance standards were established by the State Board of Education
based on recommendations of standard-setting committees (comprised
mainly of Ohio teachers at the appropriate grade levels) and reports
from the Testing Steering Committee (comprised of school
administrators), the Fairness/Sensitivity review panel (comprised of
representatives of the diversity in Ohio looking at equity issues), and
the Technical Advisory Committee (comprised of national and state
testing experts and psychometricians looking at technical issues).

**State of Ohio Fourth Grade Proficiency Test: Reading**

  ------------------------------------------ ----------- ----------- ----------- ----------- -----------
                                             2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                              October and October and October and October and October and
                                             March       March       March       March       March

  **SCHOOL SCORES**                                                                          

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

  \% At or Above Proficient                  88.9%       76.2%       52.4%       65.4%       60.0%

  \% At Advanced                             11%         14.3%       4.8%        7.7%        0%

  Number of students tested                  28          23          24          28          25

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

  Number of students excluded                0           0           0           0           0

  Percent of students excluded               0%          0%          0%          0%          0%

                                                                                             

  SUBGROUP SCORES                                                                            

  1.\_\_White\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                    
  (specify subgroup)                                                                         

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

  \% At or Above Proficient                  88.9%       72.9%       52.4%       65.4%       60.0%

  \% At Advanced                             11%         13.7%       4.8%        7.7%        0%

  Number of students tested                  28          22          24          28          25

  2.\_\_African-American\_\_\_\_\_(specify                                                   
  subgroup)                                                                                  

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

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

  \% At Advanced                             N/A         100%        N/A         N/A         N/A

  Number of students tested                  0           1           0           0           0

                                                                                             

  **STATE SCORES**                                                                           

  \% At or Above Basic                       90.6%       N/A         N/A         N/A         N/A

  State Mean Score                           N/A         N/A         N/A         N/A         N/A

  \% At or Above Proficient                  66.3%       67.7%       56%         58.2%       59.2%

  State Mean Score                           N/A         N/A         N/A         N/A         N/A

  \% At Advanced                             9.3%        7.0%        7.0%        6.0%        4.0%

  State Mean Score                           N/A         N/A         N/A         N/A         N/A
  ------------------------------------------ ----------- ----------- ----------- ----------- -----------

Based on information provided by the State of Ohio

**State of Ohio Fourth Grade Proficiency Test: Mathematics**

  --------------------------------------------------- ----------- ----------- ----------- ----------- -----------
                                                      2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                                       March       March       March       March       March

  **SCHOOL SCORES**                                                                                   

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

  \% At or Above Proficient                           100%        100%        47.6%       50%         60%

  \% At Advanced                                      39%         34.8%       4.8%        11.5%       12%

  Number of students tested                           28          23          24          29          25

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

  Number of students excluded                         0           0           0           0           0

  Percent of students excluded                        0%          0%          0%          0%          0%

                                                                                                      

  SUBGROUP SCORES                                                                                     

  1.\_\_\_White\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                           

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

  \% At or Above Proficient                           100%        100%        47.6%       50%         60%

  \% At Advanced                                      39%         33.3%       4.8%        11.5%       12%

  Number of students tested                           28          22          24          29          25

  2.\_\_\_\_African- American\_\_\_(specify subgroup)                                                 

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

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

  \% At Advanced                                      N/A         100%        N/A         N/A         N/A

  Number of students tested                           0           1           0           0           0

                                                                                                      

  **STATE SCORES**                                                                                    

  \% At or Above Basic                                70.4%       N/A         N/A         N/A         N/A

  State Mean Score                                    N/A         N/A         N/A         N/A         N/A

  \% At or Above Proficient                           58.6%       62.9%       59.4%       48.9%       50.6%

  State Mean Score                                    N/A         N/A         N/A         N/A         N/A

  \% At Advanced                                      14.6%       17.0%       16.0%       11.0%       12.0%

  State Mean Score                                    N/A         N/A         N/A         N/A         N/A
  --------------------------------------------------- ----------- ----------- ----------- ----------- -----------

Based on information provided by the State of Ohio