##### *REVISED 3/17/05*

##### 

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

*U.S. Department of Education*

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

Name of Principal **Mrs. Candace L. Wingert**

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

Official School Name **Washington Elementary School**

(As it should appear in the official records)

School Mailing Address 1**51 Elmer St**

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

**Tiffin Ohio 44883-2029** REVISED

City State Zip Code+4 (9 digits total)

County **Seneca** School Code Number\* **039420 3/17/05**

Telephone **( 419 )447-1072** Fax **( 419 )448-5217**

Website/URL
[**http://www.tiffin.k12.oh.us**](http://www.tiffin.k12.oh.us/) E-mail
**candy_wingert@tiffin.k12.oh.us**

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. Donald Coletta**

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

District Name **Tiffin City Schools** Tel. **( 419 )447-2515**

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. Christopher English**

(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 of Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: 5 Elementary schools

1 Middle schools

0 Junior high schools

1 High schools

[0 Other]{.underline}

**7 TOTAL**

2\. District Per Pupil Expenditure: \$6778

Average State Per Pupil Expenditure: \$8768

**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\. 7 Number of years the principal has been in her/his position at this
school.

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

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

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

  **PreK**    0         0                      **0**        **7**                             

  **K**       22        23                     **45**       **8**                             

  **1**       29        17                     **46**       **9**                             

  **2**       21        22                     **43**       **10**                            

  **3**       20        20                     **40**       **11**                            

  **4**       28        16                     **44**       **12**                            

  **5**       22        18                     **40**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   259
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 89% White

the students in the school: 5% Black or African American

4% Hispanic or Latino

2% Asian/Pacific Islander

0% 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: **18 %**

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      26
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      22
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 48
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 272
                            the school as of October 1, 
                            2003                        

  **(5)**                   Subtotal in row (3) divided 0.18
                            by total in row (4)         

  **(6)**                   Amount in row (5)           18%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: **2%**

**4** Total Number Limited English Proficient

Number of languages represented: **1**

Specify languages: **Japanese**

9\. Students eligible for free/reduced-priced meals: **52%**

Total number students who qualify: **134**

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

10\. Students receiving special education services: **19%**

**50** Total Number of Students Served

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

0 Autism 0 Orthopedic Impairment

0 Deafness **3** Other Health Impaired

0 Deaf-Blindness **18** Specific Learning Disability

**1** Hearing Impairment **12** Speech or Language Impairment

**6** Mental Retardation 0 Traumatic Brain Injury

0 Multiple Disabilities **1** Visual Impairment Including Blindness

**5** Emotional Disturbance **4** Preschool Disability

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 12 0

Special resource teachers/specialists 3 9

Paraprofessionals 6 3 Support staff 3 4

> **Total number 25 16**

12\. Average school student-"classroom teacher" ratio: 21:1

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.)

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

  Daily student attendance   96%         96%         95.%        96%         96%

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

  Teacher turnover rate      5%          10%         14%         0%          0%

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

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

**The fluctuation in teacher turnover rate is because of adding a
section (2001-2002) then the next year (2002-2003) removing a section**

**PART III ‑ SUMMARY**

Every student at Washington Elementary School in Tiffin, Ohio begins the
day with this pledge: \"I like myself. I am responsible for my actions.
I came to school to learn and I will learn. I will do my best today.\"
This typifies the attitudes of the Washington School community.

Tiffin, the county seat of Seneca County, is the home of the Washington
Whirlwinds. Over the past several years the economy of Tiffin has
experienced a decline. We have felt the impact of this downturn in
employment opportunities. Fifty-two percent of our students are
considered high poverty and many are at-risk. Washington School was the
first in Tiffin to apply for and receive Title I school-wide services.

If students are to reach their full learning potential, their basic
needs must be met.

Washington attempts to do that. We were the first school in Tiffin to
provide a breakfast program for our students. Our guidance counselor
addresses many of the social and emotional problems that face
Washington\'s students. Our Intervention Assistance Team (IAT) spends
hours working on plans to address the academic needs and behavioral
concerns of our students. A collaborative effort between Washington
School and the Tiffin YMCA will soon provide after-school care as well
as physical activity and homework help for our students. These efforts
all combine to create students ready for optimum learning.

Washington Elementary School is a school that parents want their
children to attend. Thirty-one percent of our students are open-enrolled
from neighboring schools and districts. This is because of the
atmosphere of Washington School. We are very proud of our children who
are learning to be respectful of others. We have an ongoing commitment
to help our students learn the meaning of respect. Our students show
tolerance of those who are different. Whether the difference is in size,
color, physical or academic disability; there is a feeling of respect
for all.

Our mission states, \"Our staff, parents and students will utilize every
available resource to provide students with a rich knowledge base and
skills for life-long learning.\" Over the past several years, Washington
School has secured additional funding to help meet the needs of its
students. Venture Capital, Ohio Reading Incentive Grant, OhioReads
Community Grant, and several OhioReads Classroom Grants as well as
Market Day (a frozen food fundraiser) have provided much needed revenues
to provide materials and services to our students. These additional
funds are used to provide experiences that many of our students would
not otherwise have available to them. We have monthly assemblies to
provide enriching, common experiences for all of our students. A
biannual Artist-In-Residence program, in conjunction with the Ohio Arts
Council, brings an artist to our school to share his or her craft. These
artists not only teach our students about their art, but also about
living a dream, sticking with a project and having a passion.

One of our greatest strengths is our staff. Thirteen of our teachers
have master\'s degrees. Four more have professional teaching
certificates. All of our paraprofessionals are either Highly qualified
or waiting for their test results. Our staff works within and across
grade levels to develop lessons that not only reflect our courses of
study, but also the developmental and ability levels of our students. In
our building we consider everyone to be teachers, including all support
staff members. We all work together to teach our kids!

Washington school has an active and diverse group of volunteers from
senior citizens and retired teachers to high school and college
students. Volunteers help our students with reading and math skills,
accompany students on field trips and provide an extra pair of hands
whenever and where ever needed. They serve as yet another caring, adult
role model for our students. It really does take our whole community to
raise a child.

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

*1. Describe in one page the meaning of the school's assessment results
in reading (language arts or English) and mathematics in such a way that
someone not intimately familiar with the tests can easily understand
them. Explain disparities among subgroups. If the school participates in
the state assessment system, briefly explain the state performance
levels and the performance level that demonstrates meeting the standard.
Provide the website where information on the state assessment system may
be found.*

Washington Elementary School participates in Ohio's Proficiency Tests
(OPT), a criterion-referenced test. The OPT applies to the five
following content areas: reading, writing, math, science, and
citizenship. Students\' ability to use critical thinking skills to
comprehend and solve problems are the emphasis of the OPT. These tests
are administered each March with the exception of the fourth-grade
reading test. The reading test has been administered twice, once in
October and again in March. The OPT levels of proficiency are basic,
proficient, and advanced at each content area. The state standard is 75%
for each content area. It is our goal for all students to achieve the
proficient and advanced level. More information is available at:
[www.ode.state.oh.us/proficiency/standards.asp](http://www.ode.state.oh.us/proficiency/standards.asp)
.

Beginning in the 2003-2004 school year, the state of Ohio required all
third graders take the Ohio Reading Achievement test. This test is
administered three times a year, once in October, again in March and a
final opportunity in July. Students are rated using the following scaled
scores Limited: below 385, Basic: 385-399, Proficient: 400-414,
Accelerated: 415-431 and Advanced: 432 and above. More information is
available at:
<http://www.ode.state.oh.us/proficiency/technical_data/StatSumm_AchievementTests.asp>

Washington Elementary tests ALL students. No student has been excused
from the statewide assessments due to disabled status. Appropriate
accommodations, in accordance with the students' individualized
educational plans, have been implemented during testing sessions.
Beginning with the 2002-2003 school year, these students' scores were
included in the percentages appearing on the Local Report Cards.

A five year review of the 4th grade OPT reading scores show Washington
Elementary School has improved from a low score of 64% in 1999-2000 to a
score of 84% proficient in 2003-2004. Our economically disadvantaged
students have shown the same improvements as our total population. In
2001-2002 only 65% of our economically disadvantaged students were
proficient. By 2003-2004 the percent of students proficient has
increased to 83%.

OPT math scores have also improved over the last five years. In
1999-2000, 49% of our students reached the proficient level. The
2003-2004 testing results show 87% of our students reaching the at or
above proficient level. Our economically disadvantaged students have
shown the same improvements as our total population. In 2001-2002, 54%
of our economically disadvantaged students were proficient. By 2003-2004
the percent of students proficient has increased to 82%. Our students
with disabilities have improved from 40% proficient in 2001-2002 to 71%
proficient in 2003-2004.

The summary of this data points out our steady increase in student
achievement in the reading and math content areas. The data provides
evidence that all of our at-risk have demonstrated academic improvement.

2.  *Show in one-half page (approximately 300 words) how the school uses
    assessment data to understand and improve student and school
    performance*

Assessment drives instruction at Washington School. A wide variety of
assessment tools are used to measure what our students already know and
what they have yet to learn. This assessment data helps us determine how
to address the educational needs of each of our students

Before a student enters our school, we already have a snapshot of what
he or she knows. Using the data generated from the Kindergarten
Diagnostic Instrument (KDI) we are able to identify those children who
need more readiness to be successful in kindergarten. Those students are
enrolled in our Summer Kindergarten Program.

Pretesting, both teacher designed and/or textbook created, is a vital
step in our lesson development. This data identifies our students\'
prior knowledge before we develop our lessons. It allows our teachers to
create lessons that are based on specific and individual needs.

Standardized testing (OLSAT and Stanford) is a vital tool in identifying
our special needs students, both gifted and disabled. We use this data
to determine what to include in a student\'s Individualized Education
Plan (special education) or Written Education Plan (gifted education).
We also use the standardized data to identify trends both within and
among the different classes.

Ohio Diagnostic Assessments help us to determine where intervention and
reteaching are needed. They also tell us when our students are competent
allowing us to offer enrichment to further develop the newly acquired
knowledge and skills.

Ohio Proficiency Tests, Ohio Achievement Tests and Off-Year Proficiency
tests provide insight into which students need extra help. We accomplish
this with after-school tutoring, school day intervention, OhioReads
tutors, and a mentoring program.

On a daily basis teachers use both formal and informal evaluations.
Frequent use of assessment allows our staff to identify problems
students may be having before wrong information becomes ingrained.
Regular use of Running Records in our primary classrooms allows teachers
to chart each student\'s individual reading progress.

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

We communicate our students\' performance in many ways. Weekly reports,
Friday letters, school newsletters, emails, notes and assignment
notebooks all provide a means of communication among students, parents
and teachers. Telephones and computers in each classroom allow frequent
communication between school and home.

Twice a year our teachers meet with the parent / guardian of every
student. During the conferences, assessment data is an integral part of
the conversation. Along with the data, they discuss what the data means
and how we will use that information to help the student.

Quarterly report cards, based on Ohio\'s Academic Content Standards, are
sent home with our students. The grades assigned are based on the
multiple assessments our teachers use regularly.

Following all mandated testing opportunities, parents can expect their
child\'s test to be mailed home. This information is too important to
have a child \"forget\" to share it. Frequently teachers have called to
inform parents of test results. The \"test letters\" are announced in
our monthly newsletters.

The Washington Elementary School Report Card in previous years was sent
to the home of every student. Because of financial constraints this did
not happen this year. It is posted in our building for all to see.
Guests are invited and encouraged to examine and ask questions about the
results shown in our building and district report cards. Our report card
data is annually released to the local news media and through building
and district publications.

4\. *Describe in one-half page how the school has shared and will
continue to share its successes with other schools.*

Washington Elementary School teachers have always been open to sharing.
We are willing to share our successes and programs with anyone who asks.
During district grade-level meetings we share our ideas and practices as
well as gain new ideas from our peers in the other four elementary
buildings that are a part of Tiffin City Schools. The principals of the
five elementary buildings talk almost daily sharing ideas, materials and
information.

When our staff members attend professional development conferences, we
network to share our practices and to hear of others. We gain as much
from these networking opportunities as we share.

We have had visitors from other school districts come to observe our
programs. Title I personnel from another school district have visited
our school. They observed in classrooms and then had a question and
answer session with our teachers and principal.

One of our retired Title I teachers is now a professional development
provider through the Regional Planning and Development Committee. Much
of what she shares with her adult learners is based on what is happening
at Washington School. The teachers then return to their home schools to
share what they have learned.

**PART V -- CURRICULUM AND INSTRUCTION**

1\. *Describe in one page the school's curriculum. Outline in several
sentences the core of each curriculum area and show how all students are
engaged with significant content based on high standards. Include art
and foreign languages in the descriptions (foreign language instruction
as a part of the core curriculum is an eligibility requirement in grades
seven and higher).*

The core curriculum at Washington School is based on the content common
to all schools in the state of Ohio, fourth grade proficiency outcomes
and district courses of study. Courses-of-study are developed by
teachers and administrators and are tied to Ohio\'s Academic Content
Standards. Washington School\'s curriculum includes the basics of
reading/language arts, math, social studies and science.

Alignment ensures that students are engaged daily with rigorous content
and high expectations for learning. Our teachers are expected to develop
their lessons using outcomes and indicators. Teachers are encouraged to
create lessons that integrate indicators from different content areas.
One activity may cover several objectives. Various resources are then
gathered to help students achieve the standards. Resources include, but
are not limited to, an assortment of books, hands-on material, computer
software, on-line resources, guest speakers, field trips, and
assemblies.

Writing is incorporated as a programmed, process approach. Every student
writes nearly every day. Students gain experience in self-selected and
assigned writing tasks. Regular conferencing with our teachers help our
students develop and refine their revision strategies and editing
capabilities. Students, at a very early age, begin to evaluate the
quality of their own writing.

Students in kindergarten through grade two spend extensive time learning
basic math facts and experiencing math through manipulatives and
activities. At third grade our students move into a more challenging
math. Problem solving and the writing of short and extended responses
are the strengths of the program.

In kindergarten and first grade, science and social studies are taught
in conjunction with reading instruction. In second grade through fifth
grade, science and social studies are taught as a separate subject with
a separate textbook. While the book creates the foundation of
instruction, a wide variety of instruction strategies are used. Hands-on
experiences, simulations, guest speakers, and field trips help make
science and social studies real to our students.

Special area teachers collaborate with classroom teachers to integrate
art, music, physical education and library into the academic curriculum.
The physical education teacher incorporates health instruction into his
lessons. A trip to the library can supplement the learning of our
students. Math, language arts, social studies and science all play a
part in the art curriculum of Washington students.

Special education students are an integral part of Washington\'s
program. All special needs students are mainstreamed or involved in
inclusion to the full extent to which it is appropriate. Their
curriculum is an adaptation of regular curriculum based on grade
appropriate indicators. Students\' IEP goals indicate what modifications
need to be made.

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

Washington Elementary School\'s primary grade reading program is
designed around the Four Blocks format. We have selected Four Blocks
because it provides a balanced literacy program that emphasizes the five
essential elements of scientific-based reading research, phonemic
awareness, phonics, fluency, vocabulary and comprehension. This approach
allows us to provide the differentiated instruction necessary for the
success of all students. It also allows us to provide the scaffolding
needed to develop competent readers.

Students gain experience in reading through guided reading,
self-selected reading, writing and working with words. To accomplish
this we involve a variety of techniques and materials. By using our
Title I staff, guided reading instruction occurs in small flexible
groups of 5-7 students. Wall words and writing workshops provide
students with lots of phonics and phonemic awareness practice. As
students get older, their reading instruction is narrowed to guided
reading and self-selected reading. Students in grades two through five
are encouraged to develop their reading skills through frequent
practice. Accelerated Reader and the incentives our PTO provides
encourage some of our most reluctant readers to read.

Washington teachers are encouraged to make Read Alouds a part of their
day. Reading effortlessly and with expression, the teachers model how a
fluent reader sounds. Read Alouds also increase our students\' knowledge
of the world, their vocabulary, their familiarity with written language
and their interest in language.

A large part of the success of our program lies in the cooperative
efforts of our staff and the level of expertise we possess. Our staff is
highly qualified by virtue of Reading Recovery training, reading
endorsements, master\'s degrees, and an average of 21 years teaching
experience.

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

Many of our students have limited \"life experiences.\" To address this
situation we have adopted the arts as an integral part of our core
curriculum. The arts have become another vehicle with which we deliver
our curriculum and expand our students\' experiences.

Our art and music teachers integrate their specialty standards with the
content standards of language arts, mathematics, science and social
studies. It is not unusual to see art projects that demonstrate symmetry
or music lessons that share a culture. This happens through
collaboration among all the teachers in Washington School. This varied
approach to learning enhances what is happening in both the special and
regular classrooms.

Monthly assemblies are a part of the life of Washington School. Our
students have learned about science through the Center of Science and
Industry (COSI), history through boomerangs in Booming Back to School,
unity through diversity in The Fast Horses (a Native American program)
and literature through Aesop\'s Fables.

Every other year we host an Artist-In-Residence program. This program
provides our students with on-going experiences with a real, live
artist. The residency provides our students an opportunity to focus on
process even more than the product they create. Our residencies create a
great deal of excitement within our school and community. Frequently
this excitement carries over into the classrooms and our student
learning.

Washington Elementary School students gain experience in the arts
outside the walls of our school. Every student at our school attends a
live theater performance at The Ritz Theater. While experiencing one of
Tiffin\'s historic landmarks, our students also learn about appropriate
behavior. Every Ritz trip has an academic focus. Students may enjoy
seeing a favorite story, such as [Charlotte\'s Web]{.underline}, live on
stage. At other times programs like [Lewis and Clark
Adventures]{.underline} may enrich and extend a social studies lesson.

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

At Washington School we focus on the group and individual needs of our
students. Whole class instruction, small group instruction (both
heterogeneous and homogeneous) and individualized instructions are all a
part of our instructional practice.

Our reading program uses guided practice, modeling and vocabulary
instruction that is direct, indirect and contextual. Students in grades
1-3 participate in our at-home reading program called CREW (Children
Reading EveryWhere). Every day students take home a specially selected
book, that is based on a child\'s specific reading skills, to read with
a parent.

In our math classes we use manipulatives, Incredible Equations, calendar
math and brain power papers to help our students develop their math
skills. Incredible Equations are many different representations of a
number or number sentence. A first grade example is a representation of
the number two. Students are asked to think about all the ways they can
show \"two.\" One might see a die with two dots showing, February (the
second month), a playing card showing 2. It is exciting to see the
thinking that goes on during this exercise. Calendars provide many
opportunities for the students to develop and practice math skills such
as skip counting and patterning. Our BrainPower papers are worksheets
that help our students practice basic math facts and problem solving
skills independendently.

In content areas (science and social studies) we involve outside
speakers, field trips and interactive technology in addition to our
textbooks. For those students who can\'t get help at home we provide
after-school homework assistance.

We use technology to assist with instruction. Students in grades 2-5 use
Accelerated Reader. Third and fourth graders use Accelerated Math.
Students gain experience using our electronic piano keyboard lab.
Students having reading and language difficulties may be invited to
participate in Fast ForWord, an interactive series of lessons to enhance
the student\'s phonological awareness.

To address the instruction needs of our students who are struggling, we
use a great deal of intense intervention. Teachers, paraprofessionals,
adult volunteers, high school and college student volunteers all work to
meet the specific individual needs of our at-risk students. For those
who need more time, we provide summer school.

We also address our gifted students\' instructional needs. Our district
provides a day-long pullout program designed for our highest ability
students. For those students still too young to participate in the
pullout program, we have the PETS (Primary Enrichment Thinking) program.
PETS is a higher order thinking skills program for primary age students

Because many of our students do not yet find learning itself to be
intrinsically rewarding, we offer several opportunities to earn
extrinsic rewards. Students can earn points daily to use at our school
store. Students who participate in Fast ForWord, CREW and Accelerated
Reader receive recognition and rewards for their accomplishments. While
these are not instructional methods, they are motivational tools we use
to encourage our students.

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

Our teachers annually participate in ongoing professional development.
Over the past several summers, staff members have attended Ohio
Department of Education\'s Summer Institute for Reading Instruction.
Using grant dollars, we send teams to conferences. They gain ideas from
the conference and then discuss implementation of the \"new\" ideas on
the car ride home. Following attendance at conferences, the teams
present their ideas to the staff at our monthly meetings.

Within our building we decided that part of our students\' difficulty in
learning was a lack of language. As a staff, facilitated by our Title I
Staff, we conducted a book study to read, learn about and further
develop language development skills. This year we are continuing to
focus on language, using a series of on-line conferences.

We meet regularly with teachers from other buildings in our district to
talk about what is and is not working. As a group we have examined
Ohio\'s Content Standards and talked as a team about what the standards
mean and how we can teach them.

While our staff does a great deal together, we also see the necessity of
individually designed and selected professional development. We have
individual staff members completing on-line courses, graduate college
courses, doing video classes and attending staff development. We have
building subscriptions to [Teaching Tolerance]{.underline}, [The Reading
Teacher]{.underline} and other educational journals that quickly become
dog-eared and well-worn from use.

All of this professional development has a positive impact on our
students\' learning. This impact is two fold. Initially, it provides our
teachers with new tools or pieces of information to help teach our
students. Secondly, by seeing their teachers actively involved in
learning and seeing their teachers working to develop new skills, our
students get the idea that learning is good and needs to be a life-long
endeavor.

**PART VII - ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TEST**

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

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

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

  Testing month                        March       

  **SCHOOL SCORES**                                

  \% At or Above Limited               100         

  \% At or Above Basic                 98          

  \% At or Above Proficient            86          

  \% At or Above Accelerated           69          

  \% At Advanced                       50          

  Number of students tested            42          

  Percent of total students tested     100         

  Number of students alternatively     0           
  assessed                                         

  Percent of students alternatively    0           
  assessed                                         

                                                   

  SUBGROUP SCORES                                  

  1\. Eligible for free or reduced                 
  lunches/breakfast                                

  \% At or Above Limited               100         

  \% At or Above Basic                 96          

  \% At or Above Proficient            87          

  \% At or Above Accelerated           56          

  \% At Advanced                       23          

  Number of students tested            19          

  2 . Students with Disabilities                   

  \% At or Above Limited               100         

  \% At or Above Basic                 83          

  \% At or Above Proficient            83          

  \% At or Above Accelerated           67          

  \% At Advanced                       50          

  Number of students tested            6           

                                                   

  **STATE SCORES**                                 

  \% At or Above Limited               100         

  \% At or Above Basic                 90          

  \% At or Above Proficient            78          

  \% At or Above Accelerated           59          

  \% At Advanced                       33          
  ------------------------------------ ----------- ---------------------------

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

**STATE CRITERION-REFERENCED TEST**

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

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

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

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES**                                                                    

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

  \% At or Above Basic                 100         100         94          N/A         N/A

  \% At or Above Proficient            84          75          64          77          66

  \% At Advanced                       14          4           18          2           5

  Number of students tested            37          48          57          56          49

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Eligible for free or reduced                                                     
  lunch/breakfast                                                                      

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

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

  \% At or Above Proficient            83          76          65          64          45

  \% At Advanced                       17          4           3           0           5

  Number of students tested            18          29          23          22          22

  2\. Students with Disabilities \*\*                                                  

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

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

  \% At or Above Proficient            57          55          57          \*          \*

  \% At Advanced                       0           0           10          \*          \*

  Number of students tested            \<10        11          \<10        \*          \*

                                                                                       

  **STATE SCORES**                                                                     

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

  \% At or Above Basic                 92          91          N/A         N/A         N/A

  \% At or Above Proficient            71          66          68          56          58

  \% At Advanced                       15          9           7           7           6
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\* Data not available

\*\* Does not comprise sufficient numbers (10 or more) to be a part of
the state\'s assessment results, so stated results are based on building
site data

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

**STATE CRITERION-REFERENCED TEST**

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

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

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

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES**                                                                    

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

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

  \% At or Above Proficient            87          56          61          77          61

  \% At Advanced                       27          8           12          20          16

  Number of students tested            37          48          59          56          49

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Eligible for free or reduced                                                     
  lunch/breakfast                                                                      

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

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

  \% At or Above Proficient            82          76          54          64          45

  \% At Advanced                       35          4           3           0           5

  Number of students tested            18          25          35          22          22

  2\. Students with Disabilities \*\*                                                  

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

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

  \% At or Above Proficient            71          50          40          \*          \*

  \% At Advanced                       0           0           10          \*          \*

  Number of students tested            \<10        10          10          \*          \*

                                                                                       

  **STATE SCORES**                                                                     

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

  \% At or Above Basic                 77          70          N/A         N/A         N/A

  \% At or Above Proficient            66          59          63          59          49

  \% At Advanced                       26          15          17          16          11
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\* Data not available

\*\* Does not comprise sufficient numbers (10 or more) to be a part of
the state\'s assessment results, so stated results are based on building
site data

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