REVISED 3-15-2005

**[2004-2005 No Child Left Behind -- Blue Ribbon Schools
Program]{.underline}**

U.S Department of Education

**Cover Sheet** Type of School: [Elementary K-6]{.underline}

Name of Principal: [Mr. Shawn L. Kovac]{.underline}

Official School Name: [Everett Area Elementary School]{.underline}

School Mailing Address: [427 East South St., Everett, PA
15537-1399]{.underline}

School Phone: [814-652-9114]{.underline} School Fax:
[814-652-9640]{.underline}

County: [Bedford]{.underline} School Code Number:
[\_\_\_\_\_1-08-05-3003\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/URL: [www.everett.k12.pa.us](http://www.everett.k12.pa.us/)
E-mail: <skovac@everett.k12.pa.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. Daniel Koontz]{.underline} Telephone:
[(814) 652-9114]{.underline}

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Superintendent's Signature)

Name of School Board President: [Mr. Steve Young]{.underline}

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

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President'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: [4]{.underline} Elementary
schools

Middle schools

[1]{.underline} Junior high schools

[1]{.underline} High schools

Other

[6]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$8, 898]{.underline}

Average State Per Pupil Expenditure: [\$8,328]{.underline}

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

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

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

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

[9]{.underline} 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**       35        26                     **61**       **8**                             

  **1**       27        42                     **69**       **9**                             

  **2**       29        22                     **51**       **10**                            

  **3**       33        27                     **60**       **11**                            

  **4**       37        27                     **64**       **12**                            

  **5**       28        40                     **68**       **Other**                         

  **6**       38        47                     85                                             

                                    **TOTAL                                                   458
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [99]{.underline} % White

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

\% Hispanic or Latino

\% Asian/Pacific Islander

\% 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:
[\_\_\_9\_\_\_\_\_%]{.underline}

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  30
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           14
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   44
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 489
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .09
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          9
  --------- -------------------------------------------- ------------------

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

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

Number of languages represented: \_\_\_\_[0\_\_\_\_]{.underline}

Specify languages:

9\. Students eligible for free/reduced-priced meals:
[\_\_55\_\_\_\_\_\_%]{.underline}

Total number students who qualify: \_\_\_[254]{.underline}\_\_\_\_\_

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

10\. Students receiving special education services: [\_18 %]{.underline}

[81\_\_]{.underline}Total Number of Students Served

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

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

\_[\_1]{.underline}\_Deafness \_[10]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[36]{.underline}\_Specific Learning Disability

\_\_[5\_]{.underline}Emotional Disturbance \_[21]{.underline}\_Speech or
Language Impairment

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

> [\_\_7­­\_]{.underline}Mental Retardation \_[1\_\_]{.underline}Visual
> Impairment Including Blindness

\_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [\_\_\_1\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [\_\_21\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_[14]{.underline}\_
\_\_\_\_\_\_\_\_

Paraprofessionals [\_\_\_7\_\_\_]{.underline}
[\_\_\_2\_\_\_\_]{.underline}

> Support staff [\_\_\_8\_\_\_]{.underline}
> [\_\_\_3\_\_\_\_]{.underline}
>
> Total number [\_\_51\_\_]{.underline} [\_\_\_5\_\_\_\_]{.underline}

12\. Average school student-"classroom teacher" ratio:
[\_22:1\_\_]{.underline}

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

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

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

  Daily teacher attendance  92%         94%         93%         92%         92%

  Teacher turnover rate     0%          3%          6%          0%          3%

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

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

Part III - SUMMARY

The Everett Area School District, Everett, PA, is located in Bedford
County, Pennsylvania. Our district covers 300 square miles providing
educational services to over 1,500 students in four elementary schools
and a junior/senior high school. The district is comprised mainly of
rural farmland and rolling hills. The learning environment is warm and
friendly with opportunities for student involvement in academic and
extra-curricular activities.

The four elementary schools of the Everett Area School District range in
size from 475 students at Everett Elementary to approximately 60
students at the Chaneysville-Cove Elementary School. The Mann-Monroe
Elementary School and the Breezewood Elementary school each house
approximately 110 students. All Elementary schools house full day
kindergarten through fifth grade with all sixth grade students being
serviced at Everett Elementary. Chaneysville-Cove Elementary School is
unique in relation to the structure of its grade levels.
Chaneysville-Cove Elementary School is structured so that it has three
classrooms each with two grades of students; K-first, second-third, and
fourth-fifth. Chaneysville Cove holds the distinction of being the only
elementary school within the Everett Area School District to reach 100%
proficiency in Math on the Pennsylvania System of School Assessments
test for the 2003-2004 school year.

This past year the Everett Area School District took advantage of an
Accountability Block Grant that enabled the district to begin offering
full day/every day kindergarten to all students entering school for the
2004-2005 school year. In preparing for full day kindergarten the
teachers and administrators met during the summer to rewrite and update
the kindergarten curriculum. Curriculum maps were updated and aligned
with the Pennsylvania State Standards. As a result of this curriculum
upgrade the district will have to rewrite and restructure the curriculum
maps of each succeeding grade level as these students progress. This
will offer the students a rigorous curriculum that is closely aligned
with state standards.

In keeping true to the mission statement of the Everett Area School
District: "The Everett Area School District with community cooperation
is committed to providing a quality education, preparing students to be
productive and responsible citizens." Our students, parents, and
residents are actively involved in the operation of their schools
through site-based management committees at all levels of the
organization. Both the Everett Area School Board and Everett Area
Education Association have formally adopted Site-Based Management as a
key concept in governing the district.

As an example, the District Council which is comprised of teachers,
parents, PTO/A members, students, local clergy, school board members,
and administration meet once a month to engage in a dialogue of
collaboration committed to hearing and discussing the concerns of all
stakeholders within the Everett Area School District.

## PART IV -- INDICATORS OF ACADEMIC SUCCESS

Description of the school's assessment results in reading and
mathematics in such a way that someone not intimately familiar with the
tests can easily understand them.

1.  The Pennsylvania System of School Assessments (PSSA) is administered
    to every fifth grade student during the month of April. The PSSA
    assesses students in reading and math. The PSSA has four levels of
    proficiency; Advanced, Proficient, Basic, and Below Basic. A student
    who is making adequate academic progress in a subject will score
    either Advanced or Proficient in a subject. The cut-off scores are
    determined by the Pennsylvania Department of Education each year. If
    you visit the Pennsylvania Department of Education's Website at
    [http://www.pde.state.pa.us](http://www.pde.state.pa.us/) you will
    be able to find more on the PSSA tests.

A review of the test scores for the Everett Elementary School shows a
steady increase for those students scoring at the proficient and
advanced levels for the last four years. For example, during the
2000-2001 school year 33% of the students at Everett Elementary were at
the Advanced level in reading. During the 2003-2004 school year 66% of
the students scored at the Advanced level in reading. Likewise, during
the 2000-2001 school year 33% of the students tested were at the
Advanced level in Math. During the 2003-2004 school year that percentage
rose to 58% scoring at the Advanced level.

Everett Elementary subgroups have shown progress. However, like many
other schools across the nation, our student's with IEP subgroup
category have not made the progress at the same rate as the non-disabled
population. This has caused us to look closely at the curriculum and
programming for this subgroup and implement appropriate changes where
necessary.

Show how the school uses assessment data to understand and improve
student and school performance.

2.  Everett Elementary teachers and administrators use a large variety
    of assessment data from a local data warehousing system to make good
    data driven decisions. The warehousing system archives data from
    standardized and local assessments for multiple years. The use of
    this data has allowed the staff at the school to analyze individual
    year data to determine strengths and weaknesses of classes,
    disaggregated groups, and individual students. The testing year
    teachers are able to review the data to determine strengths and
    weaknesses of standards or objectives completed by their students.
    They may use the data to help with the instruction on the class for
    the following year. The teachers who will have the testing year
    students in the future use the data to see which standards or
    objectives the class or individual students need. These areas
    include instruction, review, and remediation. Over a period of time
    the data warehousing system allows the teachers and administrators
    to compare multiple years of data on same and similar data. The use
    of this data allows the staff to find correlations in the data to
    make sound curriculum decisions and to help with professional
    development.

Describe how the school communicates student performance, including
assessment data, to parents, students, and the community

3.  Everett Elementary School communicates school performance indictors
    to parents, students, and community stakeholders in a variety of
    ways. For example, parents and students have 24/7 access to
    web-based grade reporting system known as LetterGrade. This
    web-based tool allows parents and students access in real time their
    current academic standing in all classes.

> LetterGrade also allows a student to compare his or her individual
> progress to local and state curriculum standards. Via this tool, a
> parent can easily determine the rate of progress their child is making
> toward the NCLB goal of proficiency. For families who do not have web
> access, printouts of the LetterGrade progress reports are sent home on
> a regular basis.
>
> Assessment data is also available for Everett Elementary by accessing
> the NCLB District Report Card on the district web site. In particular,
> community members and school families can view historical data on the
> progress the school has made toward the NCLB goals. This same data is
> published annually in the district newsletter and it is available in
> the waiting areas of the school. Additional assessment data is
> distributed at parent teacher association meeting, Title I parent
> meetings, and the annual parent-teacher conference days.

Describe how the school has shared and will continue to share its
successes with other schools.

4.  Successful strategies are shared collaboratively in many ways.
    Within the district, teacher in-service/staff development time is
    allocated for the specific purpose of teacher-to-teacher networking.
    Utilizing the Title I teaching staff as staff
    developers/facilitators, grade level meetings are used to share and
    critique strategies.

> By utilizing this approach, we have been able to discuss and plan the
> implementation of practical research-based activities on how to
> motivate struggling learners to become more successful readers in all
> subjects. In addition, these grade level team meetings are also used
> to share classroom-proven activities for accelerating the academic
> achievement of both at-risk students and talented students.
>
> Above and beyond the sharing of information with other schools in the
> school district, staff members have interacted via presentations at
> local curriculum fairs, intermediate unit curriculum networking
> meetings, and at professional conferences. Staff members are
> encouraged to write and publish information about successful
> strategies in publications sponsored by professional associations,
> local newspapers, and other media outlets such as television and radio
> stations.

# PART V -- CURRICULUM AND INSTRUCTION

Describe 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.

1.  The curriculum of the Everett Area Elementary School is comprised of
    the following core components: Reading, Language Arts to include
    writing, English, and spelling, Math, Social Studies, Science,
    Health, physical education, music education, library science, and
    art education. Additionally, students learn technology and
    keyboarding skills via projects in the core subjects and through the
    use of the Compass Curriculum. The Compass Curriculum is a program
    through which teachers can target individual student learning and
    assign learning paths for each student based upon his/her
    specialized needs.

> All core curriculum components are designed to fully meet the high
> academic rigor of the Pennsylvania State Standards. Curriculum maps
> have been designed for each curricular area. These maps ensure that
> the state standards are taught in each subject in each grade. In most
> cases the state standards serve as the core component of the
> curriculum and our teachers build and expand upon those concepts to
> add additional rigor and content to each subject.
>
> At a time when most schools are cutting back on special area subjects
> such as art, music, and physical education we have expanded our
> programs. Our students not only receive regular art and music
> instruction but they also receive art and music appreciation classes
> throughout elementary school. Everett Elementary School also has a
> marching band. We provide low cost opportunities for students to
> attend instrumental lessons throughout the summer.
>
> Recently our school received a PEP grant, which enabled our district
> to purchase a new physical education program called SPARK. The SPARK
> program not only provides a new curriculum of exercise science for our
> physical education department but also provides for staff development
> and activities for all teachers to incorporate SPARK activities into
> their classrooms. Our teachers have had two full days of in-service
> since the summer of 2004. Teachers utilize SPARK activities to
> transition subjects and as an alternative to "in-door" recess.

Describe the school's reading curriculum, including a description of why
the school chose this particular approach to reading.

2.a. In the Everett Area School District we pride ourselves by striving
for students to be independent and analytical readers. To achieve our
goal we use a variety of approaches. This variety allows our teachers to
individualize instruction for each student by choosing from a variety of
genre.

> The kindergarten and first grade team uses a computer/ language based
> reading program, Breakthrough to Literacy. This program was chosen to
> engage all students in the five essential components of reading.
> Breakthrough To Literacy offers a systematic way of engaging students
> in an oral interactive language discussion that is centered around one
> book each week. It offers repetitive texts for students to gain
> confidence and exposure to sight words. This program also allows the
> teacher to implement the program in small groups for individual
> academic needs. Once the book of the week has been introduced a
> personal Take --Me-Home copy of the book of the week is sent home to
> practice reading to their families.

Early and intermediate grades use a literature-based approach by using a
basal series, Harcourt Brace, along with leveled guided reading books.
Each student in grades 1-6 has been prescribed to use a series of
computer generated skill based program through the Compass Program. An
addition to the curriculum listed students in grade 1 use a supplemental
phonics program from the Saxon Phonics Series.

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

3\. We believe that good communication skills are an essential life
skill. With the ability to effectively communicate each student can
fulfill our mission of becoming a productive and responsible citizen.
Beginning in kindergarten we immerse the student in a literature rich
environment of reading and language arts. Our teachers have been given
extensive training in integrating reading and writing instruction. Last
summer our K-6 staff spent three days in an intensive writing skills
workshop produced by Steve Dunn. After aligning our writing curriculum
maps with the Pennsylvania State Standards and sequencing them in
relation to grade level our students will develop a solid foundation of
writing skills as they progress from grade level to grade level.

In order to closely monitor students' progress throughout elementary
school the Everett Elementary School has constructed three writing
performance tasks for each grade level. The writing tasks are aligned
with the PSSA test and corrected by district teachers using the state
writing rubric. The results of the testing are then used to help monitor
individual student progress and design individual instruction for
students.

Writing portfolios are kept for each student in grades K-6. They provide
a record of a student's progress. Also, they provide information on
student progress for the next teacher. Portfolios are sent to the
Junior/Senior High School English Department when the students enter
7^th^ Grade.

Describe the different instructional methods the school uses to improve
student learning.

4.  At the Everett Elementary School we believe that instructional
    strategies and curriculum assessment methods should closely parallel
    the assessment methods of the PSSA tests. In this way we do not
    "add" to our curriculum by teaching to the test. We have modified
    our teaching methods and curriculum assessments to closely resemble
    that of the Pennsylvania System of School Assessments. In this
    manner we are able to teach a rigorous curriculum and prepare our
    students for their performance testing at the same time.

One example of these integrated teaching/assessment methods is the
previously discussed writing tasks that are given to our students three
times a year and assessed using the state writing rubric. Students and
teachers are able to use this information to affect instruction in a
timely manner. In the primary grades, student friendly writing rubrics
are produced to allow students to begin self- assessing their writing in
a authentic manner.

Math instruction now includes instruction in how to respond to open
ended questions with multiple steps. Long gone are the "skill and drill"
practice sets. Students spend at least one day a week working as a
class, small group, or individuals responding to open-ended math
questions. Teachers often use state released sample questions that have
example answers with them. After the students are done they can compare
their performance to sample answers at each performance level. In this
way they can see where on the continuum their answer lies and what it
would take to improve their answer.

Reading instruction has been affected in much the same manner. Teachers
are encouraged to pass by the basal Theme Tests for a teacher made
reading performance task that resembles those on the PSSA test. The
reading tasks are designed to parallel those the state provides. These
reading tasks are then assessed using the state reading performance task
rubric. Often students in the upper grades will review their own
responses in relation to the rubric.

We feel that these teaching methods are helping our students become
better learners and more independent learners. We strive to teach them
the content and response criteria that will make them successful not
only on state tests but successful lifelong learners.

Describe the schools professional development program and its impact on
improving student achievement.

5\. The Everett Elementary professional development program is an on
going, 12 month "menu" of group and individual professional development
activities. Staff development priorities are identified for the school
based upon action plans that have been created by the staff and the
administrative team. For example, if improvement activities are targeted
to improve reading fluency, then the action plan identifies appropriate
strategies, providers, and resources needed to achieve the desired
results.

> Individual staff development plans are also created through the use of
> district-wide differentiated professional development planning
> process. A five-year cycle of professional development activities are
> availed to each professional employee. During the five-year cycle, an
> employee is able to select a yearlong development program from a menu
> of thirteen approved development models. Special selection options are
> available for teachers who are in their initial induction programs.

# PART VII -- ASSESSMENT RESULTS

Everett Elementary School

5^th^ Grade Pennsylvania System of School Assessment (PSSA) Math Scores

Standardized Assessment Data

  -------------------------------- --------------- --------------- --------------- ---------------
  **MATH**                         **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  Testing Month                    April           April           April           April

                                                                                   

  **SCHOOL SCORES**                                                                

  \% At or Above Basic             86%             75%             90%             90%

  \% At or Above Proficient        80%             57%             76%             68%

  \% At Advanced                   58%             31%             21%             33%

  Number of Students Tested        50              72              70              68

  Percent of Total Students Tested 100%            100%            100%            100%

                                                                                   

  **SUBGROUP SCORES**                                                              

  Subgroup 1- White Ethnic Group                                                   

  \% At or Above Basic             86%             75%             90%             90%

  \% At or Above Proficient        80%             57%             76%             68%

  \% At Advanced                   58%             31%             21%             33%

  Number of Students Tested        50              72              70              68

                                                                                   

  Subgroup 2- Students with IEP                                                    

  \% At or Above Basic             45%             17%             44%             

  \% At or Above Proficient        36%             6%              22%             

  \% At Advanced                   9%              0%              0%              

  Number of Students Tested        11              18              9               

                                                                                   

  Subgroup 3- Economically                                                         
  Disadvantaged                                                                    

  \% At or Above Basic             76%             64%             NA              

  \% At or Above Proficient        63%             44%             NA              

  \% At Advanced                   42%             25%             NA              

  Number of Students Tested        24              36              NA              

                                                                                   

  Subgroup 4- Male Gender                                                          

  \% At or Above Basic             87%             72%             92%             

  \% At or Above Proficient        83%             52%             87%             

  \% At Advanced                   61%             26%             26%             

  Number of Students Tested        23              35              38              

                                                                                   

  Subgroup 5- Female Gender                                                        

  \% At or Above Basic             85%             78%             88%             

  \% At or Above Proficient        78%             62%             63%             

  \% At Advanced                   56%             35%             16%             

  Number of Students Tested        27              37              32              

                                                                                   

  **STATE SCORES**                                                                 

  \% At or Above Basic             79%             78%             75%             

  \% At or Above Proficient        61%             57%             53%             

  \% At Advanced                   36%             28%             26%             
  -------------------------------- --------------- --------------- --------------- ---------------

Everett Elementary School

5^th^ Grade Pennsylvania System of School Assessment (PSSA) Reading
Scores

Standardized Assessment Data

  -------------------------------- --------------- --------------- --------------- ---------------
  **READING**                      **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  Testing Month                    April           April           April           April

                                                                                   

  **SCHOOL SCORES**                                                                

  \% At or Above Basic             88%             74%             90%             87%

  \% At or Above Proficient        78%             64%             69%             71%

  \% At Advanced                   66%             32%             21%             33%

  Number of Students Tested        50              72              70              68

  Percent of Total Students Tested 100%            100%            100%            100%

                                                                                   

  **SUBGROUP SCORES**                                                              

  Subgroup 1- White Ethnic Group                                                   

  \% At or Above Basic             88%             74%             90%             87%

  \% At or Above Proficient        78%             64%             69%             71%

  \% At Advanced                   66%             32%             21%             33%

  Number of Students Tested        50              72              70              68

                                                                                   

  Subgroup 2- Students with IEP                                                    

  \% At or Above Basic             45%             28%             44%             

  \% At or Above Proficient        27%             11%             22%             

  \% At Advanced                   18%             0%              0%              

  Number of Students Tested        11              18              9               

                                                                                   

  Subgroup 3- Economically                                                         
  Disadvantaged                                                                    

  \% At or Above Basic             80%             59%             NA              

  \% At or Above Proficient        63%             45%             NA              

  \% At Advanced                   50%             17%             NA              

  Number of Students Tested        24              36              NA              

                                                                                   

  Subgroup 4- Male Gender                                                          

  \% At or Above Basic             83%             65%             92%             

  \% At or Above Proficient        74%             54%             71%             

  \% At Advanced                   65%             26%             18%             

  Number of Students Tested        23              35              38              

                                                                                   

  Subgroup 5- Female Gender                                                        

  \% At or Above Basic             93%             81%             88%             

  \% At or Above Proficient        82%             73%             66%             

  \% At Advanced                   67%             38%             25%             

  Number of Students Tested        27              37              32              

                                                                                   

  **STATE SCORES**                                                                 

  \% At or Above Basic             81%             78%             81%             

  \% At or Above Proficient        62%             58%             58%             

  \% At Advanced                   34%             27%             18%             
  -------------------------------- --------------- --------------- --------------- ---------------