##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal **[Dr. R. Mark Beadle]{.underline}**

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

Official School Name **[Cincinnati Hills Christian Academy Elementary
School]{.underline}**

(As it should appear in the official records)

School Mailing Address **[11312 Snider Road]{.underline}**

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

**[Cincinnati OH 45249-2222]{.underline}**

City State Zip Code+4 (9 digits total)

Tel. **[513-247-0900 ext. 102]{.underline}** Fax
**[513-247-0125]{.underline}**

Website/URL [**www.chca-oh.org**](http://www.chca-oh.org/) Email
**[Mark.Beadle@chca-oh.org]{.underline}**

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

Date **[February 19, 2003]{.underline}**

(Principal's Signature)

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

Name of Superintendent **[Mr. Earl Edmonds]{.underline}**

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

District Name [**Cincinnati Hills Christian Academy**]{.underline} Tel.
**[513-247-0900 ext. 202]{.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 **[February 19, 2003]{.underline}**

(Superintendent's Signature)

Name of School Board

President/Chairperson [**Mr. Tom Ducro**]{.underline}

(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 **[February 19, 2003]{.underline}**

(School Board President's/Chairperson's Signature)

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

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

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

\_\_\_\_\_ Middle schools

**NA** \_\_\_\_\_ Junior high schools

\_\_\_\_\_ High schools

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: **NA**

Average State Per Pupil Expenditure: **NA**

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

4\. [**14**]{.underline} Number of years the principal has been in
her/his position at this school.

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

5\. Number of students 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**       63        43                     **106**      **7**                             

  **1**       46        48                     **94**       **8**                             

  **2**       43        44                     **87**       **9**                             

  **3**       44        44                     **88**       **10**                            

  **4**       43        50                     **93**       **11**                            

  **5**                                                     **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   **468**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [**88.5** %]{.underline} White

the students in the school: **[6 %]{.underline}** Black or African
American

**[1 %]{.underline}** Hispanic or Latino

**[4 %]{.underline}** Asian/Pacific Islander

**[.5 %]{.underline}** American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
**[1.51%]{.underline}**

> (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 4
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 3
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        7
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    462
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0151
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    1.51
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
**[\_\_0\_\_\_\_%]{.underline}**

**[\_\_1\_\_\_\_]{.underline}**Total Number Limited English Proficient

Number of languages represented: **[\_\_\_1\_\_\_\_]{.underline}**

Specify languages: **[Russian]{.underline}**

9\. Students eligible for free/reduced-priced meals:
**[\_\_\_\_1\_\_\_%]{.underline}**

[**\_\_\_\_5\_\_**\_]{.underline}Total Number Students Who Qualify

> If this method is not 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:
**[10%]{.underline}**

**[48]{.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

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

\_\_\_\_Deaf-Blindness [22]{.underline} Specific Learning Disability

[2]{.underline} Hearing Impairment [\_9\_\_]{.underline}Speech or
Language Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

\* [15]{.underline} ADD/ADHD only

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) **[2]{.underline}** \_\_\_\_\_\_\_\_

Classroom teachers **[24]{.underline}** ­ **[2]{.underline}**

Special resource teachers/specialists **[9]{.underline}**
**[7]{.underline}**

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

> Support staff **[1]{.underline}** **[5]{.underline}**
>
> Total number **[36]{.underline}** **[14]{.underline}**

12\. Student-"classroom teacher" ratio: **[\_17.77\_\_]{.underline}**

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ --------------- --------------- --------------- --------------- ---------------
                           **2001-2002**   **2000-2001**   **1999-2000**   **1998-1999**   **1997-1998**

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

  Daily teacher attendance 97%             96%             97%             95%             97%

  Teacher turnover rate    8%              10%             7%              10%             7%

  Student dropout rate     \-              \-              \-              \-              \-

  Student drop-off rate    \-              \-              \-              \-              \-
  ------------------------ --------------- --------------- --------------- --------------- ---------------

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

Cincinnati Hills Christian Academy (CHCA), in Cincinnati, Ohio is a
nondenominational, independent Christian school that has earned a strong
reputation for excellent academics, outstanding character development,
and offers a full complement of extracurricular and enrichment
activities designed to nurture and support each student toward
individual growth. In recognition of this, the U.S. Department of
Education awarded the school its highest award -- **The Blue Ribbon** in
1996.

 

CHCA is one of the fastest-growing independent schools in the country,
according to statistics compiled by the National Association of
Independent Schools. The Lindner Elementary School's fall 2002
enrollment was over 460 students, up over 300% since it opened in 1989.
Students represent 35 public school districts in the greater Cincinnati
area. The completed complex has classrooms, a cafeteria, computer lab,
music room, art room, common areas, and additional learning and planning
areas. It is state-of-the-art in terms of both school design and usage.
It sits on a beautiful 10+ acre campus amid trees, rolling hills,
playgrounds, and athletic fields.

 

In-depth research regarding curriculum, class sizes, student population
and more, conducted during the planning stage several years before the
school opened, gave concrete goals to define the school. These are
summarized as offering "academic excellence in a Christ-centered
environment."

 

CHCA exudes a family atmosphere where parents are partners with teachers
and administrators in the education of their children. Parent volunteers
assist teachers in the classroom, provide office support, and serve as
club sponsors, fund-raisers, board members, and more. At every level,
parents are very involved in the life of the school.

 

Test scores compare very favorably, both locally and nationally, with
the most highly respected Christian, independent and public schools,
reflecting the strong focus on quality academics at CHCA. Although class
averages on these tests are above the 75^th^ national percentile, CHCA
also measures academic success by each student's academic growth from
year to year. Furthermore, an excitement for learning is developed by
using experiential and hands-on learning techniques to enhance the core
curriculum.

 

CHCA families and teachers realize that schools teach much more than
academics. Character development is a strong component of our concern
for the whole child. Through direct teaching, modeling, role-playing,
correction, and most importantly positive reinforcement, students
develop wholesome attitudes and behaviors. Evidence for this is seen in
the lack of disciplinary problems and the supportive, on-task, relaxed
atmosphere found in the classrooms.

 

Technology use is on the leading edge, with over 200 computers used by
students, teachers, staff, administrators, and parent volunteers. A
state-of-the-art computer lab with computers, flat monitors, color and
laser printers, a scanner, Internet connection, and an extensive
selection of software become integral learning tools supporting the
curriculum. There are also at least two computers in each classroom.
Three mobile carts containing 60 laptops rotate among all classes.
Teaching and learning are richly enhanced through computer use
throughout the school.

 

In its short existence, Cincinnati Hills Christian Academy has earned an
outstanding reputation for creating future leaders through attention to
high quality education of the whole person. Students are prepared for
their futures by developing their many individual strengths through
challenging academics, spiritual development, and physical and social
growth opportunities.

 

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

CHCA uses assessment data to understand and improve student and school
performance.

Focusing on student results allows us to implement plans for
intervention and for enrichment. We give the Stanford Achievement Test
each April and note growth (or lack of growth). Parents and teachers use
the data to make specific plans for students. Parents, specifically, use
the data they get in late May to make summer plans. CHCA asks for
specific action from parents for those that score below the 40^th^ NP.
Our Enrichment and Resource Room Teachers use the data to make
instructional goals for specific students. Individual tutoring sessions
are combined with small group work to meet needs. Classroom teachers use
the data to plan units, lessons and accommodations.

When data is returned each May, they are evaluated and utilized to
strengthen existing curriculum and instructional techniques. Teachers
are given class performance to compare to grade level performance (there
are 5 classes at each grade level). They are asked to use the data to
set and evaluate goals, adjust teaching techniques, and evaluate the
curriculum. Administrators use the data to plan class, grade level, or
school wide interventions that have included task forces and the
replacement of curriculum resources. Recent examples of this include
efforts in Reading Vocabulary, Math Computation and Writing.

**[Communicating Student Performance]{.underline}**

CHCA communicates data on student performance in a variety of ways. We
make the information [public]{.underline}. We also prepare an annual
school report that is shared with teachers, parents and our board.

Parents are the primary receivers of this information. They receive the
standardized assessment results for their child and also for the entire
school before students are released for the summer. We feel timely
sharing of this information is important. We offer individual meetings
between the teachers and parents.

We publish charts that show the grade level average scale score,
percentile rank and grade equivalent for Reading and Math achievement.
We show comparisons between our school and schools in the US and private
schools. We also put this information on our web site:
[www.chca-oh.org/es_testscores.php](http://www.chca-oh.org/es_testscores.php).

**[Sharing Success]{.underline}**

CHCA administrators and teachers willingly share curriculum ideas and
strategies with many other schools. Our faculty and administrators share
at conferences and workshops. The desire by other schools to get this
information increased after winning our first Blue Ribbon in 1996. We
recently had a visit from the local Jewish school, the local Islamic
school (timely) and the Governor of a state of Nigeria (all within 24
hours).

We have an ongoing partnership with several inner city and suburban
schools. We exchange teachers and students with these schools and learn
from each other. Our teachers have served as mentors for their new
teachers.

We reach out to many schools in Ohio and neighboring states. Staff
members come to visit and they also consult with us on the phone. We
have a high profile status in 2 associations (the Ohio Association of
Independent Schools and Association of Christian Schools International).
Leaders in these associations and also within the Ohio Department of
Education send schools looking for answers our way.

We also host teams of prospective teachers and professors from local
colleges on a regular basis. We currently have 3 student teachers and
have offered college courses on our campus. We have hosted visitors
looking at model programs from 10 other states and 6 foreign

countries.

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

**[Description of School's Curriculum]{.underline}**

Cincinnati Hills Christian Academy has developed a comprehensive
statement of curriculum, which contains 12 curricular areas. These are:
Christian Studies, Language Arts, Mathematics, Science, Health, Social
Studies, Foreign Language (Spanish at the Elementary Level,) Physical
Education, Music Fine Arts, Visual Fine Arts, Technology and Information
Literacy.

In developing our statement of curriculum, faculty teams consulted
national standards documents, State of Ohio Model Curriculums, as well
as exemplary curriculums from other schools, educational best practices,
research and pedagogy from each field and sound statements from child
development theory. Our CHCA Curriculum Council is comprised of lead
teachers from each division in each curricular area. The Council
participates at regular intervals in periodic review of the curriculum.
We feel it is a "living" document!

Our statement of curriculum comes in the following four parts: The
**Mission, Vision, Standards and Benchmark** statement sets forth the
mission, philosophy, standards and benchmarks for the school K to 12.
The standards and benchmarks are comprised of those things that students
should know, be able to do, and value when they leave grades four, eight
and twelve. The next part is the **Scope and Sequence for Each Grade
Level**, which represents the benchmarks for each grade level and when
they will be introduced, developed, mastered or reviewed. Part three is
the **Curriculum Map,** which is an overview of which topics will be
taught to cover the benchmarks at each grade level. (Parents receive
this at the beginning of the year.) Finally, each teacher produces a
**Teacher Syllabus**, which is a timeline for each quarter describing
when topics and concepts will be covered in the classroom. (Parents also
receive this at the beginning of the year.) The time spent in yearly,
weekly, and daily planning helps ensure that the essential curricular
objectives will be covered at all grade levels.

The CHCA curriculum reflects high standards of congruency, alignment and
integration: congruency with our mission and core values, congruency
with the best of published national standards in the academic
disciplines, congruency with current research on child development,
internal alignment K-12 and across disciplines, and integration of
Biblical principles, technology and information literacy and proven
methods of learning. Integrated within each discipline are the Biblical
principles that mark our school's uniqueness.

Our core values of "academic excellence" in a Christ-centered
environment are at the center of our teaching and learning community. We
offer meaningful, engaged and effective learning integrated with Bible
principles. Meaningful learning allows students to build understanding
by instruction explicitly linking new learning to prior knowledge or
experiences or to build understanding through direct experience where
multiple senses and multiple modes of expression reinforce and
strengthen the learning experience. Engaged learning sees students
actively representing how they understand through words, writing, or
visual representations; it encourages students to gather information
from various sources, to work independently and collaboratively, and to
practice foundational skills to achieve automaticity. Effective learning
stands up to measurement: performance assessment and standardized
assessment, measures that demonstrate student academic performance
against classmates and beyond the school to the state, nation, and the
world.

A recent addition to our statement of curriculum is a companion document
called **Performance Assessments of Benchmark Learning.** For each grade
level, this document is comprised of assessments that reflect evaluation
of a group of skills and the ability to perform complex tasks. These
assessments are comprehensive in that they call upon learning of several
benchmarks and are events that require students to solve problems,
investigate new situations, reflect on appropriate strategies,
synthesize information and apply knowledge and skills to new scenarios.
Traditional measures of student learning through norm-referenced or
criterion-referenced standardized testing also inform instructional
practice and measure student performance in a larger context.

# [CHCA' Reading Curriculum]{.underline}

Cincinnati Hills Christian Academy Elementary offers its students a
Balanced Literacy Program. Essential skills and concepts needed by
students based on national and state curriculum documents and exemplary
reading programs were developed by teams of teacher leaders and stated
in standards, benchmarks and curricular objectives. After gaining
knowledge of what our students should know and be able to do at various
grade levels, we chose rich, authentic literature that could be combined
with instruction in phonemic awareness, phonics and other skills
important to reading development.

On any given day in grades K through 4, there will be signs of shared
reading, reading aloud, guided reading, independent reading, shared
writing, interactive writing, writer's workshop, and independent
writing. These are all components of a balanced reading program. We
believe that reading and writing should compliment and enhance each
other. In fact, over 400 minutes per week are devoted to reading and
writing instruction.

Reading is viewed as a developmental process that evolves over time. Two
researchers, Leu and Kinzer (1995) said it well. "It is developmental,
interactive, global and personal." Knowing that it is a process in which
the reader, the writer and the text interact in constant interplay,
encourages our teachers to tailor daily activities and strategies for
the students they teach. We realize that students come into our
classrooms at many different levels and take responsibility for getting
to know their needs so we can determine the best instruction for them.

Students at CHCA read across the curriculum. As no textbooks are used at
any grade level for reading instruction, literature is carefully
selected that can be integrated into the Science, Social Studies,
Health, or Math themes. One-second grade class was recently studying
about Africa. They read the book [The Clever Turtle]{.underline} by
Sharon Fear; they interacted with this folktale by actually becoming the
animals in the puppet show they presented to fellow classmates and
parents. Before the presentation there was much research on the various
animals involved!

This year one of our school-wide goals has been to focus on reading
comprehension. After an in-depth book study of [Mosaic of
Thought]{.underline} by Ellin Oliver Keene and Susan Zimmerman, our
teachers have all tried to incorporate into their instruction some of
the strategies and ideas presented in the book into the classrooms. A
key concept is getting students to think while they are reading
(metacognition.) In addition, they have been focusing daily on
strategies to develop the skills of making connections, questioning,
visualizing, inferring, determining importance in text and synthesizing
at all grade levels. We have found that all of these concepts are
important in developing strong readers who love to read!

We have chosen a balanced philosophy for our reading program as it
provides the best of both worlds for our students. By reading wonderful,
carefully selected literature, we can help instill a strong love of
reading. In taking time for skill instruction, we can help students
develop strategies they need to become life-long readers and learners.

**[CHCA's Mathematics Curriculum]{.underline}**

CHCA has identified the essential mathematical skills needed by students
using national and state model curriculum documents. These are then
listed in standards, benchmarks, and curricular objectives. Teachers are
held accountable for teaching these objectives through quarterly
reports. Parents helped design these documents and also are given copies
of a curriculum map that explains the scope and sequence of mathematics
education at CHCA.

We expect students to be able to:

-   Be mathematical problem solvers

-   Communicate mathematically

-   See God's orderliness and mystery reflected in mathematics

-   Reason mathematically

-   Recognize connections within mathematics and other subjects

We teach math in a hands on fashion. We measure individual student
progress and have people ready to help students that need more
instruction or more challenge. For example, the best mathematical
students are pulled into a special class taught by our enrichment
teacher that meets 4 days a week at the 3^rd^ and 4^th^ grade levels. We
use the highest rated programs by the Eisenhower National Clearinghouse
and also use technology to reinforce math skills. For example, students
in 4^th^ grade use an electronic drill and practice program to monitor,
practice, and adjust computational problems. They also use a creative
piece of software to teach geometric and logic skills.

CHCA students are challenged and supported with developmentally
appropriate mathematical instruction.

**[Different Instructional Methods]{.underline}**

CHCA does use many different instructional methods to improve student
learning. We accept a broad range of students. We start by recognizing
that not all students learn the same way or have the same needs. We
provide differentiated instruction to meet these diverse needs. We train
our teachers in these different methods and have 3 specialists on staff
to provide teacher assistance and to work with students. Our ideas have
been published in the [Best Ideas for Reading from America's Blue Ribbon
Schools]{.underline} and [Distinguished Practices of Distinguished
Schools.]{.underline}

On any day you will find classes using simulations, direct instruction,
hands on activities, ability grouping, cooperative learning, organizers,
technology, and other strategies that research shows has a positive
effect on student learning. Two books that have guided our practice are
[What Works: Research About Teaching and Learning]{.underline} and then
more recently [What Works in Schools]{.underline}. We have given
teachers (and trained them) an instructional framework that includes
proven strategies. Engaged learning can be seen as students use drama to
increase the comprehension of an African Folk tale. Hands on learning
can be seen as teachers use geo boards or liquid nitrogen to experience
the concepts being taught. Regular field trips extend classroom based
activities.

We are fortunate to have dedicated teachers that do not rely on one text
book, but design creative lessons to reach many learning needs and
styles. The satisfaction they feel and share carry over to a positive
learning environment that is commented on by visitors.

**[Professional Development Program]{.underline}**

CHCA's professional development program focuses on improving student
achievement.

We have organized a Local Professional Development Committee to oversee
and review individual professional development plans. Teachers earn
renewal points (used to renew their state license) by working in any of
12 areas (conferences, college courses, curriculum development...).

We require teachers to engage in at least 10 hours of technology related
in-service each year.

Teachers submit yearly professional development plans that list goals
that are aligned to district and building goals. They are provided
assistance in meeting those goals. We pay for ½ of college course work
and fund many off and on campus seminars. We monitor progress on the
goals twice each year.

We use an intensive (teachers say) evaluation program that also
contributes to professional development and student achievement. It is
multi-faceted and includes: lesson plan evaluation, announced and
unannounced observations, parent feedback (to teachers), and self
evaluation.

New teachers are supported with an active mentoring program that
provides a year long series of activities. The mentor is an advocate for
the new teacher and also responsible for providing timely assistance to
the new teacher.

An example of using test data to guide professional development occurred
recently when we noticed that 4^th^ Grade descriptive writing scores
were below benchmarks that we had established. We set goals and provide
a series of in-service sessions aimed at improving achievement in this
area. It worked!

**[PART VI - PRIVATE SCHOOL ADDENDUM]{.underline}**

*The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data.*

Private school association(s): [Association of Christian Schools
International, OAIS, ISACS]{.underline}

(Give primary religious or independent association only)

Does the school have nonprofit, tax exempt (501(c) (3)) status?
[Yes]{.underline}

**Part II ‑ Demographics**

1\. What are the 2001-2002 tuition rates, by grade? (Do not include
room, board, or fees.)

\$[6610]{.underline} \$[6610]{.underline} \$[6610]{.underline}
\$[6610]{.underline} \$[6610]{.underline}

K 1^st^ 2^nd^ 3^rd^ 4^th^

2\. What is the educational cost per student? \$[8169]{.underline}

(School budget divided by enrollment)

3\. What is the average financial aid per student? \$[2715]{.underline}

4\. What percentage of the annual budget is devoted to [7]{.underline}%

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? [15]{.underline}%

CINCINNATI HILLS CHRISTIAN ACADEMY

**EDYTH B. LINDNER ELEMENTARY**

Grade **[1]{.underline}** Test: **[Stanford Achievement
Test]{.underline}**

Edition/publication year: **[9^th^/1996 Norms]{.underline}** Publisher:
**[Harcourt Educational Measurement]{.underline}**

What groups were excluded from testing? Why, and how were they assessed?
**[All students are tested.]{.underline}**

**[Students with an IEP that allows extra time or non-standard testing
measures are not included in]{.underline}** the **[percentiles
below.]{.underline}**

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

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month APRIL                                                            

  **SCHOOL SCORES Reading/                                                       
  Math**                                                                         

  **Total Score**                **90/90**   **94/95**   **94/93**   **93/92**   **91/92**

  Number of students tested      81          85          84          85          86

  Percent of total students      100         100         100         100         100
  tested                                                                         

  Number of students excluded    2           3           1           2           3
  from scores                                                                    

  Percent of students excluded   2           3           1           2           3
  from scores                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------

\* No Subgroups total to 10% or more of the student body.

**CINCINNATI HILLS CHRISTIAN ACADEMY**

**EDYTH B. LINDNER ELEMENTARY**

Grade **[2]{.underline}** Test: **[Stanford Achievement
Test]{.underline}**

Edition/publication year: **[9^th^/1996 Norms]{.underline}** Publisher:
**[Harcourt Educational Measurement]{.underline}**

What groups were excluded from testing? Why, and how were they assessed?
**[All students are tested.]{.underline}**

**[Students with an IEP that allows extra time or non-standard testing
measures are not included in the percentiles below.]{.underline}**

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

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month APRIL                                                            

  **SCHOOL SCORES Reading/                                                       
  Math**                                                                         

  **Total Score**                **85/89**   **90/90**   **89/93**   **84/89**   **85/90**

  Number of students tested      81          86          87          87          85

  Percent of total students      100         100         100         100         100
  tested                                                                         

  Number of students excluded    3           2           1           3           2
  from scores                                                                    

  Percent of students excluded   4           2           1           3           2
  from scores                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------

\* No Subgroups total to 10% or more of the student body.

**CINCINNATI HILLS CHRISTIAN ACADEMY**

**EDYTH B. LINDNER ELEMENTARY**

Grade **[3]{.underline}** Test: **[Stanford Achievement
Test]{.underline}**

Edition/publication year: **[9^th^/1996 Norms]{.underline}** Publisher:
**[Harcourt Educational Measurement]{.underline}**

What groups were excluded from testing? Why, and how were they assessed?
**[All students are tested.]{.underline}**

**[Students with an IEP that allows extra time or non-standard testing
measures are not included in the percentiles below.]{.underline}**

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

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month APRIL                                                            

  **SCHOOL SCORES Reading/                                                       
  Math**                                                                         

  **Total Score**                **87/90**   **87/92**   **86/91**   **81/87**   **83/88**

  Number of students tested      83          89          90          91          90

  Percent of total students      100         100         100         100         100
  tested                                                                         

  Number of students excluded    2           3           1           2           3
  from scores                                                                    

  Percent of students excluded   2           3           1           2           3
  from scores                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------

\* No Subgroups total to 10% or more of the student body.

**CINCINNATI HILLS CHRISTIAN ACADEMY**

**EDYTH B. LINDNER ELEMENTARY**

Grade **[4]{.underline}** Test: **[Stanford Achievement
Test]{.underline}**

Edition/publication year: **[9^th^/1996 Norms]{.underline}** Publisher:
**[Harcourt Educational Measurement]{.underline}**

What groups were excluded from testing? Why, and how were they assessed?
**[All students are tested.]{.underline}**

**[Students with an IEP that allows extra time or non-standard testing
measures are not included in the percentiles below.]{.underline}**

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

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month APRIL                                                            

  **SCHOOL SCORES Reading/                                                       
  Math**                                                                         

  **Total Score**                **79/85**   **77/85**   **79/85**   **85/87**   **84/87**

  Number of students tested      90          94          95          96          97

  Percent of total students      100         100         100         100         100
  tested                                                                         

  Number of students excluded    3           4           3           3           4
  from scores                                                                    

  Percent of students excluded   3           4           3           3           4
  from scores                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------

\* No Subgroups total to 10% or more of the student body.