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# 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 2003-2004 school
    year.

3.  The school has been in existence for five full years, that is, from
    at least September 1998.

4.  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.

5.  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.

6.  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.

7.  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: [1]{.underline} Elementary
schools

[1]{.underline} Middle schools

Junior high schools

[1]{.underline} High schools

Other (Briefly explain)

[3]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7,015]{.underline}

Average State Per Pupil Expenditure: [\$8,441]{.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\. [4]{.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:

2002--2003

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

  **K**       51        33                     **84**       **7**                             

  **1**       46        41                     **87**       **8**                             

  **2**       49        50                     **99**       **9**                             

  **3**       51        53                     **104**      **10**                            

  **4**       54        44                     **98**       **11**                            

  **5**       47        57                     **104**      **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   **576**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [99.5%]{.underline} White

the students in the school: [0.5%]{.underline} Black or African American

[0.0%]{.underline} Hispanic or Latino

[0.0%]{.underline} Asian/Pacific Islander

[0.0%]{.underline} American Indian/Alaskan Native

**100.0% Total**

7\. Student turnover, or mobility rate, during the past year:
[13.47%]{.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.)

> 2002--2003

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 43
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 35
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        78
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    579
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .134715
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    13.4715
              100                                
  ----------- ---------------------------------- ------------------------

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

[0%]{.underline} Total Number Limited English Proficient

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

Specify languages:

9\. Students eligible for free/reduced-priced meals:
[61.31%]{.underline}

[355]{.underline} Total Number Students Who Qualify

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

10\. Students receiving special education services: [20%]{.underline}

[116]{.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.

[2]{.underline} Autism [0]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [2]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [45]{.underline} Specific Learning
Disability

[2]{.underline} Hearing Impairment [40]{.underline} Speech or Language
Impairment

[18]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[5]{.underline} Multiple Disabilities [2]{.underline} Visual Impairment
Including Blindness

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

    **Number of Staff**

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

> Administrator(s) [2]{.underline} [0]{.underline}
>
> Classroom teachers [30]{.underline} [0]{.underline}
>
> Special resource teachers/specialists [10]{.underline} [1]{.underline}
>
> Paraprofessionals [1]{.underline} [0]{.underline}
>
> Support staff [4\*]{.underline} [0]{.underline}\
> \*number does not include cooks and custodians
>
> Total number [47]{.underline} [0]{.underline}

12\. Average school student-"classroom teacher" ratio: [19.3**:**1
(579/30)]{.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.)

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

  Daily student attendance 94.0%       93.0%       93.9%       94.4%       94.3%

  Daily teacher attendance 96.4%       96.0%       96.3%       96.8%       96.5%

  Teacher turnover rate    1           2           0           1           0

  Student dropout rate     NA          NA          NA          NA          NA

  Student drop-off rate    NA          NA          NA          NA          NA
  ------------------------ ----------- ----------- ----------- ----------- -----------

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

> **NOT APPLICABLE**

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

# PART III---SUMMARY

How did a poor, rural school in Ohio Appalachia progress from the lower
echelons of student achievement to status as one of the best schools in
Ohio? Dawson-Bryant Elementary, a K--5 school in rural southern Ohio,
has had an economically disadvantaged student population since the
economic downturn several decades ago. No longer a thriving industrial
valley, jobs are scarce, especially high-paying jobs. Poor student
performance at Dawson-Bryant Elementary has been the status quo, and at
times the problems of educating students there seemed insurmountable.
Through a series of prudent education decisions and a coordinated
effort, [all]{.underline} administrators, teachers, and staff members as
well as many parents collaborated to make significant changes in the
school's curriculum and instructional practices during the 2000--2001
school year, and the reform continues.

The school's mission is to help each student reach his or her full
potential regardless of limiting influences, such as socioeconomic
status or disabilities. The staff has realized its vision of a
first-class education for [all]{.underline} students much sooner than
expected. Over the past three years, scores on the Ohio Proficiency
Tests in reading and mathematics (potent indicators of a school's
overall educational quality), rose dramatically. In 2002--2003, the
school received an Excellent rating, the highest of five designations.

To what do we attribute this surprising improvement after years of
struggle? The teaching staff has agreed that five major positive changes
coalesced over the three years to bring about the transformation of the
school: a newly structured administrative team, improved teacher
attitude and enthusiasm, curriculum changes, effective interventions,
and a significant increase in parent and community involvement.

**Leadership.** In 2000--2001, the coordinated leadership of the
principal and assistant principal brought the entire staff together into
a cohesive group willing to collaborate and spend the time it took to
revamp the curriculum; improve teaching strategies through coordinated,
relevant professional development; and implement an array of
interventions.

**Teacher Enthusiasm and Buy-In.** Once they realized that the changes
they were implementing were beginning to affect student achievement, the
teaching staff grew even closer and worked even harder. In just three
years, they have aligned and mapped the core curriculum for grades K--5
and are using the results to guide instruction. They use the data
provided by the school's assessment program to determine student needs
and plan accordingly, making use of the school's excellent intervention
system. This already experienced staff has become highly successful
because they have become empowered.

**Curriculum Changes.** The new curriculum, aligned with the new Ohio
Academic Standards, is highly effective because the teachers meet weekly
to plan instruction that corresponds to each strand and standard. They
have selected classroom materials that closely relate to the standards
and use a variety of instructional techniques to engage students.

**Interventions.** The Dawson-Bryant Elementary intervention program
includes classroom help (peer tutoring, volunteer tutoring, a teacher
who helps with individual education plans for mainstreamed special
education students), an After-School Mall (before- and after-school
tutoring and enrichment activities); and an Intervention Assistance Team
that meets often to assure the best possible course of action for
students who need academic assistance or family services.

**Parent/Community Involvement**. For the past three years, the staff at
Dawson-Bryant Elementary has encouraged parents to become involved in
their children's education by offering monthly family workshops and
recruiting and training them to work as volunteers at the school. In
addition, retired teachers help in the classroom and the After-School
Mall. This cadre of helpers has grown exponentially since 2000--2001,
and they provide a presence that underscores the school's unspoken
message to all of the school's 574 students: *We care about you, and we
want you to learn and grow while you are here.*

# PART IV---INDICATORS OF ACADEMIC SUCCESS

## 

## What Do Assessment Results Indicate about Dawson-Bryant Elementary's Progress?

Over the last three years, Dawson-Bryant Elementary School has undergone
a major transformation---in school policy, in curriculum, in
instruction, in the use of assessment data to monitor student progress,
and in the use of resources. The results of this transformation are
evident from Table 1 below, which charts the school's proficiency test
scores over the last eight years. In 1999--2000, the school had made
negligible progress toward meeting state standards. In 2002--2003, it
received a rating of Excellent, Ohio's highest.

Table 1. Summary of Dawson-Bryant Elementary\'s Proficiency Scores

+-------+------+------+------+------+------+------+------+------+
| ###   | ##   |      |      |      |      |      |      |      |
| ####  | #### |      |      |      |      |      |      |      |
|       | # Av |      |      |      |      |      |      |      |
|       | erag |      |      |      |      |      |      |      |
|       | e Pr |      |      |      |      |      |      |      |
|       | ofic |      |      |      |      |      |      |      |
|       | ienc |      |      |      |      |      |      |      |
|       | y Pe |      |      |      |      |      |      |      |
|       | rcen |      |      |      |      |      |      |      |
|       | tage |      |      |      |      |      |      |      |
+-------+------+------+------+------+------+------+------+------+
| ##    | **   | **   | **   | **   | **   | **   | **   | **   |
| ##### | 1995 | 1996 | 1997 | 1998 | 1999 | 2000 | 2001 | 2002 |
|  Test | --19 | --19 | --19 | --19 | --20 | --20 | --20 | --20 |
|       | 96** | 97** | 98** | 99** | 00** | 01** | 02** | 03** |
+-------+------+------+------+------+------+------+------+------+
| C     | 25.8 | 54.7 | 45.3 | 57.6 | 38.7 | 52.9 | 62.4 | 90.3 |
| itize |      |      |      |      |      |      |      |      |
| nship |      |      |      |      |      |      |      |      |
+-------+------+------+------+------+------+------+------+------+
| M     | 11.5 | 38.7 | 38.8 | 35.9 | 33.3 | 72.1 | 63.1 | 96.8 |
| athem |      |      |      |      |      |      |      |      |
| atics |      |      |      |      |      |      |      |      |
+-------+------+------+------+------+------+------+------+------+
| Re    | 17.7 | 47.4 | 29.5 | 59.3 | 38.0 | 55.9 | 91.8 | 88.2 |
| ading |      |      |      |      |      |      |      |      |
+-------+------+------+------+------+------+------+------+------+
| Wr    | 27.4 | 61.3 | 44.7 | 70.3 | 75.0 | 73.5 | 87.1 | 81.7 |
| iting |      |      |      |      |      |      |      |      |
+-------+------+------+------+------+------+------+------+------+
| Sc    | 11.3 | 36.0 | 45.3 | 47.3 | 28.0 | 64.7 | 69.4 | 93.5 |
| ience |      |      |      |      |      |      |      |      |
+-------+------+------+------+------+------+------+------+------+
| **Av  | **18 | **47 | **42 | **54 | **42 | **63 | **74 | **90 |
| erage | .7** | .6** | .7** | .1** | .6** | .8** | .8** | .1** |
| of    |      |      |      |      |      |      |      |      |
| all   |      |      |      |      |      |      |      |      |
| sco   |      |      |      |      |      |      |      |      |
| res** |      |      |      |      |      |      |      |      |
+-------+------+------+------+------+------+------+------+------+

State Standards: 75% proficiency in each of the core areas.

### Reading

Table 1 illustrates the1999--2000 baseline levels from which
Dawson-Bryant Elementary's teachers worked during the three-year
implementation of the improved curriculum. Only 38 percent of the
students that year demonstrated proficiency in reading. The state
minimum standard is 75 percent proficiency in all core areas. The
reading scores improved by 147 percent in 2000--2001 (38.0 percent to
55.9 percent reading proficiency), then by another 164 percent in
2001--2002. Reading scores for 2002--2003 dropped by 4 percent to 88.2
percent proficiency, a likely result of the state's requirement to
include some formerly exempted students with disabilities in the
calculations. Even at that, reading proficiency was 13.2 percent above
the state standard and 42.2 percent above the state proficiency of 46.0%
for 2003.

Students have shown similar reading improvement on tests that are part
of the school's comprehensive assessment program.

### Mathematics

Progress in students' mathematics proficiency is another success story.
The 1999--2000 baseline proficiency percentage was 33.3. In 2000--2001,
the percentage climbed to 72.1, a 216 percent improvement. Then after a
slight setback in 2001--2002 (63.1 percent proficiency), mathematics
proficiency scores in 2002--2003 surpassed the state minimum standard of
75 percent by 21.8 percent with 96.8 percent proficiency. This
represents a 154 percent improvement over the previous year. The
2002--2003 mathematics scores also reflected the inclusion of students
with disabilities who were previously exempted. No accurate comparison
with the 2002--2003 state proficiency percentage for mathematics is
possible because mathematics scores were included in a figure of 58.0
percent for all tests exclusive of reading. (See
<http://www.ode.state.oh.us/proficiency/results.asp>.)

As with reading assessments, other mathematics tests that are part of
Dawson-Bryant Elementary's continuous monitoring program have indicated
comparable progress.

## How Does the School Use Assessment Data to Improve Student Performance?

Administrators and teachers at Dawson-Bryant Elementary School use
assessment data to accomplish the activities listed below. The wisdom of
using student data to plan instructional content and strategies is
evident in the increased state proficiency test scores in [all
five]{.underline} academic areas over the past three years. The
following strategies---all of them based on the results of
assessment---have proven effective in helping students improve their
performance.

-   **Curriculum alignment**. Over the past several years, Dawson-Bryant
    teachers and administrators have aligned the reading, mathematics,
    writing, science, and social studies curricula to meet new Ohio
    Academic Standards for grades K--5. Alignment also assures there is
    continuity between grade levels.

-   **Curriculum mapping.** Teachers within each grade level coordinate
    a "map" of the content, requisite skills, and instructional
    strategies for each subject during the year. This helps them avoid
    gaps in the continuity of student learning in each classroom and
    assures that all teachers are engaged in collaborative planning.

-   **Ongoing assessment and monitoring.** Dawson-Bryant Elementary's
    assessment program assures that teachers are aware of individual
    student needs and areas of instruction that need special attention.
    Currently the program includes (a) a readiness test administered
    prior to entrance to kindergarten; (b) curriculum-based measurements
    administered to kindergarten and first-grade students three times
    each year; (c) a diagnostic and prescriptive system that helps
    Dawson-Bryant Elementary teachers prepare our students for success
    on the third grade Ohio Reading Achievement test and the fourth
    grade Ohio Proficiency Tests, (d) cognitive abilities tests
    administered in grade 3, and (e) item analysis of
    diagnostic/achievement/proficiency tests.

-   **Grade-level meetings.** All teachers at each grade level meet
    weekly for planning, resolving problems, and sharing. Sometimes the
    teachers participate in special professional development activities.

-   **Vertical meetings.** Once each grading period, at least one
    representative from each grade level participates in a coordinating
    and planning meeting to help institutionalize the concept of
    continuity of instruction from grade to grade.

## How Does Dawson-Bryant Elementary Share Information about Student Performance?

Administrators and teachers at Dawson-Bryant Elementary work very hard
to create and maintain ties to the community through regular
communication with students' parents (a monthly family workshop series,
weekly classroom newsletters, personal contact, a school Web page, and a
homework hotline). Attendance at **workshops** is high, and the
presenters make them both fun and informative (e.g., "Family Math Night:
Munching Into Math" and "Getting Ready for Kindergarten"). [Each
teacher]{.underline} in the school publishes a 1--2 page **newsletter**
for parents and students each week. Newsletters are individually
designed and contain information about what students will be studying in
the coming week, upcoming events, book reviews, target skills, spelling
words, and more. The school also encourages parents to make **personal
contacts** with school staff. Parents can call any teacher or
administrator at any time or request a face-to-face meeting to discuss
problems or ideas. Each staff member keeps a log of the dates and
content of calls and visits and tries to resolve problems personally. In
rare cases, he or she may bring it to the table at a regular teachers'
meeting. In addition to the district Website, Dawson-Bryant Elementary
has its own **Website**, which contains teacher-generated interactive
learning activities, homework information, student project reports, and
other information for the school community. Students and parents can
also link to Websites generated by individual teachers. Finally, parents
and students can call the **homework hotline** for any classroom for an
update on assignments, homework help, and story time for several
subjects.

Other more formal lines of communication are (a) two scheduled and
publicized **parent--conference days** each year; (b) a **parent
survey** every spring to find out what parents like and do not like
about the school and how they would like to see the school's budget
allocated; (c) an annually updated **student--parent handbook** that
contains school policies and procedures; (d) a letter to parents
explaining the state proficiency scores, timed to arrive with the
state's distribution of the school's Annual Report Card; (e) **interim
grade reports** at 4.5 weeks; and (f) **regular report cards** every
nine weeks.

## How Does Dawson-Bryant Elementary Disseminate Information about Its Successes?

The faculty and staff at Dawson-Bryant Elementary are extremely proud of
the strides we have made toward excellence over the past four years.
Some of the ways we spread the word include

-   **Newspaper publicity.** Two local newspapers, *The* *Ironton
    Tribune* and *The Herald-Dispatch,* willingly publish all press
    releases and articles Dawson-Bryant Elementary or school
    organizations submit. This is enormously helpful in publicizing
    achievement and proficiency scores and school honors and
    accomplishments.

-   **Educational meetings:**

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-   Monthly county superintendent and principal meetings sponsored by
    the Lawrence County Educational Service Center.

-   Monthly meetings of the Ohio University Leadership Project cohort
    groups. The project provides specialized professional development
    for separate cohorts of superintendents, principals, and treasurers.
    Both Dawson-Bryant Elementary administrators attend the principal
    cohort meetings.

-   Presentations at education conferences (2003 Ohio Department of
    Education Schools of Promise Conference and the spring conference of
    the Ohio Association of Administrators of State and Federal
    Education Programs scheduled for March, 2004).

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```
-   **Direct communication with other educational institutions:**

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-   Collaborating with Head Start and other preschool programs to assure
    their students a smooth transition to kindergarten at Dawson-Bryant
    Elementary.

-   Hosting at least one visit each month from teachers and
    administrators from other districts who want first-hand information
    about our program.

# PART V---CURRICULUM AND INSTRUCTION

## An Overview of Dawson-Bryant Elementary's Curriculum

The staff at Dawson-Bryant Elementary has worked hard for the past three
years to align the curriculum for reading, writing, mathematics,
science, and social studies so that it meets district and state academic
content standards. Information about the state standards at each grade
level, benchmarks, alignment tools, and teaching resources is at
<http://www.ode.state.oh.us/academic_content_standards/>.

Following are general descriptions of the core curriculums taught in
grades K--5. Students must meet high standards in order to fulfill the
requirements of each subject area.

**Reading.** From kindergarten through fifth grade, students move from
basic to advanced levels of the following skills: K--3---phonemic
awareness, word recognition, and fluency; K--5---acquisition of
vocabulary, the reading process, reading applications (informational,
technical, and persuasive text), and reading applications (literary
text).

**Writing.** From kindergarten through fifth grade, students move from
basic to advanced levels of the following skills: writing processes,
writing applications, writing conventions, research, and communication
(oral and visual).

**Mathematics.** From kindergarten through fifth grade, students move
from basic to advanced levels of the following skills: Numbers, number
sense, and operations; measurement; geometry and spatial sense;
patterns, functions, and algebra; data analysis and probability; and
mathematical processes.

**Science.** From kindergarten through fifth grade, students move from
basic to advanced levels of the following skills and content areas:
earth and space sciences, life sciences, physical science, science and
technology, scientific inquiry, and scientific ways of knowing.

**Social Studies.** From kindergarten through fifth grade, students move
from basic to advanced levels of the following skills and content areas:
history, people in societies, geography, economics, government,
citizenship rights and responsibilities, and social studies skills and
methods.

Benchmarks (what each student should be able to do) for each strand of
the standards are at
<http://www.ode.state.oh.us/academic_content_standards/word/ELA_by_Grade-Level_Word.doc>.
Teachers at Dawson-Bryant Elementary use these benchmarks not only to
assess whether students are learning what they need to know, but also to
assess the quality of their instruction.

Dawson-Bryant Elementary also has an arts program that includes arts and
crafts, music, drama, pottery, piano, and calligraphy. Arts program
activities are often extended to the After-School Mall so that children
may participate in enrichment activities before and after school.

During their planning sessions, the teaching staff at each grade level
makes decisions about uniform time allocations for the different core
subjects. This assures that teachers at each grade level give all
subjects an equitable amount of time. Of course, the allocations may be
different when they teach interdisciplinary units, but the intention is
to spend an optimum amount of time on each subject area.

## 

## Dawson-Bryant Elementary's Reading Curriculum

The general reading curriculum described in the previous section is just
the skeleton of the curriculum as it is implemented at Dawson-Bryant
Elementary. Teachers start in kindergarten to lay the foundation for
good reading skills by using scope and sequence to provide continuity in
students' acquisition of reading skills. They organize the class into
flexible groupings that change for various tasks and as students' skill
levels change. They continue this general organization throughout the
five grades. The teachers focus primarily on the following skills:

  -------------------------- --------------------- -----------------------
  Phonemic awareness         Speaking              Research and study
                                                   skills

  Phonics                    Listening             Technology literacy

  Oral language              Viewing               Independent reading

  Vocabulary                 Writing               Fiction and nonfiction

  Decoding words             Sequencing events     Fact and opinion

  Using illustrations to     Grammar usage         Cause and effect
  derive meaning                                   

  Reading comprehension      Mechanical skills     Inference
  -------------------------- --------------------- -----------------------

In their words: "The reason we chose this approach to reading is the
close correlation to state standards and national testing. We want our
students to have a strong phonetic background, but we also provide
appropriate instruction for sight readers as well."

## Dawson-Bryant Elementary's Mathematics Curriculum

The Dawson-Bryant Elementary mathematics curriculum includes all the
topics described on the previous page. The mathematics teachers across
grades particularly focus on number sense, algebra and functions,
measurement and geometry, statistics, data analysis, probability, and
mathematical reasoning. The curriculum is directly tied to Ohio's state
standards, which are driven by the standards of the National Council of
Teachers of Mathematics.

In the early grades, math instruction is hands-on to provide concrete
learning experiences and to engage students. Students learn to solve
problems in groups. This group exploration and learning mode carries
through all the grades. By the time they are ready to make the
transition to middle school, students have developed solid mathematical
skills upon which to build, and they are ready to move on to more
abstract mathematical thinking.

As an integral part of mathematics instruction, students regularly use
computers for such tasks as graphing, data analysis, probability
problems, spreadsheets, and information retrieval.

## Instruction at Dawson-Bryant Elementary

Teachers at Dawson-Bryant Elementary use a variety of instructional
methods to assure that all their students get the particular help they
need for optimal learning. The classrooms are inclusive and teaching
strategies are geared toward the multiple intelligences of students.
Classes primarily feature individual and small group instruction.
Currently, six retired teachers spend four to six hours each day
assisting with small group instruction and providing structured tutoring
based on diagnostic, normed, or proficiency tests for individual
students who need extra help. Parent volunteers are also on hand to
assist the teachers, and student volunteers provide peer tutoring. In
addition, a high school intern works with students for three hours every
day of the school year.

Children at Dawson-Bryant Elementary use technology as an integral part
of their learning. Students use the computers to work on projects, hone
writing skills, and develop an understanding of math and science
concepts. Each classroom has five computers, and two computer labs serve
entire classes of students throughout the day.

To make sure that children get the individualized instructional services
they need, an Intervention Assistance Team meets monthly (or more often
when necessary) to develop intervention plans for students who are
performing below expected levels. Through the strategies in the
intervention plans, many students catch up and become successful so that
there is no need to test them for special education services. However,
Dawson-Bryant Elementary classes are inclusive and mainstream special
education students. Grades 3, 4, and 5 benefit from having a co-teacher
with a special education background who helps the K--5 teachers
implement those students' IEPs (Individual Education Plans).

The After-School Mall, established with funding from a federal 21^st^
Century Schools grant, is an important asset to the instructional
program at Dawson-Bryant Elementary. Retired teachers, parents, and
others receive stipends to provide before- and after-school tutoring as
well as enrichment activities such as music, drama, pottery making,
calligraphy, arts and crafts, and piano lessons. The entire school,
including the computer labs and gymnasium, is open for the After-School
Mall. An important feature of the program is that all student
participants receive a nutritious hot snack after school. During the
past year, 58.8 percent of the student body uses the mall's service on a
regular basis.

## Professional Development at Dawson-Bryant Elementary

Dawson-Bryant Elementary's professional development program is
comprehensive, yearlong, and focused on improved student performance.
Together, the teachers and administrators plan an annual program that
involves informal peer training experiences and more formal workshop
experiences for teachers of selected grades or curriculum areas as well
as some training for the total faculty. They keep the program flexible
so that they can add additional topics as needed throughout the year.
All teachers who plan to renew certificates must create an individual
professional development plan that must be approved by a district
professional development committee.

Peer training that makes use of in-house expertise includes grade-level
staff meetings, shared planning, collaborative curriculum alignment and
mapping, and vertical teaming. The professional staff of 41 has an
average of 14.4 years of teaching experience, and 20 hold master's
degrees, so they have much to share. In addition, Dawson-Bryant local
district provides a number of training opportunities each year. Finally,
teachers at the elementary school can choose from many external
resources available for delivering the right professional development at
the right time, among them (a) an excellent summer teacher academy at
Ohio University Southern Campus; (b) curriculum alignment and mapping
assistance and special workshops at the South Regional Professional
Development Center; (c) the Pilasco--Ross Special Education Regional
Resource Center's one-on-one training, workshops, and resource
materials; (d) teaching materials and special assistance from the
Lawrence County Educational Service Center; and (e) special assistance
from the Ohio Department of Education. The school also has an entry year
support program for new teachers, and all teachers have opportunities to
attend educational conferences and visit exemplary schools.

# PART VI---PRIVATE SCHOOL ADDENDUM

This section is not applicable to our proposal.

# PART VII---ASSESSMENT RESULTS

> **REPORT OF STATE CRITERION-REFERENCED TESTING\
> READING**

## Dawson-Bryant Elementary

> Grade [4]{.underline} Test [Ohio Fourth-Grade Reading Proficiency
> Test]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year [2003]{.underline} Publisher [\_Ohio
> Department of Education]{.underline}\_\_\_\_\_\_\_\_\_\_
>
> Number of students in the grade in which the test was administered
> [93]{.underline}
>
> Number of students who took the test [93]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[0]{.underline}

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded [0]{.underline} Percent excluded [0]{.underline}
>
> For the 2002-2003 school year, Ohio required 4^th^, 6^th^, and 9^th^
> grade proficiency tests in reading, writing, mathematics, citizenship,
> and science. These assessments are based on Ohio's academic content
> standards that delineate what a student should know and be able to do
> at each grade level. The academic content standards are composed of
> standards, benchmarks, and grade-level indicators.
>
> For the 2002-2003 school year, reading scores for the fourth-grade
> proficiency test were reported as advanced, proficient, basic or below
> basic. The scaled score standards were:

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

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

REPORT OF STATE CRITERION-REFERENCED TESTING (CONTINUED)\
READING

Table 2. Data Display for Fourth Grade Reading
Proficiency---Dawson-Bryant Elementary

  ---------------------------------- ------------ ------------ ------------
                                     2002-2003    2001-2002    2000-2001

  Testing month                      March        March        March

  **SCHOOL SCORES**                                            

  \% At or Above Basic               99.0         N/A          N/A

  \% At or Above Proficient          88.2         91.8         55.9

  \% At Advanced                     40.9         18.0         2.9

  Number of students tested          93           90           68\*

  Percent of total students tested   100          99           N/A

  Number of students excluded        0            1            N/A

  Percent of students excluded       0            1            N/A

                                                               

  SUBGROUP SCORES                                              

  1\. **[Students eligible for free  55           41           48
  and reduced\                                                 
  ]{.underline}                                                
  [meals]{.underline}**                                        

  \% At or Above Basic               92.7         87.8         81.2

  \% At or Above Proficient          83.3         65.9         43.8

  \% At Advanced                     18.1         7.3          2.0

  Number of students tested          55           41           48

  2\. [**Students not** **eligible   41           62           44
  for free and\                                                
  **]{.underline} **[reduced                                   
  meals]{.underline}**                                         

  \% At or Above Basic               100.0        96.8         81.8

  \% At or Above Proficient          94.9         91.3         47.7

  \% At Advanced                     46.3         30.6         2.2

  Number of students tested          41           62           44

                                                               

  **STATE SCORES\***                                           

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

  State Mean Score                                             

  \% At or Above Proficient          66.3         67.7         56.0

  State Mean Score                                             

  \% At Advanced                     9.3          7.0          7.0

  State Mean Score                                             
  ---------------------------------- ------------ ------------ ------------

\* The number of students tested did not include students who passed the
test as third graders.

NOTE In accordance with the requirements of the federal No Child Left
Behind Act, Ohio's calculation of proficiency percentages in 2002--2003
changed in two significant ways from calculations in prior years. First,
some students with disabilities who were previously exempted from the
accountability calculations were included in all proficiency
calculations. Second, students were required to be enrolled in a school
for 120 consecutive days in order to be included in the proficiency
calculations for that school. These two changes may cause the data from
the 2002--2003 school year to appear markedly different from the data
from previous years for some schools.

> **REPORT OF STATE CRITERION-REFERENCED TESTING\
> MATHEMATICS**

## Dawson-Bryant Elementary

> Grade [4]{.underline} Test [Ohio Fourth-Grade Mathematics Proficiency
> Test]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year [2003]{.underline} Publisher [Ohio Department
> of Education]{.underline}\_\_\_\_\_\_\_\_\_\_
>
> Number of students in the grade in which the test was administered
> [93]{.underline}
>
> Number of students who took the test [93]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[0]{.underline}

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded [0]{.underline} Percent excluded [0]{.underline}
>
> For the 2002-2003 school year, Ohio required 4^th^, 6^th^ and 9^th^
> grade proficiency tests in reading, writing, mathematics, citizenship,
> and science. These assessments are based on Ohio's academic content
> standards that delineate what a student should know and be able to do
> at each grade level. The academic content standards are composed of
> standards, benchmarks, and grade-level indicators.
>
> For the 2002-2003 school year, mathematics scores for the fourth-grade
> proficiency test were reported as advanced, proficient, basic or below
> basic. The scaled score standards were:

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

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

REPORT OF STATE CRITERION-REFERENCED TESTING (CONTINUED)\
MATHEMATICS

Table 3. Data Display for Fourth Grade Mathematics
Proficiency---Dawson-Bryant Elementary

  --------------------------------- ------------ ------------ ------------
                                    2002-2003    2001-2002    2000-2001

  Testing month                     March        March        March

  **SCHOOL SCORES**                                           

  \% At or Above Basic              98.9         NA           NA

  \% At or Above Proficient         96.8         63.1         72.1

  \% At Advanced                    46.2         9.5          8.8

  Number of students tested         93           90           68\*

  Percent of total students tested  100          98           N/A

  Number of students excluded       0            2            N/A

  Percent of students excluded      0            2.0          N/A

                                                              

  SUBGROUP SCORES                                             

  1**. [Students eligible for free  55           41           48
  and reduced\                                                
  ]{.underline}                                               
  [meals]{.underline}**                                       

  \% At or Above Basic              98.1         43.9         62.5

  \% At or Above Proficient         94.4         26.8         52.1

  \% At Advanced                    40.0         0.0          4.0

  Number of students tested         93           90           92

  2\. [**Students not** **eligible  41           62           44
  for free and\                                               
  **]{.underline} **[reduced                                  
  meals]{.underline}**                                        

  \% At or Above Basic              97.6         77.4         68.1

  \% At or Above Proficient         100.0        75.8         54.5

  \% At Advanced                    58.5         25.8         11.3

  Number of students tested         93           90           92

                                                              

  **STATE SCORES**                                            

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

  State Mean Score                                            

  \% At or Above Proficient         58.6         62.9         59.4

  State Mean Score                                            

  \% At Advanced                    14.6         17.0         16.0

  State Mean Score                                            
  --------------------------------- ------------ ------------ ------------

\* The number of students tested did not include students who passed the
test as third graders.

NOTE In accordance with the requirements of the federal No Child Left
Behind Act, Ohio's calculation of proficiency percentages in 2002--2003
changed in two significant ways from calculations in prior years. First,
some students with disabilities who were previously exempted from the
accountability calculations were included in all proficiency
calculations. Second, students were required to be enrolled in a school
for 120 consecutive days in order to be included in the proficiency
calculations for that school. These two changes may cause the data from
the 2002--2003 school year to appear markedly different from the data
from previous years for some schools.