##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) [X]{.underline}
Elementary \_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal: [Mrs. Pamela Yoder]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address[\_\_\_1780 Barrington
Road\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[\_\_Upper Arlington \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_OH\_\_\_\_\_\_\_\_\_\_\_\_\_\_43212-3839]{.underline}

City State Zip Code+4 (9 digits total)

County [\_\_\_\_\_\_\_Franklin \_\_\_\_\_\_]{.underline}State School
Code
Number-\_\_[IRN:\_001644\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [( 614 ) 487-5180]{.underline} Fax [( 614 )
487-5189]{.underline}

Website/URL [http://school.uaschools.org/barrington/]{.underline}
E-mail: [pyoder@uaschools.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent- [Dr. William F. Schaefer, III]{.underline}

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

District Name [Upper Arlington Schools]{.underline} Tel. [( 614 )
487-5000]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board: [Upper Arlington Board of Education]{.underline}

President/Chairperson: [Dr. Robert M. Arkin]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *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**

1\. Number of schools in the district: \_\_5\_ Elementary schools

\_\_2\_\_ Middle schools

\_\_0\_\_ Junior high schools

\_\_1\_\_ High schools

\_\_1\_\_ Other

\_\_9\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\$11,359\_\_\_

Average State Per Pupil Expenditure: \_\_\_\$9,028\_\_\_\_

**SCHOOL**

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\. [5]{.underline} Number of years the principal has been in her/his
position at this school.

[NA]{.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**                                                  **7**                             

  **K**       59        51                     **110**      **8**                             

  **1**       50        50                     **100**      **9**                             

  **2**       50        50                     **100**      **10**                            

  **3**       57        48                     **105**      **11**                            

  **4**       59        42                     **101**      **12**                            

  **5**       54        52                     **106**      **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   622
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [100]{.underline} % White

the students in the school: [0]{.underline} % Black or African American

[0]{.underline} % Hispanic or Latino

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

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

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

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

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

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

  **(4)**                   Total number of students in 622
                            the school as of October 1  

  **(5)**                   Total transferred students  .005
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           1
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

[\_\_\_0\_]{.underline} Total Number Limited English Proficient

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

Specify languages: [Cambodian]{.underline}

9\. Students eligible for free/reduced-priced meals:
[\_\_\_0\_]{.underline}\_%

Total number students who qualify: [\_\_\_0\_\_]{.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: [\_\_ 5
\_%]{.underline}

[\_ 29 \_]{.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. Do not add additional categories.

\_\_\_\_Autism \_\_[1]{.underline}\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[4]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[7]{.underline}\_Specific Learning Disability

\_\_[2]{.underline}\_Emotional Disturbance \_[14]{.underline}\_Speech or
Language Impairment

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

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_[1]{.underline}\_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) [\_\_\_2\_\_\_]{.underline}
[\_\_\_\_0\_\_\_]{.underline}

Classroom teachers [\_\_\_27\_\_]{.underline}
[\_\_\_2\_\_\_\_]{.underline}

Special resource teachers/specialists [\_\_\_7\_\_\_]{.underline}
[\_\_\_17\_\_\_]{.underline}

Paraprofessionals [\_\_ 1 \_\_\_]{.underline}
[\_\_\_\_2\_\_\_]{.underline}

> Support staff [\_\_\_19\_\_]{.underline} [\_\_\_4\_\_\_\_]{.underline}
>
> Total number [\_\_\_56\_\_]{.underline} [\_\_\_25\_\_\_]{.underline}

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
[\_\_22:1\_\_\_]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance   97%         97%         100%        96%         96%

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

  Teacher turnover rate      6%          6%          2%          16%         6%
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

The mission of the Upper Arlington City Schools is to provide each
student with an innovative and superior education that instills
integrity and promotes personal achievement in an ever-changing society.
To fulfill this mission, the Barrington Elementary Staff is committed to
ensuring that every student is working to his/her optimal learning
potential. Our Vision is:

*Excellence in education*

*Diversity in teaching philosophies and practices,*

*Unity in trust and respect.*

Barrington Elementary School is a neighborhood school and is one of five
kindergarten through fifth grade schools in the Upper Arlington City
School District, a suburb of Columbus, Ohio. Since its opening in 1939
as Upper Arlington's first elementary school, Barrington has
consistently fostered both excellence in education and pride in its
community. Additionally, for more than 30 years, the UA City School
District has provided educational choice to parents by offering two
instructional approaches for the delivery of our curriculum. By allowing
parents to choose the delivery system for their child, we can
successfully accommodate a child's learning style and the parent's
educational philosophy. Our staff constantly strives to effectively
increase student learning and achievement.

Both contemporary and informal instructional delivery systems follow the
same curriculum and assessment standards. They both assess student
progress through common state and district standards and criteria,
provide intervention and gifted services to identified students, and
share responsibility with parents for student learning and behavior.
Each contemporary teacher is diverse in his or her philosophy of
teaching and learning; students are placed in single grade classrooms.
Informal teachers implement a consistent philosophy of teaching and
learning based on Progressive Education principles; student placement
varies by age and grade, and includes multi-age and looping
configurations.

The Barrington learning community recognizes that students learn
differently and celebrates the various teaching styles of our quality
professional staff. The evidence of our success is reflected in our high
student achievement and supportive parent community.

One goal of both the contemporary and informal programs is to engage
parents and the community in partnerships that promote active
participation in the life of the school and involvement with students.
Barrington Elementary students are individuals who accept responsibility
for their learning, decisions and actions. They also contribute to a
safe and respectful academic environment. Our students believe in
themselves and take pride in their achievements. This is evidenced by
the service learning opportunities that are integrated into our already
rich curriculum and into the community at large.

The Barrington learning community believes that valuable learning
experiences are possible both during and after school. Students
participate in enrichment activities that include Explorers Club,
Spelling Bee, and Thinking Cap Quiz bowl, in addition to the
After-school Enrichment program run by the Parent Teacher Organization.
The staff at Barrington Elementary believes in developing leaders by
providing opportunities for students to take an active part in the
school community through Student Council, Cafeteria Workers, Safety
Patrol, and our award winning school newspaper*, The Barrington Times.*

Classroom and special area teachers work together to identify
destinations outside of the school building that will enhance the
content and curriculum taught daily. Both informal and contemporary
classes engage in field trips that offer real life learning
opportunities to the students. Through these off campus experiences,
teachers connect the Ohio academic content standards to the real world
and encourage hands-on learning.

Each skilled and dedicated staff member of Barrington Elementary School
believes that all children can and will learn at consistently high
levels. We hold ourselves accountable to the Ohio state content
standards and to the local benchmarks for student progress. Our district
mission and Barrington Elementary School's vision focuses on teaching
students *how* to learn.

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

**1. Assessment Results:**

Since the mid 1990s the Ohio Department of Education has been assessing
students based on criterion-referenced Ohio Proficiency Tests (OPT) in
the fourth, sixth and ninth grades in reading, writing, citizenship,
science and mathematics. Students' ability to use critical thinking
skills to comprehend and solve problems is the emphasis of the OPT.
Currently, the State of Ohio is changing to a standards-based Ohio
Achievement Test (OAT) in grades three through eight for reading and
mathematics. On the grade four OPT there are *four categories* into
which students are ranked: Below Basic, Basic, Proficient, and Advanced.
On the newer OAT students are ranked into *five categories*: Limited,
Basic, Proficient, Accelerated, and Advanced. The students who score
below Proficient on either test are not meeting the standards. The State
of Ohio also disaggregates data into ethnic, racial and disability
subgroups. To receive subgroup reports, a school must have at least ten
students in the subgroup per test, which we do not. Even though these
subgroups are not reported in our data, we value and analyze individual
student data. More information about the OPT and OAT tests can be found
on the Ohio Department of Education website
(<http://www.ode.state.oh.us/proficiency>).

In addition to Ohio Proficiency Test and Ohio Achievement Test data,
Barrington historically has administered normative assessments. Students
in the first, third and fifth grades take the Iowa Test of Basic Skills
(ITBS) and CogAT tests. These assessments provide valuable classroom
data on students' achievement and cognitive levels as well as Gifted
identification. In combination with formative classroom assessment data
and state assessments, the ITBS and CogAT data provide the Barrington
teachers with constructive information to identify students' individual
needs.

We use all our data to drive classroom instruction. For example, in
2004 - 2005 the reading OAT test was administered at the beginning of
the third grade year and we identified nineteen students not achieving
at state expectations. As a result of these data, extensive intervention
plans were developed and implemented for these individual students in
the area of reading. The data from the final administration of the
reading OAT in March showed an average gain for all students of 23
points, with all but three students passing the state benchmark.

Teachers provide the last layer of assessment data used at Barrington.
At each grade level the Developmental Writing Assessment (DWA) and
Developmental Reading Assessment (DRA), nationally recognized assessment
measures for reading and writing and developed in part by Barrington
staff members, are used to assess individual students' needs and to make
instructional decisions. Math assessments at each level from Everyday
Math, a Chicago-based math program, are also employed. Classroom
teachers in collaboration with intervention staff use these data to
differentiate instruction to help students reach their greatest
potential.

Trends from Barrington's assessment data attest to the strong academic
program and the commitment to excellence made by Barrington's staff.
While we have a talented student population, the commitment of the
Barrington staff allows *every* student to work to his/her maximum
potential. The school has met and exceeded all reading and mathematic
standards from the ODE and consistently scores a full standard deviation
above the aggregated mean on nationally normed ITBS tests each year.
Most importantly, the data provide evidence that our identified at-risk
students have demonstrated continued progress and academic growth.

All assessment data are reviewed annually to determine our areas of
strengths and areas for improvement. Identifying these areas and
aligning them with district data are the basis for the development of
our building goals. The building planning team, which is comprised of
staff and parents, take shared responsibility in monitoring the progress
toward achieving our goals and providing each child a high quality
learning experience.

**2.** **Using Assessment Results:**

At Barrington Elementary School, assessment is a key component of the
total learning process. We have a comprehensive system for assuring
success for all students. Assessment data are used to measure individual
student progress, to identify students not achieving grade level
indicators, to identify gifted students, and to identify curriculum
objectives that are not being mastered. These data help us provide
support for all students that include components of both prevention and
intervention. In addition to state and district standardized testing,
teachers use scientifically based assessments such as, Key Math and
SuccessMaker, as well as teacher self-reflection and various ongoing and
embedded classroom assessments. We use data to determine whether
students are struggling or achieving at levels different from the past.
We compare their current outcomes with past performance and evaluate
whether existing curriculum and instruction adequately prepare students
to demonstrate proficiency.

We continue to work toward a collaborative culture that uses data to
improve teaching and learning. We use several structures to identify and
address individual student's needs. At the beginning of the school year,
fourth and fifth grade teachers meet to analyze assessment data and
create intervention plans for each student who did not meet the
standards. A building literacy coordinator meets with grade level
literacy teams quarterly. This meeting provides rich discussion about
individual students and intervention strategies that could be employed
to meet their needs. Additionally, our student assistance team, which is
comprised of intervention staff, counselors, elementary instructional
specialist, and the principal, meet weekly and work collaboratively with
classroom teachers and parents to look at individual students who are
having academic, social, or emotional concerns. Teachers have an
opportunity to share their concerns, receive feedback from their
colleagues, and plan new strategies to implement in their classroom.

**3.** **Communicating Assessment Results:**

At Barrington Elementary School, we believe that maintaining a
partnership with parents and community members that promotes active
participation in the life of the school and involvement with students is
the foundation of our academic success. The key to this educational
partnership is a commitment to open and ongoing communication among all
stakeholders. We have established two-way communication systems that
keep parents informed regarding student performance, education goals,
and school-wide initiatives.

Teachers communicate grade level expectations to parents through parent
information nights and classroom open houses, and to students through
daily classroom instruction. The Barrington Learning Community places a
great emphasis on *how* to learn, instructional goals and assessment
practices. Parents are encouraged to play an active role in the
education of their child and to monitor their child's academic
performance. They are given ways to work as partners with the school to
emphasize the importance of education and lifelong learning. These
opportunities include volunteering in the classroom, implementing
after-school enrichment and recess alternative programs and supporting
cultural arts activities.

Throughout the year, ongoing communication is achieved through a
parent/student handbook, building and classroom newsletters, email,
parent meetings and numerous conferences Barrington's unique
neighborhood setting allows for informal parent and teacher dialogue.
Most parents bring their children to school and feel comfortable
stopping to talk to their child's teacher any time throughout the school
year. Because we are a school of choice, we provide numerous
opportunities to visit classrooms during the educational day, to attend
parent information sessions, and to meet with the principal.

The Ohio Department of Education issues district report cards each year
that reflect building and district achievement results on the
criterion-referenced state OPT and the standards-based OAT. These
releases are mailed to all families in the district. Individual student
results, which are also mailed directly to parents, rank the student
based on their performance on the test. These local report cards are
available in the school or on the Ohio Department of Education website.
The Upper Arlington City School District also reports these results in a
district publication, "Good as Gold", that is mailed to every household
in the community on a yearly basis. Local newspapers also publish these
results.

**4.** **Sharing Success:**

The Barrington learning community has consistently fostered both an
excellence in education and a shared pride in high achievement through
collaboration with colleagues. Inside the school walls, teachers share
instructional strategies, discuss and support each other's successes and
failures, and work collaboratively to promote a climate of continuous
improvement. Going outside the school affords the staff opportunities to
network with colleagues at other elementary buildings, to refine and
enhance instructional strategies and data analysis.

On a regular basis, teachers and administrators from other districts
visit our classrooms to observe our innovative instructional and
assessment practices. Several Barrington staff members have been
instrumental in developing and field-testing assessment tools such as
the Developmental Reading Assessment and the Developmental Writing
Assessment. They value the opportunity to share their expertise both in
and out of the district.

Barrington teachers constantly share their professional growth and
expertise with other educators by presenting and being featured speakers
at conferences such as the Ohio State Literature Conference, the Upper
Arlington/Worthington Summer Institute, and the Ohio Reading Recovery
Conference. Additionally, Barrington has been recognized for having the
district's Teacher of the Year for three of the past five years.
Teachers are nominated by their peers for their outstanding teaching
ability and commitment to excellence in education. A large majority of
the Barrington staff has or is working on post-graduate degrees.

Each semester, surrounding universities request placement of their
student teachers in our classrooms to observe and work with our
students, staff and parents. This partnership with higher education
always brings positive benefits to the growth and learning in the
classroom. In addition, Barrington staff members eagerly participate in
research studies to help demonstrate the effectiveness of teaching
strategies that impact student achievement. Our principal is also an
adjunct professor for Ashland University instructing graduate students
in curriculum, instruction, and administration.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:**

The curriculum at Barrington Elementary is rich and continuously
improving. Students and teachers engage in learning that is
child-centered as well as focused on meeting the Ohio academic content
standards and indicators. These standards are enriched by student
interest and need. Art, music, drama, and service learning are
integrated into the core content areas. The staff at Barrington
Elementary has clear and challenging expectations for all learners. The
collaborative nature of planning, creating, and providing meaningful
learning experiences is the key to Barrington's curriculum development.

Reading instruction begins in kindergarten where students are assessed
in reading comprehension and decoding of words. Assessment data are
pulled from standardized testing results, daily records, and teacher
observations. Immediately, at the kindergarten level, individual student
needs are identified and curricular modifications are made within the
classroom setting. Intervention specialists also work collaboratively
with teachers to provide services to students. As children progress to
the next grade levels they are continually assessed to monitor their
decoding and comprehension skills. Students who are in need of small
group or one-on-one intervention are provided those services through
teacher referral to the student assistance team and the literacy team.
These two teams support teachers with reading instruction ideas and
brainstorm the next steps in facilitating student success in reading.

The philosophy of Barrington Elementary is to prevent students from
becoming deficient in the important reading skills. Intervention is
available through the fifth grade and provides essential support to
classroom reading instruction. Barrington staff believes that all
children can read and all children can enjoy meaningful literacy
experiences regardless of age.

The reading curriculum is not segregated from other literacy components.
Our Reading Language Arts curriculum integrates reading, writing,
grammar, and spelling. Reading and writing are considered to be the
building blocks for communication and understanding in all content areas
and in our ever-changing society. Teachers select methods and create
lessons that insure all students are literate. Teachers balance direct
instruction of skills, thoughtful questioning, and student-led
activities to foster higher-level thinking.

Barrington uses an inquiry based, hands-on approach to teaching science.
Teachers utilize the Full Option Science System and other resource
materials to deliver authentic instruction. Science units integrate math
and reading language-arts. When teachers design science lessons they
begin with specific grade level indicators as a primary focus and use
other content area indicators to support and build onto their lessons.
This allows for student input and discovery to guide the learning
process. Students are provided with materials to design and test their
hypotheses through scientific inquiry. These experiences ensure success
and provide skills that will enable achievement in our ever-changing
society. The science curriculum encourages discussion of ethical issues
and implications of scientific research and technology both now and in
the future.

2.  **Reading:**

Barrington Elementary School's reading instruction is provided within a
balanced literacy framework based on research and best practice. It
includes the following components: reading aloud, shared reading, guided
reading, independent reading and phonic instruction, as well as shared
writing, guided writing, and independent writing. The classroom teacher
is the first line of intervention. All children receive differentiated
instruction incorporating a wide range of strategies that support the
individual needs of students. This differentiated and diagnostic
approach is based on the assessment of student strengths and weaknesses.
Classroom teachers administer assessments to more clearly identify the
strengths and weaknesses of individual children. Assessments include
phonemic awareness, comprehension and text level, fluency, processing,
decoding, and strategy use.

In lieu of basal reading texts, our teachers use a wide range of quality
fiction and non-fiction literature. This approach provides opportunities
for meaningful writing experiences that support our district courses of
study. Integral in our balanced literacy approach to instruction is the
reciprocity of the reading and writing process.

Ongoing collaboration between classroom teachers and intervention staff
provide the scaffolding necessary for struggling readers to succeed.
This support includes individual, small group and team teaching in the
classroom. Time is provided for the classroom teacher and intervention
teacher to monitor student progress and plan for future instruction.

For the past few years, staff development opportunities have been
designed to support professional growth in the area of literacy. These
opportunities have included modeling, coaching, observation, action
research projects, as well as college level classes. Fundamental to all
of our professional development is its responsiveness to student
assessment data and the collective needs of our teachers; therefore
providing the best opportunity to meet the needs of our students through
quality instruction.

This research-based, balanced literacy approach was pursued by
Barrington Elementary School in order to create a more individualized
approach to reading instruction that is based on the assessed needs of
each child. A large part of the success of our program lies in the
collaborative efforts of our staff and parents and the level of
expertise we possess. Our staff is highly qualified by virtue of Reading
Recovery training, reading endorsements, and on-going, embedded staff
development opportunities.

3.  **Mathematics:**

We have decided as a staff that mathematics deficits are as significant
as deficits in reading. Together, we decided that all students must
develop thinking strategies and number sense to be successful in today's
technological society. Next, we determined, through research, which
concepts provide the foundation for future learning.

These essential early number concepts provide the framework for teachers
to plug in the district mathematics course of study and align our
adopted math program, Everyday Math, to the state standards. A deeper
understanding of these foundational concepts and an appreciation of
their significance impacts instruction across the grade levels.

Instructional strategies based on research of how children learn best
are incorporated into daily instruction. Teachers facilitate a lesson by
beginning with a whole group discussion. Students then break into
cooperative learning groups where they are actively engaged in
discussion, choosing manipulatives, and using calculators, mini-clocks,
rulers, or other materials when appropriate. The whole group reconvenes
to share their solutions and strategies. Students are encouraged to ask
questions and evaluate and try new strategies. Students are always
asked, "Can you think of another way to solve the problem?"

Students who are having difficulty are supported in various ways.
Instructional specialists work collaboratively with teachers to analyze
the assessment data and develop strategies to differentiate the
curriculum for these students. Teachers modify lessons, work with small
groups, and use computer software that diagnoses gaps in math concepts
and provides extra practice outside the regular instructional math time.

Teachers are supported in their growth and learning through staff
collaboration, college course offerings on site, fee waivers, and being
encouraged to attend workshops and conferences. Most recently, teachers
have been working collaboratively with integrating writing in math and
science that promotes higher-level thinking in children.

4.  **Instructional Methods:**

Barrington Elementary teachers develop lessons based on research-based
instructional methods for best practices to implement into their
classrooms. Teachers use these methods to guide classroom practice in
such a way as to maximize the possibility of enhancing student
achievement. They provide multiple approaches to content, process, and
product in a blend of whole class, group, and individual instruction. At
Barrington there is a shared responsibility for learning. Teachers
educate students to think for themselves, accept significant
responsibility for their learning, and develop a sense of pride in what
they do. This occurs in single grade classrooms and multi-age and
looping configurations.

There are several instructional methods used by the Barrington learning
community. Classroom and special area teachers strive to collaboratively
create interdisciplinary units of study that integrate all areas of the
curriculum. Teachers differentiate instruction and curriculum and
provide inquiry-based learning opportunities to explore concepts.
Students use a constructivist/hands-on approach to solve problems and
gain a conceptual understanding of the world around them.

Technology is embedded in the curriculum to enhance instruction and is
also used by students to access information and to create products.
Because we believe in seeing students as individuals Barrington teachers
choose instructional methods that are responsive to student needs.

The students at Barrington feel a profound connection between the
classroom and the "real world". Service learning is a method of
instruction that helps students relate real world experiences to the
Ohio academic content standards, fosters relationships with the
community, and reinforces problem-solving skills in the students.

**5. Professional Development:**

Barrington's professional development is on a continuum that links
individual teacher's goals to building goals, to the District Strategic
Plan, and to the Ohio Department of Education through the Local
Professional Development Committee (LPDC). Teachers develop a yearly
work-plan that is tied to their Individual Professional Development Plan
(IPDP). Teacher evaluations are linked to this work-plan and renewal of
their five-year state teaching license is based on progress towards
goals on their IPDP. This process assures that all of our teachers are
highly qualified, and provides a framework for professional development
that is flexible to meet the needs of individual staff members. Our goal
is to continue to build a culture that supports innovation,
experimentation and collegial support, while also ensuring that all
educators acquire the knowledge and skills necessary to produce higher
levels of learning for all students.

Professional development directly impacts the achievement and success of
students and is extremely important to maintaining high quality
instruction. The professional development program has a variety of
opportunities for teachers to choose from ranging from action research
to building/district initiatives to college courses. Staff members also
participate in daily, job-embedded, professional development within the
building or at other locations in the district. Teachers engage in
collaborative planning with grade level teams and meet to align Ohio
academic content standards and indicators to units of study and lesson
plans. Teachers collectively analyze assessment data, make decisions for
instruction, and brainstorm strategies to foster achievement in
individual students. The school's administration encourages professional
leave to attend and present at workshops and conferences.

In the past several years, we have convened several workshops and study
groups to address staff development needs based on our assessment
results. These workshops have included topics such as college level
courses in brain research and math intervention, Six Traits Writing,
Developmental Reading Assessment (DRA), Developmental Writing Assessment
(DWA), Everyday Math and Touchphonics.

Barrington's professional development supports educators who are
life-long learners. Teachers seek opportunities to learn more innovative
practices and instructional strategies to help children at Barrington
continue to grow academically, socially and emotionally. It is
everyone's job to learn at Barrington Elementary.

**PART VII - ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TESTS**

Subject[: \_\_\_**Reading**\_\_\_]{.underline} Grade[:\_\_\_**3^rd^**
\_\_]{.underline} Test[:\_\_\_\_\_**Ohio Achievement**
\_\_\_\_]{.underline}

Edition/Publication Year[\_\_**2004-2005**\_\_\_]{.underline}
Publisher:[\_\_\_\_**Ohio Department of
Education**\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores reported here as (check one): NCE'S\_\_\_\_\_\_ Scaled
Scores\_\_\_\_\_\_ Percentiles: \_[\_\_**X**\_\_\_]{.underline}

+---------------------------+-------+-------+-------+-------+-------+
| #####                     | 2004  | 2003  | 2002  | 2001  | 2000  |
|                           | -2005 | -2004 | -2003 | -2002 | -2001 |
+---------------------------+-------+-------+-------+-------+-------+
| Testing month             | March | March | A     |       |       |
|                           |       |       | chiev |       |       |
|                           |       |       | ement |       |       |
|                           |       |       | tests |       |       |
|                           |       |       | were  |       |       |
|                           |       |       | not   |       |       |
|                           |       |       | ad    |       |       |
|                           |       |       | minis |       |       |
|                           |       |       | tered |       |       |
|                           |       |       | prior |       |       |
|                           |       |       | to    |       |       |
|                           |       |       | the   |       |       |
|                           |       |       | 2003  |       |       |
|                           |       |       | -2004 |       |       |
|                           |       |       | s     |       |       |
|                           |       |       | chool |       |       |
|                           |       |       | year. |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| **SCHOOL SCORES**         |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% At or above Below      | 100   | 100   |       |       |       |
| Basic                     |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% At or above Basic      | 99    | 100   |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% At or above Proficient | 97    | 99    |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% At or below            | 60    | 82    |       |       |       |
| Accelerated               |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% At Advanced            | 34    | 45    |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students tested | 100   | 99    |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Percent of total students | 100   | 100   |       |       |       |
| tested                    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students        | 0     | 0     |       |       |       |
| alternatively assessed    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Percent of students       | 0     | 0     |       |       |       |
| alternatively assessed    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| **SUBGROUP SCORES**       |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| 1\. White                 |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% At or above Below      | 100   | 100   |       |       |       |
| Basic                     |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% At or above Basic      | 100   | 100   |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% At or above Proficient | 98    | 98    |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% At or below            | 61    | 81    |       |       |       |
| Accelerated               |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% At Advanced            | 34    | 43    |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students tested | 99    | 95    |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##### STATE SCORES        |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% At or above Below      | 100   | 100   |       |       |       |
| Basic                     |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% At or above Basic      | 89    | 90    |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% At or above Proficient | 77    | 78    |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% At or below            | 56    | 59    |       |       |       |
| Accelerated               |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% At Advanced            | 31    | 33    |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+

Other subgroups do not compromise sufficient number (10 or more) to be
part of the state's assessment report.

**STATE CRITERION-REFERENCED TESTS**

Subject[: \_\_\_**Mathematics**\_\_\_]{.underline}
Grade[:\_\_\_**3^rd^** \_\_]{.underline} Test[:\_\_\_\_\_**Ohio
Achievement** \_\_\_\_]{.underline}

Edition/Publication Year[\_\_**2004-2005**\_\_\_]{.underline}
Publisher:[\_\_\_\_**Ohio Department of
Education**\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores reported here as (check one): NCE'S\_\_\_\_\_\_ Scaled
Scores\_\_\_\_\_\_ Percentiles: \_[\_\_**X**\_\_\_]{.underline}

+-----------------------------------+------+------+------+------+------+
| #####                             | 2    | 2    | 2    | 2    | 2    |
|                                   | 004- | 003- | 002- | 001- | 000- |
|                                   | 2005 | 2004 | 2003 | 2002 | 2001 |
+-----------------------------------+------+------+------+------+------+
| Testing month                     | M    | Ach  |      |      |      |
|                                   | arch | ieve |      |      |      |
|                                   |      | ment |      |      |      |
|                                   |      | t    |      |      |      |
|                                   |      | ests |      |      |      |
|                                   |      | were |      |      |      |
|                                   |      | not  |      |      |      |
|                                   |      | admi |      |      |      |
|                                   |      | nist |      |      |      |
|                                   |      | ered |      |      |      |
|                                   |      | p    |      |      |      |
|                                   |      | rior |      |      |      |
|                                   |      | to   |      |      |      |
|                                   |      | the  |      |      |      |
|                                   |      | 2    |      |      |      |
|                                   |      | 004- |      |      |      |
|                                   |      | 2005 |      |      |      |
|                                   |      | sc   |      |      |      |
|                                   |      | hool |      |      |      |
|                                   |      | y    |      |      |      |
|                                   |      | ear. |      |      |      |
+-----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**                 |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Below Basic        | 100  |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Basic              | 99   |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Proficient         | 97   |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or below Accelerated        | 68   |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Advanced                    | 19   |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         | 100  |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Percent of total students tested  | 100  |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students alternatively  | 0    |      |      |      |      |
| assessed                          |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Percent of students alternatively | 0    |      |      |      |      |
| assessed                          |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**               |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| 1\. White                         |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Below Basic        | 100  |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Basic              | 99   |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Proficient         | 97   |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or below Accelerated        | 68   |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Advanced                    | 19   |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         | 99   |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| ##### STATE SCORES                |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Below Basic        | 100  |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Basic              | 89   |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Proficient         | 70   |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or below Accelerated        | 34   |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Advanced                    | 14   |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
|                                   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
|                                   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+

Other subgroups do not compromise sufficient number (10 or more) to be
part of the state's assessment report.

**STATE CRITERION-REFERENCED TESTS**

Subject[: \_\_\_**Reading**\_\_\_]{.underline} Grade[:\_\_\_**4^th^**
\_\_]{.underline} Test[:\_\_\_\_\_**Ohio Achievement/Proficiency**
\_\_\_\_]{.underline}

Edition/Publication Year[\_\_**2004-2005**\_\_\_]{.underline}
Publisher:[\_\_\_\_**Ohio Department of
Education**\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores reported here as (check one): NCE'S\_\_\_\_\_\_ Scaled
Scores\_\_\_\_\_\_ Percentiles: \_[\_\_**X**\_\_\_]{.underline}

+-----------------------------------+------+------+------+------+------+
| #####                             | 2    | 2    | 2    | 2    | 2    |
|                                   | 004- | 003- | 002- | 001- | 000- |
|                                   | 2005 | 2004 | 2003 | 2002 | 2001 |
+-----------------------------------+------+------+------+------+------+
| Testing month                     | M    | M    | M    | M    | M    |
|                                   | arch | arch | arch | arch | arch |
+-----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**                 |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Below Basic        | 100  | 100  | 100  | 100  | 100  |
+-----------------------------------+------+------+------+------+------+
| \% At or above Basic              | 99   | 99   | 99   | 100  | 97   |
+-----------------------------------+------+------+------+------+------+
| \% At or above Proficient         | 94   | 89   | 84   | 84   | 78   |
+-----------------------------------+------+------+------+------+------+
| \% At or below Accelerated        | 60   | N/A  | N/A  | N/A  | N/A  |
+-----------------------------------+------+------+------+------+------+
| \% At Advanced                    | 49   | 17   | 15   | 22   | 8    |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         | 102  | 112  | 116  | 119  | 105  |
+-----------------------------------+------+------+------+------+------+
| Percent of total students tested  | 100  | 100  | 99   | 100  | 100  |
+-----------------------------------+------+------+------+------+------+
| Number of students alternatively  | 0    | 0    | 0    | 0    | 0    |
| assessed                          |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Percent of students alternatively | 0    | 0    | 0    | 0    | 0    |
| assessed                          |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**               |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| 1\. White                         |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Below Basic        | 100  | 100  | 100  | 100  | 100  |
+-----------------------------------+------+------+------+------+------+
| \% At or above Basic              | 99   | 99   | 99   | 100  | 97   |
+-----------------------------------+------+------+------+------+------+
| \% At or above Proficient         | 94   | 89   | 85   | 86   | 77   |
+-----------------------------------+------+------+------+------+------+
| \% At or below Accelerated        | 58   | N/A  | N/A  | N/A  | N/A  |
+-----------------------------------+------+------+------+------+------+
| \% At Advanced                    | 46   | 17   | 14   | 23   | 7    |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| ##### STATE SCORES                |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Below Basic        | 100  | 100  | 100  | 100  | 100  |
+-----------------------------------+------+------+------+------+------+
| \% At or above Basic              | 89   | 92   | 91   | 90   | 87   |
+-----------------------------------+------+------+------+------+------+
| \% At or above Proficient         | 77   | 71   | 66   | 65   | 54   |
+-----------------------------------+------+------+------+------+------+
| \% At or below Accelerated        | 36   | N/A  | N/A  | N/A  | N/A  |
+-----------------------------------+------+------+------+------+------+
| \% At Advanced                    | 6    | 15   | 9    | 6    | 6    |
+-----------------------------------+------+------+------+------+------+

Other subgroups do not compromise sufficient number (10 or more) to be
part of the state's assessment report.

**STATE CRITERION-REFERENCED TESTS**

Subject[: \_\_\_**Mathematics**\_\_\_]{.underline}
Grade[:\_\_\_**4^th^** \_\_]{.underline} Test[:\_\_\_\_\_**Ohio
Achievement/Proficiency** \_\_\_\_]{.underline}

Edition/Publication Year[\_\_**2004-2005**\_\_\_]{.underline}
Publisher:[\_\_\_\_**Ohio Department of
Education**\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores reported here as (check one): NCE'S\_\_\_\_\_\_ Scaled
Scores\_\_\_\_\_\_ Percentiles: \_[\_\_**X**\_\_\_]{.underline}

+-----------------------------------+------+------+------+------+------+
| #####                             | 2    | 2    | 2    | 2    | 2    |
|                                   | 004- | 003- | 002- | 001- | 000- |
|                                   | 2005 | 2004 | 2003 | 2002 | 2001 |
+-----------------------------------+------+------+------+------+------+
| Testing month                     | M    | M    | M    | M    | M    |
|                                   | arch | arch | arch | arch | arch |
+-----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**                 |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Below Basic        | 100  | 100  | 100  | 100  | 100  |
+-----------------------------------+------+------+------+------+------+
| \% At or above Basic              | 99   | 96   | 93   | 94   | 94   |
+-----------------------------------+------+------+------+------+------+
| \% At or above Proficient         | 95   | 92   | 91   | 91   | 86   |
+-----------------------------------+------+------+------+------+------+
| \% At Advanced                    | 49   | 49   | 27   | 42   | 37   |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         | 102  | 112  | 116  | 119  | 105  |
+-----------------------------------+------+------+------+------+------+
| Percent of total students tested  | 100  | 100  | 99   | 100  | 100  |
+-----------------------------------+------+------+------+------+------+
| Number of students alternatively  | 0    | 0    | 0    | 0    | 0    |
| assessed                          |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Percent of students alternatively | 0    | 0    | 0    | 0    | 0    |
| assessed                          |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**               |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| 1\. White                         |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Below Basic        | 100  | 100  | 100  | 100  | 100  |
+-----------------------------------+------+------+------+------+------+
| \% At or above Basic              | 99   | 96   | 93   | 94   | 94   |
+-----------------------------------+------+------+------+------+------+
| \% At or above Proficient         | 95   | 92   | 91   | 91   | 86   |
+-----------------------------------+------+------+------+------+------+
| \% At Advanced                    | 49   | 49   | 24   | 42   | 36   |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         | 97   | 112  | 111  | 114  | 102  |
+-----------------------------------+------+------+------+------+------+
| ##### STATE SCORES                |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Below Basic        | 100  | 100  | 100  | 100  | 100  |
+-----------------------------------+------+------+------+------+------+
| \% At or above Basic              | 74   | 77   | 70   | 73   | 70   |
+-----------------------------------+------+------+------+------+------+
| \% At or above Proficient         | 65   | 66   | 59   | 60   | 57   |
+-----------------------------------+------+------+------+------+------+
| \% At Advanced                    | 26   | 26   | 15   | 16   | 16   |
+-----------------------------------+------+------+------+------+------+

Other subgroups do not compromise sufficient number (10 or more) to be
part of the state's assessment report.

**STATE CRITERION-REFERENCED TESTS**

Subject[: \_\_\_**Reading**\_\_\_]{.underline} Grade[:\_\_\_**5^th^**
\_\_]{.underline} Test[:\_\_\_\_\_**Ohio Achievement**
\_\_\_\_]{.underline}

Edition/Publication Year[\_\_**2004-2005**\_\_\_]{.underline}
Publisher:[\_\_\_\_**Ohio Department of
Education**\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores reported here as (check one): NCE'S\_\_\_\_\_\_ Scaled
Scores\_\_\_\_\_\_ Percentiles: \_[\_\_**X**\_\_\_]{.underline}

+-----------------------------------+------+------+------+------+------+
| #####                             | 2    | 2    | 2    | 2    | 2    |
|                                   | 004- | 003- | 002- | 001- | 000- |
|                                   | 2005 | 2004 | 2003 | 2002 | 2001 |
+-----------------------------------+------+------+------+------+------+
| Testing month                     | M    | Ach  |      |      |      |
|                                   | arch | ieve |      |      |      |
|                                   |      | ment |      |      |      |
|                                   |      | t    |      |      |      |
|                                   |      | ests |      |      |      |
|                                   |      | were |      |      |      |
|                                   |      | not  |      |      |      |
|                                   |      | admi |      |      |      |
|                                   |      | nist |      |      |      |
|                                   |      | ered |      |      |      |
|                                   |      | p    |      |      |      |
|                                   |      | rior |      |      |      |
|                                   |      | to   |      |      |      |
|                                   |      | the  |      |      |      |
|                                   |      | 2    |      |      |      |
|                                   |      | 004- |      |      |      |
|                                   |      | 2005 |      |      |      |
|                                   |      | sc   |      |      |      |
|                                   |      | hool |      |      |      |
|                                   |      | y    |      |      |      |
|                                   |      | ear. |      |      |      |
+-----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**                 |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Below Basic        | 100  |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Basic              | 97   |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Proficient         | 93   |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or below Accelerated        | 42   |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Advanced                    | 32   |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         | 110  |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Percent of total students tested  | 100  |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students alternatively  | 0    |      |      |      |      |
| assessed                          |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Percent of students alternatively | 0    |      |      |      |      |
| assessed                          |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**               |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| 1\. White                         |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Below Basic        | 100  |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Basic              | 97   |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Proficient         | 93   |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or below Accelerated        | 42   |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Advanced                    | 32   |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         | 110  |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| ##### STATE SCORES                |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Below Basic        | 100  |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Basic              | 87   |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Proficient         | 77   |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or below Accelerated        | 23   |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Advanced                    | 8    |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
|                                   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
|                                   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+

Other subgroups do not compromise sufficient number (10 or more) to be
part of the state's assessment report.