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

*U.S. Department of Education*

**Cover Sheet** Type of School: \_\_ Elementary \_\_ Middle
[X]{.underline} High \_\_ K-12

[Name of Principal]{.underline} [Mr. Charles G Dilbone Jr.]{.underline}

[Official School Name]{.underline} [Granville High School]{.underline}

[School Mailing Address 248 New Burg Street]{.underline}

[Granville Ohio 43023-1043]{.underline}

City State Zip Code+4 (9 digits total)

[County Licking]{.underline} [School Code Number\*
IRN-014258]{.underline}

[Telephone (740) 587-8105 Fax (740) 587-8195]{.underline}

[Website/URL]{.underline}
[www.granville.k12.oh.us](http://www.granville.k12.oh.us/)
[E-mail]{.underline} <cdilbone@laca.org>

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\* [Mrs. Kathleen Lowery]{.underline}

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

District Name [Granville Ex. Village School]{.underline} District Tel.
[(740) 587-8110]{.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

President/Chairperson [Mrs. Lynn Straker]{.underline}

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)

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

1 Middle schools

0 Junior high schools

1 High schools

1 Other

4 TOTAL

2\. [District Per Pupil Expenditure: \$7,589.04]{.underline}

[Average State Per Pupil Expenditure: \$8,768.00]{.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
>
> \[X \] Small city or town in a rural area
>
> \[ \] Rural

4\. [12]{.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 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**                                                     **8**                             

  **1**                                                     **9**       83        67          150

  **2**                                                     **10**      93        66          159

  **3**                                                     **11**      89        93          182

  **4**                                                     **12**      73        87          160

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   651
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of 97 % White

the students in the school: 1 % Black or African American

1 % Hispanic or Latino

1 % Asian/Pacific Islander

0 % American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year: 2 %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      5
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      8
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 13
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 669
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided .019
                            by total in row (4)         

  **(6)**                   Amount in row (5)           1.9%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

[1]{.underline} Total Number Limited English Proficient

Number of languages represented: [1]{.underline}

Specify languages: [Russian]{.underline}

9\. Students eligible for free/reduced-priced meals: [0 %]{.underline}

Total number students who qualify: [4]{.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: [11 %]{.underline}

[69]{.underline} Total Number of Students Served

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

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

\_\_\_\_Deafness [22]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [43]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [1]{.underline} Speech or Language Impairment

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

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

[3]{.underline} Emotional Disturbances

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

    **Number of Staff**

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

Administrator(s) 1 0

Classroom teachers 45 6

Special resource teachers/specialists 9 1

Paraprofessionals 0 1

> Support staff 3 1
>
> Total number 58 9

12\. Average school student-"classroom teacher" ratio:
[15:1]{.underline}

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

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

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

  Daily teacher attendance  97%         97%         96%         97%         98%

  Teacher turnover rate     6%          19%         16%         9%          7%

  Student dropout rate      1%          2%          1%          1%          0%
  (middle/high)                                                             

  Student drop-off rate     0%          0%          0%          0%          0%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > 173      |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > 83%      |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > 9%       |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > 0%       |
+---------------------------------------------------------+------------+
| Found employment                                        | > 7%       |
+---------------------------------------------------------+------------+
| Military service                                        | > 0%       |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > 1%       |
+---------------------------------------------------------+------------+
| Unknown                                                 | > 1%       |
+---------------------------------------------------------+------------+
| **Total**                                               | 100 %      |
+---------------------------------------------------------+------------+

**Part III -- Summary**

Granville High School, located in Granville, Ohio, encourages the
students' natural wonder and desire to learn. Granville High School sets
high academic standards and fosters a healthy balance between
cooperation and competition among its students. The students are
encouraged to master academic, fundamentals and pursue their individual
potential. Students take responsibility for their own educational
development through a comprehensive set of programs that encourages them
to strive for academic, personal and social responsibility. The present
student body is high achievement oriented with 93% of the 2004
graduating class continuing their formal education after high school.
The projected enrollment for the year 2005 is 681 students, who will be
more diversified across basic social, economic, and academic ability
indicators that their predecessors, resulting in a less homogeneous
student body with more academic and non-academic problems.

For graduation, four units of English, three units of mathematics and
science, three units of social studies, and half a unit each of physical
education and health are required. More than 80% of the students take at
least two years of a foreign language with many of the students taking
three to five years of the same language. 90% of the students are
involved in at least one co-curricular activity. 23% athletic programs
and a multitude of student organizations/clubs are available to the
students. Approximately 65% of the student body is involved in the music
program.

Granville High School is committed by its mission of "Growth, Harmony
and Scholarship" to improving educational quality. What is central to
this mission, as well as to improved educational quality, is student
responsibility. The degree of responsibility students assume for their
development directly affects their level of achievement. Problem areas
reflecting both the lack of student responsibility as well as the lack
of school support for student responsibility have been identified by
staff, students, parents, and community. These problem areas were the
bases for the school improvement program.

The students and staff of Granville High School, as a community of
learners, are faced with many choices that influence student
achievement. Our response to those choices shapes our school and
determines the quality of our education. The best way to improve our
school is to provide the tools and opportunities for individuals to
contribute to their own educational development. By taking ownership and
responsibility, students then have the ability to make positive choices
concerning every facet of their lives. We at Granville High School
believe that increased responsibility will enrich each student's life,
within and outside the academic realm. Our vision is to create an
environment that challenges and encourages all students to strive for
academic, personal, and social responsibility.

The vision supports Granville High School's three fold mission:

Growth -- The school encourages the students' natural wonder and desire
to know. The school sets high academic standards and fosters a healthy
balance between cooperation and competition.

Harmony -- The school supports the development of personal integrity for
positive contributions to society. The school provides a positive
educational environment by encouraging mutual respect and commitment to
staff, students, and community.

Scholarship -- The school provides the best possible education by using
effective methods and materials. The school encourages the students to
master the academic fundamentals and to pursue their individual
potentials.

Granville High School was recognized by the U.S. Department of Education
as a Blue Ribbon School in 1998. In October, 1999, The Wall Street
Journal named Granville High School as one of the 10 public high schools
in the nation that have had the best student performance over the past
10 years based on SAT, achievement tests, and standardized test scores.
Granville High School has received a perfect score on the Ohio Education
Report Card for each of the years the State Ohio Department of Education
has been issuing a report card.

**Part IV -- Indicators of Success**

**1. -- Reading and Math Assessment Results**

The assessment information for the state of Ohio can be found at
www.ode.state.oh.us/proficiency.

In the state of Ohio, before the 2004-2005 school year, all ninth-grade
students were tested in writing, reading, mathematics, science, and
citizenship. For the math and reading tests the students had to receive
a standard score of 200 to pass the individual tests. Over the past five
years, Granville students' average was 100% passage rate in reading and
97% passage rate in math. The numbers for the male/female subgroup, in
both testing categories, show no statistical differences. Concerning the
students with disability subgroup, there is not a significant difference
in reading passage rates, but there is in math. In the reading test, the
students with disabilities averaged 100% passage over the last three
years. However, the students with disabilities averaged an 84% passage
rate in math. While this number is below the 97% passage rate of all
Granville High School students, it is still above the state average. We
attribute this difference in test scores in our school to the level of
math classes some of the students with disabilities are taking at the
time the test was given and the specific disability with which the
students were working. For the majority of the students with
disabilities, intervention for the math proficiency was provided to help
the students pass the test during either their junior or senior year. In
rare cases, a student might be waived, according to the rules developed
by the state of Ohio, due to the severity of the disability of the
student involved in the testing.

Beginning with the 2003-2004 school year, the state of Ohio began
testing all tenth-grade students in the same areas as with the
ninth-grade test. The following are the cut scores for the 10^th^ grade
tests in math and reading:

  ----------------------------------- -----------------------------------
  Tenth-Grade Reading Ohio Graduation 
  Test Cut Scores                     

  Limited Basic                       383

  Basic                               383 -- 399

  Proficient                          400 -- 428

  Accelerated                         429 -- 447

  Advanced                            448 -- 547

  Tenth-Grade Mathematics Ohio        
  Graduation Test (OGT) Cut Scores    

  Limited                             384

  Basic                               384 -- 399

  Proficient                          400 -- 425

  Accelerated                         425 -- 443

  Advanced                            444 - 546
  ----------------------------------- -----------------------------------

All 2003-2004 10^th^ graders were required to take the new Ohio
Graduation Tests (OGTs) in reading and math in March 2004. Granville
High School had 96% of the students pass both of these tests.
Eighty-five percent of the students with disabilities passed the test.
As of this date, we are attributing this difference in scores to the
same reasons as was stated for the ninth-grade tests. Detailed student
results may be found on pages 16-17. Students entering 10^th^ grade
after June of 2004 will be required to pass the full five subject group
of OGTs to graduate.

**Part IV -- 2. Data Application to Improve Student Performance**

Teachers use assessments to see if students are accomplishing the goals
set forth in their subject and to determine whether any material should
be reviewed before moving on. Also teachers use assessments to document
learning difficulties before referring a student for special services or
tutoring. Many teachers find student assessment necessary to help them
raise each group's learning to the highest level possible and to
motivate students to reach their own potential. The staff is beginning
to use the "Schools Attuned" views to help determine appropriate
adaptations and interventions that can be used for individual students.
The staff has also received extensive in-service on alternative
assessments which provide the students with a multitude of opportunities
to demonstrate their knowledge.

Proficiency tests and High Schools That Work assessments and surveys are
evaluated for curriculum strengths and weaknesses. For example, the
English department has established a Daily Oral Language program and
also an extensive student rewrite policy to boost student's proficiency
in these areas. The results of these initiatives have been noticeable.
The AP teachers have attended several AP conferences and adjusted
curriculum and expectations to improve AP test scores. An increased
summer reading list for both social studies and English classes was one
of several improvements due to the evaluation of the AP test scores. The
science and social studies departments adjusted their curriculum to
align with the new benchmarks developed for the Ohio Graduation Test.
The social studies department added a course for 9^th^ grade students
and the science department changed the freshman biology curriculum and
added Physics II, Chemistry II, and Biology II to the science course
offerings. More students (93%) are now taking four years of science due
to these changes.

The senior surveys given through the High Schools That Work assessment
is being used by both the student council and staff to make improvements
to the school. We are currently considering changes to the weighted
grade policy, the AP classes and also considering the International
Baccalaureate program.

**Part IV -- 3. Communication of Student performance with the
Community**

All proficiency test results for Licking County and central Ohio are
published each year in the local newspapers so that parents can compare
their school with other local schools. Parents are sent specific results
of their student's proficiency tests in grades 9 and 10. The 12^th^
grade High Schools That Work results are also sent to parents. The State
of Ohio Department of Education posts on the state-wide home website, a
comprehensive grade card listing all of the building test scores and
other assessment information. Regular articles about individual success
in arts, academics, and sports as well as any team performances in these
areas are also in the local newspapers. The honor roll is printed
quarterly in the local newspaper. The district's superintendent
newsletter provides information about the state of the school system,
including internal and external assessments. This newsletter is included
as a feature article in the local newspaper on a weekly basis.

The guidance department provides assessment results for SAT, ACT, PSAT,
and AP tests. Meetings with parents and students are scheduled to review
the results and to discuss possibleb implications. Post-secondary
options are related to the results of these assessments.

In addition, students and parents have access to the "Parent Internet
Viewer" which allows them the opportunity to view the student's current
grades in each course. This is a web based program which allows the
students and parents access at home, providing a daily account of
student progress.

**Part IV -- 4. Networking Outside the District**

The following are examples of ways the school has shared its successes
with other schools.

1.  Each month the principal participates in the Licking County high
    school principals meeting. At this meeting time is provided for the
    principals to share ideas and suggestions to the other principals.
    Granville High School's principal takes full advantage of this time.

2.  Granville High School receives numerous requests from other schools
    throughout Ohio to visit and discuss various aspects of our school.
    Recently we had a group of teachers and administrators from Mt
    Gillard, Ohio visit to discuss our performing arts program. Many
    schools have visited to receive insight about our academic program.

3.  Teachers from Granville High School have presented at various state
    and national conferences. Teachers and students presented at the
    Ohio technology conference and members of both the science and
    language arts department presented at the National Teachers of
    English conference. Teachers from the global language department
    will be presenting at the national conference for Understanding by
    Design.

4.  Students and staff have participated in district learning fair
    activities. Student works, projects, presentations, and performances
    are all part of this two-day fair.

5.  Granville High School is a member of the Ohio Schools Study Council
    which provides schools the opportunity to not only gather
    information but also to share their work.

6.  The regional High Schools That Work conferences also provide high
    schools the opportunity to share programs and discuss successes and
    failures.

**Part V -- Curriculum and Instruction**

**Part V -- 1. Core Curriculum**

Reading, writing, and critical thinking skills are emphasized in every
class at Granville High School. These skills are taught by all teachers.
The teachers at Granville High School realize the importance of allowing
the students the opportunity to solve problems and work as both a team
and individual to accomplish goals. The following is a brief description
of the core subjects, with a summary of the sequences of courses that
are offered.

**[The English/Language Arts Curriculum]{.underline}** -- Students begin
a progression of writing their freshman year with a minimum of nine
essays, including a 3-5 page research paper. By senior year students
compose a minimum of twelve essays with a 10-12 page research paper.
Writing incorporates expository, persuasive, narrative, analytical, and
creative formats. The English department has instituted a re-write
policy whereby students have the opportunity to revise each essay. In
addition, students read a variety of literature, and demonstrate their
understanding through projects, presentations, speeches, and writing.
Advanced Placement (AP) courses are also offered at the 11^th^ and
12^th^ grade levels.

**[The Science Curriculum]{.underline}** -- All students take coursework
in life and physical sciences. Those students in an advanced course have
the option of Biology II, Chemistry II, and/or Physics II. Goals of the
program are to provide students with relevant content, frequent lab
activities, and inquiry investigations. Through these experiences
science content and problem solving skills are learned. During
laboratory investigations, students use equipment ranging from
stopwatches and meteor sticks to probes interfaced directly to either a
graphing calculator or a computer. Two programs, English/Biology and
Pre-Calculus/Physics, are integrated course opportunities.

**[The Mathematics Curriculum]{.underline}** -- Students are required to
take 3 years of mathematics with four years recommended. Students may
begin 9^th^ grade with Pre-Algebra, Algebra I, Geometry, or Algebra II,
depending on their previous coursework. As students develop
mathematically, we offer Math Analysis, Pre-Calculus integrated with
Physics, Fundamentals of Calculus, and Advanced Placement Calculus. We
also offer Transition to College Mathematics. Upon graduating, students
have the academic skills in mathematics to pursue whatever field they
may choose. Our goal is to educate, academically challenge, and give
students an appreciation for mathematics.

**[The Social Studies Curriculum]{.underline}** -- All students are
required to take 3 credits of social studies including American history,
world history, AP American History, Psychology, Military History, and
American Government or KAP/AP American Government. The curriculum
focuses on student-centered learning with an emphasis on diverse modes
of evaluation from speeches and projects to portfolios and reenactments.
Students leave with the ability to think critically about domestic and
global issues.

**[The Arts]{.underline}** -- Visual Arts provides courses in Art I, Art
II, and Advanced Art. In Advanced Art, students are able to individually
explore areas such as ceramics, drawing, printmaking, sculpture, and
photography. The Music Department provides opportunities in vocal,
instrumental, and strings. Students may take Chamber Singers, Men's or
Women's Chorus, and Ace Moving, the school's show choir. Instrumental
music students can participate in the strings orchestra, marching,
symphonic, and jazz bands, and our steel drum band. Music Theory and
Music Appreciation electives are also offered.

**[Global Languages]{.underline}** -- The Global Language department
offers French I-V also AP V, Latin I-IV also AP IV, and Spanish I-V also
AP V. Each class uses a functionally-based approach to learning. Major
objectives for each staff member include strengthening language skills
with a special emphasis on using the target language to manage basic
communication tasks and social situations. The department also utilizes
a variety of computer-assisted learning opportunities in our Global
Language Lab. In the upper level courses, extensive readings of complete
works of the various languages are an increasingly important element.

**Part V -- 2b -- English/Language Arts Curriculum and Efforts to
Improve Below Grade Level Readers**

The English curriculum consists of English 9, 10, 11, 12 with AP classes
offered for grades 11 and 12. All students take English 9 and 10 and
those students who have at least an A- average have the opportunity to
take the AP classes. Several elective classes are offered including:
drama, film and video production, speech, reading, creative writing,
journalism, and yearbook. These classes are offered to all students. The
curriculum requires students to expand and improve skills in reading,
writing, listening, speaking, and visual literacy. Grammar instruction
essential to effective writing and speaking is stressed. Students are
engaged to become skilled readers of prose written in a variety of
periods, disciplines, and rhetorical contexts. A summer reading list is
required for all students. The list is made up of a variety of titles
which students much choose from. The list provides selections for
students who read below grade level. Each year students are required to
write a research paper with the paper increasing in length as the
students' progress. Reading classes, tutors and modified instruction are
offered for students reading below grade level. Reading and writing are
taught across the curriculum allowing students to work with these skills
in a variety of contexts. In the past several years an emphasis on
technical writing and reading has taken place.

**Part V -- 3. Integrated Biology and English 9 : Teaching Across
Traditional Curriculum Boundaries**

The major goal of the integrated Biology and English 9 class is to
improve the students reading and writing skills across all content
areas. With this in mind, the staff generated the idea of integrating
two core courses for ninth graders, English 9 and Biology. As each of
content standards and the benchmarks included in the Ohio Graduation
Test were reviewed, the teachers found ways to help each content area
achieve its respective goals and improve students' abilities to
articulate and understand information. A schedule was developed which
allowed the classes to integrate projects and collaborate on rubrics for
writing assessment.

To use the time with the students effectively, a modified block was
developed which allowed students to take the English 9 and Biology in
paired periods (ex. Periods 1 & 2, Periods 3 & 4). The schedule provides
the flexibility to use time in the best possible way. On most days the
students attend classes in the normal 50 minute periods, but the option
to block periods exists so that Biology can have extended lab time,
English can do full writing workshops, or they can combine the classes
for formal presentations. This integration extends to projects where an
assignment is introduced one period and reinforced the following period.
The students experience the teachers working together seamlessly and the
artificial walls between content areas disappear. For example, in
Biology they will be assigned to write a persuasive essay on stem cell
research, and in the English class they will work on the structure of
that essay using the information gained in the biology class. With
integrated projects the need for a collaborated rubric using the same
criteria and language across the classes became a logical consequence.
In the end the integration provides the students with access to
seemingly different content areas with greater student achievement.

**Part V. -- 4. Instructional Methods for Student Improvement**

Much professional development has been completed by teachers at
Granville High School to help students improve learning. To meet the
mission of the school and to "raise the bar" of learning instruction in
the classroom, professional development must continue to be evaluated
and improved. We continue to use on a limited basis many of the
traditional methods of instruction. Lecture leading to class discussions
are sometimes used when such techniques are deemed the most effective
way to teach the information to the students. Traditional methods are
not the norm. Teachers are turning to more of an inquiry approach of
instruction which supports the belief of improving critical thinking,
and problem solving skills of the students. With the implementation of
inclusion classes and the emphasis on an integrated curriculum, team
teaching is taking place in many classes. Inclusion in all disciplines
takes place with the regular teacher teaming with a resource room
teacher providing the instruction. Integration of such classes as
pre-calculus and physics has changed the type of instruction that is
normally used in these classes. The teachers work together to provide
projects, labs and assignments that incorporate both classes. A major
emphasis has been placed on differentiated instruction. We do not track
students in the high school, other than the AP classes, thus requiring
teachers to provide instruction to all levels of students. Teachers have
acquired instructional skills that allow them to present and teach
material in a multitude of methods so all students can achieve. The
staff is currently obtaining information on backward design and the
"Schools Attuned" programs. Emphasis on performance task and essential
questions will be used in classrooms. Modification and instructional
techniques will be enhanced by the information received through the
Schools Attuned program.

**Part V -- 5. Professional Development Programs with regard to Student
Achievement**

Granville High School has a history of being highly effective, which
means it has a history of reform and innovation. The community has a
commitment to education and holds high expectations for students,
educators and the school system. Granville High School has used the High
Schools That Work and the Effective School's model as the basis for
improvement. To maintain high levels of success for all students, the
high school in the past has worked on implementing content standards,
integrating content areas, differentiating instruction and utilizing
authentic assessments. This year, an action research project around
curriculum design is being conducted. Units of study which focus on
increasing student understanding of important concepts instead of
knowledge attainment will be written, piloted and analyzed. Content for
the units was identified through a process of curriculum mapping and
alignment to the academic standards. This action research project
included all high school teachers and was based on the work of Jay
McTighe and Grant Wiggins*.* A job-embedded approach was utilized to
enable teams of teachers (grades 7-12) to meet three times during
release days in October, November, and December. Teachers applied what
they learned about the backward design methodology to the creation of a
unit that will be piloted during April. A small group coaching model
enabled educators to collaborate and receive specialized support for
their content areas as they developed the units. Administration and
department leaders played a crucial role in this whole-school curriculum
project. Staff meeting time, department meetings and common planning
time was prioritized for working on curriculum mapping and backward
design. Departments collaborated to develop common understandings,
essential questions, rubrics and performance assessments. The action
research results will be analyzed to determine the effect backward
design has on student understanding and teacher developed curriculum.
When the project is completed, a new course-of-study will be developed
and common performance assessments and rubrics will be available for
each department.

**Part VII -- ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TEST**

Subject **Reading** Grade **9** Test **Ohio Proficiency Test**

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

+-----------------------------------+------+------+------+------+------+
|                                   | 2    | 2    | 2    | 2    | 1    |
|                                   | 003- | 002- | 001- | 000- | 999- |
|                                   | 2004 | 2003 | 2002 | 2001 | 2000 |
+-----------------------------------+------+------+------+------+------+
| Testing month                     | Mar  | M    | M    | M    | M    |
|                                   | ch\* | arch | arch | arch | arch |
+-----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**                 |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient         | 100  | 100  | 100  | 99   | 99   |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         | 174  | 154  | 169  | 163  | 163  |
+-----------------------------------+------+------+------+------+------+
| Percent of total students tested  | 100  | 100  | 100  | 100  | 100  |
+-----------------------------------+------+------+------+------+------+
| Number of students alternatively  | 0    | 0    | 1    | 2    | 0    |
| assessed                          |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Percent of students alternatively | 0    | 0    | 1    | 1    | 0    |
| assessed                          |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
|                                   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| 1.[Students with                  |      |      |      |      |      |
| Disabilities]{.underline}         |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient         | 100  | 100  | 100  | 92   | 93   |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         | 14   | 17   | 13   | 13   | 8    |
+-----------------------------------+------+------+------+------+------+
| 2.[Gender]{.underline}            | 100  | 100  | 100  | 100  | 100  |
|                                   |      |      |      |      |      |
| (a) Female -- %At or Above        | 100  | 100  | 100  | 99   | 99   |
|     Proficient                    |      |      |      |      |      |
|                                   |      |      |      |      |      |
| (b) Male -- %At or Above          |      |      |      |      |      |
|     Proficient                    |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         | 88   | 83   | 89   | 86   | 80   |
|                                   |      |      |      |      |      |
| (a) Female                        | 86   | 71   | 80   | 77   | 83   |
|                                   |      |      |      |      |      |
| \(b\) Male                        |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
|                                   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| **STATE SCORES**                  |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient         | 96   | 94   | 95   | 94   | 94   |
+-----------------------------------+------+------+------+------+------+

\* Grade 9 Reading Proficiency Test taken at the 10^th^ grade

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

[Alternative Assessments:]{.underline}

Granville School District's Alternate Assessments were conducted in
accordance with the State of Ohio Guidelines from the Office for
Exceptional Children for the participation in state and district-wide
assessments. The Alternate Assessments evaluate the student progress in
the five areas as assessed by the Ohio Proficiency Test with the
curriculum domains aligning to reading, writing, math, citizenship and
science and access skills. The Alternative Assessment is a review of the
progress the student has made toward attaining his/her IEP goals over
the previous two years. The review is conducted by members of the IEP
team including the classroom teacher, parent, special education
supervisor and any other key member of the IEP team.

The IEP team reviews data and other information to access progress. Work
samples, charted data and other scales or rubrics are used to rate
progress for a student's work. A report summarizing the results of the
alternative assessment is provided to the parents of the student. The
district also reports the results to the state through EMIS

Other subgroups, namely Asian, Black, Hispanic, and economically
disadvantaged, do not comprise sufficient numbers (10 or more) to be
part of the state's assessment report.

**STATE CRITERION-REFERENCED TEST**

Subject **Mathematics** Grade **9** Test **Ohio Proficiency Test**

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

+-----------------------------------+------+------+------+------+------+
|                                   | 2    | 2    | 2    | 2    | 1    |
|                                   | 003- | 002- | 001- | 000- | 999- |
|                                   | 2004 | 2003 | 2002 | 2001 | 2000 |
+-----------------------------------+------+------+------+------+------+
| Testing month                     | Mar  | M    | M    | M    | M    |
|                                   | ch\* | arch | arch | arch | arch |
+-----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**                 |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient         | 99   | 98   | 97   | 97   | 96   |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         | 174  | 160  | 169  | 163  | 163  |
+-----------------------------------+------+------+------+------+------+
| Percent of total students tested  | 100  | 100  | 100  | 100  | 100  |
+-----------------------------------+------+------+------+------+------+
| Number of students alternatively  | 0    | 0    | 1    | 3    | 0    |
| assessed                          |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Percent of students alternatively | 0    | 0    | 1    | 2    | 0    |
| assessed                          |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
|                                   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| 1.[Students with                  |      |      |      |      |      |
| Disabilities]{.underline}         |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient         | 92   | 93   | 85   | 67   | 85   |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         | 14   | 14   | 13   | 12   | 8    |
+-----------------------------------+------+------+------+------+------+
| 2.[Gender]{.underline}            | 100  | 99   | 97   | 97   | 96   |
|                                   | 99   | 97   | 96   | 96   | 96   |
| (a) Female - % At or Above        |      |      |      |      |      |
|     Proficient                    |      |      |      |      |      |
|                                   |      |      |      |      |      |
| (b) Male - % At of Above          |      |      |      |      |      |
|     Proficient                    |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         | 88   | 83   | 89   | 86   | 80   |
|                                   | 86   | 71   | 80   | 77   | 83   |
| (a) Female                        |      |      |      |      |      |
|                                   |      |      |      |      |      |
| (b) Male                          |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
|                                   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| **STATE SCORES**                  |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient         | 85   | 82   | 83   | 81   | 80   |
+-----------------------------------+------+------+------+------+------+

\* Grade 9 Mathematics Proficiency Test taken at the 10^th^ grade

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

[Alternative Assessments:]{.underline}

Granville School District's Alternate Assessments were conducted in
accordance with the State of Ohio Guidelines from the Office for
Exceptional Children for the participation in state and district-wide
assessments. The Alternate Assessments evaluate the student progress in
the five areas as assessed by the Ohio Proficiency Test with the
curriculum domains aligning to reading, writing, math, citizenship and
science and access skills. The Alternative Assessment is a review of the
progress the student has made toward attaining his/her IEP goals over
the previous two years. The review is conducted by members of the IEP
team including the classroom teacher, parent, special education
supervisor and any other key member of the IEP team.

The IEP team reviews data and other information to access progress. Work
samples, charted data and other scales or rubrics are used to rate
progress for a student's work. A report summarizing the results of the
alternative assessment is provided to the parents of the student. The
district also reports the results to the state through EMIS.

Other subgroups, namely Asian, Black, Hispanic, and economically
disadvantaged, do not comprise sufficient numbers (10 or more) to be
part of the state's assessment report.

**STATE CRITERION-REFERENCED TEST**

Subject **Reading** Grade **10** Test **Ohio Graduation Test**

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

  ------------------------------------ ----------- ---------------------------
                                       2003-2004   **The Tenth-Grade Reading
                                                   Graduation Test was not
                                                   administered prior to
                                                   2003-2004.**

  Testing month                        March       

  **SCHOOL SCORES**                                

  \% At or Above Limited               100         

  \% At or Above Basic                 98          

  \% At or Above Proficient            96          

  \% At or Above Accelerated           65          

  \% At Advanced                       33          

  Number of students tested            172         

  Percent of total students tested     100         

  Number of students alternatively     0           
  assessed                                         

  Percent of students alternatively    0           
  assessed                                         

                                                   

  SUBGROUP SCORES                                  

  1.[Students with                                 
  Disabilities]{.underline}                        

  \% At or Above Limited               100         

  \% At or Above Basic                 92          

  \% At or Above Proficient            85          

  \% At or Above Accelerated           31          

  \% At Advanced                       8           

  Number of students tested            13          

                                                   

  **STATE SCORES**                                 

  \% At or Above Limited               100         

  \% At or Above Basic                 89          

  \% At or Above Proficient            79          

  \% At or Above Accelerated           53          

  \% At Advanced                       27          
  ------------------------------------ ----------- ---------------------------

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

.

Other subgroups, namely Asian, Black, Hispanic, and economically
disadvantaged, do not comprise sufficient numbers (10 or more) to be
part of the state's assessment report.

**STATE CRITERION-REFERENCED TEST**

Subject **Mathematics** Grade **10** Test **Ohio Graduation Test**

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

  ------------------------------------ ----------- ---------------------------
                                       2003-2004   **The Tenth-Grade
                                                   Mathematics Graduation Test
                                                   was not administered prior
                                                   to 2003-2004.**

  Testing month                        March       

  **SCHOOL SCORES**                                

  \% At or Above Limited               100         

  \% At or Above Basic                 100         

  \% At or Above Proficient            96          

  \% At or Above Accelerated           61          

  \% At Advanced                       32          

  Number of students tested            173         

  Percent of total students tested     100         

  Number of students alternatively     0           
  assessed                                         

  Percent of students alternatively    0           
  assessed                                         

                                                   

  SUBGROUP SCORES                                  

  1.Students with Disabilities                     

  \% At or Above Limited               100         

  \% At or Above Basic                 100         

  \% At or Above Proficient            85          

  \% At or Above Accelerated           23          

  \% At Advanced                       8           

  Number of students tested            13          

                                                   

  **STATE SCORES**                                 

  \% At or Above Limited               100         

  \% At or Above Basic                 83          

  \% At or Above Proficient            68          

  \% At or Above Accelerated           38          

  \% At Advanced                       18          
  ------------------------------------ ----------- ---------------------------

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

Other subgroups, namely Asian, Black, Hispanic, and economically
disadvantaged, do not comprise sufficient numbers (10 or more) to be
part of the state's assessment report.