##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mrs. Melinda Young]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [408 North Fourth Street]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Steubenville Ohio
43952-1812]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
[\_\_]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 740 ) 282-1651]{.underline} Fax [( 740 ) 283-8937]{.underline}

Website/URL [http://steubenville.k12.oh.us]{.underline} E-mail
<myoung@steubenville.k12.os.us>

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mr. Richard Ranallo]{.underline}

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

District Name [Steubenville City Schools]{.underline} Tel. [( 740 )
283-3767]{.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 Mr. William Hendricks

(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)

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 school
    year.

3.  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 1998.

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: [\_\_6\_\_\_]{.underline}
Elementary schools

[\_\_1\_\_\_]{.underline} Middle schools

\_\_\_\_\_ Junior high schools

[\_\_1\_\_\_]{.underline} High schools

\_\_\_\_\_ Other (Briefly explain)

[\_\_8\_\_\_]{.underline} TOTAL

2\. District Per Pupil Expenditure:
[\_\_\$6,382.\_\_\_\_\_\_]{.underline}

Average State Per Pupil Expenditure: [\_\_\$8,441.\_\_\_
\_\_]{.underline}

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

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

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

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

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

5\. Number of students enrolled at each grade level or its equivalent in
applying school:

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

  **K**       9         10                     **19**       **7**                             

  **1**       12        14                     **26**       **8**                             

  **2**       11        7                      **18**       **9**                             

  **3**       10        14                     **24**       **10**                            

  **4**       9         16                     **25**       **11**                            

  **5**       31        16                     **47**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   159
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [70.7]{.underline} % White

the students in the school: [29.3]{.underline} % Black or African
American

[0]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[\_\_\_\_0\_\_\_\_%]{.underline}

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 0
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 0
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        0
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    159
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    0
              100                                
  ----------- ---------------------------------- ------------------------

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

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

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

Specify languages:

9\. Students eligible for free/reduced-priced meals:
[\_\_\_49.1\_\_\_\_\_%]{.underline}

[\_\_\_78\_\_\_\_\_]{.underline}Total Number Students Who Qualify

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

10\. Students receiving special education services:
\_\_\_[7.0]{.underline}\_\_\_\_\_%

\_\_\_[11]{.underline}\_\_\_\_\_Total Number of Students Served

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

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

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

\_\_\_\_Deaf-Blindness \_\_[1]{.underline}\_\_Specific Learning
Disability

\_\_\_\_Hearing Impairment \_[10]{.underline}\_\_Speech or Language
Impairment

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

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

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

    **Number of Staff**

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

Administrator(s) [\_\_ 1\_\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [\_\_\_8\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [\_\_\_1\_\_\_\_]{.underline}
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ [\_\_\_1\_\_\_\_\_]{.underline}

> Support staff \_\_\_\_\_\_\_ [\_\_\_2\_\_\_\_]{.underline}
>
> Total number [\_\_10\_\_\_\_\_]{.underline}
> [\_\_\_3\_\_\_\_\_]{.underline}

12\. Average school student-"classroom teacher" ratio:
[\_\_19.875\_\_\_\_\_]{.underline}

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

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

  Daily student           95.6%       96.3%       95.7%       96.6%       96.7%
  attendance                                                              

  Daily teacher           \*\*95.2%   96.9%       \*\*91.6%   94.8%       92.7%
  attendance                                                              

  Teacher turnover rate   0%          0%          \*14%       0%          0%

  Student dropout rate                                                    

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

\*Parental leave for one teacher

\*\*Teacher Retirement

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

Wells Parental School of Choice, in Steubenville, Ohio, was created in
1989 in answer to requests by parents and the community for curriculum
specialization. The emphasis at Wells focuses on technology and fine
arts.

When originally formed, students were selected to attend Wells using the
lottery system. Today, the program includes grades K-5, and selection
methods have remained the same. (Kindergarten was added 2003-2004 school
year) Students who attend Wells receive 150 minutes of computer
instruction per week in the Tech Lab in addition to the basic
curriculum. All students are involved in a fine arts program which
includes computer design, art, music, dance, and drama.

The student population at Wells School is very diverse. Since students
are selected through the lottery system, the enrollment is
representative of the entire school district. The population at Wells is
37.4% minority, 37.4% qualify for free and reduced lunch, 20% come from
homes where at least one parent has a college degree and 20% come from
homes where at least one parent has not graduated from high school. 100%
of the families that send their children to Wells School have a vision
and a dream for their children.

The focus of learning at Wells School is a learner-centered approach.
Students are encouraged to be independent thinkers and decision-makers.
Students often work on group projects using cooperative learning
techniques, complete independent studies above or below grade level, and
use technology to supplement instruction.

Emphasis is placed on a strong basic skills curriculum. The curriculum
is designed around the Ohio Models and includes strands from the Ohio
Proficiency Test. Once students have met the minimum standards for a
grade, they are taken beyond this level through group projects and
independent studies. Technology is utilized as a tool to expand the
curriculum and give students methods to enrich the curriculum on each
level. The extensive fine arts program at Wells gives students another
dimension to work with. Communication skills, social skills, public
speaking, integration of skills and methods, and self-expression are all
developed and polished through this program. Students take part in
distance learning programs through their partnership with Steubenville
High School, located a block away from Wells.

**Vision**

The Wells Parental School of Choice community believes that every child
can learn, but that we learn in different ways and at different rates.
This belief is the foundation of our learning practice and is reflected
in all of our education decisions. Knowing, using, and practicing the
arts disciplines and technology domains are fundamental to the healthy
development of children's minds and spirits. The role of our school is
to prepare students to live and work in the twenty-first century and
foster lifelong learning for our entire community.

**Mission**

Reflecting the needs of society, the Wells Parental school of Choice
community provides a school that empowers the students to acquire
information, concepts and skills to communicate effectively in both the
arts and technology. We cultivate the whole child by using arts
education to gradually build many kinds of literacy while developing
intuition, reasoning, imagination, and dexterity into unique forms of
expression and communication. Through technological instruction the
students foster independent self-actualized learning which moves the
students into the twenty-first century. Wells Parental School of Choice
connects technology and the arts.

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

# Clear Assessment Results

The Ohio Fourth-Grade Proficiency Tests for reading and math required
scaled scores of 217 and 218, respectfully, to be proficient. A scaled
score of 250 is the advanced proficient score. Beginning with the March
2002 test for reading a scaled score from 198-216 indicates a basic
score. The fourth (4^th^) grade tests were given for the first time in
March 1995.

The last three years all of the Wells fourth graders have passed the
reading proficiency test. For math 97% have passed 2002-2003, 100% for
2001-2002 and 2000-2001. The goal that we are continuing to work on is
increasing the percentage of students receiving advanced scores. (See
attachment 1 and 2)

# Assessment Data Use

In a learner-centered classroom, assessment implies multiple indicators
and sources of evidence taken over time rather than a one-time,
one-format method of judging skills. At Wells School, assessment
involves traditional testing methods, but also interviews, survey
projects, portfolios, writing journals, and checklists. We are
attempting to measure significant learner performances, and eliminate
the anxiety of test taking associated with standardized tests.

The formal assessments used are the Ohio Proficiency Test in grade 4 and
a variety of off year testing in grades K, 1, 3 and 5. The California
Achievement Test is given in grade 2. These tests assist us in working
with students to master basic competency skills and meet the minimum
standards. They are good benchmarks for our students and parents. These
tests give the teachers a starting point of instruction. Results are
studied to identify weak skill areas in curricular standards. Changes
are made in the curriculum according to need.

The vision of Wells School states that "we believe that every child can
learn, but, that they learn in different ways and at different rates" is
reinforced through the type of assessment completed at each grade level.
Teachers are striving to assess what students have mastered and how they
are using that information to be successful in completing assignments,
group projects, and in the ways they communicate with each other.

Assessment is a very necessary component of the total learning process.
We use all types of assessment results to move students through the
curriculum and to provide each child with the proper reinforcement.

# Communication of Student Performance

At Wells School, individual conferences are held with each parent to
review test results, student progress, and skill development. 98% of the
parents attend parent conferences during the school year. If a parent is
unable to attend, special arrangements are made to make certain they
understand their child's progress. This individual contact allows the
teacher to answer any questions the parent may have, and to ensure that
the parents understand the standards for judgment and meaning of the
data.

In Ohio, the school report card is sent to parents and community groups
each year. The report card indicates test results on a district and
building level, so that the community can follow the academic success of
each school and school district. It compares our results to similar
districts and state results. Wells communicates overall achievement
levels through their newsletter, "Wells Word", which is published
monthly and also uses district publications.

## 

## Sharing Success

Wells School is committed to sharing its successes with other schools.
The school will:

-   Wells staff will continue to present information to the parents,
    community and other schools.

-   Wells will participate in distant learning opportunities to showcase
    the school and students.

-   Wells will continue to host visits from school districts to share
    our instructional techniques.

-   The staff of Wells will also be available for seminars, inservice
    and state and federal visits to be a catalyst for change in other
    schools.

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

### Core Curriculum

Wells School emphasizes strong basic skills in math, reading, writing,
science, and social studies. The Wells School of Choice has supplemented
these areas with a strong technology program, physical education, and
fine arts. In the Wells classrooms you see less information being
transmitted from teacher to student and more experimental, inductive,
hands-on-learning. Although our learning atmosphere is orderly, you do
not find straight rows of desks and totally quiet children. Instead, you
find teachers coaching and students talking and collaborating in small
groups. Basic skills are taught by having children use the information
they have before them, not just memorization. There is more choice at
Wells, instead of every child always working at the same pace on the
same lesson. Through the integration of technology and fine arts
students are encouraged to be creative with their lessons and produce
final products that follow a theme from grade level to grade level
across the curriculum.

Emphasis is placed on helping children develop specific types of
thinking that our civilization values: analytical reasoning,
interpretation, creativity, categorization, drawing inferences and
modeling.

We view our school as an educational community. Each classroom is a
model community where students are taught to live and work together as
good citizens. Beginning at the lowest grade level, good citizenship
qualities are woven into the basic curriculum through classroom rules,
reminders when rules are broken, conflict resolution practices, rewards,
and collaboration. Beyond the classroom students take part in several
community service projects each year. Through these projects, our
children learn that they must always give something back to their
community to keep it alive and thriving.

Learning for the children at Wells School includes opportunities for
reflection, not just stimulus-response situations. Through our studies,
we concluded that children must have time to master skills and time to
reflect on what they have learned so that they can truly use the
information throughout their lives. The fine arts program is an
important part of the total learning process because it gives students
the opportunity to express themselves through acting, role-playing,
drawing, and social interactions. Collaborative learning throughout the
day is an important component in the success of the Wells program.
Whether it be small groups of children writing their own play and
deciding on the main characters, or a group of children working with
team members, the collaboration allows our children to receive feedback
from each other and gain good social skills.

Technological skills are an integral part of the total academic program
at Wells. Students apply basic skills they have mastered in the
classroom as they correspond with students in other states using E-mail,
research topics over the Internet, or participate in the Telecommunity
Distance Learning Programs.

##### Reading Curriculum

The literacy team from Wells school chose to use the Success for All
reading program. This comprehensive approach was chosen because it
ensures that every child including the high-risk child learns how to
read. High ability readers are accelerated. To accomplish the goal of
reading success the Success for All approach has eight key components.
They are:

-   a reading curriculum designed to provide at least 90 minutes of
    daily instruction in classes regrouped across age lines according to
    reading performance.

-   continual assessment of student progress

-   one to one volunteer reading tutors

-   an emphasis on cooperative learning as a key teaching strategy.

-   a family support team to encourage parent support and involvement as
    well as to address problems at home.

-   a building facilitator to provide mentoring, counseling, and support
    to the school as needed.

-   staff support teams that assist teachers.

-   training and technical assistance provided by Success for All staff
    on such topics as reading assessment, classroom management, and
    cooperative learning.

The main goal of Success for All is to ensure success in reading.
Secondary goals include reducing the number of referrals to special
education, reducing the number of students being retained, increasing
daily attendance and addressing family needs.

### Other Curriculum Area

Wells Parental School of Choice is unique in having a curriculum for
grades K-5 that is interwoven with a state-of-the-art fine arts program.
Work in the regular classroom is often extended into the fine arts
classroom. Teachers work cooperatively to design a program that places
emphasis on fine arts in each content area. If the classroom teacher is
studying the Rain Forest, this is reinforced in fine arts by drawings
and dramatizations. Throughout the school year students collaborate in
developing group art projects and participate in the performing arts
both in the classroom and onstage. Through these methods, students learn
interpersonal skills. The following indicators of success have been
developed for the elementary level fine arts program:

**Learning to Master Skills:**

-   Students demonstrate self-discipline and perseverance through
    practicing and refining a musical, dramatic, or dance performance.

-   Students identify various uses of music in their daily experiences
    and describe characteristics that make certain music suitable for
    each use.

**Expanding and Integrating Knowledge:**

-   Students demonstrate how history, culture, and the visual arts can
    influence each other in making and studying works of art.

-   Students identify similarities and differences in the meanings of
    common terms used in the various arts.

**Communication Skills:**

-   Students present their own works of art to peers and community
    groups.

**Thinking and Reasoning:**

-   Students can describe various purposes of recreating works of art.

-   Students describe how people's experiences influence the development
    of specific art works.

-   Students demonstrate an understanding that there can be a variety of
    responses to artwork.

-   Students create a short play or dance using a theme.

-   Students demonstrate and understand that preferences of works of
    art, held by others, may differ from your own.

## Instructional Methods

The core subjects of language arts, math, science, social studies and
the arts are the basis of student learning. It is the belief of Wells
School that basic skills development must be sound for each child to be
successful. To ensure that this happens, teachers at Wells monitor
student progress individually through checklist and computer management
programs. Most importantly students monitor their own progress and can
relate to their own strengths and weaknesses in each area. Other methods
used include:

-   A Buddy Program, which match 5^th^ grade students with 1^st^ grade
    students to set positive role models for younger children and allow
    the 5^th^ grade students the opportunity to mentor.

-   An Elementary Social Worker who works with students who are having
    difficulty in school.

-   Band and Orchestra instruction for 4^th^ and 5^th^ graders.

-   One-on-one tutoring in math and reading for students below grade
    level.

-   After-school Homework Help

-   School-Age childcare with a tutoring component.

-   Enrichment activities for acceleration.

-   Volunteer Program.

## Professional Development

The professional community at Wells Parental School of Choice is a
community of life-long learners continuously working to perfect the
teaching/learning process so that all children can be guided towards
meeting their full potential. The teachers at Wells School have high
professional standards. Staff development and staff renewal processes
are part of the total plan for the school each year. Teachers learn
separately through course work and seminars and collectively through
staff development. Over the past five years, Wells teachers have been
involved in over 2500 hours of inservice staff development programming.

Being a small school community gives teachers daily contact with each
other. They know each other on a personal basis and also know the
special talents and strengths that need to be shared to make the total
school program effective. Valuable time is also spent reflecting on the
effectiveness of projects and sharing new ideas gained as teachers
implement a project in their own classrooms.

When teachers are secure in their teaching methods, they will make the
learning process more natural for the students. To be truly a
learner-centered school, the staff must be confident in what they are
doing as facilitators. With proper training, practice, and collaboration
with other professional, teachers stay on task and focused to get the
most from their students.

**[PART VII - ASSESSMENT RESULTS]{.underline}**

**Attachment I**

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

Data Display Table for Reading Ohio 4^th^ Grade Proficiency Testing

  ------------------------------------------------------ ----------- ---------- ----------- ----------- -----------
                                                         2002-2003   2001-202   2000-2001   1999-2000   1998-1999

  Testing Month March                                                                                   

  SCHOOL SCORES                                                                                         

  At or Above Basic                                      100%        100%       NC          NC          NC

  At or Above Proficient                                 100%        100%       100%        76%         76%

  At Advanced                                            32%         9%         22%         23%         86%

  Number of students tested                              40          23         22          24          25

  Percent of total students tested                       100%        100%       100%        100%        100%

  Number of students excluded                            0           0          0           0           0

  Percent of students excluded                           0           0          0           0           0

  SUBGROUP SCORES                                                                                       

  1\. Eligible for Free & Reduced Lunch (specify                                                        
  subgroup)                                                                                             

  At or Above Basic                                      100%        100%       NC          NC          NC

  At or Above Proficient                                 100%        100%       100%        100%        NC

  At Advanced                                            46%         10%        20%         20%         NC

  2\. Africian/American (specify subgroup)                                                              

  At or Above Basic                                      100%        NC         NC          NC          NC

  At or Above Proficient                                 100%        100%       100%        100%        NC

  At Advanced                                            22%         13%        15%         34%         NC

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                  
  subgroup)                                                                                             

  At or Above Basic                                                                                     

  At or Above Proficient                                                                                

  At Advanced                                                                                           

  STATE SCORES                                                                                          

  Total                                                                                                 

  At or Above Basic                                      90.6%       NC         NC          NC          NC

  State Mean Score                                                                                      

  At or Above Proficient                                 66.3%       67.7%      56%         58.2%       59.2%

  State Mean Score                                                                                      

  At Advanced                                            9.3%        7%         7%          6%          4%

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

**NC = Not Calucated**

For the 2002-2003 school year, Ohio required 4^th^, 6^th^ and 9^th^
grade proficiency test in reading, writing, mathematics, citizenship,
and science. These assessments are based on Ohio's academic content
standards that delineate what a student should know and be able to do at
each grade level. The academic content standards are composed on
standards, benchmarks and grade-level indicators.

For the 2002-2003 school year, reading scores for the fourth-grade
proficiency test were reported as advanced, proficient, basic or below
basic. The scaled score standards were:

  ----------------------- -------------------- ---------------------------
  **Fourth-Grade                               
  Reading**                                    

  **Category**            **Scaled Scores**    **2002-2003 State
                                               Percentage**

  At Advanced             250 and higher       9.3%

  At or above proficient  217 and higher       66.3%

  At or above basic       198 and higher       90.6%

  Below basic             Below 198            9.4%
  ----------------------- -------------------- ---------------------------

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

**Attachment II**

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

Data Display Table for Mathematics Ohio 4^th^ Grade Proficiency Test

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

  Testing month March                                                                                    

  SCHOOL SCORES                                                                                          

  At or Above Basic                                      100%        NC          NC          NC          NC

  At or Above Proficient                                 97%         100%        100%        75%         100%

  At Advanced                                            57%         53%         55%         4%          10%

  Number of students tested                              40          23          22          24          25

  Percent of total students tested                       100%        100%        100%        100%        100%

  Number of students excluded                            0           0           0           0           0

  Percent of students excluded                           0           0           0           0           0

  SUBGROUP SCORES                                                                                        

  1\. Eligible for Free & Reduced Lunch (specify                                                         
  subgroup)                                                                                              

  At or Above Basic                                      100%        NC          NC          NC          NC

  At or Above Proficient                                 100%        100%        100%        100%        NC

  At Advanced                                            78%         38%         38%         25%         NC

  2\. Africian/American (specify subgroup)                                                               

  At or Above Basic                                      100%        NC          NC          NC          NC

  At or Above Proficient                                 100%        100%        100%        100%        NC

  At Advanced                                            68%         50%         43%         25%         NC

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  At or Above Basic                                      70.4%       NC          NC          NC          NC

  State Mean Score                                                                                       

  At or Above Proficient                                 58.6%       63%         60%         49%         51%

  State Mean Score                                                                                       

  At Advanced                                            14.6%       17%         16%         11%         12%

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

NC = Not Calucated

For the 2002-2003 school year, Ohio required 4^th^, 6^th^ and 9^th^
grade proficiency test in reading, writing, mathematics, citizenship,
and science. These assessments are based on Ohio's academic content
standards that delineate what a student should know and be able to do at
each grade level. The academic content standards are composed on
standards, benchmarks and grade-level indicators.

For the 2002-2003 school year, mathematics scores for the fourth-grade
proficiency test were reported as advanced, proficient, basic or below
basic. The scaled score standards were:

  ----------------------- -------------------- ---------------------------
  **Fourth-Grade                               
  Reading**                                    

  **Category**            **Scaled Scores**    **2002-2003 State
                                               Percentage**

  At Advanced             250 and higher       14.6%

  At or above proficient  218 and higher       58.6%

  At or above basic       208 and higher       70.4%

  Below basic             Below 208            29.6%
  ----------------------- -------------------- ---------------------------

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