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

**2002-2003 *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 Street]{.underline}

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

[Steubenville Ohio 43952]{.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} Email
<myoung@steubenville.k12.oh.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)

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

Name of Superintendent [Mr. Richard Lucci]{.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 [Mrs. Ruth Anne Bruzzese]{.underline}

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

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

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

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

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

**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

\_\_[8]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6,783]{.underline}

Average State Per Pupil Expenditure: [\$6,911]{.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\. [3]{.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**                                                     **7**                             

  **1**       12        9                      21           **8**                             

  **2**       9         12                     21           **9**                             

  **3**       8         17                     25           **10**                            

  **4**       26        14                     41           **11**                            

  **5**       14        11                     25           **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   133
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [72]{.underline} % White

the students in the school: [28]{.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    133
              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: [40]{.underline} %

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

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

10\. Students receiving special education services: [9]{.underline} %

[12]{.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 [11]{.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\. Student-"classroom teacher" ratio: [14.7]{.underline}

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

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

  Daily student attendance 96.3%       95.7%       96.6%       96.7%       96.5%

  Daily teacher attendance 96.9%       \*91.6%     94.8%       92.7%       94.2%

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

  Student dropout rate                                                     

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

> \*Parental leave for one teacher
>
> \*\*Teacher Retirement

**[PART III ‑ SUMMARY]{.underline}**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.

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 1-5, and selection
methods have remained the same. 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
28% minority, 40% 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 sent heir 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 in grades 1-5.
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 in to the twenty-first century. Wells Parental School of Choice
connects technology and the arts.

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

1.  Report the school's assessment results in reading (language arts or
    English) and mathematics for at least the last three years for all
    grades tested using either state tests or assessments referenced
    against national norms at a particular grade. For formatting, use
    the sample tables (no chars or graphs) at the end of this
    application. Present date for all grades tested for all standardized
    state assessments and assessments referenced against national norms
    administered by the school. If at least 90 percent of the students
    take the SAT or ACT, high schools should include the data. If fewer
    than 9 Percent of the students in the appropriate classes take the
    SAT or ACT, do not report the data. Limit the narrative to one page.

> The Ohio Fourth Grade Proficiency Tests for Reading and Math required
> scaled scores of 217 and 218, respectfully, to be proficient. A scaled
> score 250 is the advanced proficient score. Beginning with the March
> 2002 test for reading a scale score from 198-216 indicates a basic
> score. The fourth (4^th^) grade test were given for the first in March
> 1995.
>
> The last three years all of the Wells fourth graders have passed the
> Reading and Math proficiency test. The goal that we are continuing to
> work on is increasing the percentage of students receiving advanced
> scores. (See attachment 1 and 2)

2.  Show in one-half page (approximately 200 words) how the school uses
    assessment data to understand and improve student and school
    performance.

> In a learner-centered classroom, assessment implies multiple
> indicators and sources of evidence taken over time rather than
> one-time, one-format method of judging skills. At Wells School,
> assessment involves traditional testing methods, but, also interviews,
> surveys 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 the off year Proficiency Test in grades 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 test 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 indifferent ways and at different
> rates" is reinforced thorough 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.

3.  Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    community.

> 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 indicated 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.

4.  Describe in one-half page how the school will share its successes
    with other schools.

> 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}**

1.  Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.

> Wells School emphasis 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. You find fewer ditto sheets at Wells and more
> original writing journals and small groups of students studying topics
> of interest. 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 grand 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 re broken conflict resolution practices, rewards,
> and collaboration. Beyond the classroom students take part in several
> community service project each year. Currently our students are
> donating supplies for the troops in the middle east. 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 back 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.

2.  (Elementary Schools) Describe in one-half page the school's reading
    curriculum, including a description of why the school chose this
    particular approach to reading.

> The literacy team from Wells school choose to use the Success for All
> reading program. This comprehensive approach was chose 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.

3.  Describe in one-half one page one other curriculum area of the
    school's choice and show how it relates to essential skills and
    knowledge based on the school's mission.

> Wells Parental School of Choice is unique in having a curriculum for
> grades 1-5 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, 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.

4.  Describe in one-half page the different instructional methods the
    school uses to improve student learning.

> 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
    allowing 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.

5.  Describe in one-half page the school's professional development
    program its impact on improving student achievement.

> 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.

**Attachment I**

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

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

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

  Testing month March                                                                                    

  SCHOOL SCORES                                                                                          

  Total                                                  100%        100%        100%        76%         84%

  At or Above Basic                                      100%        NC          NC          NC          NC

  At or Above Proficient                                 100%        100%        100%        76%         84%

  At Advanced                                            9%          22%         23%         8%          8%

  Number of students tested                              23          22          24          25          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%        100%        NC          NC

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

  At Advanced                                            10%         20%         20%                     

  2\. Africian/American (specify subgroup)                                                               

  At or Above Basic                                      100%        100%        100%        NC          NC

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

  At Advanced                                            13%         15%         34%                     

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

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                                                                  

  At or Above Basic                                      27%         NC          NC          NC          NC

  State Mean Score                                                                                       

  At or Above Proficient                                 64%         56%         58%         59%         47%

  State Mean Score                                                                                       

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

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

**NC = Not Calucated**

Ohio has a long history of using statewide testing for accountability
purposes. In the elementary grades, annual proficiency testing has been
implemented since 1995 (4^th^ grade). For 4^th^ grade reading only,
cumulative percentages that include multiple administrations are
provided for 2001-02 school year.

**Attachment II**

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

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

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

  Testing month March                                                                                    

  SCHOOL SCORES                                                                                          

  Total                                                  100%        100%        75%         100%        100%

  At or Above Basic                                                                                      

  At or Above Proficient                                 100%        100%        75%         76%         50%

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

  Number of students tested                              23          22          24          25          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%        100%        NC          NC

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

  At Advanced                                            38%         30%         25%         NC          NC

  2\. Africian/American (specify subgroup)                                                               

  At or Above Basic                                      100%        100%        100%        NC          NC

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

  At Advanced                                            50%         43%         25%         NC          NC

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

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                                                                  

  At or Above Basic                                                                                      

  State Mean Score                                                                                       

  At or Above Proficient                                 63%         60%         49%         51%         41%

  State Mean Score                                                                                       

  At Advanced                                            17%         16%         11%         12%         7%

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

NC = Not Calucated

Ohio has a long history of using statewide testing for accountability
purposes. In the elementary grades, annual proficiency testing has been
implemented since 1995 (4^th^ grade). For 4^th^ grade reading only,
cumulative percentages that include multiple administrations are
provided for 2001-02 school year.

.