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

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mr. William F. Laffey]{.underline}

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

Official School Name [Radnor Middle School]{.underline}

(As it should appear in the official records)

School Mailing Address [131 S. Wayne Avenue]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Wayne PA 19087-4119

City State Zip Code+4 (9 digits total)

Tel. [( 610 ) 386-6300]{.underline} Fax [( 610 ) 688-2491]{.underline}

Website/URL [www.radnor.com]{.underline} Email
[Bill.Laffey@rtsd.org]{.underline}

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

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

(Principal's Signature)

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

Name of Superintendent [Dr. John A. DeFlaminis]{.underline}

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

District Name [Radnor Township School District]{.underline} Tel. [( 610
) 688-8100 ext. 6040]{.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 Mr. Chase F. Gibson

President/Chairperson

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

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

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

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

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

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

1\. Number of schools in the district: [­ 3]{.underline} Elementary
schools

[1]{.underline} Middle schools

[0]{.underline} Junior high schools

[1]{.underline} High schools

[5]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$15,771.00]{.underline}

Average State Per Pupil Expenditure: [\$8,116.00]{.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
>
> \[ x \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [6 yrs]{.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**       111       138         249

  **1**                                                     **8**       136       125         261

  **2**                                                     **9**                             

  **3**                                                     **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**       139       125                    264          Other                             

                                    **TOTAL                                                   774
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [86 %]{.underline} White

the students in the school: [3 %]{.underline} Black or African American

[1 %]{.underline} Hispanic or Latino

[10 %]{.underline} Asian/Pacific Islander

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year: [3.40
%]{.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 15
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 11
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        26
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    774
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .034
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    3.40
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [1.7
%]{.underline}

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

Number of languages represented: [7]{.underline}

Specify languages: [French, Japanese, Arabic, Korean, Bulgarian,
Gujarati, Chinese]{.underline}

9\. Students eligible for free/reduced-priced meals: [3.49
%]{.underline}

[27]{.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: [15.89
%]{.underline}

[123]{.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.

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

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

[0]{.underline} Deaf-Blindness [111]{.underline} Specific Learning
Disability

[1]{.underline} Hearing Impairment [7]{.underline} Speech or Language
Impairment

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

[0]{.underline} Multiple Disabilities [0]{.underline} Visual Impairment
Including Blindness

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

**Number of Staff**

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

Administrator(s) [2]{.underline} [0]{.underline}

Classroom teachers [65]{.underline} [9]{.underline}

Special resource teachers/specialists [6]{.underline} [0]{.underline}

Paraprofessionals [18]{.underline} [8]{.underline}

> Support staff [14]{.underline} [5]{.underline}
>
> Total number [105]{.underline} [22]{.underline}

12\. Student-"classroom teacher" ratio: [11.40]{.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 96.1%       94.9%       96.1%       95.%        96.3%

  Daily teacher attendance 98%         98%         98%         98%         98%

  Teacher turnover rate    \<1%        \<1%        \<1%        5% \*       5.8% \*

  Student dropout rate     0%          0%          0%          0%          0%

  Student drop-off rate    .69%        .14%        .29%        .80%        .78%
  ------------------------ ----------- ----------- ----------- ----------- -----------

> **\* Early retirement incentive offered**

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

Radnor Middle School (RMS), situated in the heart of Wayne,
Pennsylvania, originally opened as a junior-senior high school in 1923.
Like the town in which it is located, RMS has a unique flavor and an
old-fashioned sense of community---able to adapt to change while
anchored to a tradition of excellence. Our mission is to actualize the
intellectual, emotional, social, and physical potential of every child
in a caring environment that fosters the student's individuality,
interdependence, and strong sense of self.

We recognize and provide for the unique needs of emerging adolescents,
encouraging them to become involved in their own learning through
perseverance, achievement, and responsibility. Because "students at this
period in their lives experience rapid physical, emotional, and
intellectual growth, matched in scope only by the first three years of
life" (C. Danielson), we have designed and implemented a broad array of
structures to support our children. For instance, we group students in
teams for small learning communities. Team teachers meet daily to
discuss student progress, plan appropriate instruction, and conduct
parent conferences. An instructional behavior plan guides students to
make sound and appropriate choices. Our student assistance team rapidly
identifies at-risk students and refers them for appropriate treatment.
Our instructional support team, in conjunction with students, parents,
and teachers, plans and implements academic and/or behavioral
interventions. Certified special education teachers provide instruction
and services for students with learning differences and/or emotional
support needs. Programs for gifted learners offer enrichment through a
variety of electives and academic extensions. RMS has intentional and
purposeful programs to assist children as they experience the fast, and
sometimes confusing changes of early adolescence.

Students explore the creative and technical arts such as art, music,
technology education, family and consumer sciences, and computer
technology. A daily community resource period provides time for
extracurricular opportunities that include concert and jazz bands,
orchestra, choral groups, dramatic productions, Student Council
initiatives, team-building activities, gifted electives, academic help
sessions, and resource room support. After-school programs include
intramural and interscholastic sports and clubs. Participation rates in
all activities are high, and athletic teams are generally inclusive
rather than exclusive.

We provide for the emotional, social, and learning needs of students.
Our guidance, physical education, and health education programs address
the unique needs of middle schoolers. We have three certified
counselors---one per grade---that follow students through their middle
school years. An advisory program provides for small groups of students
to begin their school day with a caring adult who serves as an advocate
and role model.

To provide for the social and cultural needs of students, RMS sponsors a
variety of events ranging from Fun Nights and dances to a three-day,
overnight outdoor education experience. Our Student Council spearheads
monthly school and community service activities. Particular points of
pride include the holiday toy drive for needy families and the Martin
Luther King, Jr., Day of Service involving a high level of student,
staff, and community voluntary participation. Also, an active
Parent-Teacher Association sponsors special assemblies, a book fair, and
artists-in-residence.

Radnor Middle School provides a safe environment of intellectual rigor,
responsible risk-taking, and individuality. Our mission is to challenge
students to become motivated, life-long learners and responsible leaders
in a world community.

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

1.  The Pennsylvania System of School Assessment (PSSA) is a
    standards-based, criterion-referenced assessment administered
    annually to determine the degree to which school programs enable
    students to meet or exceed the state academic standards. By mandate,
    every Pennsylvania student in grades 5, 8, and 11 is assessed in
    mathematics and reading, and students in grades 6, 9, and 11 are
    assessed in writing. The assessment is comprised of a combination of
    multiple-choice items and open-ended tasks. Individual student
    scores are used to identify students and diagnose the need for
    additional educational interventions. School scores provide
    information to districts and component schools for curriculum
    development and instructional improvement.

> For the past three years, PSSA scores indicate that Radnor Middle
> School has demonstrated high performance levels and growth. Our school
> consistently ranks among those in the top bands of scores. Our most
> current results from 2002 place eighth graders among the highest
> achieving students in the state of Pennsylvania.
>
> The PSSA allows for disaggregated assessment results for special needs
> students and demographic groups comprised of at least ten students.
> Results of the PSSA for Radnor Middle School yield no statistically
> significant data to differentiate any ethnic/racial or socioeconomic
> group from the general population for a three-year period. Data does
> exist for the last two years for one racial group, "Asian/Pacific
> Islanders." As a disaggregated subgroup, they score at or above the
> total school population average. Overall, these students show an
> improvement in their total scores across this two-year period. (See
> addendum.)
>
> The only other disaggregated subgroup in our population for which we
> have data is students with an Individual Education Plan (IEP).
> Although these students do not comprise a demographic group, we
> include them because they represent our only other subgroup for which
> we have statistically significant data. Scores for this group clearly
> indicate improvement in achievement for the three-year period. (See
> addendum.)
>
> All students are required to be included in the PSSA testing program.
> In the case of a small number of students, those with the most severe
> disabilities, participation in the standard statewide assessment is
> not appropriate. For those students, Pennsylvania has developed the
> Pennsylvania Alternative System of Assessment. During the past three
> years of testing, two students, (less than 1% of total school
> population) were assessed using the PASA rather than the PSSA format.
>
> In addition, The Radnor Township School District is a long-time member
> school of the Educational Records Bureau, an independent testing
> organization that serves approximately 1200 member schools, the
> majority of which are independent schools. Data reviewed from the ERB
> testing not only confirms ability and achievement but further
> differentiates our highly performing population. We include in our
> addenda our most recent testing information (2002) for the seventh
> grade (the highest grade tested), whose mean scale score at the 90^th^
> percentile exceeds national school norms at the same level. (See
> addendum.)

2.  All Radnor Middle School students are assessed using four
    standardized instruments: the Pennsylvania System of School
    Assessment (PSSA) for reading and math in grade 8, the PSSA Writing
    Assessment in grade 6, Educational Records Bureau (ERB) CTP III for
    reading and math in grades 6 and 7, and the ERB Writing Assessment
    Program in all grades. The school uses assessment data to understand
    and improve student and school performance.

> Administrators and counselors review scores for all students at each
> grade level. At faculty, team, and district curriculum meetings,
> teachers and administrators analyze assessment data to determine the
> need for adjustments in the delivery of curriculum. Teachers have
> access to individual student score
>
> reports and use them to inform and deliver instruction. The
> Instructional Support Team, Student Assistance Team, school
> psychologists, and other specialized personnel use the results
> extensively when determining the need for special services.
> Additionally, we administer the SAGES-2 and WISC-3 to students who
> perform at high levels on these tests to determine eligibility for the
> gifted learning program. Assessment data is housed in cumulative
> record folders so that individual student progress can be monitored
> from year to year.

3.  Student performance data on both the PSSA tests and the ERB testing
    program are communicated to parents via individual mailings that
    include test interpretation guidelines. In addition, the school
    offers both individual conferences and group sessions for parents to
    review the testing information. Parents typically share this
    information with their children. English language teachers discuss
    and interpret results of the ERB Writing Assessment with their
    students and use this assessment as an instructional tool. Beyond
    that, the results of all standardized testing are presented
    annually---via a five-year perspective---to our Board of School
    Directors at a televised public meeting. Each year, the Pennsylvania
    Department of Education releases PSSA test results to the press.
    [The Philadelphia Inquirer]{.underline} publishes this information,
    along with interpretive data, for schools within the five-county
    region.

4.  Engraved in the foyer of our Administration Building is our district
    motto, "Knowledge Increaseth Wisdom." Thus we believe that shared
    resources benefit all. It is incumbent upon school such as ours to
    share our successes. With today's technology, the primary way to
    communicate with schools across our nation is via electronic
    resources. Our web site, www.radnor.com/schools, will be kept
    current to showcase our achievements and provide contact
    information. Additionally, press releases and local and regional
    television coverage will highlight our successes. As we have in the
    past, Radnor Middle School will welcome visitors to observe our
    school in action. Currently we average over 100 visitors per year.
    Webcasts from our location can provide long-distance access to
    Radnor Middle School teachers in the classroom. Partnerships with
    local institutions of higher learning such as the mathematics
    consortium at Drexel University will encourage the sharing of ideas
    with teachers at other area schools. Members of our professional
    staff will make presentations at local, regional, and national
    conferences.

> As we succeed in local, regional, and national competitions such as
> writing contests, regional music activities, Mathcounts, and spelling
> and geography bees, students and staff will interact with their peers
> and colleagues from other schools, thus sharing their successes in a
> more personal way.

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

1.  Radnor Middle School's curriculum, aligned with the Pennsylvania
    Academic Content Standards, provides students opportunities to
    explore, experiment, question, grow, and achieve. Students are
    engaged with significant content based on these standards in
    conjunction with national and international benchmarks.

> Our English language curriculum, a balanced approach to literacy, is
> taught in a double period block, where the elements of language are
> integrated to build cohesive understandings. Content and processes are
> designed to build toward and meet identified benchmarks in the
> standards-based curriculum. English Language Learners (ELL)
> participate in a parallel language arts curriculum, focusing on
> increasing English language proficiency. As the students become more
> facile with the English language, they are assimilated into the
> regular language arts classroom.
>
> The mathematics program centers on a spiral instructional approach. In
> a sequential curriculum, students are introduced to and taught
> concepts, skills, and problem-solving. Embedded in the curriculum are
> opportunities for individualized remediation, enrichment, or
> acceleration.
>
> Sixth grade students begin their world language instruction with an
> exploration of four languages: French, Spanish, German, and Latin.
> Seventh graders select one language for instruction every other day.
> In eighth grade, world language classes meet daily, earning a
> first-year language credit allowing students to enter the second year
> of formal language study. Special emphasis is given to speaking,
> listening, and cultural awareness.
>
> In our science program, students investigate the areas of physical,
> earth, and life sciences through
>
> classroom instruction utilizing tools, technologies, and laboratory
> experiences. Scientific thinking and communication skills are
> reinforced via lab reports and group presentations. Note-taking and
> test-
>
> preparation activities support the development of organizational and
> study skills.
>
> In the social studies curriculum, students explore the concepts of
> history, geography, economics, civics, and government. Sixth grade
> students study world geography through a historical perspective.
> Seventh graders study American history and government from 1787
> through World War I. Eighth graders return to a world focus, examining
> the relationship between geography and contemporary cultures and
> issues. Teachers use a variety of creative approaches to convey
> essential ideas. Students demonstrate their knowledge and
> understanding through hands-on and multi-media experiences such as
> museum construction, reenactments, and power point presentations.
>
> The special area courses of art, family and consumer science, music,
> physical education, and technology education are requirements for all
> sixth and seventh grade students. In addition to physical education
> and health, eighth graders select two special area courses of
> interest. These courses support the students' overall development by
> offering opportunities to refine, expand, and demonstrate their
> natural abilities through fully articulated theoretical and
> participatory curricula.
>
> The Watershed and Soundings programs interweave the core subject areas
> (excluding math), and provide experiences in integrated and
> integrative learning around a common theme.
>
> We offer diversified programs, based on need, for students with
> exceptionalities. Gifted learners participate in seminars and
> electives that enrich and extend the curriculum. Students with
> learning differences and/or social, emotional, or behavioral issues
> receive specially designed instruction.

2.  Aligned with state and district standards, our English language
    curriculum integrates all facets of the language arts---reading,
    writing, speaking, listening, and viewing---in a balanced approach
    to literacy. We devote two periods daily to English language
    instruction and up to three periods for English Language Learners.
    Using a wide variety of materials and technologies that reflect
    current best practices, students are actively engaged in developing
    and demonstrating skills in the expressive and receptive language
    arts. Our approach provides for a balance between explicit
    instruction and discovery learning, prescribed instruction and
    self-directed leaning, skill-emphasis and meaning-emphasis methods,
    whole-group instruction and individual interventions,
    district-approved materials and student-selected materials, and
    formal assessments and informal observations. As part of our K-12
    language arts program, students maintain a language arts portfolio
    with samples of their work tied to identified benchmarks in our
    standards-based curriculum. Our program emphasizes a balance among,
    and an integration of, the processes of all the language arts within
    a meaningful context.

> Our library is a hub of activity that supports the love of reading.
> Staffed by a full-time librarian and five aides, it is the place where
> students select books from 23,000 possibilities, engage in print- and
> technology-based research, attend book talks to learn of new and
> exciting young adult literature, and participate in a voluntary
> after-school study program. Our school-wide sustained silent reading
> program, a summer reading list, and student reading log support the
> requirements and intent of Pennsylvania's twenty-five book independent
> reading standard.
>
> We address the needs of below-grade level readers with a continuum of
> services, grouping students at their instructional level in smaller
> classes within the regular education program. Materials, geared to
> instructional levels, stress the use of active reading strategies. For
> identified students, special education teachers also provide
> small-group instruction. English Language Learners receive instruction
> tailored to their needs. A full-time reading specialist administers
> informal reading inventories for assessment and prescriptive purposes,
> and instructs remedial readers.

3.  Radnor Middle School uses a problem-solving approach to mathematics
    instruction. This method provides real life applications allowing
    students to make connections to their own experiences. We employ a
    spiral model of instruction, providing frequent opportunities for
    students to apply previously learned material. Traditional
    algorithms are learned, not as rote skills, but as problem-solving
    tools. Accurate computation with estimation to check the feasibility
    of an answer is a requirement. Students articulate in verbal and
    written form the critical-thinking processes used in the development
    of solutions. Students are encouraged to think divergently to find
    multiple solutions. In keeping with our mission, our math curriculum
    emphasizes problem-solving and mathematical reasoning skills and
    tools, communication, and pragmatic applications.

> Students are grouped for math instruction as it allows for fluid
> placement transitions for those students whose needs/abilities require
> advancement or remediation. Some students perform at or near grade
> level, while others demonstrate exceptional math skills and are
> accelerated one grade level. Accelerated students follow the
> seventh-grade curriculum in sixth grade and the eighth-grade
> curriculum in seventh grade. As eighth graders, these students take
> the ninth-grade algebra course. Students with superior mathematical
> ability are accelerated additional grade levels when warranted.
> Identified special education students receive small group remedial
> mathematics instruction in a resource room setting.

4.  Teachers use a wide variety of instructional methods to improve
    student learning. In the content area subjects such as science and
    social studies both an inquiry-based curriculum and project-based
    units of study are utilized where students ask critical questions
    and create projects to find the answers. In areas such as language
    arts, health, family and consumer science, and social studies,
    students participate in simulations to examine issues from various
    points of view. In the math program, word problems, puzzles, and
    manipulatives are used to approach problems from different
    perspectives.

> Two nationally recognized programs, Watershed and Soundings, offer
> opportunities for non-traditional instruction. Thirty-six to forty
> interested students are selected by lottery to form heterogeneous
> learning communities. A team-teaching model is utilized to facilitate
> student exploration, inquiry, and discovery. Seventh-grade Watershed
> integrates all content areas to study a local watershed. Eighth-grade
> Soundings, an integrative program based on a democratic classroom
> model, challenges students to share in planning their own curriculum
> around unifying themes.
>
> In all curricular areas, peer collaboration and cooperative learning
> help students gain understanding and develop problem-solving
> strategies. Opportunities are available for experiential learning,
> independent study, and computer-assisted instruction.

5.  Our middle school participates in the Professional Education Plan,
    embedded within the district's Strategic Plan*,* and scheduled over
    nine days each year. Best practice in the areas of standards-based
    curriculum, instruction, technology integration, and student
    assessment highlights these district-wide professional development
    days. These days also provide rich opportunities for articulation by
    department(s), grades, and/or interest areas. In addition to
    district-wide professional development, RMS schedules school-based
    opportunities for staff to review/assess student work, review/revise
    curriculum and implementation projects, investigate new technology
    integration, and learn about issues relative to the Carnegie
    Foundation's Report, Turning Points. Organized into small learning
    communities, team teachers meet on a daily basis to discuss
    instruction, assessment, and the improvement of academic
    performance. Teachers meet weekly as subject area counterparts to
    plan lesson designs, review student work, expand on curricular
    issues, and/or review technology integration. As part of our
    professional development plan, authors of curricular materials and
    programs work with teachers and administrators to provide a
    research-based understanding of their materials and a fuller
    understanding of the rich possibilities for implementation within
    the classroom. In addition to district-wide and school-based
    opportunities for professional development, teachers participate in
    local, regional, and national conferences, workshops, and school
    visitations; time is allocated and funds are earmarked for this
    purpose.

**Pennsylvania System of School Assessment (PSSA)**

**Academic Standards School Report**

# RADNOR MIDDLE SCHOOL - MATHEMATICS - GRADE 8

+--------------------------------------------+--------+-------+-------+
|                                            | *      | **2   | **1   |
|                                            | *2001- | 000-2 | 999-2 |
|                                            | 2002** | 001** | 000** |
+--------------------------------------------+--------+-------+-------+
| Testing month: April                       |        |       |       |
+--------------------------------------------+--------+-------+-------+
| SCHOOL SCORES (mean)                       | 1540   | 1500  | 1480  |
+--------------------------------------------+--------+-------+-------+
| TOTAL                                      |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Advanced (percent)                         | 53.4   | 49.2  | 53.2  |
+--------------------------------------------+--------+-------+-------+
| Proficient (present)                       | 33.6   | 34.3  | 30.5  |
+--------------------------------------------+--------+-------+-------+
| Basic (percent)                            | 7.2    | 11.0  | 11.4  |
+--------------------------------------------+--------+-------+-------+
| Below Basic (percent)                      | 5.8    | 5.5   | 5.0   |
+--------------------------------------------+--------+-------+-------+
| ##  Number of students tested              | > 223  | 254   | 220   |
+--------------------------------------------+--------+-------+-------+
| Percent of total students tested           | 98.2   | 99.6  | 99.5  |
+--------------------------------------------+--------+-------+-------+
| Number of students excluded                | 2      | 1     | 1     |
+--------------------------------------------+--------+-------+-------+
| Percent of students excluded               | .9     | .4    | .5    |
+--------------------------------------------+--------+-------+-------+
| SUBGROUP SCORES                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| 1\. Asian/Pacific Islander (mean)          | 1590   | 1600  | \     |
|                                            |        |       | *\*NA |
+--------------------------------------------+--------+-------+-------+
| Advanced (percent)                         | 66.7   | 66.7  |       |
+--------------------------------------------+--------+-------+-------+
| Proficient (percent)                       | 20.0   | 33.3  |       |
+--------------------------------------------+--------+-------+-------+
| Basic (percent)                            | 6.7    | 0.0   |       |
+--------------------------------------------+--------+-------+-------+
| Below Basic (percent)                      | 6.7    | 0.0   |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| 2\. Students with IEP \* (mean)            | 1310   | 1260  | 1140  |
+--------------------------------------------+--------+-------+-------+
| Advanced (percent)                         | 11.1   | 10.7  | 0.0   |
+--------------------------------------------+--------+-------+-------+
| Proficient (percent)                       | 38.9   | 28.6  | 7.1   |
+--------------------------------------------+--------+-------+-------+
| Basic (percent)                            | 19.4   | 32.1  | 42.9  |
+--------------------------------------------+--------+-------+-------+
| Below Basic (percent)                      | 30.6   | 28.6  | 50.0  |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| STATE SCORES (mean)                        | 1320   | 1310  | 1310  |
+--------------------------------------------+--------+-------+-------+
| TOTAL                                      |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Advanced (percent)                         | 17.6   | 17.4  | 24.5  |
+--------------------------------------------+--------+-------+-------+
| State Mean Score                           | NA     | NA    | NA    |
+--------------------------------------------+--------+-------+-------+
| Proficient (percent)                       | 34.1   | 33.6  | 26.9  |
+--------------------------------------------+--------+-------+-------+
| State Mean Score                           | NA     | NA    | NA    |
+--------------------------------------------+--------+-------+-------+
| Basic (percent)                            | 21.3   | 21.7  | 26.1  |
+--------------------------------------------+--------+-------+-------+
| State Mean Score                           | NA     | NA    | NA    |
+--------------------------------------------+--------+-------+-------+
| Below Basic (percent)                      | 27.0   | 27.3  | 22.5  |
+--------------------------------------------+--------+-------+-------+
| State Mean Score                           | NA     | NA    | NA    |
+--------------------------------------------+--------+-------+-------+

\*Though not a demographic group, only other subgroup with data
available

\*\*NA - Not Available

**Pennsylvania System of School Assessment (PSSA)**

### Academic Standards School Report

# RADNOR MIDDLE SCHOOL - READING - GRADE 8

+--------------------------------------------+--------+-------+-------+
|                                            | *      | **2   | **1   |
|                                            | *2001- | 000-2 | 999-2 |
|                                            | 2002** | 001** | 000** |
+--------------------------------------------+--------+-------+-------+
| Testing month: April                       |        |       |       |
+--------------------------------------------+--------+-------+-------+
| SCHOOL SCORES (mean)                       | 1500   | 1450  | 1470  |
+--------------------------------------------+--------+-------+-------+
| TOTAL                                      |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Advanced (percent)                         | 51.6   | 42.5  | 54.3  |
+--------------------------------------------+--------+-------+-------+
| Proficient (percent)                       | 35.4   | 44.1  | 33.3  |
+--------------------------------------------+--------+-------+-------+
| Basic (percent)                            | 11.2   | 7.1   | 8.7   |
+--------------------------------------------+--------+-------+-------+
| Below Basic (percent)                      | 1.8    | 6.3   | 3.7   |
+--------------------------------------------+--------+-------+-------+
| ##  Number of students tested              | > 223  | 254   | 220   |
+--------------------------------------------+--------+-------+-------+
| Percent of total students tested           | 99.1   | 99.6  | 99.1  |
+--------------------------------------------+--------+-------+-------+
| Number of students excluded                | 2      | 1     | 2     |
+--------------------------------------------+--------+-------+-------+
| Percent of students excluded               | .9     | .4    | .9    |
+--------------------------------------------+--------+-------+-------+
| SUBGROUP SCORES                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| 1\. Asian/Pacific Islander (mean)          | 1490   | 1470  | \     |
|                                            |        |       | *\*NA |
+--------------------------------------------+--------+-------+-------+
| Advanced (percent)                         | 40.0   | 38.1  |       |
+--------------------------------------------+--------+-------+-------+
| Proficient (percent)                       | 40.0   | 52.4  |       |
+--------------------------------------------+--------+-------+-------+
| Basic (percent)                            | 13.3   | 0.0   |       |
+--------------------------------------------+--------+-------+-------+
| Below Basic (percent)                      | 6.7    | 9.5   |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| 2\. Students with IEP \* (mean)            | 1300   | 1240  | 1220  |
+--------------------------------------------+--------+-------+-------+
| Advanced (percent)                         | 8.3    | 10.7  | 7.1   |
+--------------------------------------------+--------+-------+-------+
| Proficient (percent)                       | 41.7   | 39.3  | 28.6  |
+--------------------------------------------+--------+-------+-------+
| Basic (percent)                            | 41.7   | 14.3  | 28.6  |
+--------------------------------------------+--------+-------+-------+
| Below Basic (percent)                      | 8.3    | 35.7  | 35.7  |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| STATE SCORES (mean)                        | 1310   | 1310  | 1310  |
+--------------------------------------------+--------+-------+-------+
| TOTAL                                      |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Advanced (percent)                         | 20.4   | 17.8  | 25.0  |
+--------------------------------------------+--------+-------+-------+
| State Mean Score                           | NA     | NA    | NA    |
+--------------------------------------------+--------+-------+-------+
| Proficient (percent)                       | 38.4   | 42.3  | 28.5  |
+--------------------------------------------+--------+-------+-------+
| State Mean Score                           | NA     | NA    | NA    |
+--------------------------------------------+--------+-------+-------+
| Basic (percent)                            | 20.7   | 19.9  | 22.9  |
+--------------------------------------------+--------+-------+-------+
| State Mean Score                           | NA     | NA    | NA    |
+--------------------------------------------+--------+-------+-------+
| Below Basic (percent)                      | 20.5   | 20.0  | 23.6  |
+--------------------------------------------+--------+-------+-------+
| State Mean Score                           | NA     | NA    | NA    |
+--------------------------------------------+--------+-------+-------+

\*Though not a demographic group, only other subgroup with data
available

\*\*NA - Not Available

EDUCATIONAL RECORDS BUREAU

RADNOR MIDDLE SCHOOL - READING - CPT III - GRADE 7

+----+----------------------------+-----------------------------------+
| ** |                            | **Score Name**                    |
| Te |                            |                                   |
| st |                            |                                   |
| Na |                            |                                   |
| me |                            |                                   |
| ** |                            |                                   |
+----+----------------------------+-----------------------------------+
| #  |                            | Reading Comprehension             |
|  C |                            |                                   |
| PT |                            |                                   |
|  I |                            |                                   |
| II |                            |                                   |
+----+----------------------------+-----------------------------------+
| G  | School Mean Scale Score at | Local Scale Scores at the 90^th^  |
| ra | 90^th^ Percentile of       | Percentile Radnor Middle School   |
| de | National School Norms      |                                   |
+----+----------------------------+-----------------------------------+
| K  |                            |                                   |
+----+----------------------------+-----------------------------------+
| 1  |                            |                                   |
+----+----------------------------+-----------------------------------+
| 2  |                            |                                   |
+----+----------------------------+-----------------------------------+
| 3  |                            |                                   |
+----+----------------------------+-----------------------------------+
| 4  |                            |                                   |
+----+----------------------------+-----------------------------------+
| 5  |                            |                                   |
+----+----------------------------+-----------------------------------+
| 6  |                            |                                   |
+----+----------------------------+-----------------------------------+
| 7  | 358\*                      | 378\*                             |
+----+----------------------------+-----------------------------------+
| 8  |                            |                                   |
+----+----------------------------+-----------------------------------+
| 9  |                            |                                   |
+----+----------------------------+-----------------------------------+
| 10 |                            |                                   |
+----+----------------------------+-----------------------------------+
| 11 |                            |                                   |
+----+----------------------------+-----------------------------------+
| 12 |                            |                                   |
+----+----------------------------+-----------------------------------+

RADNOR MIDDLE SCHOOL - MATHEMATICS - CPT III - GRADE 7

+-----+----------------------------+-----------------------------------+
| **T |                            | **Score Name**                    |
| est |                            |                                   |
| Nam |                            |                                   |
| e** |                            |                                   |
+-----+----------------------------+-----------------------------------+
| # C |                            | Mathematics                       |
| PT  |                            |                                   |
| III |                            |                                   |
+-----+----------------------------+-----------------------------------+
| Gr  | School Mean Scale Score at | Local Scale Scores at the 90^th^  |
| ade | 90^th^ Percentile of       | Percentile                        |
|     | National School Norms      |                                   |
|     |                            | Radnor Middle School              |
+-----+----------------------------+-----------------------------------+
| K   |                            |                                   |
+-----+----------------------------+-----------------------------------+
| 1   |                            |                                   |
+-----+----------------------------+-----------------------------------+
| 2   |                            |                                   |
+-----+----------------------------+-----------------------------------+
| 3   |                            |                                   |
+-----+----------------------------+-----------------------------------+
| 4   |                            |                                   |
+-----+----------------------------+-----------------------------------+
| 5   |                            |                                   |
+-----+----------------------------+-----------------------------------+
| 6   |                            |                                   |
+-----+----------------------------+-----------------------------------+
| 7   | 351\*                      | 399\*                             |
+-----+----------------------------+-----------------------------------+
| 8   |                            |                                   |
+-----+----------------------------+-----------------------------------+
| 9   |                            |                                   |
+-----+----------------------------+-----------------------------------+
| 10  |                            |                                   |
+-----+----------------------------+-----------------------------------+
| 11  |                            |                                   |
+-----+----------------------------+-----------------------------------+
| 12  |                            |                                   |
+-----+----------------------------+-----------------------------------+

**\*Fall 2002 Normative Data**