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

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

**Cover Sheet**

Name of Principal [Mr. Robert W. Hunt]{.underline}

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

Official School Name [Chagrin Falls High School]{.underline}

(As it should appear in the official records)

School Mailing Address [400 East Washington Street]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Chagrin Falls
Ohio]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_44022-2924\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 440 ) 247-2184]{.underline} Fax [(440 ) 247-2071]{.underline}

Website/URL [www.chagrin-falls.k12.oh.us]{.underline} E-mail
huntrob@chagrin-falls.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)

Name of Superintendent\* [Dr. David E. Axner]{.underline}

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

District Name [Chagrin Falls Exempted Village Schools]{.underline} Tel.
[( 440 ) 247-3933]{.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. Paul Kiffner

(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**

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: \_\_\_[2]{.underline}\_\_
Elementary schools

\_\_\_[1\_\_]{.underline} Middle schools

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

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

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

\_\_\_[4\_\_]{.underline} TOTAL

2\. District Per Pupil Expenditure:
[\_\_\_\_\$\_9712.00\_\_\_\_\_\_\_]{.underline}

Average State Per Pupil Expenditure:
[\_\_\_\_\$\_8441.00]{.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\. [0.5]{.underline} Number of years the principal has been in her/his
position at this school.

[1\_]{.underline} 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**                                                     **8**                             

  **2**                                                     **9**       83        86          169

  **3**                                                     **10**      89        74          163

  **4**                                                     **11**      74        98          172

  **5**                                                     **12**      76        87          163

  **6**                                                     Other                             1

                                    **TOTAL                                                   668
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [97.6]{.underline} % White

the students in the school: \_[1\_]{.underline} % Black or African
American

[\_1\_]{.underline}% Hispanic or Latino

\_\_[.4]{.underline}% Asian/Pacific Islander

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[2.5]{.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.) (Based on 10/1/02 to 6/03 school year.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 7
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 9
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        16
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    640
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .025
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    2.5
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: .14%

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

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

Specify languages: Russian

9\. Students eligible for free/reduced-priced meals:
[\_\_\_.44]{.underline}\_\_\_%

\_\_\_\_[3\_\_\_\_]{.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:
\_\_\_[13]{.underline}\_\_\_\_%

\_\_\_[89\_\_\_\_]{.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.

\_\_2\_\_Autism \_\_[1]{.underline}\_\_Orthopedic Impairment

\_\_0\_\_Deafness \_\_[1\_\_]{.underline}Other Health Impaired

\_\_0\_\_Deaf-Blindness \_\_[43]{.underline}\_Specific Learning
Disability

\_\_1\_\_Hearing Impairment [\_\_0\_\_]{.underline}Speech or Language
Impairment

\_\_0\_\_Mental Retardation \_\_[0]{.underline}\_\_Traumatic Brain
Injury

\_\_1\_\_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} \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[34]{.underline}\_\_
\_\_\_[14]{.underline}\_\_\_

Special resource teachers/specialists \_\_\_[3]{.underline}\_\_\_
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[4]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number [\_\_\_43\_\_]{.underline} \_\_\_[14]{.underline}\_\_\_

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

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

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

  Daily student attendance 95.2        95.0        95.4        95.2        93.7

  Daily teacher attendance 97.0        96.0        96.8        97.0        96.9

  Teacher turnover rate    .125        .1012       .1804       .1269       .0831

  Student dropout rate     1.2         2.9         .70         .70         .80

  Student drop-off rate    1.2         2.9         .70         .70         .80
  ------------------------ ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_[139]      |
|                                                     | {.underline}\_ |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_[88]{    |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > [\_\_\_5]{   |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Found employment                                    | > [\_\_\_      |
|                                                     | 7]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+
|                                                     |                |
+-----------------------------------------------------+----------------+

**PART III ‑ SUMMARY**

Chagrin Falls Exempted Village School district is comprised of the
Village of Chagrin Falls, Chagrin Falls Township, South Russell,
Bentleyville, and a part of Bainbridge Township, Russell and Moreland
Hills. These municipalities center on the village atmosphere of Chagrin
Falls, which was founded over 150 years ago. The school and community
are deeply rooted in tradition and a significant number of high school
parents are alumni.

The mission of the Chagrin Falls Exempted Village School District is to
provide a comprehensive range of learning opportunities through which
students, staff, and community, in partnership, can develop each
student's knowledge, confidence and responsibility leading to individual
success and lifelong learning. Chagrin Falls High School utilizes this
mission to guide decision making in terms of course offerings, teacher
development, and educational opportunities for students. Over 90% of our
student body pursues post-secondary education; therefore, the school's
curriculum is structured towards college preparation. Chagrin Falls High
School is a four-year, comprehensive, public high school with a
population of 668 students. The school has been accredited by the North
Central Association for 75 years and has been currently recognized by
[Newsweek]{.underline} magazine as one of the top 100 high schools
nationally.

Our high school provides comprehensive educational opportunities that
challenge and provide opportunities for students at all ability levels.
The current curriculum includes college preparatory, general and
vocational courses. Our students choose from a diverse curriculum that
includes 17 Advanced Placement offerings and have access to 23 technical
education programs (marketing, cosmetology, etc.) through our local
consortium. This will be enhanced by offering three additional advanced
placement courses next year. Also, our students may select from 19
courses to pursue their interest in the fine arts. These selections
provide students with an opportunity to individualize their educational
experience while fulfilling graduation and college entrance
requirements.

Chagrin Falls High School expands the educational experience for
students by offering a wide variety of extra curricular activities.
Currently the high school has 22 active clubs and organizations that
meet on a regular basis and 24 varsity sports. There is an annual
literary magazine and monthly school newspaper created and distributed
by our students. Finally, many student organizations participate in
service learning projects that integrate students into our community.

Chagrin Falls Schools are well respected at the local, state, and
national level, and the quality of community and student attract very
qualified candidates for employment. The Chagrin Falls High School staff
is experienced, well-educated and committed to continuous improvement.
Sixty-four percent of the staff hold a master's degree or above and 100%
of the staff are teaching within areas of certification. Teachers are
very involved in all aspects of the school community and decision-making
within the building.

**PART IV - INDICATORS OF ACADEMIC SUCCESS**

See Attached Tables

**[Assessment Data Use]{.underline}**

Assessment data is a crucial part of the instructional process at
Chagrin Falls High School. Teachers utilize assessment data within their
classroom to focus on instruction and monitor student progress.
Currently, end of course assessments are being created in identified
content areas to evaluate student mastery of state standards. Teachers
utilize formative assessments to measure student achievement and guide
instruction.

Content and/or item analyses on state proficiency tests, results from
advance placement exams and ACT/SAT help guide staff in identifying
strengths and areas for improvement. Teachers utilize this data to
improve their course content and instructional methodology.
Administrators utilize this information to ensure the effectiveness of
personnel and to allocate staff development resources.

In addition to the aforementioned standardized measures, the district
conducts additional testing for the following purposes: course
placement, identification of gifted and talented, identification of at
risk students in need of intervention and curriculum alignment with
state standards. These assessments enable us to tailor our services to
each student\'s needs.

**[Communication of Student Performance]{.underline}**

Chagrin Falls High School utilizes a variety of methods to communicate
individual student performance on an ongoing basis to students, parents
and community. Students and parents have immediate access to their
current academic performance through a web-based grading and educational
system (EdLine). This system provides parents and students via the
Internet quick access to current grades, missing work, teacher lesson
plans and other resources relevant to the particular course. In
addition, parents and students are also informed more traditionally
through quarterly grade report cards and parent-teacher conferences.

Standardized testing measures determine the approach by which results
are reported to the student, parent, and community. PSAT; PLAN; and
career interest inventory test results are returned directly to
students. A counselor delivers the scores within the classroom setting
explaining the format of the report, implications of scores and
answering any student questions. SAT and ACT scores are directly mailed
to parents from the testing agencies. We mail individual student state
proficiency results to parents with an intervention plan included for
students who have not met proficient levels in any particular content
area. We also communicate assessment data to the school community
through local newspapers ([Chagrin Valley Times]{.underline}, [The News
Herald]{.underline}, [The Chagrin Herald Sun]{.underline} and the
[Cleveland Plain Dealer]{.underline}), principal's newsletter and
district web site.

**[Sharing Success]{.underline}**

Chagrin Falls High School collaborates with other educators on issues of
instruction, student achievement and school improvement. The principal
currently participates in two local leadership groups that support
collaboration on current educational requirements, student achievement
and school improvement. Teachers and guidance counselors attend an
annual academic forum to discuss updates on current initiatives within
our school and seek input from other local districts facing similar
challenges. Our superintendent is very visible and respected at both the
local and state levels, often presenting at conferences for school
leaders. In addition, he utilizes the local media and the annual report
to share student performance and standardized test results. Members of
our administrative team and teaching staff have also presented at the
local and state level. The state of Ohio posts testing data and the
annual school report card information containing predetermined
indicators of school success on their web site. Finally, if we were to
be fortunate enough to receive the No Child Left Behind -- Blue Ribbon
Award, we would make a commitment to continue to share our success and
seek to improve through collaboration with other schools.

**PART V -- CURRICULUM AND INSTRUCTION**

**[Core Curriculum]{.underline}**

Chagrin Falls High School is a comprehensive, public high school with a
curriculum that serves the needs of all its students. Consistently, over
90% of our graduates attend college. A full, college-preparatory course
of study is offered with varying degrees of academic challenge.
Seventeen advanced placement courses are being taught this year with
three to be added next year. Advanced placement is a nationalized
curriculum based upon college courses and can lead to students receiving
college credit. In 2002 and 2003, Chagrin Falls High School was
recognized among the top 100 schools in the nation for student exposure
to advanced placement coursework. Differentiated instruction addresses
the needs of the students identified as gifted and talented.
Accommodations are made through 504 Plans and IEPs to address the needs
of students identified with learning differences. Vocational/technical
courses are offered through EXCEL TECC, a consortium of schools offering
a wide variety of opportunities. The limited populations of students who
struggle with basic high school requirements for graduation are given
coursework which may include accommodations within the curriculum. In
addition to the five academic areas of study, we offer a variety of
electives that includes advanced placement coursework in the art and
computer science departments, extensive music performance groups,
consumer and family science and several business courses.

Four years of English are required. The department offers a
college-preparatory sequence, an honors sequence, Advanced Placement
English Language and Composition and Advanced Placement Literature and
Composition. Literature, composition and speech are integral. The
five-paragraph essay is the mainstay composition style. Writing across
the curriculum is encouraged through consistent staff inservice.
Currently, preparations are being made for students to address the
upcoming changes in ACT and SAT I testing and the Ohio Graduation Test.

Three years of social studies are required including World History, U.S.
History, U.S. Government, and a social studies elective including
Psychology, Sociology or Economics. Advanced Placement U.S. History and
Advanced Placement Government are available. Our Social Studies Course
of Study is fully aligned to the rigorous standards set by Ohio, that
highlight world and U.S. societies from the 18th Century to the present
and student preparation for citizenship.

Three years of mathematics are required. A full, demanding theoretical
mathematics sequence through Advanced Placement Calculus BC (second
year) is available starting in the middle school. Application courses of
Topics in Mathematics and Probability and Statistics are available for
students with limited math abilities but in the college preparatory
track. All students, college prep or not, engage in a math curriculum
based on deep conceptual understanding, problem solving and real world
connections.

Three years of science are required. The college-preparatory sequence
includes Advanced Placement Physics, Advanced Placement Environmental
Science and Advanced Placement Biology. Teachers differentiate in all
courses to accommodate the mathematics background and readiness of the
individual student.

No foreign language is required for graduation. However, colleges
require at least two years of the same foreign language. Over 90% of our
graduates complete at least two years of foreign language. Five-year
sequences are available in French, German and Spanish. All three
languages offer student trips abroad and have language clubs to explore
cultural activities.

There is an on-going curriculum and textbook review formalized with a
five-year cycle of revision. The national advanced placement curriculum
is endorsed because of the college familiarity with the program and the
transition to higher learning.

**[English Curriculum]{.underline}**

The English curriculum begins with an emphasis on the writing process.
Students also analyze readings from various genres throughout their
freshman year. During their sophomore year, students study world
authors, experience their writing, and learn the research process. In
their junior and senior years, the teachers emphasize higher-level
literary analysis of both American and British literature, respectively.
Moreover, writing tasks stress individual critical thinking as well as
outside research. Guest professors, newspaper writers/editors,
playwrights and novelists have personally exemplified their techniques
and shared their experiences with the students and staff as part of the
English Program.

Quality instruction and assessment fitting the needs of all students
form the foundation of our English curriculum. We offer a variety of
English courses including regular (college prep.), honors and advanced
placement level courses. When needed, support services (special
educator, instructional aide) assist the teacher in the classroom. In
addition, intervention assistance teams develop remediation plans for
those students demonstrating weaknesses in the areas of reading and
writing.

Our English curriculum provides students with several opportunities to
excel in the areas of reading and writing going beyond the basic
curriculum. We currently offer electives in the following subjects to
enhance the educational opportunities of our students: drama,
journalism, speech and vocabulary development. In addition, students
will be able to enroll in a creative writing course in the upcoming
school year.

**[Other Curriculum Areas (Mathematics)]{.underline}**

The mathematics curriculum at Chagrin Falls High School challenges the
most gifted mathematician with accelerated course offerings while
providing rich learning experiences for students that have difficulty
with mathematical concepts. The gifted student can choose from these
course offerings: Honors

Algebra 2, Trigonometry, Advanced Placement Calculus AB, and Advanced
Placement Calculus BC. These offerings will be further enhanced next
school year with the addition of Advanced Placement Statistics. Student
placement is reevaluated annually to ensure instruction addresses
student needs and maximum achievement.

The majority of our graduates have engaged in Algebra I and II, Geometry
and Probability and Statistics courses. These classes provide exposure
to a wide variety of mathematical concepts. The student who has
difficulty with math engages in conceptually rich algebra and geometry
courses. In addition to algebra and geometry, our students earn their
three-credits of math, often choosing from these courses: Fundamentals
of Algebra and Geometry moving into Math Applications and concluding
with Topics in Mathematics, which provides seniors with a mathematical
option during their senior year. In keeping with the mission of our
school, the mathematics course of study provides a comprehensive range
of learning opportunities that develops each student's knowledge and
confidence leading to individual success supplemented by activities,
national math exams and after school remediation and enrichment.

**[Instructional Methods]{.underline}**

The Chagrin Falls High School faculty understands that each student
possesses a unique learning style and differentiates instruction to meet
the individual needs of each student. Teachers incorporate a variety of
instructional methods to reach the kinesthetic, visual and auditory
learners within their classes. They offer choices within their classes
to accommodate student interests and readiness. Methods teachers use
include: lecture, question/answer, student presentation/demonstration
and lab activities. Time is provided on a regular basis for students to
receive both guided and independent practice.

Our curriculum offers a wide variety of experiences that allow students
to become actively engaged in the learning process and content. For
example, eligible seniors participate in a three-week internship in a
professional area of interest with the guidance of a faculty member.
Many courses challenge our students to problem solve (Statistics) and
create a saleable product (Marketing). This year, teachers and students
have access to our new Technology Learning Center, where students
interact through distance learning and have begun to explore the
potential of wireless technology.

There are a variety of educational opportunities available to students
that allow for an individualized plan. Post-secondary enrollment,
independent study, virtual learning, technical education and
correspondence educational opportunities are available to meet the
specific needs of students within our building.

**[Professional Development]{.underline}**

Chagrin Falls High School has experienced a great deal of success on the
local, state and national level; however, we have a commitment to
continuous improvement for the betterment of our students and school.
This commitment includes a professional development program that is
based on the needs of our teachers to improve instruction for our
students. The district has applied for and been granted permission from
the state to modify the school calendar to include four half-day
sessions for professional development. These four days, in conjunction
with one full in-service day, provide our teachers with the opportunity
to focus on professional growth within the area of assessment and
standards based education. In addition, funds are available for teachers
and administrators to attend conferences and professional meetings for
individual professional growth. Recent initiatives have included
preparation for the upcoming state graduation test, alignment of
curriculum, integration of technology and utilization of assessments.
These have all had an impact on instructional practice and student
achievement.

Department chairs meet bi-weekly and serve as a leadership team. They
exchange information regarding instruction, classroom assessment,
standardized tests, and other relevant building issues through regular
department meetings with their staff. The district implements an
effective entry-year program that matches administrators and teachers
with experienced mentors to transition into the district.

**PART VII - ASSESSMENT RESULTS**

# STATE CRITERION-REFERENCED TEST

> Grade[\_\_\_9\_\_\_\_\_]{.underline} Test [Ohio Ninth-Grade Reading
> Proficiency
> Test]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year\_\_[\_2003]{.underline}\_\_\_\_\_ Publisher
> [\_Ohio Department of Education]{.underline}\_\_\_\_\_\_\_\_\_\_
>
> Number of students in the grade in which the test was administered
> \_\_\_164\_
>
> Number of students who took the test \_\_\_164\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_\_none\_\_\_\_\_\_\_\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded\_\_\_\_0\_\_\_\_ Percent excluded\_\_\_\_0\_\_\_\_
>
> For the 2002-2003 school year, Ohio required 9^th^ grade proficiency
> tests 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 of standards,
> benchmarks and grade-level indicators.
>
> For the 2002-2003 school year, reading scores for the ninth-grade
> proficiency test were reported as proficient or below proficient. The
> scaled score standards were:

+---------------------------+------------------+-----------------------+
| #### Ninth-Grade Reading  |                  |                       |
+---------------------------+------------------+-----------------------+
| #### Category             | #                | #### 2002-2003        |
|                           | ### Scaled Score |                       |
|                           |                  | #### State Percentage |
+---------------------------+------------------+-----------------------+
| At or above proficient    | 200 and higher   | 86.9%                 |
+---------------------------+------------------+-----------------------+
| Below proficient          | below 200        | 13.1%                 |
+---------------------------+------------------+-----------------------+

Performance standards were established by the State Board of Education
based on recommendations of 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).

  ------------------------------------------------ ------- ------- ------- ------- -------
  **READING**                                      02-03   01-02   00-01   99-00   98-99

  Testing month (March/October)                    M/O     M/O     M/O     M/O     M/O

  **SCHOOL SCORES**                                                                

  \% At or Above Basic                             N/A     N/A     N/A     N/A     N/A

  \% At or Above Proficient                        99.4    100     98.9    100     99.3

  \% At Advanced                                   N/A     N/A     N/A     N/A     N/A

  Number of students tested                        164     165     175     148     152

  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.\_African American\_\_\_\_ (specify subgroup)                                  

  \% At or Above Basic                             N/A     N/A     N/A     N/A     N/A

  \% At or Above Proficient                        100     100     N/A     N/A     N/A

  \% At Advanced                                   N/A     N/A     N/A     N/A     N/A

  Number of students tested                        1       1       0       0       0

  2.\_Hispanic\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                   
  subgroup)                                                                        

  \% At or Above Basic                             N/A     N/A     N/A     N/A     N/A

  \% At or Above Proficient                        100     N/A     N/A     N/A     N/A

  \% At Advanced                                   N/A     N/A     N/A     N/A     N/A

  Number of students tested                        2       0       0       0       0

                                                                                   

  **STATE SCORES**                                                                 

  \% At or Above Basic                             N/A     N/A     N/A     N/A     N/A

  State Mean Score                                 N/A     N/A     N/A     N/A     N/A

  \% At or Above Proficient                        86.9%   91.6%   90.5%   89.1%   88.7%

  State Mean Score                                 N/A     N/A     N/A     N/A     N/A

  \% At Advanced                                   N/A     N/A     N/A     N/A     N/A

  State Mean Score                                 N/A     N/A     N/A     N/A     N/A
  ------------------------------------------------ ------- ------- ------- ------- -------

N/A = not applicable

In accordance with the requirements of the Federal No Child Left Behind
Act, Ohio\'s calculation of

proficiency percentages in 2002-2003 changed in two significant ways
from calculations in prior years.

First, some students with disabilities who were previously exempted from
the accountability calculations

were included in all proficiency calculations. Second, students were
required to be enrolled in a school

for 120 consecutive days in order to be included in the proficiency
calculations for that school. These two

changes may cause the data from the 2002-2003 school year to appear
markedly different from the data

from previous years for some schools.

# STATE CRITERION-REFERENCED TEST

> Grade[\_\_\_9\_\_\_\_\_]{.underline} Test [Ohio Ninth-Grade
> Mathematics Proficiency
> Test]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year\_\_[\_2003]{.underline}\_\_\_\_\_ Publisher
> [\_Ohio Department of Education]{.underline}\_\_\_\_\_\_\_\_\_\_
>
> Number of students in the grade in which the test was administered
> \_\_\_164\_
>
> Number of students who took the test \_\_\_164\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_\_\_\_\_none\_\_\_\_\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded\_\_\_\_\_0\_\_\_ Percent excluded\_\_\_0\_\_\_\_\_
>
> For the 2002-2003 school year, Ohio required 9^th^ grade proficiency
> tests 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 of standards,
> benchmarks and grade-level indicators.
>
> For the 2002-2003 school year, mathematics scores for the ninth-grade
> proficiency test were reported as proficient or below proficient. The
> scaled score standards were:

+---------------------------+------------------+-----------------------+
| ###                       |                  |                       |
| # Ninth-Grade Mathematics |                  |                       |
+---------------------------+------------------+-----------------------+
| #### Category             | #                | #### 2002-2003        |
|                           | ### Scaled Score |                       |
|                           |                  | #### State Percentage |
+---------------------------+------------------+-----------------------+
| At or above proficient    | 200 and higher   | 71.2%                 |
+---------------------------+------------------+-----------------------+
| Below proficient          | below 200        | 28.8%                 |
+---------------------------+------------------+-----------------------+

Performance standards were established by the State Board of Education
based on recommendations of 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).

  ------------------------------------------------ ------- ------- ------- ------- -------
  **MATHEMATICS**                                  02-03   01-02   00-01   99-00   98-99

  Testing month (March/October)                    M/O     M/O     M/O     M/O     M/O

  **SCHOOL SCORES**                                                                

  \% At or Above Basic                             N/A     N/A     N/A     N/A     N/A

  \% At or Above Proficient                        98.2    98.8    94.9    97.9    92.1

  \% At Advanced                                   N/A     N/A     N/A     N/A     N/A

  Number of students tested                        164     165     175     146     152

  Percent of total students tested                 100     100     100     98.6    100

  Number of students excluded                      0       0       0       2       0

  Percent of students excluded                     0       0       0       1.4     0

                                                                                   

  SUBGROUP SCORES                                                                  

  1.\_African American\_\_\_\_ (specify subgroup)                                  

  \% At or Above Basic                             N/A     N/A     N/A     N/A     N/A

  \% At or Above Proficient                        100     100     N/A     N/A     N/A

  \% At Advanced                                   N/A     N/A     N/A     N/A     N/A

  Number of students tested                        1       1       0       0       0

  2.\_Hispanic\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                   
  subgroup)                                                                        

  \% At or Above Basic                             N/A     N/A     N/A     N/A     N/A

  \% At or Above Proficient                        100     N/A-    N/A     N/A     N/A

  \% At Advanced                                   N/A     N/A     N/A     N/A     N/A

  Number of students tested                        2       0       0       0       0

                                                                                   

  **STATE SCORES**                                                                 

  \% At or Above Basic                             N/A     N/A     N/A     N/A     N/A

  State Mean Score                                 N/A     N/A     N/A     N/A     N/A

  \% At or Above Proficient                        71.2%   73.5%   72.5%   70.4%   68.8%

  State Mean Score                                 N/A     N/A     N/A     N/A     N/A

  \% At Advanced                                   N/A     N/A     N/A     N/A     N/A

  State Mean Score                                 N/A     N/A     N/A     N/A     N/A
  ------------------------------------------------ ------- ------- ------- ------- -------

NA = not applicable

In accordance with the requirements of the Federal No Child Left Behind
Act, Ohio\'s calculation of

proficiency percentages in 2002-2003 changed in two significant ways
from calculations in prior years.

First, some students with disabilities who were previously exempted from
the accountability calculations

were included in all proficiency calculations. Second, students were
required to be enrolled in a school

for 120 consecutive days in order to be included in the proficiency
calculations for that school. These two

Changes may cause the data from the 2002-2003 school year to appear
markedly different from the data

from previous years for some schools.