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

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

**Cover Sheet**

Name of Principal [Dr. Larry R. Snyder]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [2 Ralston Place]{.underline}

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

[Pittsburgh PA 15216-1524]{.underline} City State Zip Code+4 (9 digits
total)

Tel. [412-344-2147]{.underline} Fax [412-344-0813]{.underline}

Website/URL [www.mtlsd.org]{.underline} Email
[lsnyder@mtlsd.net]{.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. Glenn F, Smartschan]{.underline}

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

District Name [Mt. Lebanon School District]{.underline} Tel.
[412-344-2000]{.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. Henry J. Kasky

(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: [7]{.underline} Elementary
schools

[2]{.underline} Middle schools

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

[1]{.underline} High schools

[10]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$9976.00]{.underline}

Average State Per Pupil Expenditure: [\$9021.00]{.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\. [10]{.underline} Number of years the principal has been in her/his
position at this school.

[N/A]{.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**       39        38                     77           **7**                             

  **1**       29        32                     61           **8**                             

  **2**       28        39                     67           **9**                             

  **3**       30        26                     56           **10**                            

  **4**       29        37                     66           **11**                            

  **5**       41        41                     82           **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   409
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [91]{.underline}% White

the students in the school: [1.5]{.underline}% Black or African American

[3.5]{.underline}% Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[10.83%]{.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 23
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        38
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    351
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .1083
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    10.83
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [2%]{.underline}

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

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

Specify languages: Serbo Croation Russian Chinese

Japanese Portuguese Arabic

Ukrainian

9\. Students eligible for free/reduced-priced meals: [3]{.underline} %

[12]{.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: [14%]{.underline}

[58]{.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.

[4]{.underline} Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [16]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [6]{.underline} Specific Learning Disability

[4]{.underline} Hearing Impairment [28]{.underline} Speech or Language
Impairment

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

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

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

    **Number of Staff**

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

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

Classroom teachers [20]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [6]{.underline} [7]{.underline}

Paraprofessionals [9]{.underline} \_\_\_\_\_\_\_\_

> Support staff [2]{.underline}
>
> Total number [38]{.underline} \_\_\_\_\_\_\_\_

12\. Student-"classroom teacher" ratio: [20:1]{.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 95.8%       95.6%       95.7%       95.2%       95%

  Daily teacher attendance 98.3%       93.4%       95%         94%         95.6%

  Teacher turnover rate    4.5%        2.3%        5%          4%          0%

  Student dropout rate     N/A                                             

  Student drop-off rate    N/A                                             
  ------------------------ ----------- ----------- ----------- ----------- -----------

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

Lincoln Elementary in Mt. Lebanon, PA opened its doors to students in
1925 when the Scopes Trial was in full swing and [The Great
Gatsby]{.underline} was published. Seventy-eight years later students
still walk the tree-lined streets to attend their local school. The
world has changed, but Lincoln still maintains its tradition of academic
excellence while staying true to its mission of ensuring that all
students have the opportunity to learn in a safe and caring environment.
A day in the life of Lincoln School is a snapshot of families that are
involved in the education of their children, staff who views teaching as
a calling rather than a job, and children motivated to be part of
something special and exciting.

At 8:35 the students enter the building. The kindergarten children start
their day practicing sequencing by using number, color, and geometric
patterns to attach the next piece to the classroom calendar. First grade
students are learning to read independently. They identify the main idea
of a story, apply new information to known information, and construct an
oral response. A second grade math lesson has students using
manipulative kits to develop skills to analyze a problem, identify the
information needed to solve it, and carry out the plan before taking
turns explaining the different strategies used. At the same time third
graders are using a Venn diagram in social studies to compare and
contrast needs and wants in our society in an economics unit.

It is lunchtime at Lincoln Elementary. Some students walk home while
others eat in the cafeteria. The hour is filled with responsibilities
that help children recognize their roles in the educational process and
extracurricular activities that enhance their learning. The Library
Helpers are checking in and shelving books, the Music Helpers are typing
lyrics for the chorus, the Safety Patrols are at the doors helping
children, and the Kindergarten Helpers are awaiting the arrival of the
youngsters to assist them. Meanwhile, in classrooms are book clubs and
foreign language, computer, and theater classes. In another location the
PTA Executive board is sharing lunch with the teachers and discussing a
wide range of topics for the betterment of the children.

Lunchtime is over. Teachers and students return to their classrooms.
Fourth grade students begin their observations of the structural
characteristics and behaviors of their live dwarf African frogs, fiddler
crabs, and land snails in their science classes. They record their
findings in their logs, develop questions, and answer them through
behavioral observations and research. A fifth grade class is in the
computer lab. The objectives of the lesson are to recognize and draw
radii, circumferences, and diameters of circles. For evaluation students
use the computer to create a printed document including a text box that
demonstrates knowledge of the geometry concepts.

Lincoln School is an island of familiarity and consistency with high
expectations. Parents, faculty, and staff work together to make Lincoln
a place where all families feel welcome and all children feel positive
about their learning environment as is witnessed on the smiling faces at
dismissal.

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

**1. Meaning of assessment results**

The purpose of the Pennsylvania System of School Assessment includes
providing (1) an understanding of the school's achievement of the
academic standards to students, parents, educators, and community
citizens, (2) a measure of the degree to which school programs enable
students to attain the academic standards, (3) results to the school
districts for use in their strategic plans, (4) information to the
general public and state policymakers regarding school achievement of
academic standards, and (5) aggregated results for all students.

Scaled scores allow comparisons of a school's results with the statewide
average across the schools of Pennsylvania. For example, Lincoln's
scaled score of 1590 in reading in the 2001-02 school year was 270
points above the statewide average. A difference of 50 scaled points is
considered to be educationally meaningful.

Performance levels are divided into four categories. For the 2001-02
school year, Lincoln had 63.3% of all fifth grade students in reading
performing at the advanced level, 32.7% performed at the proficient
level, 4% at the basic level, and 0% at the below basic level. The
performance level of all fifth grade students in Pennsylvania taking the
State System of School Assessment in reading for the 2001-02 school year
was 18.2% advanced, 38.8% proficient, 22.7% basic, and 20.3% below
basic. To summarize this information, 96% of Lincoln's students were at
or above proficient, and 0% were below basic in the area of reading for
the 2001-02 school year while 57% of the students in Pennsylvania were
at or above the proficient level and 20.3% were at the below basic
level. Five years of data has been provided on pages 13 and 14 in the
areas of reading and math using the Pennsylvania System of School
Assessment.

The school also administers the Stanford Achievement Test to grades one
through five in the spring of each year. While we recognize that we
always need to seek improved achievement for our children, we are
pleased that test results from the Stanford Achievement Test show our
students performing significantly above the NCE national standard mean
over the past five years in all five grades. This is another indicator
of academic excellence.

The scores reflect the high academic achievement based on tools that
measure national and state standards. 14% of the Lincoln School students
receive special education services. For the last two years all students
were required to take the state assessment; therefore, all special
education students' scores are included in the aforementioned numbers.
No student at Lincoln is excluded. Lincoln is an example of where the
"No Child Left Behind" philosophy is in place and where all students are
expected to and do learn.

**2. Show how the school uses assessment data to understand and improve
student and school performance.**

Assessment data holds little value if the results are not used to
understand and improve student and school performance. Every nine weeks
the building principal reviews all student progress reports. Students
who are experiencing difficulty in the academic, task-related, or
personal interactions areas are identified. Students who need additional
support are referred to the Instructional Support Team for development
of an action plan. The students could receive individual or small group
instruction from the instructional support teacher, the Title I teacher,
a parent volunteer, a high school volunteer tutor, or, in the case of
social or emotional needs, counseling from our school psychologist or
school counselor. Support for students needing additional services can
also begin with a parent or teacher referral. Individual Stanford
Achievement Tests, the Pennsylvania System of School Assessment, and
Otis-Lennon results are provided to parents each spring. A letter
explaining the testing information is included with the results. The
parent letter invites them to contact the school if they need additional
information. All results are analyzed to determine if students are
performing up to their ability or if further testing is warranted to
develop an individualized plan for gifted education. Identification
systems for students needing extra support are in place. The
instructional support teacher evaluates all kindergarten students in the
area of math and provides remediation where it is needed. All first
grade students are screened in the area of reading by the Title I
teacher. Cut-off scores on the Stanford Achievement Test and the
district cut-off levels in key areas on the integrated language arts
theme tests, skills tests, and daily work are established and used to
monitor the understanding of concepts.

The Stanford Achievement Test results and the Pennsylvania System of
School Assessment results along with goals and objectives in our courses
of study are used to measure student and school performance. This type
of information plays a very important role in determining curriculum
development goals and providing for individual reinforcement or
enrichment where it is appropriate.

**3. Describe how the school communicates student performance, including
assessment data, to parents, students, and the community.**

The Lincoln faculty uses assessment to increase student understanding of
concepts. Discussions of why an answer is correct, why more than one
answer is accepted, and being able to provide reasons for an answer go
hand-in-hand with our mission of developing thinkers and problem
solvers. Rubrics used in evaluation are shared with students so they can
develop insight into divergent responses and crafting effective replies.

Every nine weeks report cards are provided to show student progress.
Twice a year a parent conference is scheduled with the teacher. Student
work is sent home on a daily basis, and parent and teacher communication
is on-going.

The Otis-Lennon School Ability Test is administered to grades one and
three to measure scholastic aptitude. The Stanford Achievement Test is
given in grades one through five in the spring of each year to measure
student performance. Fifth grade students also take the Pennsylvania
System of School Assessment Test which measures achievement in reading
and mathematics.

Individual results from the Otis-Lennon School Ability Test, the
Stanford Achievement Test, and the Pennsylvania System of School
Assessment are sent to parents. The results are accompanied with a
letter from the principal to assist parents in understanding and
interpreting results. Building test data is shared each October at a
parent meeting. District test data is shared with the community via the
superintendent. The district outcomes report presented to the board of
school directors and the annual performance report mailed to every
household in the community ensures that all stakeholders receive and
understand our assessment information.

**4. Describe how the school will share its successes with other
schools.**

Education is about helping others in and out of the classroom. The Title
I teacher has lead district in-service for principals and teachers in
the area of reading, classroom teachers have opened their doors to
others in the district to observe instruction, and our special education
teacher, school counselor, and classroom teachers have in-serviced
others in the district on the inclusion of special needs children into
the mainstream classroom. But, one of our most valuable opportunities to
share our success was when Lincoln Elementary School was recognized as a
Blue Ribbon School of Excellence during the 2000-01 school year. A
strong curriculum area that was in place was the character education
program. The Blue Ribbon site evaluator, Mr. Al Grote from St. James
School in Cincinnati, Ohio, after observing the quality of the character
education curriculum and personally experiencing the positive learning
climate at Lincoln School, asked the faculty and the principal to work
with his school in establishing a similar program. Lincoln School has
provided suggestions, materials, and a workshop for the St. James staff.
The willingness to share and help other schools in developing programs
is a responsibility the Lincoln staff and administration accepts and
sees as a way to contribute. In education, we should all be sharing what
works to help others so that we may all improve.

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

**1. Describe the school's curriculum and show how all students are
engaged with significant content, based on high standards.**

The curriculum is comprehensive and well-designed. It engages students
with significant content based on high standards. Each of our curricular
areas is described in this section with the exception of language arts
which will be explained in detail later in the document.
[Mathematics:]{.underline} The curriculum is designed to teach children
the skills and concepts necessary for meeting national, state, and
district standards. Specifically, the goal is to provide a sequential
program in each grade level in the areas of number theory, computation,
estimation, measurement, reasoning, problem solving, algebra, geometry,
probability, and statistics. The program also develops the students'
abilities to communicate mathematics, use technology as an investigative
and problem-solving tool, and to recognize connections between
mathematics and other curricular areas. [Science:]{.underline} The
program recognizes the students' natural inquisitive nature and stresses
in-depth learning of content, along with reasoning in an inquiry-based
hands-on environment. Teachers work from a scope and sequence that is
aligned with the National Science Education Standards. It is designed to
provide a structured learning experience that enables all students to
uncover concepts in a logical way at a developmentally appropriate pace,
to develop critical thinking skills, and to increase their ability to
understand and solve problems. [Social Studies:]{.underline} The
curriculum has an expanding horizons design and teaches historical
perspective, geographic concepts, operations of systems, map skills, and
current events. Special attention is paid to the values and
responsibilities in the American way of life and the mastery of research
skills. Instruction is focused around seven conceptual themes for
developing knowledge about how people live in social groups and carry
out human activity. The seven themes are: change, citizenship, conflict,
culture, interdependence, scarcity, and spatial relations. [Computer
Technology:]{.underline} The goals of the program are to assist students
to acquire the skills needed to use a computer as an instructional tool.
To become effective computer users students need to: 1. understand the
general make up and functions of computers, 2. learn to follow
directions related to computer interaction, 3. develop appropriate
keyboarding skills, 4. develop an understanding of the proper use of
computer hardware and software, 5. interact with a variety of programs,
6. develop higher level thinking skills through the use of simulation
and problem solving programs, and 7. use computers to gather information
both locally and globally. [Special Subject Areas:]{.underline} Students
meet with certified instructors weekly who use course guides that follow
professional standards in the areas of health, physical education,
library, vocal and instrumental music, and art. The goals are to provide
all children with opportunities to receive instruction and acquire the
knowledge and skills necessary to become well-rounded, healthy, and
productive individuals in an ever-changing society.

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

The reading curriculum at Lincoln Elementary is based on an integrated
framework. We believe that all students must have the opportunities and
resources to develop the literacy of reading, writing, listening,
speaking, viewing, and thinking to become lifelong learners. These
skills do not develop separately and should not be taught as separate
subjects. The instructional course reflects the integrative framework
suggested by Lytle and Botel in [The Pennsylvania Framework for Reading,
Writing, and Talking Across the Curriculum]{.underline}. Reading is a
dynamic process in which the student interacts with the text to
construct meaning. Inherent in constructing meaning is the reader's
ability to activate and use prior knowledge, use strategies, and adapt
the situation. We believe a good reader applies learned strategies
independently and uses flexibility rather than mastering a series of
isolated skills. In addition, good readers read for a variety of
purposes such as: for literacy experience, for information, to perform a
task, or for pleasure. Reading is part of the larger complex of
communications skills and is closely related to writing. Assuming that
readers have a certain amount of background knowledge which they will
use to infer the intended meaning, writers never state explicitly all of
the information needed to comprehend text. To construct meaning readers
connect what they already know with the new information in the text. The
following standards are the core of Lincoln's reading curriculum:
learning to read independently, reading critically in all content areas,
reading, analyzing, and interpreting literature, producing various types
of quality writing, developing speaking and listening skills, mastering
characteristics and functions of the English language at an appropriate
level, and conducting research. Our well-designed reading curriculum
engages all students as it monitors their progress and evaluates their
understanding.

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

Lincoln School uses the Heartwood Program as a basis for our character
education curriculum. Based on the belief that quality literature speaks
to the head, heart, and hand, we use multi-cultural literature with
ethical content to help children define the universal attributes of
respect, honesty, love, justice, courage, loyalty, and hope. Attributes
are featured on a month-by-month basis in a pre-established order to
allow for community-wide participation. In addition to listening to the
stories and discussing the content and concepts illustrating the
attribute, students have opportunities to tie in activities which are
integrated with all of the other disciplines.

In 1990 Lincoln School piloted the Heartwood Program in our district and
refined its elements. In 1995 [The New York Times]{.underline} featured
one of our fourth grade classes in an article about character education
in public schools. In 2000 the Mt. Lebanon School District was the only
district in the nation to be recognized as a National District of
Character Education. The award was given by the Character Education
Partnership in collaboration with the Center for the Advancement of
Ethics and Character at Boston University. The primary goal of character
education comes from the district's mission statement, "Through
educational excellence, Mt. Lebanon School District will inspire all
students to learn, seek a fulfilling life, explore new frontiers, and
contribute responsibly to society with competence, confidence, and
compassion."

**4. Describe the different instructional methods the school uses to
improve student learning.**

Decisions about instructional methods are a very important aspect of the
educational process. Grouping is a key element in the decision making.
While it is recommended that classes be grouped heterogeneously,
flexible groups within the class are assembled and change continually.
We have six basic types of flexible groups; however, there is overlap
among the groupings. They are: (1) interest groups, (2) strengths and
needs groups, (3) mini-lesson groups for teaching concepts needed by
certain students, (4) discussion groups that follow the reading of parts
of books or complete books for the sharing of ideas, (5) project groups
to develop activities related to any aspect of the curriculum, and (6)
modeling groups when certain skills or strategies need to be reinforced.

At Lincoln School many different instructional methods are used to
enhance learning. The approach to teaching science, for example, is one
of inquiry and discovery through investigative experiences. The
"Focus-Explore-Reflect-Apply" learning cycle incorporated into the
planned course is based on research findings about children's learning.
These findings indicate that knowledge is activity constructed by each
learner, and the way children learn science best is in a hands-on
experimental environment where they can make their own discoveries. They
are then guided by the teacher to reflect their discoveries and to
construct a system of understanding which can be shared with others and
applied to new situations.

Instructional decisions may result in the application of one approach or
a combination of approaches dependent on the needs of students and the
objectives being taught. Teachers plan experiences for individual
students, pairs, triads, small groups, or the whole class. For the high
achieving students, enrichment and/or acceleration is provided while
additional practice is made available for students who have not yet
mastered the objectives.

**5. Describe the school's professional development program and its
impact on improving student achievement.**

Each year eight full professional days are devoted to staff development.
National authorities and in-house experts are utilized to provide the
most current scientific research on teaching strategies, learning
styles, new materials, and any other topic that might help improve
student achievement. The desire of Lincoln's professional staff to
always keep learning has enabled our students to perform at the highest
achievement levels when compared with students of other schools.

Some examples of recent staff development topics include: using
technology in the classroom, the inquiry approach to science,
differentiated instruction, drug awareness, character education,
strategies for teaching math, using the best practices in writing,
recent math initiatives, workshops on the Pennsylvania State System of
Assessment, early literacy training, and writing ideas for the
classroom.

The Lincoln School faculty has a strong commitment to professional
development by not only attending the programs provided by the school
district, but all professional staff has earned external credits in a
variety of academic areas which augments the educational experiences of
our students.

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

**PENNSYLVANIA SYSTEM OF SCHOOL ASSESSMENT**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade [5 Reading & Math]{.underline} Test [Pennsylvania System of School
Assessment]{.underline}

Edition/publication year [1997 thru 2002]{.underline} Publisher
[Commonwealth of Pennsylvania]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[No students were excluded in the 2001-02 and 2000-01 school years. In
the 1999-00 school year 4 students or 5.6% were excluded, in the 1998-99
school year 8 students or 9.5% were excluded, and in 1997-98 2 students
or 2.7% were excluded. Students were excluded because of IEP
requirements or because ESL students had limited English
skills.]{.underline}

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced as defined by the
state. Note that the reported percentage of students scoring above the
basic cutpoint should include students scoring above the proficiency and
advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

1\. The Basic Level reflects marginal academic performance. Basic work
indicates a partial understanding and limited display of the skills
included in the Pennsylvania Academic Content Standards. This work is
approaching satisfactory performance, but has not yet reached it.

2\. The Proficient Level reflects satisfactory academic performance.
Proficient work indicates a solid understanding and adequate display of
the skills included in the Pennsylvania Academic Content Standards.

3\. The Advanced Level reflects superior academic performance. Advanced
work indicates an in-depth understanding and exemplary display of the
skills included in the Pennsylvania Academic Content Standards.

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

**PENNSYLVANIA SYSTEM OF SCHOOL ASSESSMENT**

**FIFTH GRADE READING**

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

  Testing month                      April       April       April       March       March

  LINCOLN SCALED SCORES              1590        1460        1490        1460        1450

  LINCOLN PERFORMANCE LEVELS                                                         

  At or Above Basic                  100         97.1        97.1        98.7        94.5

  At or Above Proficient             96          82.8        82.4        84          75.3

  At Advanced                        63.3        45.7        69.1        52          49.3

  Number of students tested          50          70          68          76          73

  Percent of total students tested   100         100         94.4        90.5        97.3

  Number of students excluded        0           0           4           8           2

  Percent of students excluded       0           0           5.6         9.5         2.7

  STATE SCALED SCORES                1320        1310        1320        1310        1310

  TOTAL                                                                              

  At or Above Basic                                                                  

  State Mean Score                   79.7        77          77.7        77          75.8

  At or Above Proficient                                                             

  State Mean Score                   57          56.1        54.9        48.5        48.9

  At Advanced                                                                        

  State Mean Score                   18.2        19.8        29.2        22.2        24.4
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

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

**PENNSYLVANIA SYSTEM OF SCHOOL ASSESSMENT**

**FIFTH GRADE MATHEMATICS**

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

  Testing month                  April       April       April       March       March

  LINCOLN SCALED SCORES          1580        1460        1530        1480        1440

  LINCOLN PERFORMANCE LEVELS                                                     

  At or Above Basic              98          95.7        98.5        97.4        98.7

  At or Above Proficient         91.8        85.7        91.1        89.5        74

  At Advanced                    79.6        51.4        67.6        56.6        52.1

  Number of students Tested      50          70          68          76          73

  Percent of total students      100         100         94.4        90.5        97.3
  tested                                                                         

  Number of students excluded    0           0           4           8           2

  Percent of students excluded   0           0           5.6         9.5         2.7

  STATE SCALED SCORES            1320        1310        1310        1300        1310

  STATE PERFORMANCE LEVELS                                                       

  At or Above Basic                                                              

  State Mean Score               74.8        77.6        77.8        77          75.8

  At or above Proficient                                                         

  State Mean Score               56.1        53          51.9        48.5        48.9

  At Advanced                                                                    

  State Mean Score               25.8        22.5        26.7        22.2        24.4
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