**[U.S. DEPARTMENT OF EDUCATION September 2003]{.underline}**

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

**Cover Sheet**

Name of Principal [Mrs. Mary M.
Hedger\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Official School Name [Immaculate Heart of Mary Catholic
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

School Mailing Address [7800 Beechmont
Ave.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

[Cincinnati, OH 45255 --
4208\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

City

Tel. [(513) 388-4096]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
FAX [(513)
388-3026\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website-URL
[www.ihomschool.org](http://www.ihomschool.org/)\_\_\_\_\_\_\_\_\_
E-mail [maryh@ihomschool.org\_\_]{.underline}

[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Date \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's signature)

Name of Superintendent [Brother Joseph Kamis,
SM\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

District Name [Archdiocese of Cincinnati\_\_\_\_\_\_\_\_]{.underline}
Tel[. (513)421-3131\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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)

**[PART I -- ELIGIBILITY CERTIFICATION]{.underline}**

The signatures on the first page of this application certify that each
of the statements below concerning the school's eligibility and
compliance with eh 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.

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 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]{.underline}**

**District**

N/A

**School**

3\. The school is located in a suburban area.

4\. The principal has been in her position at this school for [three
years]{.underline}.

The previous principal had been at this school for [three
years]{.underline}.

5\. Number of students in the applying school at each grade level

  ----------------- ----------------- ----------------- -----------------
  grade             \# males          \# females        total

  K                                                      

  1                 47                43                90

  2                 44                44                88

  3                 51                35                86

  4                 40                50                90

  5                 40                41                81

  6                 38                41                79

  7                 43                37                80

  8                 39                43                82

  total students in                                     
  the applying                                          
  school 676                                            
  ----------------- ----------------- ----------------- -----------------

6\. Racial/ethnic composition of the students in the school

1% Asian

.5% Hispanic

2% Multi-Racial

.001% Black

97.5% White

7\. Student turnover, or mobility rate, during the past year:
[1.6%]{.underline}

\(1\)

> number of students who transferred

to the school after October 1 until

the end of the year [5]{.underline}

\(2\)

number of students who transferred

from the school after October 1

until the end of the year [6]{.underline}

\(3\)

subtotal of all transferred students [11]{.underline}

\(4\)

total number of students in the

school as of October 1 [676]{.underline}

\(5\)

subtotal in row 3 divided by total

in row 4 [.016]{.underline}

\(6\)

amount in row 5 multiplied by 100 [1.6]{.underline}

8\. There are no limited English proficient students in the school.

Number of languages represented: [2 (Spanish and English)]{.underline}

9\. There are 27 students from low income families. The information for
this statistic was gathered from a survey from the Archdiocesan Catholic
School Office which was filled out by our parents.

10\. Students receiving special education services: [2%]{.underline}

Total number of students served: [14]{.underline}

**IDEA chart**

  -------- ---------------- -------- -------- ------------------------- -- -- --------
  0        autism                    0        orthopedic impairment           

  0        deafness                  2        other health impaired           

  0        deaf-blindness            2        specific learning               
                                              disability                      

  1        hearing                   9        speech or language              
           impairment                         impairment                      

  0        mental                    0        traumatic brain injury          
           retardation                                                        

  0        multiple                  0        visual impairment               
           disabilities                       including blindness             
  -------- ---------------- -------- -------- ------------------------- -- -- --------

11\. **Number of Staff**

  ------------------- ----------- ----------- ----------- ----------- -----------
                                              **Full                  **Part
                                              time**                  time**

  administrators                              1                       1

  classroom teachers                          23                      2

  Special resource                            7                       7
  teachers                                                            

  paraprofessionals                           10                      3

  support staff                               4                       6

  total number                                45                      19
  ------------------- ----------- ----------- ----------- ----------- -----------

12\. Average school student -- "classroom teacher" ratio:
[1:28]{.underline}

13\. Attendance pattern of teachers and students

  ---------------------- --------- --------- --------- --------- ---------
                         2002-03   2001-02   2000-01   1999-00   1998-99

  daily student          96%       97%       98%       98%       97%
  attendance                                                     

  daily teacher          95%       96%       97%       96%       98%
  attendance                                                     

  Teacher turnover rate  5%        4%        11%       4%        1%

  Student dropout rate   NA                                       

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

14\. NA (High schools only)

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

Immaculate Heart of Mary School is the parish day school for Immaculate
Heart of Mary Parish in Anderson Township, a suburb of Cincinnati, Ohio.
The school is located on the parish campus and first opened its doors in
1955 and was staffed primarily by members of the Sisters of St. Joseph.
The current staff consists of twenty-three full time and two part time
classroom teachers, one of whom is a member of a religious community.
There are seven related arts teachers, a librarian, and six auxiliary
personnel. The school also has thirteen classroom assistants; the first
grade classes each have a full time teaching assistant and grades two
through eight have one assistant per grade level.

It is the mission of the school to provide a caring and challenging
educational environment for our children. We nurture spiritual growth,
self-esteem and academic excellence through a traditional curriculum and
broad based activities. Our Christian community values the individual
child, the joy of learning, community service, and the development of
personal and social responsibility.

The school facilities are housed in one building with three separate
wings. The primary classrooms, grades one through three, are located
near the cafeteria and the library. Grades four through six are located
in another wing near the art room and the computer room. The seventh and
eighth grades are both located in the newest section of the building
near the gym. The seventh grade classrooms were built during the 2002 --
03 construction project and include a science lab and resource center.
The entire building was renovated and air-conditioned during that same
construction project. In addition to the main building, there is a
modular unit that houses three of our six auxiliary personnel.

The faculty is committed to an education that recognizes the learning
styles of all students. Our teachers are involved in on-going
professional development that focuses on research based practices. A
core group of teachers have attended ASCD institutes and workshops with
the principal as part of a plan to encourage teachers to use best
practices in the classroom.

These teachers have accepted the responsibility for evaluating the
school's educational programs with an emphasis on learning styles and
differentiation. They then conduct workshops and training sessions for
other faculty members and serve as mentors to their peers. This vision
for professional development is continuing, and this year two additional
teachers have joined the core leadership group.

Because we emphasis learning styles, our faculty is also committed to
those students who have learning disabilities or who learn at an
accelerated pace. Our staff includes an L.D. teacher, specialists in
math, reading, and speech and language. We have a school psychologist
and a resource teacher. These faculty members work with over three
hundred students for remediation or enrichment. Services can include
elements of plans related to IDEA, classes for students working above
grade level, or support for students who may need extra test time,
tutoring, or accommodations for tests or assignments.

Our parents are heavily involved in the school and are welcome as
visitors or assistants in the classroom. Our PTO has received a national
award for its school involvement, and we rely heavily on our parents to
supplement our curriculum with enrichment classes and experiential
opportunities that otherwise might not be available.

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

**Meaning of school's assessment results**

The school uses the Terra Nova to test students in grades 2, 4, 6 and 8
in the fall of each year. The reading results from these tests indicate
that students in those grades consistently scored above the average
range. Based on each class's average ability level, or cognitive skills
index, the second grade obtained a percentile ranking that was seven
points above their anticipated score; the fourth grade, eleven points;
the sixth grade, eleven points, and the eighth grade, thirteen points,
indicating that there is a significant, positive, difference in all
grade levels.

Based on the same criteria in math, the second grade obtained a score
that was one point above the anticipated; fourth grade, the same for
anticipated and obtained; sixth grade, three points, and the eighth
grade, twelve points.

Because students are performing above expectations, we can assume that
the educational programs are meeting the needs of students at all
ability levels. The eighth grade results in reading and math would
indicate that those programs are especially effective.

When comparing the 2001 results to the 2003 results for students in
grades 2, 4, 6, and 8, there is an increase of the scale score for each
of those grade levels. The eighth grade results in reading indicate that
the mean scale score in math, 729, is in the advanced performance level,
724 and above. Reading results, at 719, are in the top range of the
proficient category.

When analyzing the reading scores based on the highest ten percent of
the scores in each grade level, the results indicate that those students
are performing at or above their ability levels. In the second grade,
the top ten percent of the students achieved a national percentile score
of 93.6 in reading. The fourth grade scores for the top ten percent of
students is 97.5 percentile; the sixth grade, 92.3 percentile, and the
eighth grade, 98.1 percentile.

The math scores follow this same trend. The top ten percent of students
in the second grade scored in the 89.7 percentile; the fourth grade at
94.0 percentile; the sixth grade at 91.7 percentile, and the 8^th^ grade
at 97.5 percentile.

These results indicate that the top ten percent of the students are
performing at or above the expectations for their ability levels.
Therefore, it can be assumed that the educational programs offered to
these students are challenging and meet their needs.

Scores for students in the lowest ten percentile also indicated that the
school was meeting the needs of students who struggle academically. In
reading, the second grade percentile was 42.5; the fourth grade
percentile was 47.4; the sixth grade percentile was 54.7, and the eighth
grade percentile was 62.4.

In math, the second grade percentile was 26.5; the fourth grade 45.4;
the sixth grade 34.4, and the eighth grade percentile was 63.8.

Looking again at these results, the students in the lowest 10% are
performing significantly above the national norms; therefore, it can be
assumed that the school is meeting the educational needs of these
students.

**Using Assessment Data for Improvement**

The school uses assessment data in a variety of ways to improve the
quality of its programs and to increase student performance. We use the
Distribution by Content Area to evaluate the strength of particular
subjects, pinpointing those that stand out as exceptionally high or low.

We use the Obtained Versus Anticipated Achievement results to evaluate
whether or not we are meeting the needs of all students. The difference
between the obtained and anticipated scores is used to help determine
the strength of each subject area. We also look at these scores during
any curriculum mapping processes to ensure that content is adequately
covered in each grade level.

The Normal Curve Equivalent results give us much detailed information
about the successes of our programs in relationship to national norms.
The school uses these results to evaluate whether or not we are meeting
the needs of our students, and based on the results we have determined
that our learning disability program is very successful. We are
currently working to improve our enrichment program based on our
analysis of the scores for the last three years.

Individual scores are used by the teachers when making class
assignments, evaluating individual performance, or designing specific
accommodations and curriculum adjustments for students.

These scores are also used in conferencing with our resource teachers
and specialists whenever teachers or parents have a concern about a
child not performing to his or her ability level. Using this data, and a
variety of observations and other input, the faculty can establish IAT
procedures or referrals for specific accommodations.

**Communicating Data to Stakeholders**

The school releases information about its test results in a variety of
ways. The individual student reports are sent home to parents with
information about interpreting the results, along with a

letter encouraging them to speak to administrators or teachers if they
have questions or concerns about a child's results.

A summary of the results is also sent to local high schools with each
eighth grader's academic files and teacher referrals.

The school's results, including median scores, obtained versus
anticipated achievement, and national percentiles are released in chart
form through the school newsletter. Approximately a month later, a
parent meeting is held in the evening. All stakeholders are invited to
attend this presentation by the administration and other school
personnel. Educators explain the test results using a power point
presentation and the parents are invited to ask questions or comment on
the data. The speakers also present information and data about the
curriculum and school programs that are offered to the students.

The administration correlates the test results with the school's efforts
to address the learning styles of all students, its use of best
practices in the classroom, and the faculty's commitment to quality
education.

**Sharing Successes with Other Schools**

Immaculate Heart of Mary is a member of a cluster of schools in the
eastern suburbs of Cincinnati. We use this affiliation to share
successes several ways. Each year, teachers in specific curriculum areas
are invited to join together to discuss their programs. They evaluate
the overall data, share ideas for improving student achievement, and
discuss curricula in relationship to testing results.

Teachers also meet with the department chairs of local high schools in
order to discuss the ability of our students to meet or exceed
expectations when they begin their high school careers. The test data
becomes an invaluable tool in helping to determine the strength of our
current programs and in matching curriculum expectations to those of the
high school. These meetings also provide opportunities for teachers to
use data as an indicator of the success of our advanced classes.

Administrators encourage teachers in high performing subjects to work
together as peer counselors for schools whose scores do not meet
expectations. Based on an analysis of specific areas, we design
professional development opportunities for the schools in the cluster,
using accomplished teachers from within the schools to work with their
peers. This enables us to share successes as determined by the testing
data while recognizing the expertise of our faculties.

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

**School Curriculum**

Immaculate Heart of Mary's curriculum is based on the Graded Course of
Study for the Archdiocese of Cincinnati and its academic standards have
been aligned to the national standards and the most recent standards for
the state of Ohio. Its curriculum is also based on the *Operating
Standards for Ohio's Catholic Schools*. These include Catholic Identity,
Organizational Leadership, Strategies Planning and Continuous
Improvement, Student and Stakeholder Focus, Faculty and Staff, Focus,
Educational Programs and Support, Using Data to Improve Performance
Results, and Procedures for Evaluation and Intervention.

Each subject area contains developmentally appropriate material for
specific grade levels in addition to a scope and sequence for the entire
curriculum. Objectives are introduced, developed, or mastered depending
on the appropriate level. Each course has related readings, technology
links, assessment alternatives, and suggestions for inclusion and
integration.

The social studies curriculum includes peace and justice, geography,
history, governance and civic ideals, global connections and cultural
connections. The geography topics for each grade level are integrated
into the global community concepts.

The math curriculum includes numbers and number relations, measurement
systems, estimation and mental math, problem solving strategies,
geometry, data analysis and probability, and algebra. Students in the
junior high have the option of taking a high school level algebra class
if they meet specific criteria for entrance to that class.

Language arts classes incorporate listening skills, speaking skills,
reading skills, visualization skills, media literacy skills, writing
skills, and strategies for reading. The curriculum is literature based
and is integrated in all grade levels.

The science curriculum has two primary goals, attitudes and skills of
scientific inquiry and knowledge of science and health. Students are
guided to develop a positive attitude toward creation in general and
science in particular and are taught to develop the skills needed for
scientific inquiry. The program objectives also include specific
knowledge in the various areas of science.

Our music and art classes include aesthetic perception and appreciation
for the elements, composition and performance as well as the history and
culture of the subjects. In music, another component includes
performance, reading and notating, movement and dance.

The religion curriculum for the school has seven major components. They
are revelation, salvation history, Jesus, Church, sacraments, prayer and
worship, and life in Christ.

The junior high Spanish curriculum emphasizes language recognition and
pronunciation, cultural awareness, and basic conversational skills.
Listening skills are enhanced through exposure to the sound of the
language, and students are taught the basic grammar components so that
they can begin assimilating the written and verbal aspects of the
language.

**Reading Curriculum**

Immaculate Heart of Mary's reading curriculum is literature based and
integrated in all grade levels. The primary grade teachers incorporate
phonics into the reading program along with the language and writing
components. Classroom activities are designed to present the curriculum
in a multi-sensory format, and art is incorporated into the program both
by the classroom teacher as well as the primary art teacher. The primary
grades also incorporate a linguistics component, much of which is based
on the Orton Gillingham method.

Students in the primary grades are evaluated through the Dynamic
Indicators of Basic Early Literacy Skills, or DIBELS program. By using
this approach, teachers are able to monitor students at specific
benchmarks so that difficulties can be identified early and remediation
can occur.

The reading classes in the middle and upper grades are taught in a block
schedule to accommodate the literature based program. Student writing is
generated from the reading assignments, and the linguistic component is
used as necessary for students who might still need support with those
skills.

The faculty believes that the program they have established combines the
best approaches from a variety of reading research. The assessment
results support the success of the reading curriculum as it is used.

**Another Curriculum Area**

A major component of the school's mission statement is to promote
personal and social responsibility. We have developed one aspect of our
social studies curriculum in conjunction with our mission as a Catholic
School to teach our students to become responsible citizens and models
of community service. These reinforce the curricular ties to civic
ideals.

Primary students who are required to recognize rules and laws and
explain how a system of government provides order worked on a service
project within the neighborhood. Residents of several nearby streets had
complained about the school traffic which they felt disrupted their
neighborhood. The students brainstormed ideas to reroute the traffic,
and eventually the entrance to the school grounds from that neighborhood
was closed and redesigned as an island planted with trees and flowers.
These same students then put together gift bags for the Christmas season
and delivered them as a class to all the homes in that neighborhood.

Not only did the students learn about essential skills in particular
subjects, but they became actively engaged in the learning process while
carrying out a vital component of our school's mission statement.

**Instructional methods to improve learning**

The faculty of the school have committed themselves to addressing the
learning styles of all students. Based on their training in
differentiation, they are using teaching methods that are research based
and effective because they reflect best practices. At the beginning of
the year, students take a learning styles inventory test. Results are
shared with parents who are encouraged to become familiar with their
child's learning strengths so that they can become more effective
homework coaches.

In the classroom, teachers vary their methods to include more inductive
and active learning. Students are encouraged to work in collaborative
groups and thinking skills are emphasized. Teachers become coaches and
learning models, incorporate the arts into the curriculum, and work to
continuously evaluate student growth.

An enrichment period has been established in the fifth through eighth
grades, and parent volunteers have made it possible to provide a variety
of opportunities for children to learn through dance, drama, art,
academic clubs, writing clubs, and manipulatives.

When students do not respond to differentiated methods, we utilize a
resource program established and maintained through a grant. Students
may come into the program on an as-needed basis for support such as
extended learning/test time, specialized tutoring, personalized lessons,
or any other function that will increase their learning.

**Professional development program**

All teachers are encouraged to take advantage of professional
development opportunities. Under the current administration, a core
group of teachers began attending academies and workshops offered by
ASCD. The focus for the training is differentiation and learning styles.

After attending the workshops, these teachers return to school and serve
as trainers and mentors for the other faculty members. Through their
assistance, the faculty has been exposed to components of
differentiation, curriculum mapping, brain based learning, assessment
strategies, and essential questions. The training is continuous, and
this year two additional teachers have asked to join the original group.

In addition to the ASCD training, the faculty has had opportunities to
attend in-services provided through NMSA, NCEA, NCTM, and a variety of
nationally offered professional development organizations. The faculty
also takes advantage of technology training offered through the
archdiocese, Ohio Net, SOITA, and local technology training centers.

Faculty meetings are devoted to current topics in education so that all
are familiar with the concepts of best practices. Teachers give
demonstrations and mentor their colleagues to ensure that there is a
cultural change toward the consistent use of research based practices
that benefit student learning.

**[PART VI -- PRIVATE SCHOOL ADDENDUM]{.underline}**

Private school associations: [NCEA, OCSAA]{.underline}

Does the school have nonprofit, tax exempt, (501 ( c ) (3) status? Yes
[X]{.underline} No \_\_\_\_\_\_

**Part II -- Demographics**

1\. What are the 2003 -- 2004 tuition rates, by grade? (Do not include
room, board, or fees.)

\$\_\_\_\_\_ \$[2075]{.underline} \$[2075]{.underline}
\$[2075]{.underline} \$[2075]{.underline}

K 1^st^ 2^nd^ 3^rd^ 4^th^

\$[2075]{.underline} \$[2075]{.underline} \$[2075]{.underline}
\$[2075]{.underline}

5^th^ 6^th^ 7^th^ 8^th^

2\. What is the educational cost per student? \$ [3583]{.underline}

(school budget divided by enrollment)

3\. What is the average financial aid per student? \$ [1053]{.underline}

4\. What percentage of the annual budget is devoted to [32%]{.underline}

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives [100%]{.underline}

scholarship assistance, including tuition reduction?

**[ASSESSMENT DATA TABLES]{.underline}**

**[Grade 2 Reading]{.underline}**

**Test** [Terra Nova]{.underline}

**Edition/publication year** [Second Edition, 2000]{.underline}

**Publisher** [McGraw -- Hill]{.underline}

Number of students in the grade in which the test was administered
**[88]{.underline}**

Number of students who took the test **[88]{.underline}**

What groups were excluded from testing? **[None]{.underline}**

Why, and how were they assessed?

Scores are reported here as (check one): NCEs Scaled scores
**[Percentiles]{.underline}**

  -------------------------- --- --------- ------------- ------------- -------------
  **Reading 2**                  2003-04                 2002-03       2001-02

  testing month                            Oct.          Oct.          Oct.

  **SCHOOL SCORES**                                                     

  total score                              76            80            82

  number tested                            88            87            90

  percent tested                           100           100           100

  number excluded                          0             0             0
  -------------------------- --- --------- ------------- ------------- -------------

**[Grade 2 Math]{.underline}**

**Test** [Terra Nova]{.underline}

**Edition/publication year** [Second Edition, 2000]{.underline}

**Publisher** [McGraw -- Hill]{.underline}

Number of students in the grade in which the test was administered
**[88]{.underline}**

Number of students who took the test **[88]{.underline}**

What groups were excluded from testing? **[None]{.underline}**

Why, and how were they assessed?

Scores are reported here as (check one): NCEs Scaled scores
**[Percentiles]{.underline}**

  --------------------------- -------------- -------------- --------------
  **Math 2**                  2003-04        2002-03        2001-02

  testing month               Oct.           Oct.           Oct.

  **SCHOOL SCORES**                                          

  total score                 68             73             71

  number tested               88             87             90

  percent tested              100            100            100

  number excluded             0              0              0
  --------------------------- -------------- -------------- --------------

**[Grade 4 Reading]{.underline}**

**Test** [Terra Nova]{.underline}

**Edition/publication year** [Second Edition, 2000]{.underline}

**Publisher** [McGraw -- Hill]{.underline}

Number of students in the grade in which the test was administered
**[90]{.underline}**

Number of students who took the test **[90]{.underline}**

What groups were excluded from testing? **[None]{.underline}**

Why, and how were they assessed?

Scores are reported here as (check one): NCEs Scaled scores
**[Percentiles]{.underline}**

  -------------------------- --- ------------- ------------- -------------
  **Reading 4**                  2003-04       2002-03       2001-02

  testing month                  Oct.          Oct.          Oct.

  **SCHOOL SCORES**                                           

  total score                    85            85            81

  number tested                  89            84            89

  percent tested                 100           100           100

  \# of IEP tested               1             0             0

  **SUBSCORES**                                              

  IEP SCORES                     97            NA            NA
  -------------------------- --- ------------- ------------- -------------

**[Grade 4 Math]{.underline}**

**Test** [Terra Nova]{.underline}

**Edition/publication year** [Second Edition, 2000]{.underline}

**Publisher** [McGraw -- Hill]{.underline}

Number of students in the grade in which the test was administered
**[90]{.underline}**

Number of students who took the test **[90]{.underline}**

What groups were excluded from testing? **[None]{.underline}**

Why, and how were they assessed?

  --------------------------- -------------- -------------- --------------
  **Math 4**                  2003-04        2002-03        2001-02

  testing month               Oct.           Oct.           Oct.

  **SCHOOL SCORES**                                          

  total score                 77             79             75

  number tested               90             84             89

  percent tested              100            100            100

  \# of IEP tested            1              0              0

  **SUBSCORES**                                             

  IEP SCORES                  82             NA             NA
  --------------------------- -------------- -------------- --------------

**[Grade 6 Reading]{.underline}**

**Test** [Terra Nova]{.underline}

**Edition/publication year** [Second Edition, 2000]{.underline}

**Publisher** [McGraw -- Hill]{.underline}

Number of students in the grade in which the test was administered
**[79]{.underline}**

Number of students who took the test **[79]{.underline}**

What groups were excluded from testing? Why, and how were they assessed?
**[None]{.underline}**

Scores are reported here as (check one): NCEs Scaled scores
**[Percentiles]{.underline}**

  -------------------------- --- ------------- ------------- -------------
  **Reading 6**                  2003-04       2002-03       2001-02

  testing month                  Oct.          Oct.          Oct.

  **SCHOOL SCORES**                                           

  total score                    77            85            84

  number tested                  79            84            89

  percent tested                 100           100           100

  number excluded                0             0             0

  \# of IEP tested                0             0            3

  **SUBSCORES**                                              

  IEP SCORES                     NA            NA            47
  -------------------------- --- ------------- ------------- -------------

**[Grade 6 Math]{.underline}**

**Test** [Terra Nova]{.underline}

**Edition/publication year** [Second Edition, 2000]{.underline}

**Publisher** [McGraw -- Hill]{.underline}

Number of students in the grade in which the test was administered
**[79]{.underline}**

Number of students who took the test **[79]{.underline}**

What groups were excluded from testing? Why, and how were they assessed?
**[None]{.underline}**

Scores are reported here as (check one): NCEs Scaled scores
**[Percentiles]{.underline}**

  --------------------------- -------------- -------------- --------------
  **Math 6**                  2003-04        2002-03        2001-02

  testing month               Oct.           Oct.           Oct.

  **SCHOOL SCORES**                                          

  total score                 69             75             77

  number tested               79             84             89

  percent tested              100            100            100

  number excluded             0              0              0

  \# of IEP tested              0             0             3

  **SUBSCORES**                                             

  IEP SCORES                    NA           NA             53
  --------------------------- -------------- -------------- --------------

**[Grade 8 Reading]{.underline}**

**Test** [Terra Nova]{.underline}

**Edition/publication year** [Second Edition, 2000]{.underline}

**Publisher** [McGraw -- Hill]{.underline}

Number of students in the grade in which the test was administered
**[82]{.underline}**

Number of students who took the test **[82]{.underline}**

What groups were excluded from testing? **[None]{.underline}**

Why, and how were they assessed?

Scores are reported here as (check one): NCEs Scaled scores
**[Percentiles]{.underline}**

  -------------------------- --- ------------- ------------- -------------
  **Reading 8**                  2003-04       2002-03       2001-02

  testing month                  Oct.          Oct.          Oct.

  **SCHOOL SCORES**                                           

  total score                    87            84            90

  number tested                  79            70            86

  percent tested                 100           100           100

  number excluded                0             0             0

  **SUBSCORES**                                              

  IEP SCORES                     48             NA             NA
  -------------------------- --- ------------- ------------- -------------

**[Grade 8 Math]{.underline}**

**Test** [Terra Nova]{.underline}

**Edition/publication year** [Second Edition, 2000]{.underline}

**Publisher** [McGraw -- Hill]{.underline}

Number of students in the grade in which the test was administered
**[82]{.underline}**

Number of students who took the test **[82]{.underline}**

What groups were excluded from testing? Why, and how were they assessed?
**[None]{.underline}**

Scores are reported here as (check one): NCEs Scaled scores
**[Percentiles]{.underline}**

  --------------------------- -------------- -------------- --------------
  **Math 8**                  2003-04        2002-03        2001-02

  testing month               Oct.           Oct.           Oct.

  **SCHOOL SCORES**                                          

  total score                 87             82             87

  number tested               79             70             86

  percent tested              100            100            100

  number excluded             0              0              0

  **SUBSCORES**                                             

  IEP SCORES                  43               NA           NA 
  --------------------------- -------------- -------------- --------------