**REVISED -- MARCH 16, 2005**

##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: **X Elementary** \_\_ Middle \_\_ High
\_\_ K-12

Name of Principal **Ms. Connie Garafalo**

Official School Name **Central Community Elementary School**

School Mailing Address **1301 Bonnell Ave. Reading, Ohio 45215- 3322**

County **Hamilton** School Code Number **IRN-005728**

Telephone **(513) 554 -- 1001** Fax **(513) 483 - 6792**

Website/URL **www.readingschools.org** E-mail
**cgarafalo@readingschools.org**

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 **Mr. L. Scott Inskeep**

District Name **Reading Community City Schools** Tel. **( 513 )
554-1800**

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 **Mr. Jim Perdue**

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 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 2004-2005 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 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

Middle schools

Junior high schools

High schools

[1]{.underline} Other - Junior/Senior High School

[3]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$8,800]{.underline}

Average State Per Pupil Expenditure: [\$8,768]{.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
>
> \[X \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [5]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**    N/A       N/A                    N/A          **7**                             

  **K**       19        21                     40           **8**                             

  **1**       22        23                     45           **9**                             

  **2**       13        22                     35           **10**                            

  **3**       26        19                     45           **11**                            

  **4**       21        23                     44           **12**                            

  **5**       22        30                     52           **Other**                         

  **6**       21        23                     44                                             

                                    **TOTAL                                                   305
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [92]{.underline} % White

the students in the school: [7]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

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

> (This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.)

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  41
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           40
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   81
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 305
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .27
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          27
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school: [0]{.underline} %

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

Number of languages represented: [1]{.underline}

Specify languages: [English]{.underline}

9\. Students eligible for free/reduced-priced meals: [47]{.underline} %

Total number students who qualify: [145]{.underline}

10\. Students receiving special education services: [12]{.underline} %

[36]{.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.

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

\_\_\_\_Deafness [3]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [23]{.underline} Specific Learning Disability

\_\_\_\_Emotional Disturbance [5]{.underline} Speech or Language
Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> [3]{.underline} Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness

[1]{.underline} Multiple Disabilities

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

Special resource teachers/specialists [10]{.underline} [8]{.underline}

Paraprofessionals [3]{.underline} [1]{.underline}

> Support staff [5]{.underline} [1]{.underline}
>
> Total number [33]{.underline} [10]{.underline}

12\. Average school student-"classroom teacher" ratio:
[22:1]{.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.)

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance   95%         95%         95%         95%         94%

  Daily teacher attendance   98%         98%         99%         97%         96%

  Teacher turnover rate      0%          0%          0%          1%          1%

  Student dropout rate       N/A         N/A         N/A         N/A         N/A
  (middle/high)                                                              

  Student drop-off rate      N/A         N/A         N/A         N/A         N/A
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Central Community Elementary, located in Reading, Ohio, lies on the
outskirts of the city of Cincinnati. The city of Reading has
approximately 13,000 residents and the school has 313 students enrolled
in kindergarten through sixth grade. The school is one of two elementary
schools in the Reading Community City School District. Our school is
located in a small neighborhood where mornings and afternoons find the
sidewalks filled with supportive parents, proud grandparents, and
excited students. The school community is comprised of families who
predominately work in factories, retail stores, and restaurants within
the community. Our families support the school and desire a better
education for their children than they had received as youngsters. While
education is a priority for our families, few parents have college
degrees and some lack high school diplomas.

The mission statement of our school is "to prepare students
academically, socially, and emotionally to reach their potential, become
responsible citizens, and develop a love of learning that will continue
throughout their lives." This mission statement was developed by the
Leadership Team during the 2001-2002 school year. The Leadership Team
was comprised of grade level teacher representatives, specialists,
support staff, the building principal and parents. This vision is
harmonious with the district's mission of developing "successful
lifelong learners" who will "become contributing citizens." The
underlying philosophy of both mission statements is reinforced through
the diverse learning experiences that occur on a daily basis.

The faculty is a rich blend of novice and master teachers, who are all
highly qualified under *No Child Left Behind* standards. Currently, 45%
of the faculty have their master's degree in education. The
collaborative effort between classroom teachers and specialists provides
our diverse student population with high quality learning experiences.
The faculty is committed to building a bridge between home and school,
helping children learn, and creating value to education as a means to a
secure future. At times the harsh realities of family issues, such as
job loss, needing to relocate, and financial worries, take precedence
over schoolwork. However, through the continued efforts of the faculty
and families working together as a team, the students focus on their
learning and they view their school as one of the positive places in
which to attend everyday.

As the school day ends, and the students exit the building to meet their
parents and grandparents, we rest assured knowing that they are
believing in themselves, they are achieving their best, and they are
succeeding in their learning potential. Our vision, "Believe, Achieve,
and Succeed", gives us confidence that our decisions, actions, and
abilities enable us to create a customized learning environment. We have
pride in ourselves, our school, and our community.

Our students are challenged each day to synthesize their learning in
order to be reflective, creative, critical thinkers who will reach their
potential and become life long learners. It is for these reasons, and
many others, that Central Community Elementary qualified for nomination
to the *No Child Left Behind-Blue Ribbon School* program.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

**1.** **Assessment Results in Reading and Math**

Ohio has developed and implemented content standards for the schools in
the state. They have also established grade level indicators (learning
outcomes) and grade-ban benchmarks in both reading and math. Students'
mastery of learning expectations is measured by a series of grade level
achievement and proficiency tests. Each student is expected to show a
level of "proficiency" on these tests. Ohio has established the
expectation that 75% of the students in a given school/grade level be
"proficient" on these assessments.

Proficient means mastery of the grade level indicators, contained in the
Ohio Standards, as defined by achieving a minimum scaled score.

**Third-Grade Reading Achievement**

**Test Cut Scores**

-   Limited: below 385

-   Basic: 385-399

-   Proficient: 400-414

-   Accelerated: 415-431

-   Advanced: 431 and above

**Fourth-Grade Reading Proficiency**

**Test Cut Scores**

-   Below Basic: 197 and below

-   Basic: 198-216

-   Proficient: 217-249

-   Advanced: 250 and above

**Fourth-Grade Mathematics Proficiency**

**Test Cut Scores**

-   Below Basic: N/A

-   Basic: below 218

-   Proficient: 218-249

-   Advanced: 250 and above

**Sixth-Grade Reading Proficiency**

**Test Cut Scores**

-   Below Basic: N/A

-   Basic: below 222

-   Proficient: 222-249

-   Advanced: 250 or higher

**Sixth-Grade Mathematics Proficiency**

**Test Cut Scores**

-   Below Basic: N/A

-   Basic: below 200

-   Proficient: 200-249

-   Advanced: 250 or higher

For the 2003-2004 school year, third grade students were only assessed
in reading. Students in grades four and six were tested in areas of
reading, writing, mathematics, citizenship, and science.

-   At Central Community Elementary 93.3% of the students were
    proficient on the 3^rd^ grade reading test. The state average was
    78.2% proficient.

-   On the 4^th^ grade reading proficiency test 79.5% of Central
    Community Elementary students were proficient. There were 76.9% of
    the fourth graders who were proficient in mathematics. The state
    average for 4^th^ grade reading was 70.8%, and math was 65.8%.

-   On the 6^th^ grade reading proficiency test 97.7% of the Central
    Community Elementary students were proficient, while 95.3% of the
    students were proficient in mathematics. The state average for 6^th^
    grade reading was 64.6% and mathematics was 65.6%.

Central Community Elementary is a small school with few subgroups.
According to the "State Report Card" there are no disparities in
subgroups.

These scores reflect the combined efforts among students, parents, and
teachers resulting in our students achieving the rigorous standards of
excellence set by the state of Ohio. Central Community Elementary
embraces the belief that "No Child Is Left Behind."

More information on the state assessment system can be found at:
http://www.ode.state.oh.us/reportcard/archives/RC_IRN.ASP?im=044693

**2.** **The Use of Assessment Data to Understand and Improve Student
and School Performance**

A priority at Central Community Elementary has been to analyze and use
assessment data to understand and improve student and school
performance. Teachers are given the opportunity to view the item
analysis from the Ohio 3^rd^, 4^th^, and 6^th^ grade Proficiency and
Achievement Tests in all subject areas. These reports show specific
strengths and weaknesses of a class as a whole. In primary grades,
teachers administer the Ohio Diagnostic Assessment Program in reading,
writing, and math. Teachers are given release time to understand that
data and then use it to drive and inform their instruction to meet the
changing needs of the students.

In addition, our district has created RAP, Reading's Assessment Program.
Monthly assessments are given, guided by our curriculum maps, which are
based on the Ohio Content Standards. Reading's Assessment Program (RAP)
gives the teachers the opportunity to individualize instruction for the
students. It is from these assessments that interventions are created
and developed. The broad range of these interventions includes working
with the gifted educator or the intervention specialist. Each assessment
builds on prior knowledge to guarantee that the children are learning to
their greatest potential.

Developmental Reading Assessments are used from kindergarten through
sixth grade. Student profiles are created and shared across grade and
content levels. These assessments evaluate fluency and comprehension,
and they are used to establish individual goals for the students.
Students are identified for Title I and other intervention programs
through the Developmental Reading Assessments.

In the fall of each year, the 2^nd^, 3^rd^, and 5^th^ grades complete
the Stanford Achievement Test and the Otis-Lennon Test of School
Ability. The results of these tests indicate how all students are
achieving relative to their ability. This again gives teachers the
opportunity to differentiate their instruction, creating another
portrait of the student's performance and an overview of the school's
strengths and weaknesses.

**3. Communication of Student Performance to Parents, Students, and the
Community**

Central Community Elementary effectively communicates student and school
performances to parents, students, and the community in a timely manner.

State assessment data for the school is provided to the community by
accessing the district's website. The school's scores are published in
the local media. In addition, the district publishes a quarterly
newsletter, mailed to all homes and businesses in the community. This
publication, entitled *Inside Reading Schools*, includes all test
results and updates on student progress.

Communication with parents is a vital part of our success.
Parent-teacher conferences are held twice each year. At these
conferences, at which students are encouraged to attend, students'
strengths and weaknesses, test results, and social emotional growth are
discussed with parents. Other test results are distributed via letter.
Our most frequent line of communication between parents and teachers is
the use of a Friday Folder. In this folder, important papers, including
Principal's Weekly reports, PTO newsletters, and indicators of student
achievement are sent home. Every five weeks, the students receive a
printed detailed report of their progress. Quarterly report cards are
used to communicate growth. Teachers in each classroom are available on
an as-needed basis through email and voice mail.

It is important that students are aware of their progress in the
classroom. It encourages them to strive for improvement both
academically and socially. Teachers are available daily to discuss
progress with individual students, assist with at-risk learners, and
provide alternative learning strategies. Through constant communication,
students are motivated to do their best every day.

**4. Sharing Our Successes**

As a state-recognized School of Promise and a school rated "Excellent"
by the state of Ohio, we are committed to sharing our successful
practices with schools at both the local and state levels. Presentations
have been made for the past two years at the Ohio School Board
Association Student Achievement Fair. By invitation, several staff
members have made presentations at their respective grade level
conferences.

At our school we welcome the opportunity to share our unique programs
that promote high levels of student achievement with those in our
district as well as neighboring school communities. On several occasions
we have welcomed visitors to conduct first hand observations of these
programs.

The school and district have built relationships in the educational
community. We maintain a partnership with Wright State University that
fosters our professional growth as well as the development of future
teachers. Other universities contact our school on a regular basis to
assist in the preparation of their student teachers. The collaborative
affiliations with Hamilton County Educational Service Center and the
Southwest Ohio Special Education Regional Resource Center provide us
with the opportunity to share our success.

Central Community Elementary is a member of the High AIMS consortium,
whose purpose is sharing successful math and science practices across
state boundaries.

We have been invited to the Ohio Association of Administrators of State
and Federal Educational Programs / Title I Conference to share the
instructional strategies that have helped meet our students' diverse
needs.

These sharing opportunities allow us the chance to strengthen our own
practices and learn from others.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum**

Central Community Elementary School's comprehensive curriculum reflects
the coordinated and coherent efforts among all staff members. It is
aligned with the Ohio Content Standards in each core subject for all
grades. Our curriculum enables students to make explicit connections
among subject areas, and meaningful ties between home and school.

-   **Language Arts** - Our language arts curriculum integrates reading,
    writing, speaking, and listening. The literature based approach used
    in our school consists of direct instruction, guided instruction,
    and independent learning. The curriculum encourages strategic
    readers, who learn to analyze and evaluate what they read. The
    writing process is introduced early, and these skills are practiced
    and mastered throughout the grade levels. Through the Rebecca Sitton
    Spelling Program, our students develop better use of the grammatical
    structures of English, allowing them to effectively express
    themselves and communicate ideas. Through speaking and listening,
    students understand how to apply their communication skills in
    different ways. Students learn to effectively present information to
    their audience. They realize how to give purpose and meaning to
    their message by controlling their language and incorporating
    vocabulary choices.

-   **Mathematics** -- Mathematics teachers encourage their students to
    build new mathematical knowledge through problem solving not only in
    math but also across the curriculum. Our mathematics curriculum
    encourages students to use the language of mathematics to express
    ideas, make connections among those ideas, and understand meanings
    of operations and how they relate to other mathematics concepts.
    Through the use of manipulatives, computers, and daily
    reinforcements, students are able to find connections to real-life
    scenarios both in and out of school. The staff has worked hard to
    find innovative ways to reach different types of learners in the
    area of mathematics.

-   **Science** -- Our science curriculum is driven by the idea that
    students are most successful when they are actively engaged through
    a "hands-on/minds-on" approach. The school boasts a state-of-the-art
    science lab equipped with a variety of tools that aid in the
    students' discovery of science concepts. Through the use of the
    scientific method, students observe, discover, and draw conclusions
    about the world around them.

-   **Social Studies** -- Teachers make a conscientious effort to bring
    social studies to life for their students. Role-play activities in
    the classroom, team-building activities at an overnight campground,
    and an introduction to various vocations make the social sciences
    pertinent and applicable for students. From our community to the
    world around them, our students explore cultures, geography,
    history, and economics by using the technological resources
    available in our numerous computer labs.

-   **Fine Arts** - Our curriculums in art and music address students'
    multiple intelligences allowing freedom of expression, creative
    exploration, and exposure to the appreciation of the arts.
    Opportunities exist for the experimentation in the use of various
    mediums allowing our students to discover their unique abilities.
    Programs in both band and music offer our students a chance to
    demonstrate their musical talents. Students critique art work and
    musical pieces, discussing the significance of these in their world.

**2a. Reading Curriculum**

The foundation of our school's reading curriculum is research based and
built on fundamental skills. The framework for our approach follows the
recommendations of the *Report of the National Reading Panel*. Reading
is introduced to the earliest of learners even before they arrive at
Central Community Elementary School. Through the "Springboard to
Kindergarten" program, resources are available to families to promote
early literacy. Our literacy program emphasizes a systematic and
sequential approach to teaching phonemic awareness and phonics. Decoding
strategies are embedded in reading lessons utilizing rich literature. We
increase vocabulary and word knowledge by encouraging our students to
discuss, elaborate, and demonstrate meanings of new words by emphasizing
application, not just acquisition. Fluency and comprehension are
practiced through shared, independent, and guided reading. Our balanced
literacy environment includes, among many others, classroom and school
libraries, word walls, read-alouds, graphic organizers, literature
circles, and whole class discussions. Student comprehension is evident
through written response journals, summaries, retellings, reading logs,
and book shares.

Student progress is monitored using various assessment tools such as
observations, the Developmental Reading Assessments, rubrics, and the
Ohio Diagnostic, Achievement, and Proficiency Tests. These tools are
used to guide instruction and identify interventions. Instructors are
sensitive to the diversity that exists among their students. Lessons at
all grade levels are designed to reach every student. The various
learning styles and multiple intelligences are addressed so that each
child is motivated to do his or her personal best. Conversely, teachers
are also aware that remediation is necessary. Struggling students are
identified so that the academic problem can be quickly diagnosed and
remedied.

Our balanced, comprehensive approach to teaching reading encompasses
high quality literature in all genres, research-based best practices,
and strategies to promote independence and a life-long love of reading.

**3. Mathematics Curriculum**

Our mathematics curriculum takes our students from the concrete to the
abstract in order to reach their potential and "prepare them
academically" for the world ahead. The curriculum is based on the Ohio
Academic Content Standards and the National Council of Teachers of
Mathematics Standards. The lessons are constructed using mathematical
ideas interconnected allowing students to build on each new idea in
order to produce a logical whole.

We highlight basic fundamental skills, problem solving, and algebraic
thinking. Various approaches to develop a keen number sense come through
the use of manipultives, physical models and other concrete objects. We
believe that our curriculum aids every student in seeing the
significance of mathematics as it connects and relates to the real
world. Mathematics will help prepare them to function as a "responsible
citizen."

Best practice strategies including whole group discussions, small
groups, and independent practice allow the teacher to promote high rates
of student achievement. At the same time, students' differing needs are
met in our gifted program as well as through intervention based
services. The combination of text, technology, integrated literature,
and other supplemental materials enables the teacher to design
appropriate daily instruction.

Regular, on-going assessment of mathematics achievement is administered
throughout all grade levels. Curriculum Based Measures/School-Wide Basic
Fact Norms are administered three times through the school year. In
Kindergarten through 2^nd^ grade, state Diagnostic Math Assessments are
given. In 3^rd^, 4^th^, and 6^th^ grade, the Ohio Achievement and
Proficiency Test is administered. Monthly curriculum assessments are
given throughout the entire year. The information gathered gives the
teachers the knowledge and guidance necessary to modify their
instruction to meet the needs of all students.

Our mission at Central Community Elementary is to "prepare students
academically, socially, and emotionally to reach their potential". Our
strong mathematics curriculum, connecting math to their world, strives
everyday to complete this mission.

**4. Instructional Methods**

Our teachers are sensitive to the diversity that exists among their
students. Lessons at all grade levels are designed to reach every
student. A variety of instructional methods are utilized to address the
learning styles in order to maximize achievement. Improving student
learning is a high priority at Central Community Elementary School.

Students learn with their teachers through explicit, modeled, guided,
interactive, cooperative, and shared instruction. Peer learning takes
place through buddy reading, partner editing, literature circles, and
role- playing. Students are given the opportunity for independent
learning through personal monitoring, self-discovery, and technological
exploration. Specific areas of concern are addressed through
mini-lessons, conferences, and differentiated instruction.

At-risk learners are identified through our school's assessment
programs. Teachers work collaboratively to analyze data to determine
specific interventions to meet individual needs. The duration and
intensity of these interventions are customized and progress is
consistently monitored. Opportunities to improve learning include
classroom accommodations, working with specialists in and out of the
regular classroom, tutors, and after-school intervention programs.
Through this process, students will have an Intervention Based Plan.
Special needs students receive services in accordance with the Federal
Individuals Disabilities Education Act.

**5. Professional Development**

Professional development at Central Community Elementary is based on
school goals and needs as well as district level initiatives.

Each spring, school surveys are distributed to parents/guardians,
faculty members, and students. These surveys ask for input about our
instructional programs and strategies, curriculum, and communication.
The surveys are tallied and the results are used in the formation of our
school goals. Test and assessment results are also used to create our
school goals.

Once those goals are developed, specific professional development
opportunities are established. For example, two years ago, language arts
and mathematics teachers were given release time during the school day
to collaborate in grade level teams to create instructional calendars
and monthly assessments aligned to the Ohio Content Standards. These
calendars are used to plan and drive daily instruction. These
assessments measure student progress and achievement of the learning
outcomes. This in-service release time was directly related to our
school goals of improving our students' reading and mathematic
achievement. All teachers are given the opportunity to attend
conferences and workshops that are directly related to classroom needs
and school goals. Newly acquired techniques and strategies are then
implemented and shared with colleagues.

When the need of increasing phonemic knowledge instructional strategies
arose, a nationally renowned speaker was sought to come to the school.
She presented to the teachers and observed within the classrooms, giving
vital information and feedback.

In order to meet the school goal of improving student behavior, a team
of faculty members met to create a school-wide behavior plan. This team
also wrote a grant that included training opportunities and resources in
conflict resolution.

Our faculty has become a community of learners. Grade level teams
utilize common planning time to collaborate and plan lessons for their
students. Teachers read research materials and discuss new ideas to
continually improve their instruction.

**PART VII - ASSESSMENT RESULTS**

  -------------------------------------- ----------- ----------- -----------
                                         2003 --     2002-2003   2001-2002
                                         2004                    

  Testing Month                          March       N/A         N/A

  **SCHOOL SCORES**                                              

  \% At or Above Limited                 100                     

  \% At or Above Basic                   100                     

  \% At or Above Proficient              93                      

  \% At or Above Accelerated             73                      

  \% At Advanced                         49                      

  Number of students tested              45                      

  Percent of total students tested       100                     

  Number of students alternatively       0                       
  assessed                                                       

  Percent of students alternatively      0                       
  assessed                                                       

                                                                 

  SUBGROUP SCORES                                                

  1\. White                                                      

  \% At or Above Limited                 100                     

  \% At or Above Basic                   100                     

  \% At or Above Proficient              93                      

  \% At or Above Accelerated             73                      

  \% At Advanced                         48                      

  Number of students tested              44                      

  2\. Students Eligible for Free                                 
  /Reduced Meals                                                 

  \% At or Above Limited                 100                     

  \% At or Above Basic                   100                     

  \% At or Above Proficient              93                      

  \% At or Above Accelerated             61                      

  \% At Advanced                         29                      

  Number of students tested              28                      

                                                                 

  **STATE SCORES**                                               

  \% At or Above Limited                 100                     

  \% At or Above Basic                   90                      

  \% At or Above Proficient              78                      

  \% At or Above Accelerated             59                      

  \% At Advanced                         33                      
  -------------------------------------- ----------- ----------- -----------

**STATE CRITERION- REFERENCED TEST**

Subject **Reading** Grade **3** Test **Ohio Achievement Test**

Edition/Publication Year **2004** Publisher **Ohio Department of
Education**

**The Third-Grade Reading Achievement Test was not administered prior to
2003 -- 2004.**

**The table above reflects Ohio's assessment categories and
terminology.**

**Other subgroups, namely African American, Hispanic, Asian, and
students with disabilities, do not comprise sufficient numbers (10 or
more) to be part of the state's assessment report.**

**STATE CRITERION- REFERENCED TEST**

Subject **Reading** Grade **4** Test **Ohio Proficiency Test**

Edition/Publication Year **2004** Publisher **Ohio Department of
Education**

  -------------------------------------- ----------- ----------- -----------
                                         2003 --     2002-2003   2001-2002
                                         2004                    

  Testing Month                          March       March       March

  **SCHOOL SCORES**                                              

  \% At or Above Below Basic             100         100         N/A

  \% At or Above Basic                   97          98          95

  \% At or Above Proficient              79          80          71

  \% At Advanced                         31          2           7

  Number of students tested              39          49          41

  Percent of total students tested       100         100         100

  Number of students alternatively       0           0           0
  assessed                                                       

  Percent of students alternatively      0           0           0
  assessed                                                       

                                                                 

  SUBGROUP SCORES                                                

  1\. White                                                      

  \% At or Above Below Basic             100         100         N/A

  \% At or Above Basic                   97          98          95

  \% At or Above Proficient              83          86          74

  \% At Advanced                         33          2           8

  Number of students tested              36          43          39

  2\. Students Eligible for Free                                 
  /Reduced Meals                                                 

  \% At or Above Below Basic             100         100         N/A

  \% At or Above Basic                   95          100         83

  \% At or Above Proficient              74          83          58

  \% At Advanced                         26          0           8

  Number of students tested              19          18          12

                                                                 

  **STATE SCORES**                                               

  \% At or Above Below Basic             100         100         N/A

  \% At or Above Basic                   92          91          N/A

  \% At or Above Proficient              71          66          68

  \% At Advanced                         15          9           7
  -------------------------------------- ----------- ----------- -----------

**The table above reflects Ohio's assessment categories and
terminology.**

**Other subgroups, namely African American, Hispanic, Asian, and
students with disabilities, do not comprise sufficient numbers (10 or
more) to be part of the state's assessment report.**

**STATE CRITERION- REFERENCED TEST**

Subject **Mathematics** Grade **4** Test **Ohio Proficiency Test**

Edition/Publication Year **2004** Publisher **Ohio Department of
Education**

  -------------------------------------- ----------- ----------- -----------
                                         2003 --     2002-2003   2001-2002
                                         2004                    

  Testing Month                          March       March       March

  **SCHOOL SCORES**                                              

  \% At or Above Below Basic             100         N/A         N/A

  \% At or Above Basic                   87          100         N/A

  \% At or Above Proficient              77          57          82

  \% At Advanced                         28          6           8

  Number of students tested              39          49          39

  Percent of total students tested       100         100         100

  Number of students alternatively       0           0           0
  assessed                                                       

  Percent of students alternatively      0           0           0
  assessed                                                       

                                                                 

  SUBGROUP SCORES                                                

  1\. White                                                      

  \% At or Above Below Basic             100         N/A         N/A

  \% At or Above Basic                   86          100         N/A

  \% At or Above Proficient              78          58          84

  \% At Advanced                         28          7           8

  Number of students tested              36          43          37

  2\. Students Eligible for Free                                 
  /Reduced Meals                                                 

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

  \% At or Above Basic                   100         100         N/A

  \% At or Above Proficient              74          50          100

  \% At Advanced                         21          6           0

  Number of students tested              19          18          11

                                                                 

  **STATE SCORES**                                               

  \% At or Above Below Basic             100         100         N/A

  \% At or Above Basic                   77          70          N/A

  \% At or Above Proficient              66          59          63

  \% At Advanced                         26          15          17
  -------------------------------------- ----------- ----------- -----------

**The table above reflects Ohio's assessment categories and
terminology.**

**Other subgroups, namely African American, Hispanic, Asian, and
students with disabilities, do not comprise sufficient numbers (10 or
more) to be part of the state's assessment report.**

**STATE CRITERION- REFERENCED TEST**

Subject **Reading** Grade **6** Test **Ohio Proficiency Test**

Edition/Publication Year **2004** Publisher **Ohio Department of
Education**

  -------------------------------------- ----------- ----------- -----------
                                         2003 --     2002-2003   2001-2002
                                         2004                    

  Testing Month                          March       March       March

  **SCHOOL SCORES**                                              

  \% At or Above Below Basic             100         N/A         N/A

  \% At or Above Basic                   98          100         N/A

  \% At or Above Proficient              98          86          68

  \% At Advanced                         65          54          15

  Number of students tested              43          63          47

  Percent of total students tested       100         100         100

  Number of students alternatively       0           0           0
  assessed                                                       

  Percent of students alternatively      0           0           0
  assessed                                                       

                                                                 

  SUBGROUP SCORES                                                

  1\. White                                                      

  \% At or Above Below Basic             100         N/A         N/A

  \% At or Above Basic                   97          100         N/A

  \% At or Above Proficient              97          86          70

  \% At Advanced                         69          54          16

  Number of students tested              39          63          43

  2\. Students Eligible for Free                                 
  /Reduced Meals                                                 

  \% At or Above Below Basic             100         N/A         N/A

  \% At or Above Basic                   100         100         N/A

  \% At or Above Proficient              100         76          56

  \% At Advanced                         80          43          6

  Number of students tested              10          21          16

  3\. Students with Disabilities                                 

  \% At or Above Below Basic             100                     

  \% At or Above Basic                   100                     

  \% At or Above Proficient              100                     

  \% At Advanced                         82                      

  Number of students tested              11                      

                                                                 

  **STATE SCORES**                                               

  \% At or Above Below Basic             100         100         N/A

  \% At or Above Basic                   83          83          N/A

  \% At or Above Proficient              65          65          58

  \% At Advanced                         26          26          22
  -------------------------------------- ----------- ----------- -----------

**The table above reflects Ohio's assessment categories and
terminology.**

**Other subgroups, namely African American, Hispanic, Asian, and
students with disabilities, do not comprise sufficient numbers (10 or
more) to be part of the state's assessment report.**

**STATE CRITERION- REFERENCED TEST**

Subject **Mathematics** Grade **6** Test **Ohio Proficiency Test**

Edition/Publication Year **2004** Publisher **Ohio Department of
Education**

  -------------------------------------- ----------- ----------- -----------
                                         2003 --     2002-2003   2001-2002
                                         2004                    

  Testing Month                          March       March       March

  **SCHOOL SCORES**                                              

  \% At or Above Below Basic             100         N/A         N/A

  \% At or Above Basic                   98          100         N/A

  \% At or Above Proficient              95          73          72

  \% At Advanced                         30          8           9

  Number of students tested              43          63          46

  Percent of total students tested       100         100         100

  Number of students alternatively       0           0           0
  assessed                                                       

  Percent of students alternatively      0           0           0
  assessed                                                       

                                                                 

  SUBGROUP SCORES                                                

  1\. White                                                      

  \% At or Above Below Basic             100         N/A         N/A

  \% At or Above Basic                   97          100         N/A

  \% At or Above Proficient              97          73          74

  \% At Advanced                         31          8           7

  Number of students tested              39          63          42

  2\. Students Eligible for Free                                 
  /Reduced Meals                                                 

  \% At or Above Below Basic             100         N/A         N/A

  \% At or Above Basic                   100         100         N/A

  \% At or Above Proficient              100         71          69

  \% At Advanced                         20          14          0

  Number of students tested              10          21          16

  3\. Students with Disabilities                                 

  \% At or Above Below Basic             100                     

  \% At or Above Basic                   100                     

  \% At or Above Proficient              100                     

  \% At Advanced                         45                      

  Number of students tested              11                      

                                                                 

  **STATE SCORES**                                               

  \% At or Above Below Basic             100         100         N/A

  \% At or Above Basic                   74          65          N/A

  \% At or Above Proficient              66          53          62

  \% At Advanced                         13          6           9
  -------------------------------------- ----------- ----------- -----------

**The table above reflects Ohio's assessment categories and
terminology.**

**Other subgroups, namely African American, Hispanic, Asian, and
students with disabilities, do not comprise sufficient numbers (10 or
more) to be part of the state's assessment report.**