Coming in Report Card for Chillicothe City School District

215-216 Report Card for Chillicothe City School District DISTRICT GRADE Coming in 218 Achievement The Achievement component represents the number of students who passed the state tests and how well they performed on them. COMPONENT GRADE D Progress The Progress component looks closely at the growth that all students are making based on their past performances. COMPONENT GRADE D Performance Index 65.6%...... Indicators Met 27.6%...... D F Value-Added Overall... Gifted... Students with Disabilities... Lowest 2% in Achievement... F C C F Gap Closing The Gap Closing component shows how well schools are meeting the performance expectations for our most vulnerable populations of students in English language arts, math and graduation. COMPONENT GRADE F Graduation Rate The Graduation Rate component looks at the percent of students who are successfully finishing high school with a diploma in four or five years. COMPONENT GRADE D Annual Measurable Objectives 2.6%...... F Graduation Rates 78.2% of students graduated in 4 years... 88.% of students graduated in 5 years... F C K-3 Literacy The K-3 Literacy component looks at how successful the school is at getting struggling readers on track to proficiency in third grade and beyond. COMPONENT GRADE D Prepared for Success Whether training in a technical field or preparing for work or college, the Prepared for Success component looks at how well prepared Ohio s students are for all future opportunities. COMPONENT GRADE D K-3 Literacy Improvement 36.8%... D... Page 1 of 31

Achievement The Achievement component represents the number of students who passed the state tests and how well they performed on them. COMPONENT GRADE D GRADE D Performance Index The Performance Index measures the test results of every student, not just those who score proficient or higher. There are six levels on the index and districts receive points for every student in each of these levels. The higher the achievement level the more the points awarded in the district's index. This rewards schools and districts for improving the performance of all students, regardless of achievement level. 12 Performance Index Trend Performance Index 2 4 6 8 1 65.6% 78.7 of a possible 12. A = 9. - 1.% B = 8. - 89.9% C = 7. - 79.9% D = 5. - 69.9% F =. - 49.9% Achievement Level Advanced Plus Advanced Accelerated Proficient Basic Limited Untested 22.3 24.1 Pct of Students. 13.9 16.8 x x x 1.3 1.2 1.1 = = = 23. x 1. = 22.3 x.6 = 24.1 x.3 =. x. = 13.9 23. Points for this Level 16.8 Points Received. 16.7 18.4 23. 13.4 7.2. 78.7 Advanced Plus Advanced Accelerated Proficient Limited Basic Untested 1 8 6 4 2 94.3 94. 92.2 88.7 78.7 212 213 214 215 216 Untested Limited Basic Proficient Accelerated Advanced Page 2 of 31

GRADE F Indicators Met Indicators Met measures the percent of students who have passed state tests. It also includes the gifted indicator. Test results are reported for each student in a grade and subject. Indicators Met % 27.6% 8 out of 29 4 6 A = B = C = D = F = 9. - 1.% 8. - 89.9% 7. - 79.9% 5. - 69.9%. - 49.9% 2 8 1 Grades 3-5 Grades 6-8 High School English Language Arts 49.3% English Language Arts 54.3% Mathematics 92.1% 3rd Grade Mathematics 65.2% 6th Grade Mathematics 55.1% Reading 94.6% English Language Arts 58.3% Social Studies 67.2% OGT, 11th Graders Science 85.1% 4th Grade Mathematics 72.8% English Language Arts 46.5% Social Studies 89.1% 7th Grade Social Studies 79.8% Mathematics 44.2% Writing 9.9% English Language Arts 5.3% English Language Arts 44.% Algebra I 59.5% 5th Grade Mathematics 59.6% 8th Grade Mathematics 34.3% Biology 73.8% Science 59.6% Science 51.3% English I 57.% HS English II 47.2% Geometry 25.9% GIFTED INDICATOR Government 73.6% History 66.% Page 3 of 31

Achievement Levels by Grade Proficient Percent Trend by Grade 3rd Grade 3rd Grade 68% 64% 65.2% 62.5% 65.8% 1% 9% 6% 8% 56% 54.9% 7% 52% 48% 49.3% 47.8% 6% 5% 44% Reading Mathematics 4% 212 213 214 215 216 District Similar Districts State Average Reading Mathematics 4th Grade 4th Grade 85% 8% 75% 7% 65% 6% 55% 5% 45% 79.8% 72.8% 75.8% 73.4% 69.2% 63.7% 58.3% 57.5% 49.4% Reading Mathematics Social Studies 1% 95% 9% 85% 8% 75% 7% 65% 6% 55% 212 213 214 215 216 District Similar Districts State Average Reading Mathematics Social Studies 5th Grade 5th Grade 72% 68% 64% 6% 56% 52% 48% 67.5% 62.4% 62.5% 6.2% 59.6% 59.6% 56.% 52.4% 5.3% Reading Mathematics Science 1% 9% 8% 7% 6% 5% 212 213 214 215 216 District Similar Districts State Average Reading Mathematics Science Page 4 of 31

6th Grade 6th Grade 72% 68% 64% 6% 56% 52% 48% 44% 67.2% 61.2% 54.3% 54.% 55.1% 56.7% 53.2% 5.3% 45.3% Reading Mathematics Social Studies 1% 9% 8% 7% 6% 5% 4% 212 213 214 215 216 District Similar Districts State Average Reading Mathematics Social Studies 7th Grade 7th Grade 56% 54% 52% 5% 48% 46% 44% 42% 46.5% 43.8% Reading 53.6% 55.3% 46.2% 44.2% Mathematics 1% 9% 8% 7% 6% 5% 4% 212 213 214 215 216 District Similar Districts State Average Reading Mathematics 8th Grade 8th Grade 7% 65% 6% 55% 5% 45% 4% 35% 3% 64.9% 6.4% 52.7% 51.3% 44.% 47.5% 44.9% 39.5% 34.3% Reading Mathematics Science 1% 9% 8% 7% 6% 5% 4% 3% 212 213 214 215 216 District Similar Districts State Average Reading Mathematics Science 11th Grade Cumulative OGT 11th Grade Cumulative OGT Page 5 of 31

96% 94.6% 92.1% 94% 92.9% 9.7% 92.1% 92% 9.9% 88.6% 9% 89.6% 89.9% 89.1% 88.% 88% 87.5% 85.5% 86% 85.1% 84% 83.3% 82% Reading Writing Mathematics Social Studies Science District Similar Districts State Average 1% 96% 92% 88% 84% 8% 212 213 214 215 216 Reading Writing Mathematics Social Studies Science Page 6 of 31

Gifted Students The Gifted Students data and Indicator highlight the opportunities for and performance of gifted students. The dashboard answers several questions: How many students are identified as gifted and in what categories? How many of those students are receiving gifted services? How well are those gifted students performing? The Gifted Indicator measures whether opportunity and performance expectations are being met for gifted students. INDICATOR Not Met The Gifted Indicator is derived from three components: Gifted Value Added grade, the Performance Index for gifted students, and a Gifted Inputs score. Value Added Grade: Enrollment: Value Added Met? Performance Index: Performance Index Met?: Not Met C 2,761 Met Gifted Value Added Districts must earn a Gifted Value Added grade of C or better to meet the Gifted Value Added component. A grade of "NR" results in Not Met if the district has an ADM of 6 or more. Gifted Performance Index 113.67 Overview Districts with at least 1 unique students in the Gifted Performance Index calculation must score 116. or better to meet the Gifted Performance Index component. Gifted Inputs 2 4 6 8 1 94.7% 113.67 of a possible 12. A = 9. - 1.% B = 8. - 89.9% C = 7. - 79.9% D =5. - 69.9% F =. - 49.9% Performance Index The Performance Index calculation for gifted students. Only tests taken by students identified as gifted in that subject (e.g. gifted in Math and taking the Math test), or taken by students identified with Super Cognitive abilities regardless of test subject are included. Achievement Level Pct of Students Points for this Level Points Received Advanced Plus. x 1.3 =. Advanced 64.9 x 1.2 = 77.9 Accelerated 19.7 x 1.1 = 21.6 Proficient 12.2 x 1. = 12.2 Basic 3.2 x.6 = 1.9 Limited. x.3 =. Untested. x. =. 113.67 Total Points: Gifted Inputs Met?: INDICATOR Not Met 72. Met Points are earned based on identification and services provided to gifted students. Districts must earn at least 6 points out of a possible 1 to meet the Gifted Inputs component. Gifted Indicator Final Result The Gifted Indicator is Met if none of the three components are Not Met. Gifted Inputs alone cannot determine the Gifted Indicator, however; if both the Value Added and Performance Index components are NC, then the Gifted Indicator is also NC. 19.7 3.2 12.2 64.9 Advanced Plus Advanced Accelerated Proficient Limited Basic Untested Page 7 of 31

Gifted Indicator The Gifted Inputs calculation assigns points based on the percentage of students identified and served in eight categories (factors). The points earned for each category are totaled to determine the final Met/Not Met determination for the Gifted Input component. Reading, Math, Science, Social Studies, and Superior Cognitive Abilities K-3 4-8 9-12 97.1%.2% 2.6% 92.2%.1% 7.7% 89.7% 1.2%.1% Visual/Performing Arts and Creative Thinking K-3 4-8 9-12 1.% 1.% 1.% Disadvantaged Students Minority Students 93.1% 6.7%.1% 96.6%.1% 3.3% Receiving Gifted Services Identified as Gifted, but not receiving services Not Identified as Gifted Page 8 of 31

Identification and Services These charts show the percentage of enrolled students that are identified as gifted and that are receiving gifted services. All Grades Grades K-3 7.% 6.% 5.% 4.% 3.% 2.% 3.4% 3.3% 6.7% 6.6% 6.% 5.% 4.% 3.% 2.% 2.3% 2.1% 5.2% 4.8% 1.%.%.6%.6%.8%.8%.3%.3% Math Reading Science Social Studies Superior Cognitive 1.%.% Math Reading Identified Receiving Services Identified Receiving Services Grades 4-8 Grades 9-12 7.% 6.% 5.% 4.% 3.% 2.% 1.%.% 6.8% 6.7% 3.4% 3.3%.2%.2%.3%.3%.1%.1% Math Reading Science Social Studies Superior Cognitive 8.% 7.% 6.% 5.% 4.% 3.% 2.% 1.%.% 7.4% 7.4% 3.9% 3.9% 2.1% 2.1% 1.4% 1.4%.5%.5% Math Reading Science Social Studies Superior Cognitive Identified Receiving Services Identified Receiving Services Page 9 of 31

Identified and Receiving Services These charts show, of the students identified as gifted, the percentage of students receiving gifted services. All Grades Grades K-3 1.% 8.% 97.4% 97.6% 1.% 1.% 1.% 1.% 8.% 9.% 91.3% 6.% 6.% 4.% 4.% 2.% 2.%.%.% Math Reading Science Social Studies Superior Cognitive Math Reading Grades 4-8 Grades 9-12 1.% 97.2% 98.6% 1.% 1.% 1.% 1.% 1.% 98.8% 1.% 1.% 1.% 8.% 8.% 6.% 6.% 4.% 4.% 2.% 2.%.%.% Math Reading Science Social Studies Superior Cognitive Math Reading Science Social Studies Superior Cognitive Page 1 of 31

Screening Acceleration This chart shows the percentage of students screened for gifted abilities this school year. 24% 22.5% 22.5% 22.5% Number of Subject Accelerated Students: 2% 16% 12% Number of Whole-Grade Accelerated Students: 8% 4% %.%.% Reading Math Social Studies Science Superior Cognitive Page 11 of 31

Progress The Progress component looks closely at the growth that all students are making based on their past performances. COMPONENT GRADE D GRADE F GRADE C GRADE F GRADE C Overall This measures the progress for all students in math, ELA, science and social studies using tests in grades 4-8 and some end-of-course exams. Gifted Students This measures the progress for students identified as gifted in reading, math, science, social studies and/or superior cognitive ability. Students in the Lowest 2% in Achievement This measures the progress for students identified as the lowest 2% statewide in reading, math, science or social studies achievement. Students with Disabilities This measures the progress for students with disabilities. Test Grade Metrics Progress Score High School Test Grade All Grades 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade English I English II Progress Details These tables show the Progress scores by test grade and subject for students in grades 4-8 and some end-of-course tests, and includes up to three years of data as available. English Language Arts -3.2-5.56 Test Grade Metrics Progress Score High School Progress Score Mathematics Social Studies Science -5.58-3.5.6-6.16.27 -.88-3.41 3.69-2.59-1.78 -.62.6-3.2.33.24-5.27-6.1 Algebra I Geometry -4.53-6.12 GRADE NR High Mobility For districts and schools with a mobility rate of 25% or higher, this measures the progress of a subset of students that have been in the district for at least two years. This measure will not be included in the Progress component grade. Although Progress scores are not assigned letter grades at this level of detail, the grading scale applied at the Overall (All Students, All Tests) level is: A = 2. and up B = 1. to 1.99 C = -1. to.99 D = -2. to -1.1 F = below -2. Page 12 of 31

Progress vs. Performance Index This bubble chart shows the relationship between each subgroup's Performance Index results (horizontal axis) to the Value-Added letter grade (vertical axis). The size of the bubble represents the size of the student subgroup. A B G r C Overall Students w/ Disabilities Lowest 2% Gifted High School Highly Mobile D F 2 4 6 8 1 12 Performance Index Page 13 of 31

Gap Closing The Gap Closing component shows how well schools are meeting the performance expectations for our most vulnerable populations of students in English language arts, math and graduation. COMPONENT GRADE F GRADE F Annual Measurable Objectives Annual Measurable Objectives (AMOs) compare the performance of student groups to a state goal which is displayed as the red line in the following charts. These charts show how well each group achieves that goal in reading, math and graduation and emphasize any achievement gaps that exist between groups. The ultimate goal is for all groups to achieve at high levels. English Language Arts Math Graduation Rate AMO Points 4 6 51.5 52.1 81.2 2 8 49.9 52. 1 49.9 49.4 79.7 3 2.6% A = 9. - 1.% B = 8. - 89.9% C = 7. - 79.9% D = 6. - 69.9% F =. - 59.9% 48.9 43.8 38.4 49.4 4.2 35.2 78.2 75. 15. 15.8 55.9 2 4 6 8 1 2 4 6 8 1 2 4 6 8 1 White Econ Disadvantage Multiracial Students w/ Disabilities All Students Hispanic African American Hispanic All Students Multiracial Students w/ Disabilities White Econ Disadvantage African American White All Students Students w/ Disabilities Econ Disadvantage Multiracial The red line on each graph identifies the Annual Measurable Objective. The 216 AMO for ELA is 74.2%, for Math is 68.5%, and for Graduation Rate is 82.8%. Subgroups with fewer than 3 students are not rated and do not appear on the graphs. Page 14 of 31

Graduation Rate The Graduation Rate component looks at the percent of students who are successfully finishing high school with a diploma in four or five years. COMPONENT GRADE D 4-Year Graduation Rate The 4-year graduation rate applies to the Class of 215 who graduated within four years, i.e. students who entered the 9th grade in 212 and graduated by 215. 4-Year Rate 5-Year Rate GRADE F 78.2% A = 93. - 1.% B = 89. - 92.9% C = 84. - 88.9% D = 79. - 83.9% F =. - 78.9% 2 4 6 8 1 1 8 6 78.2 86. 83. 1 8 6 88. 89.4 84.9 5-Year Graduation Rate The 5-year graduation rate applies to the Class of 214 who graduated within five years, i.e. students who entered the 9th grade in 211 and graduated by 215. GRADE C 88.% A = 95. - 1.% B = 9. - 94.9% C = 85. - 89.9% D = 8. - 84.9% F =. - 79.9% 2 4 6 8 1 4 2 District State Average Similar Districts 4 2 District State Average Similar Districts Page 15 of 31

Graduation Rate Trend 92% 9% 89.5% 88% 88.% 86% 86.2% 85.7% 85.7% 86.7% 84% 82% 81.9% 81.% 8% 78% 78.2% 211 212 213 214 215 4-Year 5-Year Note: The 5-year graduation rate does not appear in the final year of this graph because the necessary data is not yet available to calculate the 5-year rate for that school year. Page 16 of 31

K-3 Literacy The K-3 Literacy component looks at how successful the school is at getting struggling readers on track to proficiency in third grade and beyond. COMPONENT GRADE D GRADE In Your District... Details of Measure D K-3 Literacy Improvement < 1 NC kindergarten students were not on-track last year. of those students improved to ontrack in 1st grade. Not On-Track at Point A Kindergarten Reading Diagnostic, School Year 214-215 < 1 to Improving to On-Track at Point B 1st Grade Reading Diagnostic, School Year 215-216 < 1 2 4 6 8 1 < 1 NC first grade students were not on-track last year. of those students improved to ontrack in 2nd grade. 1st Grade Reading Diagnostic, School Year 214-215 2nd Grade Reading Diagnostic, School Year 214-215 < 1 to < 1 to 2nd Grade Reading Diagnostic, School Year 215-216 3rd Grade Reading Diagnostic, School Year 215-216 < 1 < 1 36.8% 56 out of 152 A = 81.4-1.% B = 62.6-81.3% C = 43.8-62.5% D = 25. - 43.7% F =. - 24.9% < 1 NC < 1 second grade students were not ontrack last year. of those students improved to ontrack in 3rd grade. third grade students were not on-track this year. 3rd Grade Reading Diagnostic, School Year 215-216 < 1 to 3rd Grade Reading OST, School Year 215-216 Deduction for 3rd graders who did not pass OST and were not on a Reading Improvement and Monitoring Plan < 1 NC Totals 152 56 of those students reached proficiency NC on the 3rd grade OAA. Page 17 of 31

Percentage On-Track in Reading Diagnostic Third Grade Reading Guarantee Kindergarten Diagnostic First Grade Diagnostic Second Grade Diagnostic 75.% 78.4% 62.1% 25.% 21.6% 37.9% On- Track Not On-Track Ohio's Third Grade Reading Guarantee ensures that students are successful in reading before moving on to fourth grade. Schools must provide supports for struggling readers in early grades. If a child appears to be falling behind in reading, the school will immediately start a Reading Improvement and Monitoring Plan. The program ensures that every struggling reader gets the support he or she needs to learn and achieve. Students have multiple opportunities to meet promotion requirements including meeting a minimum promotion score on the reading portion of the state's third grade English language arts test given twice during the school year. Students have an additional opportunity to take the state assessment in the summer, as well as a district-determined alternative assessment. Third Grade Diagnostic 51.% 49.% The Parent Roadmap is available to help parents understand how the Third Grade How Reading many third Guarantee graders applies met the to Third your Grade child. Reading Guarantee requirements for promotion to 4th grade? 93.4% % 1% 2% 3% 4% 5% 6% 7% 8% 9% 1% This chart shows the overall percentage of students that were on-track/not-on-track for each grade level reading diagnostic in 215-216. How many third graders scored proficient on the state Reading test? 49.3% Page 18 of 31

Prepared for Success Whether training in a technical field or preparing for work or college, the Prepared for Success component looks at how well prepared Ohio s students are for all future opportunities. COMPONENT GRADE D COMPONENT GRADE D 4% 6% 2% 8% % 1% Number of students that earned a remediation free score on all parts of the ACT or SAT, earned an honors diploma, and/or earned an industryrecognized credential Number of Students Point Value Points Earne d 137 1 137. How Prepared were Your 214 and 215 Graduating Classes? ACT: Participation ACT: Remediation Free SAT: Participation SAT: Remediation Free 5.1% 2.1% 16.4% 46.6% 29.1% A = B = C = D = F = 85.% - 1.% 65.% - 84.9% 34.% - 64.9% 15.% - 33.9%.% - 14.9% The number of "bonus" students that count an additional.3 bonus points each, because they did the above and also earned a 3 or higher on at least one AP exam; earned a 4 or higher on at least one IB exam; and/or earned at least three college credits before leaving high school.3. Total Points: 137. Honors Diploma Industry-Recognized Credential Advanced Placement: Participation 19.6% 6.% 5.1% Graduation Cohort: 47 Percentage: 29.1% AP: Exam Score of 3 or Better.% Dual Enrollment Credit.% International Baccalaureate.% IB: Exam Score of 4 or Better.% % 1% 2% 3% 4% 5% 6% 7% 8% 9% 1% Note: These data represent students in the 4-year and 5-year graduation rates, i.e. students who entered 9th grade in 211 and 212. Page 19 of 31

How Prepared were Your 214 and 215 Graduating Classes? Districts and schools have long-term impacts on student outcomes. The Prepared for Success component provides information on how schools prepare students for different pathways of college and career success. It also provides insights on how those students do once they leave high school. What happens beyond the diploma is an important indicator of how well schools are preparing students. The University System of Ohio provides district reports on enrollment and remediation of high school graduates attending in-state, public colleges and universities. What Percentage of the 213 Graduating Class Entered College within Two Years? 45.5 % 54.5% 45.5% What Percentage of the 29 Graduating Class Graduated from College within Six Years of Leaving High School? 22.8 % 77.2% 22.8% Note: These data represent students in the 4-year and 5-year graduation rates, i.e. students who entered 9th grade in 211 and 212. Page 2 of 31

Superintendent: Jon C. Saxton Address: 425 Yoctangee Pkwy Chillicothe OH 4561-1663 Directory information current as of the 215-216 Report Card publication date Phone: (74) 775-425 County: Career Tech Planning District: Ross Pickaway-Ross County JVSD CTPD Your District's Students Average Daily Enrollment: Enrollment by Subgroup 12% 2,855 Number of Limited English Proficiency Students Excluded from Accountability Calculations: -- Am. Indian / Alaskan Native Asian or Pacific Islander Black, Non-Hispanic Hispanic Multiracial White, Non-Hispanic Students with Disabilities Economically Disadvantaged Limited English Proficiency Migrant Enrollment # Enrollment % NC 18 184 93 374 2,182 373 2,841 NC NC.6% 6.4% 3.3% 13.1% 76.4% 13.1% 99.5% NC = Not Calculated because there are fewer than 1 in the group State and federal law require an annual assessment of Limited English Proficient (LEP) students to measure their English language proficiency. The Ohio English Language Proficiency Assessment (OELPA) is the assessment used in Ohio to gauge LEP students' growth in learning English. For information about your district's OELPA results, see the Department of Education's web site at http://education.ohio.gov. 1% 8% 6% 4% 2% % American Indian or Alaska....6% 6.4% 3.3% 13.1% 76.4% 13.1% Asian or Pacific Islander 99.5% Black, Non-Hispanic Hispanic Multiracial White, Non-Hispanic Students with Disabilities Migrant Economic Disadvantage Limited English Proficiency Enrollments of less than 1 students are not shown. Page 21 of 31

Attendance Chronic Absenteeism Rate: 21.1% Attendance Rate All Students 93.1% Am. Indian / Alaskan Native NC Asian or Pacific Islander 97.% Black, Non-Hispanic 92.9% Hispanic 93.8% Multiracial 92.4% White, Non-Hispanic 93.2% Students with Disabilities 91.7% Economic Disadvantage 93.1% Limited English Proficiency NC Migrant NC Male 92.7% Female 93.5% NC = Not Calculated because there are fewer than 1 in the group 1% 8% 6% 4% 2% % 93.1% All Students 97.% 92.9% 93.8% 92.4% 93.2%91.7%93.1% American Indian or Alaska... Black, Non-Hispanic Hispanic Multiracial White, Non-Hispanic Limited English Proficiency Students with Disabilities Asian or Pacific Islander Economic Disadvantage Attendance Rate is not shown if enrollment is less than 1. Page 22 of 31

Mobility Rates by Subgroup District Mobility % 24% All Students Am. Indian / Alaskan Native Asian or Pacific Islander Black, Non-Hispanic Hispanic Multiracial White, Non-Hispanic Students with Disabilities Economically Disadvantaged Limited English Proficiency Migrant 13.4% NC 2.% 7.9% 17.6% 13.% 13.7% 2.8% 13.1% NC NC 2% 16% 12% 8% 4% % 13.4% 2.% 7.9% 17.6% 13.7% 13.% 2.8% 13.1% NC = Not Calculated because there are fewer than 1 in the group All Students American Indian or Alaska... Black, Non-Hispanic Hispanic Multiracial White, Non-Hispanic Limited English Proficiency Students with Disabilities Migrant Asian or Pacific Islander Economic Disadvantage This chart shows the percentage of students who, because they moved into or out of the district, did not spend a majority of the school year within the district. Page 23 of 31

Your District's Teachers Percentage of teachers with at least a Bachelor's Degree Percentage of teachers with at least a Master's Degree Percentage of core academic subject and elementary classes not taught by Highly Qualified Teachers Percentage of core academic subject and elementary classes taught by properly certified teachers Percentage of core academic subject elementary and secondary classes taught by teachers with temporary, conditional or long-term substitute certification/licensure All Schools in the District 99.3 64.5 1 High Poverty Schools Low Poverty Schools 99.3. 64.3. -- 1 -- -- A district's high poverty schools are those ranked in the top quartile based on the percentage of the district's economically disadvantaged students. Low-poverty schools are those ranked in the bottom quartile based on the percentage of economically disadvantaged students. A district may have buildings in both quartiles, in just one quartile, or in neither quartile. School Counselors School Nurses School Psychologists Interpreters Educators in your District Library or Media Specialists Audiologist Physical/Occupational Therapist Social Worker General Education Teachers Career-Technical Teachers Special Education Teachers Teacher Aides Gifted Intervention Specialists Fine Arts Teachers Music Teachers Physical Education Teachers ELL Specialists Adaptive Physical Education Teachers Speech Language Pathologists NC = Not Calculated because there are fewer than 1 in the group Per 1 # Students 4. 1.4 3. 1.1 2..7.. 11. 3.9.... 1..4 133.3. 9.. 4. 7. 6.. 46.7. 3.2 11.5 4.. 1.4 2.5 2.1....8.3 State Avg per 1 Students 2.3 1.1 1.2.2 1.4..8.2 46.4 2.3 1.6 7..6 3. 2.5 2.9.3. 1.4 Your District's Principals Percentage of principals with at least a Bachelor's Degree 1.% Percentage of principals with at least a Master's Degree 1.% Attendance Rate 95.7% Average Salary $57,235 Average Years of Experience 1 Lead or Senior Teachers 6. Page 24 of 31

Teacher Evaluations Principal Evaluations 55.% 62.5% 3.5% 41.5% 37.5% Accomplished Skilled Developing Ineffective Not Complete Accomplished Skilled Developing Ineffective Not Complete Page 25 of 31

Wellness and Physical Education The extent to which students are successful in meeting the benchmarks contained in Ohio's physical education standards Compliance with the federal requirement for implementing a local wellness policy Elected to administer BMI screening Participation in Physical Activity Pilot Program Moderate Success School Choice Options: Place of Enrollment for Students Residing in the District The School Choice Options data is a set of nine counts describing the place of enrollment for students residing in the school district, captured as a snapshot of a single day in the school year. Web links provide further information about certain options. Districts and STEM Schools 2,517 students enrolled in the district where they lived 636 students enrolled in another public district through Open Enrollment 51 students enrolled in another public district by means other than Open Enrollment Community Schools 99 students enrolled in an online community school 2 students enrolled in a sitebased community school 6 students enrolled in a Dropout Prevention and Recovery Program (online or site-based)* Non-Public Schools* students participated in the EdChoice Scholarship or Cleveland Scholarship Program 25 students participated in the EdChoice Expansion Program 3 students participated in the Ohio Autism Scholarship or Jon Peterson Special Needs Scholarship Program Fine Arts Courses Offered No data returned for this view. This might be because the applied filter excludes all data. No Fine Arts Courses are offered by this district. *Students included in Dropout Prevention and Recovery Program counts are also included in either the online or site-based community school counts. *ODE does not collect and cannot report information on district residents who are nonvoucher students attending a non-public school. Page 26 of 31

Financial Data These measures answer several questions about spending and performance. How much is spent on Classroom instruction? How much, on average, is spent on each student? What is the source of the revenue? How do these measures compare to other districts and schools? Comparison Group: Enrollment between 25 and 4999 Classroom Spending Data Spending per Pupil Data District State What percent of funds are spent on classroom instruction? 69.4% How does this district rank in comparison to other districts of similar size? 37 out of 19 A rank of 1 indicates the highest percent spent on classroom instruction. 1 8 6 4 2 Operating Spending per Pupil $7,67 $8,711 Classroom Instruction $5,281 $5,845 Non-Classroom Spending $2,326 $2,866 District District Comparison Group State 3.6% 31.5% 32.9% State 69.4% 68.5% 67.1% $4, $6, $8, $1, Classroom Instruction Non-Classroom Instruction Chillicothe City IS among the 2% of public districts with the lowest operating expenditures per pupil Chillicothe City IS NOT among the 2% of public districts with the highest academic performance index scores. Note: District financial data do not include data associated with community schools that are sponsored by the school district. Page 27 of 31

Spending and Performance This measure answers the question what is the relationship of average spending per student to performance, and how does that compare to similar districts and schools? Similar Districts Comparison Group All Districts 12. 12. 12. 11. 11. 11. P e P e P e 1. 1. 1. 9. 9. 9. 8. 8. 8. 7. 7. 7. 6. $ $4, $8, $12, $16, $2, $24, $28, $32, 6. $ $4, $8, $12, $16, $2, $24, $28, $32, 6. $ $4, $8, $12, $16, $2, $24, $28, $32, Spending per Pupil Spending per Pupil Spending per Pupil Page 28 of 31

Source of Revenue Source of Funds District State Total Local State Federal Other Non-Tax Total $11,588,412 31.2% $17,974,245 48.5% $4,527,156 12.2% $2,997,765 8.1% $37,87,579 1.% $8,636,5,3 39.6% $9,988,118,791 45.8% $1,656,488,62 7.6% $1,546,639,712 7.1% $21,827,297,153 1.% District State 46% 49% 12% 8% 7% 31% 8% 4% Local Federal State Other Non-Tax Local State Federal Other Non-Tax Page 29 of 31

Superintendent: Address: Jon C. Saxton 425 Yoctangee Pkwy Chillicothe OH 4561-1663 Phone: County: (74) 775-425 Ross Your District's Schools School Achievement Progress Gap Closing Graduation Rate K-3 Literacy Prepared for Success Allen Elementary School D D F D D D Chillicothe High School D D F D D D Chillicothe Middle School D D F D D D Mt. Logan Elementary School D D F D D D Tiffin Elementary School D D F D D D Worthington Elementary School D D F D D D Page 3 of 31

No data returned for this view. This might be because the applied filter excludes all data. Page 31 of 31