A survey was completed by 30 administrators in Northwest Ohio who were in charge of the administration and remediation for the Ohio Ninth Grade Proficiency Tests for their respective schools. On a scale of 0 to 5 (0 signifying not at all and 5 signifying great extent), the respondents were asked to rate 20 different intervention and remediation strategies regarding test preparation practices for the proficiency tests. The survey was divided into two identical parts: the first section addressed actual implementation of the specific strategies, and the second section addressed perceived importance to the success of the students. Group tutoring was found to be the most frequently used method of test preparation, while individual tutoring was the strategy ranked highest in importance to testing success by all of those surveyed. Strategies linked to teacher in-service were perceived as important, but this importance was not necessarily linked to actual implementation. Reward incentives for students who pass the tests were not favored by the group surveyed, although they ranked these strategies higher in importance than in actual use. Four tables present survey findings. Appendixes list the Ohio counties involved and present the survey. (Contains 14 references.) (Author/SLD)