##### U.S. Department of Education September 2003

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

**Cover Sheet**

Name of Principal Dr. Kenneth Shulack

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

Official School Name Roosevelt Intermediate School

(As it should appear in the official records)

School Mailing Address 301 Clark Street
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Westfield]{.underline} [New Jersey 07090-4099]{.underline} \_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 908 ) 789-4560]{.underline} Fax [( 908 ) 789-4193]{.underline}

Website/URL [www.westfieldnj.com/ris]{.underline} E-mail
ris@westfieldnj.com

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\* Dr. William Foley

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

District Name [Westfield School District]{.underline} Tel. [( 908 )
789-4420]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mrs. Arlene
Gardner]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**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.)

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1.  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.

2.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

3.  The school has been in existence for five full years, that is, from
    at least September 1998.

4.  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.

5.  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.

6.  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.

7.  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: [6]{.underline} Elementary
schools

[2]{.underline} Middle schools

[0]{.underline} Junior high schools

[1]{.underline} High schools

[0]{.underline} Other (Briefly explain)

[9]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$9,081.00 \[actual 2001-02
cost\]]{.underline}

Average State Per Pupil Expenditure: [\$9,598.00 \[actual 2001-02
cost\]]{.underline}

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ √ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [12]{.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 enrolled at each grade level or its equivalent in
applying school:

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

  **K**                                                     **7**       129       117         246

  **1**                                                     **8**       127       109         236

  **2**                                                     **9**                             

  **3**                                                     **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**       151       104                    255          Other                             

                                    **TOTAL                                                   737
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [91.7]{.underline} % White

the students in the school: [1.9]{.underline} % Black or African
American

[1.6]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 6
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 7
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        13
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    731
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .018
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    1.8
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [0.8]{.underline}
%

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

Number of languages represented: [\_\_\_3\_\_]{.underline}

Specify languages: Cantonese

French

Korean

9\. Students eligible for free/reduced-priced meals:
[\_\_\_0\_\_\_\_]{.underline}%

[\_\_\_0\_\_\_\_]{.underline}Total Number Students Who Qualify

> If this method does not produce a reasonably accurate estimate of the
> percentage of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

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

[\_\_\_93 \_]{.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.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [46\_]{.underline}Other Health Impaired

\_\_\_\_Deaf-Blindness [\_44\_]{.underline}Specific Learning Disability

[\_2\_\_]{.underline}Hearing Impairment [\_\_1\_]{.underline}Speech or
Language Impairment

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

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

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

    **Number of Staff**

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

Administrator(s) [\_\_\_2\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [\_\_49\_\_\_]{.underline}
[\_\_\_3\_\_\_]{.underline}

Special resource teachers/specialists [\_\_10\_\_\_]{.underline}
[\_\_\_3\_\_\_\_]{.underline}

Paraprofessionals [\_\_\_5\_\_\_]{.underline}
\_\_\_[1]{.underline}\_\_\_\_

> Support staff [\_\_\_5\_\_\_]{.underline} [\_\_\_ \_\_\_]{.underline}
>
> Total number [\_\_71\_\_\_]{.underline} [\_\_\_7\_\_\_\_]{.underline}

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

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 96.1        96.5        96          96.1        95.6

  Daily teacher attendance 97.7        97.8        97.9        98          98.2

  Teacher turnover rate    6.9         8.6         5.7         12.9        2.9

  Student dropout rate     0           0           0           0           0

  Student drop-off rate    0           0           0           0           0
  ------------------------ ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_\_\_\_\_   |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**PART III -- SUMMARY**

Since opening its doors in 1926, Roosevelt Intermediate School (grades
6, 7 and 8) in Westfield, New Jersey has long enjoyed a reputation of
academic excellence.

Westfield, a 45 minute commute from New York City, is a suburban
community with a rich cultural and historical heritage. The school
system receives support from our community and RIS' 730 students quickly
learn the importance of a quality education. Roosevelt School has a
unique blend of committed, caring parents; hardworking, attentive
students; and a dedicated and talented staff.

A rigorous academic program in all curricular areas enables our students
to perform extremely well on the Grade Eight Proficiency Assessment, a
four-day test encompassing science, reading, writing and mathematics. In
each grade, sixth, seventh and eighth, students are divided into two
teams. Teachers on each team are responsible for the academic program in
math, world languages, language arts, social studies and science for
approximately 130 students. This provides a home base for each student
within a smaller unit. Each team has a leader and meets regularly to
plan curriculum and for the individual needs of their students. The team
provides a coordinated, interdisciplinary curriculum structure and meets
the academic, social and behavioral needs of the students.

Roosevelt has extremely supportive parents and an active PTSO. Roosevelt
hosts Parent Visitation Days for grades 6, 7, and 8. It is customary to
have over 70% of the parent population coming to participate in their
child's educational program. At our annual Back-to-School Night it is
usual that 100% of our student population have a parent present to hear
about our academic program. Throughout the year parents are involved in
our PTSO Meetings, orientation programs, parent-teacher conferences, and
supporting our numerous co-curricular activities.

Roosevelt School is unique in terms of the co-curricular programs
offered to students. Our extremely active student council has received
the Honor School Award from the New Jersey Association of Student
Councils for the past six years. In addition, our student council
donates approximately \$20,000 per year to the New Jersey Association of
Student Council's state charity. Our student council has been recognized
as one of the best in the state. We have an equally active Peer
Leadership Program that has also been recognized by the state for its
outreach to students. Over 80 eighth graders are currently involved in
our peer leadership program. They conduct learning activities for our
6^th^ and 7^th^ graders on character education, bully-proofing, and
socialization. In addition, we have over 30 clubs and activities with
which our students can be involved. The Reptile Club, a very active
Junior Model United Nations Program, a Literary Magazine, a Yearbook, a
fall drama and school musical, a jazz band, an orchestra, and a premier
choral group are only part of the numerous offerings to students before
and after school, which enable them to be involved in many activities.

Roosevelt School has an active service program where students support
worthwhile community activities and reach out to those less fortunate.
The Girls Learn International Club, the Blanket Drive for Appalachia,
support for Westfield's September 11^th^ Memorial, and Brown-Bag Lunches
for the Homeless are among these services.

Roosevelt School offers quality instruction, enrichment activities,
extra help, and a true sense of caring in a team effort to provide for
all of the needs of the students in our charge. Roosevelt has a long
tradition of working hard to have no child left behind.

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

**1. Meaning of assessment results in reading (language arts or English)
and mathematics**.

All eighth grade students in the State of New Jersey are tested using
the Grade Eight Proficiency Assessment \[GEPA\]. The GEPA consists of
tests in language arts literacy, mathematics and science. The GEPA is
designed to test student ability and proficiency in each of these areas.

In reporting these standardized testing scores the New Jersey Department
of Education categorizes students as partially proficient, proficient or
advanced proficient in each of these areas.

Since the beginning of these tests, the 8^th^ grade students at
Roosevelt Intermediate School in Westfield, New Jersey have had
outstanding performance. In each area -- science, language arts literacy
and mathematics -- a high percentage of our students have scored
proficient and advanced proficient.

In the area of language arts literacy, of the 245 students tested, 16.7%
tested advanced proficient, 97.6% tested proficient, and only 3.7%
tested partially proficient. In the area of mathematics 31.7% tested
advanced proficient, 57.3% were proficient, and 11% were partially
proficient. In the area of science 42% tested advanced proficient, 54.3%
tested proficient, and 3.7% tested partially proficient.

The results indicate that 94.2% of our regular education students tested
at advanced proficient or proficient levels. This is significantly above
the state average in New Jersey. Roosevelt's special education students
have made adequate yearly progress.

**2. Use of assessment data to understand and improve student and school
performance.**

Assessment data plays a critical role in the improvement of classroom
instruction. There is thorough analysis of test results provided by the
State of New Jersey. Student essays, graded on a scale of 1 to 6, are
reviewed by the language arts department. Individual tests are read and
the scores analyzed. Data are used to refine classroom instruction. This
gives valuable information concerning the adequate preparation of
students for testing.

State-generated assessment reports and individual test scores are shared
with the faculty and community. Teachers in each team and the guidance
counselors discuss individual student academic progress in order to
provide support for students in need. Specific attention is paid by the
special education staff to the results of our special education
students. They make adequate yearly progress and our special education
and regular education staff work cooperatively to make sure key skills,
these students need to have to perform on these assessments, are
acquired. Assessment data on district-wide assessment is used to provide
a basic skills program for students before school in order to enhance
their skills in language arts, literacy and math. Although this is a
small number of students at Roosevelt School, we are committed to
leaving no child behind.

3.  **School communication of student performance, including assessment
    data, to parents, students, and the community.**

There is continual communication with our parents and general community
concerning the academic data and individual student performance at
Roosevelt School. Upon receiving the state testing scores the school
mails individual student results directly to the parents. The district
and school results are shared with our community via electronic
newsletter, reports to our PTSO, reports by the district testing
coordinator to the Board of Education, and disseminated widely through
local media.

Our involved, educated and committed parent community is very much
concerned about their own child's progress, as well as the status of the
Westfield Public Schools. As a result, they are very aware and carefully
read all information sent to them by the school and by the district. In
addition, parents regularly meet with guidance counselors, individual
teachers and teams of teachers to discuss their child's academic
progress. High school students volunteer to tutor RIS students after
school. Additionally, our 8^th^ grade peer leaders offer academic
assistance to elementary and middle school students.

Collaboration of parents and the school community provides valuable
support to all the students at Roosevelt School.

On a daily basis, the RIS electronic newsletter informs parents about
the academic success and student performance at Roosevelt Intermediate
School. In addition, parent orientation programs are held throughout the
year.

4.  **How the school shares its successes with other schools.**

Roosevelt Intermediate School has a dedicated professional staff
committed to collaboration and teamwork. Effective instructional
practices, ideas on differentiated instruction, sharing of
interdisciplinary ideas, and general support for each other is the norm.
We willing share our ideas and gain ideas from other middle schools and
other educational professionals. We have had numerous visits from other
schools to look at our world languages program, our team teaching
arrangement, our guidance program, and our differentiated instructional
techniques. Co-curricular programs have been shared at state conferences
held by the New Jersey Association of Student Councils and the National
Association of Student Councils.

The staff at Roosevelt School is more than willing to continue sharing
our success with other schools by presenting at the New Jersey
Principals & Supervisors Association, developing networks with other
middle schools (which we have already started to do) to share ideas and
concerns in areas ranging from special education to gifted & talented
programs, and to continue to invite other professionals to Roosevelt
School to view the program and dialogue with our professional staff.
Developing a wider middle school network to share ideas and educational
programs unique to middle schools is definitely a goal of the Roosevelt
School staff.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Description of the school's curriculum. Outlining the core of each
curriculum area (including art and foreign languages).**

The curricula at Roosevelt School are engaging, challenging, rigorous,
student-centered, and focused on differentiating instruction to meet the
needs of all students. Each area of the curriculum is reviewed every
five years and is based on the New Jersey Core Curriculum Standards. A
professional staff of certified teachers ensures RIS has a challenging
and rigorous program for middle school students. The mathematics program
at Roosevelt School is exceptional. All students in 6^th^ grade take
pre-algebra. In 7^th^ grade a majority of our students are placed in
Algebra 1. Over two years, well over 90% of our students complete a
rigorous Algebra 1 program. Students who are not ready for the formal
study of Algebra are placed in an Algebra Prep course. The highly
demanding language arts curriculum produces excellent student writers.
All students write research papers and complete writing portfolios using
the department computer lab. They are competent readers who analyze
multiple genres of literature at each grade level. The world languages
program is unique. In 6^th^ grade all students select French or Spanish,
which they take every day for their entire three years as a student at
Roosevelt. Students who select Spanish build on their four previous
years in elementary school studying Spanish. Our students are exposed to
the conversational language and cultural study of these two areas for an
extended period of time. The world languages program is rigorous,
exciting, and provides our students with the opportunity to have a solid
foundation in French or Spanish by the end of their 8^th^ grade year.
The staff continually upgrades the program and work collaboratively to
enhance this experience for our students. Our science program is
exceptional and is taught by a group of dedicated teachers, all
certified in science. The program provides for lab experience and is
very student-centered. The hands-on approach incorporates life, physical
and earth science in each of the three years that our students take
science at Roosevelt School. The program is based on both national and
state standards in the area of science. It is a spiral program of earth
science, physical science and life science at each grade level, allowing
students to build and refine concepts as they go from 6^th^, 7^th^ to
8^th^ grade. Technology is used in each science classroom to complete
labs, do Internet research, create charts and graphs, to use CD ROMS and
simulation programs. The Roosevelt School social studies curriculum has
been newly re-designed, based on state and national standards. This
curriculum is student-centered and its focus is to help develop world
citizens who have an understanding of history and can be contributing
members of our democracy. Our 6^th^ grade program focuses on Eastern
Traditions, the 7^th^ grade on Western Traditions, and the 8^th^ grade
focuses on Early American History and the United States Constitution and
our form of government. Debate, presentations, technology, and forming
educated opinions, as well as ongoing research are all part of this
exciting social studies curriculum.

Roosevelt offers a fine arts program. In 6^th^ and 7^th^ grade our
students have music every day and have art for half a year. Students may
select band, orchestra or chorus as they enter 6^th^ grade as part of
their music program. Eighth grade offers a unique opportunity for our
students to select from a number of art and music classes, as well as
drama, for a full year of instruction. Over 80% of the students are
involved in art and music on a regular basis. This represents the
community's cultural heritage and emphasis on having students be
actively involved in the arts.

Technology is integrated into all of our curricular areas. A technology
class is offered to 6^th^ graders in computers and in the basics of
technology. In 8^th^ grade an elective program gives students the
opportunity to select among a number of options that include:
journalism, drama, fine arts, woods, advanced computer instruction, as
well as orchestra, band and chorus.

**2. Description of the school's English language curriculum, including
efforts the school makes to improve the reading skills of students who
read below grade level.**

The 6-8 language arts and reading program at Roosevelt School
encompasses balanced literacy. At each grade, skills and mechanics of
grammar, usage and various forms of literature, poetry, writing and
public speaking skills are integrated. All students enroll in a separate
public speaking course for two years; the course focuses on
articulation, clarity, eye contact and coherent content.

The Westfield Writing Process is part of the Roosevelt School writing
program. Students across the curriculum process writing to think, refine
and produce final products. They have learned to utilize peer editing as
a way to grow in their ability to become accomplished writers.

Reading is very much an important part of the program at Roosevelt
School. Students read in all areas of the curriculum. Specifically, in
language arts they read authentic literature of many different genres.
This wide array of literature gives them an opportunity to experience
authors and styles of writing, which stretch them as young readers. In
addition, students are required to read a novel of their own selection
each month.

A very small number of students test below grade-level in reading. These
students are supported by the regular classroom teacher and also by
special education teachers who target specific skills in comprehension
and vocabulary. Students may also have a special reading class that is
offered by a trained reading teacher.

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

Roosevelt School has a fine arts program that is truly inspiring. We
offer comprehensive art and music courses to 6^th^ and 7^th^ graders and
the opportunity to take a full year of art, music and/or drama in 8^th^
grade. One hundred percent of all 6^th^ and 7^th^ grade students are
enrolled in the arts and an overwhelming majority of 8^th^ grade
students are enrolled in the arts at Roosevelt School.

Westfield's rich tradition of supporting the arts can be seen in the
murals in the hallways of Roosevelt School, the artwork that is shared
with our local merchants during Youth Art Month, artwork on school
program covers, assignment books and school publications -- all of which
are created by the very talented student artists at Roosevelt School.
Numerous students have won local, state and regional contests in art,
music and drama as the result of the high level of instruction, a
committed staff and dedicated and talented students.

Roosevelt has outstanding auditioned ensembles that meet before school
2/3 days per week. Students in 7^th^ and 8^th^ grade that meet the
criteria can be part of a morning orchestra, jazz band or a premier
choral group. These groups are challenged with advanced repertoire that
can stand up to many high school programs. Numerous concerts are held
throughout the year and student groups routinely perform for outside
organizations and institutions.

A highly regarded fall drama and full-scale spring musical further
enhance our fine arts program. Students in our extra curricular
'Thespian Troupe' successfully participate in forensics competitions in
various districts throughout the state.

Roosevelt School has had a decade-long tradition of presenting a Fine
Arts Day. Throughout the day student talent in music, art and drama is
showcased on stage. Parents, members of the community, and students
alike thoroughly enjoy this day-long showcasing of talent at Roosevelt
School.

The support and commitment given to this student-centered program at
Roosevelt School goes a long way to including all of our students,
providing unique opportunities for them to perform and demonstrate their
talents and, at the same time, help to improve scores in other academic
areas.

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

Teachers design lessons with a focus on what students should know,
understand and be able to do. They are committed to following our
curriculum and making sure that learning experiences are
student-centered, directed towards goals and objectives and provide for
individual student assessment and learning. There is a focus on
differentiated instruction which provides teachers an opportunity to
meet the needs of the variety of learners in their classes to ensure
that no child is left behind. Teachers regularly tier lessons for
student ability and provide a variety of lessons for student interest.

In addition, our teachers have made themselves available for extra help
before and after school on a daily basis, as well as provide an array of
enrichment activities for students. An example of this is the
International Club where some of the top students in world languages
provide an opportunity for a Scavenger Hunt for 6^th^ and 7^th^ graders
with all directions and clues written in their targeted world language.
This event takes months to plan and provides a true enrichment
opportunity for 6^th^, 7^th^ and 8^th^ graders in the area of world
languages.

A gifted & talented program enables students to explore areas such as:
finance, inventions and debate.

The TR (Teddy Roosevelt) Scholar Program affords our top 8^th^ graders
the opportunity to be involved in a year-long rigorous independent
research project with a mentor-teacher. For the past six years this
program has challenged the most talented RIS students.

Our special education program provides a great deal of support for our
classified students. Each special education teacher is assigned to a
team to ensure that student IEP's are fully implemented. Supplemental
classes provide support for students' regular academic classes. In-class
support in several subject areas, as well as the collaboration between
regular education and special education teachers provide for the needs
of our special education population.

The library-media center provides an opportunity for research,
resources, reading materials and additional instructional support in all
subject areas. The technology in our library, computer labs and
classrooms enhances student research, reading and writing abilities. Our
library-media center specialist continually provides current and
cutting-edge materials for staff and students.

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

Roosevelt's professional development begins with highly organized
recruiting, interviewing and hiring. We work diligently to find teachers
who are well-prepared, thoroughly trained, and have a solid
understanding of their content area before hiring. They must be
passionate about early adolescent students and willing to grow and learn
as professionals. As a result, the professional staff at Roosevelt comes
to the job with a commitment to middle level education and a thorough
understanding of the content area for which they were hired. This helps
assure we have a highly qualified teacher in every classroom.

New staff members have a week long middle level orientation program in
August where they get to know the school community, our curriculum,
their colleagues, and the expectations of instruction in the Westfield
Public Schools. A district-wide New Teacher Institute is ongoing for two
years. The NTI provides workshops, training and professional development
for new teachers.

The district also offers after school professional development workshops
for all teachers that include differentiated instruction, working
collaboratively with community groups, technology, and special
education. Department supervisors hold monthly meetings where relevant
topics in curriculum are discussed. Teachers routinely share effective
instructional techniques, review curriculum revisions and discuss ways
to improve our program.

Finally, faculty meetings provide professional development where
teachers share ideas on differentiated instruction, collaborate about
improving our program, and share ideas that work to enhance student
achievement. Informally, teachers freely share their ideas, support one
another and work diligently to ensure that every student is making
academic progress and that our program is continually improving.

**PART VI - PRIVATE SCHOOL ADDENDUM**

*The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data tables.*

**PART VII - ASSESSMENT RESULT**

> **Test: Grade Eight Proficiency Assessment**
>
> **Publisher: State of New Jersey**

Mathematics

  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------
                                                         2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month : March                                                                                  

  **SCHOOL SCORES**                                                                                      

  \% At or Above Basic                                   100.0       100.0       100.0       100.0       100.0

  \% At or Above Proficient                              89.0        86.9        91.3        89.0        91.3

  \% At Advanced                                         31.7        32.4        37.4        37.4        42.9

  Number of students tested                              246         222         206         190         184

  Percent of total students tested                       100.0       99.6        100.0       100.0       100.0

  Number of students excluded                            0           1           0           0           0

  Percent of students excluded                           0           0.04        0           0           0

                                                                                                         

  SUBGROUP SCORES                                                                                        

  1\. [Special Education]{.underline}                                                                    

  \% At or Above Basic                                   100.0       100.0       100.0       100.0       100.0

  \% At or Above Proficient                              59.0        47.4        70.4        55.6        46.2

  \% At Advanced                                         10.3        5.3         7.4         3.7         0.0

  Number of students tested                              39          38          27          27          13

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  \% At or Above Basic                                                                                   

  \% At or Above Proficient                                                                              

  \% At Advanced                                                                                         

  Number of students tested                                                                              

                                                                                                         

  **STATE SCORES**                                                                                       

  \% At or Above Basic                                   100.0       100.0       100.0       100.0       100.0

  State Mean Score                                       209.2       209.3       212.4       210.8       213.7

  \% At or Above Proficient                              56.7        66.6        70.0        67.4        68.5

  State Mean Score                                                                                       

  \% At Advanced                                         15.9        18.8        21.7        19.8        21.8

  State Mean Score                                                                                       
  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(a) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)
>
> **Test: Grade Eight Proficiency Assessment**
>
> **Publisher: State of New Jersey**

Language Arts

  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------
                                                         2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month: March                                                                                   

  **SCHOOL SCORES**                                                                                      

  \% At or Above Basic                                   100.0       100.0       100.0       100.0       100.0

  \% At or Above Proficient                              96.3        95.1        95.6        94.8        96.2

  \% At Advanced                                         16.7        16.7        14.6        13.2        16.9

  Number of students tested                              245         222         206         190         184

  Percent of total students tested                       100.0       99.6        100.0       100.0       100.0

  Number of students excluded                            0           1           0           0           0

  Percent of students excluded                           0.0         0.4         0.0         0.0         0.0

                                                                                                         

  SUBGROUP SCORES                                                                                        

  1\. [Special Education]{.underline}                                                                    

  \% At or Above Basic                                   100         100         100         100         100

  \% At or Above Proficient                              79.5        76.4        81.5        81.5        69.2

  \% At Advanced                                         2.6         5.3         3.7         0           0

  Number of students tested                              39          38          27          27          13

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  \% At or Above Basic                                                                                   

  \% At or Above Proficient                                                                              

  \% At Advanced                                                                                         

  Number of students tested                                                                              

                                                                                                         

  **STATE SCORES**                                                                                       

  \% At or Above Basic                                   100         100         100         100         100

  State Mean Score                                                                                       

  \% At or Above Proficient                              73.8        82.7        82.2        83.7        85.4

  State Mean Score                                       212.8       215.0       213.8       214.3       216.9

  \% At Advanced                                         6.6         9.9         8.3         7.4         8.1

  State Mean Score                                                                                       
  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(a) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)