##### **[U.S. Department of Education November 2002]{.underline}**

**2002-2003 *No Child Left Behind-Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal-[Ms. Brezetta Griffith Bullock]{.underline}

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

(As it should appear in the official records)

Official School Name -[Longfellow Elementary School]{.underline}

School Mailing Address-625 South Fourth Avenue

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

[Mount Vernon, New York 10550]{.underline}\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [(914) 665-5100]{.underline} Fax [(914) 665-5096]{.underline}

Website/URL www.mtvernon/csd.org Email
[bgriffith@mt.vernon.lhric.org]{.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 all information is accurate.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

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

Name of Superintendent [-Ms. Brenda Smith]{.underline}

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

District Name-[Mount Vernon Board of Education]{.underline} Tel. [(914)
665-5000]{.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

(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.

[Mr. Jerald Coleman]{.underline}
Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[**PART II** − **DEMOGRAPHIC DATA**]{.underline}

**DISTRICT** (Questions 1-2 not applicable to private schools)

1\. Number of schools in the district: [11]{.underline} Elementary
schools

[\_2\_\_\_\_ Middle]{.underline} schools

[0]{.underline}\_\_\_\_ Junior high schools

[2\_\_\_ High]{.underline} schools

[15\_\_\_\_\_ TOTAL]{.underline}

2\. District Per Pupil Expenditure: [\_\$12,578.00]{.underline}\_\_\_\_

Average State Per Pupil Expenditure:
[\_\$8,200.00\_\_\_\_\_\_\_]{.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\. [3]{.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**        **40**                           27           **7**                             

  **1**        **33**                           42           **8**                             

  **2**        **44**                           39           **9**                             

  **3**        **38**                           35           **10**                            

  **4**        **33**                           34           **11**                            

  **5**        **44**                           46           **12**                            

  **6**        **34**                           36           Other                             

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

6\. Racial/ethnic composition of [0]{.underline} % White

the students in the school: [99]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[2386\_%]{.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             20

              transferred ***to*** the school    

              after October 1                    

              until the end of the year          

  **(2)**     Number of students who             2

              transferred ***from*** the         

              school after October 1             

  **(3)**     Subtotal of all                    

              transferred students \[sum         

              of rows (1) and (2)\]              22

  **(4)**     Total number of students           

              in the school                      

              as of October 1                    525

  **(5)**     Subtotal in row (3)                

              divided by total in row            

              \(4\)                              23.86

  **(6)**     Amount in row (5)                  

              multiplied by 100                  2386
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
[\_\_1\_\_\_%]{.underline}

[\_\_5\_\_]{.underline}Total Number Limited English Proficient

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

Specify languages: [Spanish]{.underline}

9\. Students eligible for free/reduced-priced meals: [75%]{.underline}

\_\_[372]{.underline}\_\_\_\_\_\_Total Number Students Who Qualify

> If this method is not 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:
[14]{.underline}\_\_\_%

[\_\_\_\_ 35\_\_\_\_]{.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 \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[10]{.underline}\_Specific Learning Disability

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

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

[\_11]{.underline} Multiple Disabilities [\_\_1\_]{.underline}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 [25]{.underline}\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists [2\_\_\_\_\_\_\_]{.underline}
[1]{.underline}\_\_\_\_\_\_\_\_

Paraprofessionals [8\_\_\_\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_

> Support staff [4\_\_\_\_\_\_\_]{.underline}
> [4\_\_\_\_\_\_\_\_]{.underline}
>
> Total number [41]{.underline}\_\_\_\_\_\_\_
> [5\_\_\_\_\_\_\_]{.underline}

12\. Student-"classroom teacher" ratio: [\_\_\_20:1\_\_\_\_]{.underline}

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ------------------- ------------------- ------------------- -------------------
                           2001-2002   2000-2001           1999-2000           1998-1999           1997-1998

  Daily student attendance 89%         [92%]{.underline}   [90%]{.underline}   [87%]{.underline}   [91%]{.underline}

  Daily teacher attendance 98%         [99%]{.underline}   [97%]{.underline}   [98%]{.underline}   [96%]{.underline}

  Teacher turnover rate    2%          [2%]{.underline}    [1%]{.underline}    [1%]{.underline}    [1%]{.underline}

  Student dropout rate     0           [0]{.underline}     [0]{.underline}     [0]{.underline}     [0]{.underline}

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

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

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.

Longfellow Elementary School in Mount Vernon, New York has a school
population of 525 students in grades K-6. We are proud of our academic
accomplishments and sustained success. Over 90% of our students achieve
on or above the New York State Standards in Reading, Math and Social
Studies. The National Urban League has recognized us as one of the
state\'s most improved schools. We are a Title 1 School with 75% of
students receiving free and reduced lunch. Ninety nine percent of our
students are of African American heritage.

Based on scientific research, we implemented programs and varying
techniques to ensure academic success. Teachers, specialists,
administrators, parents, and children worked collaboratively to redesign
our delivery of instruction.

We analyzed the results of the previous years\' ELA test, SAT 9, and DRA
results. Strengths and weaknesses of the students\' academic performance
were taken into consideration. After a comprehensive investigation of
the results, we researched various methodologies, and implemented an
extremely organized, yet balanced, form of instruction.

Parent workshops were and continue to be held in the evenings. These
workshops provide parents with the skills needed to assist their
children. On-going staff development is also in place. Visitations to
school districts that are similar to ours in demographics, and have an
excellent achievement rate, are also toured on a regular basis. In
addition to including outside assistance we also transformed the culture
of our classrooms.

A writing formula was developed which all students use across the
curriculum. This writing formula is highly organized yet it allows for
creativity and voice. The use of rubrics, word walls, graphic
organizers, proofreading checklists, daily journal writing, cut and
paste, flip and find, and highlighting techniques, have all been
successfully employed in our curriculum.

Our classrooms are literature rich, and we continue to build our
classroom libraries. Weekend and vacation packets are specifically
designed for the students. After school tutoring and before school
tutoring is another component of our program. On -going assessment,
focusing on both student strengths and weaknesses is fundamental in this
success.

The research put forth by Howard Gardner, Fontas and Pinnell, Marie
Clay, The Irlen Reading Method, Orton Gillingham, to name a few, have
been essential in the development of our plan.

At Longfellow School our vision in clear. We work together as a family
to provide an education that nurtures the whole child. We believe that
we create our realities and we assist children in the creation of
theirs; therefore our expectations are that of excellence and we believe
that all children are capable of success. The children at Longfellow are
in an environment where success in expected. Our success is based on
collaboration, integration, investigation, and the belief that all
children can succeed!

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

A public school may be recognized as a *No Child Left Behind - Blue
Ribbon School* in two ways. First, a school may be recognized if it has
at least 40 percent of its students from disadvantaged backgrounds who
have dramatically improved their performance and are achieving at high
levels in reading (language arts or English) and mathematics, as
measured by state criterion-referenced assessments or assessments that
yield national norms.

A student from a "disadvantaged background" is defined as one having low
socioeconomic status that is eligible for free or reduced-priced meals
at the school or is identified by some other method determined by the
school. At least 40 percent of the school's total enrollment must be
from low-income families, students with limited English proficiency,
migratory students, or students receiving services under Title I of the
Elementary and Secondary Education Act, as amended by the *No Child Left
Behind Act of 2001.*

"Dramatically improved" is defined by the CSSO of each state. All
student groups, including disadvantaged students, must show dramatic
improvement as shown by disaggregated data. The nomination criteria,
including assessments, must pertain equally to all schools that are
nominated from the individual state. "High levels" is defined by the
CSSO of each state, but at a minimum includes student achievement at the
55^th^ percentile on state assessments. **States must rely on the state
accountability system to identify schools for submission to the
Secretary.** If the state does not have an accountability system in
place, in the letter to the Secretary the CSSO explains in detail the
criteria used by the state to nominate the schools.

Second, regardless of a school's demographics, it may be recognized if
its students achieve at the highest levels, that is, the school is in
the top 10 percent in the state in reading (language arts or English)
and mathematics. This achievement is measured by state
criterion-referenced assessments or assessments that yield national
norms. If the state uses only assessments referenced against national
norms at a particular grade, the state should explain how these tests
measure the depth and breadth of the state's academic content standards.

The CSSO of each state certifies in a letter to the U.S. Secretary of
Education that accompanies the list of nominated schools that the
schools have all met the minimum requirements established by the CSSO
for "dramatically improved" and achieving at "high levels." The letter
from the CSSO to the Secretary explains the criteria used by the state
to nominate the schools. **States may not submit schools that have been
in school improvement status within the last two years.**

1.  The school must show assessment results in reading (language arts or
    English) and mathematics for at least the last three years using the
    criteria determined by the CSSO for the state accountability system.
    For formatting, if possible use the sample tables (no charts or
    graphs) at the end of this application. Limit the narrative to one
    page and describe the meaning of the results in such a way that
    someone not intimately familiar with the tests can easily understand
    them. If the state allows the use of the SAT or ACT as part of its
    accountability system, at least 90 percent of the students in the
    appropriate classes must take the tests. If fewer than 90 percent
    take the tests, do not report the data.

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a.  Disaggregate the data for any ethnic/racial or socioeconomic groups
    that comprise sufficient numbers to be statistically significant.
    Schools should use their own state's interpretation of statistical
    significance. Show how all subgroups of students achieve at high
    levels or improve dramatically in achievement for at least three
    years. Explain any disparity among subgroups.

b.  Specify which groups, if any, are excluded from a test, the reasons
    for the exclusion, as well as the number and percentage of students
    excluded. Describe how these students are assessed.

> c\. Attach all test data to the end of this application and continue
> to number the pages consecutively.

The state tests that have been used to determine our success are the New
York State English Language Arts Exam and the New York State Mathematics
Test. Both of these tests were given to all children in grade four.
There were not any students in this school who were excluded from these
tests. All fourth grade students, including those with handicapping
conditions were tested. The latter were tested according to their IEP
modifications. The following data indicates academic achievement for
English Language Arts and Mathematics in the school years: 1999-2000,
2000-2001, 2001-2002, and 2002-2003.

Levels 1 through 4 are used to determine a child\'s performance level.
According to the New York State Standards for English Language Arts at
level 4 students consistently demonstrate understanding of written and
oral text beyond a literal level. They can analyze and interpret a
variety of texts, identify significant story elements, compare and
synthesize information from related texts, and form insightful opinions,
using extensive supporting details. Students\' writing is well
organized, thoroughly developed, and uses sophisticated and effective
language, with few or no errors in spelling, grammar, or punctuation. At
the level 3 range, according to New York State students demonstrate
understanding of written and oral text with some attention to meaning
beyond the literal level. They can gather information, make inferences,
identify theme or main idea, understand character actions, and make
connections between two related texts, providing some supporting
information. Students\' writing is generally focused and organized, with
minor errors in spelling, grammar, or punctuation that do not interfere
with readability. During the 1998-1999 School Year only 13% of our
children were on or above level 3 in English Language Arts. After a
shifting of our teaching paradigm, 92% of our children were on or above
level 3 in the 1999-2000 school year. We continued our success with
sustained comprehensive focus and on-going analysis of testing data.
During the 2001-2002 school year 80% of our students scored on or above
level 3. In the school year 2001-2002, 93% of all our fourth graders
scored on or above level 3 on the New York State English Language Arts
Exam.

We have also been successful in our achievement in Mathematics.
According to New York State rubrics for Mathematics, at level 4,
students order decimals; identify decimal place value; use percent; use
estimation; apply graphical data; predict effect of a biased sample;
identify equivalence within a measurement system; find linear, square,
and cubic measure; model solid figures; predict probability; identify
arrangements and combinations; create and describe patters; explain
reasoning; draw conclusions and analyze situations. At the level 3 in
Mathematics students consistently solve multi-step problems; identify
odds/evens; order fractions; use manipulative to model decimal
relationships; identify percent; collect, organize display, and
interpret real-world data; use appropriate units of measure; identify
points, lines, rays, planes, polygons; identify faces of solid figures;
express probability; extend a numerical pattern; and justify a
reasonable solution. During the 1998-1999 School Year only 48 % our
children were on or above level 3 in Mathematics. By the School Year
1999-2000, 85% of our students were now performing at or above level 3.
In the School Years 2000-2001, 2001-2002, Ninety seven percent of our
children scored on or above a level 3 in Mathematics.

Our academic excellence is not an accident. It is due to constant
monitoring, reassessing, hard work, dedication, and a belief in the
potential of each child.

[English Language Arts Results:]{.underline}

1998-1999- 13% of our children were on or above level 3

1999-2000- 92% of our children were on or above level 3

2000-2001- 80% of our children were on or above level 3

2001-2002- 93% of our children were on or above level 3

[Math State Testing Results:]{.underline}

1998-1999-48% of our children were on or above level 3

1999-2000- 85% of our children were on or above level 3

2000-2001- 97% of our children were on or above level 3

2001-2002- 97% of our children were on or above level 3

The aforementioned data indicates evidence of an unusual effectiveness
of our school over a three-year period. Not only are state tests used as
an assessment but also our school has various other methods to measure
growth on an on-going basis. Writing portfolios in each classroom, DRA
Assessments in grades K-3, On-going teacher assessment, anecdotal logs,
teacher made tests, authentic assessment, Reading Recovery Assessments,
replica testing, and SAT 8 and SAT 9 are some of the ways we measure
progress and use the results to drive instruction.

2.  Show in one-half page (approximately 200 words) how the school uses
    assessment data to understand and improve student and school
    performance.

Longfellow School's administrators and teachers monitor and continually
use assessment to understand and improve student and school performance.
For example during the 1998-99 School year our scores on the New York
State Assessments gave us a golden opportunity to reassess our
curriculum. We analyzed the results of the ELA tests and the open-ended
section of the SAT 9. Based on the information, we redesigned our
delivery of instruction. Parent workshops were held and continue to be
held in the evenings to prepare parents for homework activities students
would be assigned for review. A writing formula was developed which
students now use for all writing activities across the curriculum. The
use of rubrics by teachers and students was initiated and is currently
being used and is augmented based on need. Based on research and our
assessments we determined that every class should have a word wall,
samples of graphic organizers (Venn Diagrams, etc.) displayed
prominently in the classroom for students to refer to during writing
activities. Note taking skills, daily journal writing, use of
highlighters, cut and paste and flip and find techniques are taught and
utilized daily. In addition, we have a "Book In A Bag" program, which
promotes reading for pleasure and parental involvement. Based on the
results of our assessments we believe that the measures we have taken to
continuously improve our delivery instruction are effective and note
worthy. Many schools in our area, with similar demographics, have
visited us and called on us for consultations. Our methodology has had a
tremendous impact on academic growth in our school and other schools in
the area.

3.  Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.

Our school regularly communicates student performance, assessment data,
to students, parents and the community. At Longfellow School, we work
together as a family to provide an education that nurtures the whole
child and this includes clear educational expectations as well as
on-going, sincere, open minded communication in the form of letters and
dialogue. Letters indicating the type of State Tests or District
Assessment that will be given to the children are sent to the parents
prior to any testing. Children and parents are apprised of the testing
so that they are prepared the day of the test. We always ask that the
students eat a healthy breakfast and get a good nights rest prior to any
formal testing situation. When the results of the tests are sent to the
school, parents are once again sent a letter explaining the testing data
sheet, which is attached. The Journal, which is our local newspaper,
publishes all state testing information for the community. At Longfellow
School, we contact the local paper whenever we have information we would
like to share with the community. In addition, teachers send home
five-week reports and report cards to parents to apprise them of their
child's performance in school. Parent/teacher conferences are another
way that parents are kept abreast of their child's performance our
ultimate goal is to have parents and the community intricately involved
the education of the children at Longfellow. We feel that our on-going
communication regarding the education of our student, and testing
procedures, including results, are essential components of our success.

4.  Describe in one-half page how the school will share its successes
    with other schools.

At Longfellow School we have become accustomed to sharing our success
with other schools. Not only has our success been posted on Web sites it
has been in the newspapers and on television. If we were selected for
this award we would immediately contact our local newspaper as well as
our local television station. Letters to parents and the surrounding
communities would be readily sent. As we have previously stated, many
school districts have visited or called upon us for consultations
regarding our success. We would enthusiastically contact this school and
inform them of our award. We are always willing to share what we have
learned along the way and what we now know. In addition, we always open
to the opportunity to learn more. In the event our school is recognized
for this prestigious award, we would have a ceremony at our school, in
which we would invite Mount Vernon teachers and administrators and
teachers and administrators from other districts to help us celebrate
and share our knowledge. Hopefully someone from your office would attend
too! We look forward to this opportunity.

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

1.  Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.

At Longfellow School we follow the New York State Learning Standards and
we strive for excellence with each standard. Our teachers are highly
knowledgeable regarding the intricacies of the standards. They are well
trained and the training is on going.

Our children and teachers at Longfellow School in grades K-6 follow the
three standards for Health, Physical Education, and Home Economics.
Standard 1: Personal Health and Fitness; Standard 2: A Safe and Healthy
Environment; Standard 3: Resource Management. Not only is our physical
education teacher apprised of these standards so that he may bring them
to fruition, all of our staff understands, respects, and integrates
these areas into daily routine. Students in all grade levels understand
the importance of physical fitness and they participate in physical
activity on a daily basis. In addition, students are taught from
kindergarten the importance of creating and maintaining a healthy
environment both in the classroom and at home. Finally, children are
aware of their personal and community resources that are available to
them.

Our Art Program at Longfellow School integrates the four New York State
Learning Standards into our curriculum. Standard 1: Creating,
Performing, and Participating in the Arts Standard; 2: Knowing and Using
Arts Materials and Resources; Standard 3: Responding to and Analyzing
Works of Art; Standard 4: Understanding the Cultural Contributions of
the Arts. Student engagement in these areas is apparent in plays, works
of art and writing in response to what has been seen, heard, or read.
Our students understand the cultural diversity and forces, which shape a
creation. The children are motivated by art and its ability to bring
pictures, print, and song to life.

Social Studies is alive and well at Longfellow. The five essential New
York State Learning Standards are adhered to and expanded upon: Standard
1: History of the United States and New York; Standard 2: World History;
Standard 3: Geography; Standard 4: Economics; Standard 5: Civics,
Citizenship, and Government. Integration of subject area is paramount in
the Social Studies arena. Trade books, newspapers, multi media, etc. are
all employed so that the children use a variety of intellectual skills
to demonstrate knowledge.

Career Development and Occupational Studies are integrated into every
component of the curriculum. The three standards are fully understood by
the professional staff at Longfellow: Standard 1: Career Development,
Standard 2: Integrated Learning, Standard 3a. Universal Foundation
Skills, Standard 3b. Career Majors. On an elementary level, children
understand that the skills they are learning are essential for the real
world. They understand the various careers available to them.
Additionally, they understand the ever-changing areas available in the
workplace. If you ask a child at Longfellow why he/she is learning a
particular skill, they will tell you that it is for their future.

Our English Language Arts Curriculum and our Math Curriculum are
innovative and effective. They too follow the New York State Standards
and will be discussed in depth in questions two and three of Part V-
Curriculum and Instruction.

2\. (Elementary Schools) Describe in one-half page the school\'s reading
curriculum, including a description of why the school chose this
particular approach to reading.

The four Learning Standards for New York State are adhered to at
Longfellow: Standard 1: Language for information and Understanding;
Standard 2: Language for Literary Response and Expression; Standard 3:
Language for Critical Analysis and Evaluation; Standard 4: Language for
Social Interaction. In order to address these standards with advanced
levels of performance an eclectic approach to teaching reading has been
used. Each child is different; therefore the way a child learns how to
read is dependent on the child's learning style. All of our children
have the opportunity to meet proficient and advanced levels of
performance. The following methodology has been used: Early Intervention
In Reading (Reading Recovery) Remedial Reading Intervention (Push
in-Pull out program for grades K-6), the use of ongoing DRA Assessment
to determine which children are achieving advanced levels of reading
performance and those that are in need of additional support. We also
have literature rich environment with a highly organized method of
instruction. We use the following research as a baseline: 1. Teachers
should read from the same specific area in a room to avoid extraneous
stimuli from affecting a child\'s active listening and note taking
skills 2. Teachers should instruct students on their independent and
instructional level (with guidance) to achieve success. Children should
never be instructed on their frustration level. 3. According to research
a teacher should repeat a concept many times before a child actually
internalizes the idea. A hands-on approach increases understanding.
Intrinsic motivation is more effective than extrinsic motivation.
Integrating subject area is not only time effective but also increases
interest, thus affecting motivation. On-going, staff development is an
intricate component to successful teaching. According to research,
parent and community involvement foster academic and social growth.
Cooperative groupings assist in learning. Knowledge of a child\'s
learning style is an essential component in a child\'s academic success.
Our highly organized method of teaching reading incorporates all of the
above research in an atmosphere of creativity and growth.

3\. Describe in one-half page one other curriculum area of the school\'s
choice and show how it relates to essential skills and knowledge of the
school\'s mission.

The other area we are most proud of at Longfellow School is Mathematics.
We adhere to the seven New York State Learning Standards: Standard 1:
Analysis, Inquiry, and Design; Standard 2: Information Systems; Standard
3: Mathematics; Standard 4: Science; Standard 5: Technology; Standard 6:
Interconnectedness: Common Themes; Standard 7: Interdisciplinary Problem
Solving.

In previous years we had Remedial Math Intervention (Push in- Pull out
program was eliminated due to budget cuts in the 2002-2003 School year)
we attribute much of our \"Math\" success, to hands on real life
experiences. For many years we also had a fifth and sixth grade Algebra
program. The remedial math specialist worked with the children in their
classrooms, providing them with hands-on real life experiences.
Unfortunately, due to budget cuts, this program was eliminated.

In addition, there is also an annual family math night where families
come to school and work together to strengthen problem-solving skills.
Throughout the school, students utilize math journals and solve a
problem of the day to further strengthen math skills. Our success has
been great in mathematics. Our mission is to have children become
successful in the understanding of all components of mathematics, and
apply it to real life situations.

4\. Describe in one-half page the different instructional methods the
school uses to improve student learning.

At Longfellow School we are innovative, resourceful, inquisitive, and
hard working. We are ahead of the trends but keep what is successful.
Research and investigation are part of our success story. Our
instructional methods take into consideration the research of many
highly proclaimed people in education. The research of Howard Gardner,
Fonts and Panel, Marie Clay, Orson Dillingham, and Jim Treeless are but
a few of the educators we base instruction upon.

Our teachers are constantly learning different ways to address the
diversity in our student population. We use a hands on approach whenever
possible. Learning styles and individual needs of the student are also
part of the plan. Cooperative grouping, individualized attention, small
group instruction, large group instruction, and on-going assessment,
modeled reading and writing, are but a few of the instructional methods
used on a daily basis. These methods are not put forth haphazardly, but
rather fine-tuned and focused. The key to success is having a highly
organized plan in which one can be as creative and successful as
possible.

5\. Describe in one-half page the school's professional development
program and its impact on improving student achievement.

Our school's professional development program is on going. Staff members
are encouraged to take professional development courses offered by the
district. Furthermore, staff members regularly attend out of district
workshops, which give them another perspective about a particular
subject or content area. On a regular basis, guests are invited to the
school to speak to the staff about their area of expertise. Another
component of our professional development program is that we have
teachers instructing other teachers in their area of proficiency. Some
examples of the aforementioned components of our staff development are
Guided Reading Workshops given by Aussie Consultants, hired by the
district. Also, teachers instruct parents on how to coach their children
with the essential English Language Arts skills required for success.
This type of professional development allows the impact to be far
reaching. If the parents can build upon and reinforce that which has
taken place in the classroom, then children have a greater chance of
information retention and synthesis. Grants written by teachers which
foster communication between teachers, parents, administrators, and
children is another professional development program, at Longfellow
School. The key to success for professional development is that teachers
are exposed to many different methods of teaching on continuous basis.
Our classrooms are alive with ideas and methods that assist teachers in
guiding children to be the best that they can be both socially and
academically.

**[New York State English Language Arts Grade 4]{.underline}**

Data Display Table for Reading (language arts or English) and
Mathematics

+----------------------------+-----+-----+-----+-----+-----+-----+-----+
|                            | 200 | 200 | 199 | 199 | 200 | 200 | 199 |
|                            | 1-2 | 0-2 | 9-2 | 8-1 | 1-2 | 0-2 | 9-2 |
|                            | 002 | 001 | 000 | 999 | 002 | 001 | 000 |
+----------------------------+-----+-----+-----+-----+-----+-----+-----+
| Testing month              | J   | J   | J   | J   | J   | J   | J   |
|                            | an. | an. | an. | an. | an. | an. | an. |
|                            |     | F   |     |     |     | F   | F   |
|                            | F   | eb. | F   | F   | F   | eb. | eb. |
|                            | eb. |     | eb. | eb. | eb. |     |     |
+----------------------------+-----+-----+-----+-----+-----+-----+-----+
| SCHOOL SCORES (            | 93% | 80% | 92% | 13% | *   | #   | *   |
| Percentages)               | at  | at  | at  | at  | *93 | ### | *67 |
|                            | or  | or  | or  | or  | %** | ##  | %** |
|                            | ab  | ab  | ab  | ab  |     | 80% |     |
|                            | ove | ove | ove | ove | *   |     | *   |
|                            | le  | le  | le  | le  | *Di | #   | *Di |
|                            | vel | vel | vel | vel | s** | ### | s** |
|                            | 3   | 3   | 3   | 3   |     | ##  |     |
|                            |     |     |     |     | **  | Dis | **  |
|                            |     |     |     |     | Adv |     | adv |
|                            |     |     |     |     | ant | **a | ant |
|                            |     |     |     |     | age | dva | age |
|                            |     |     |     |     | d** | nta | d** |
|                            |     |     |     |     |     | ged |     |
|                            |     |     |     |     | **  | stu | **  |
|                            |     |     |     |     | Stu | den | stu |
|                            |     |     |     |     | den | t** | den |
|                            |     |     |     |     | tat |     | tat |
|                            |     |     |     |     | or  | *   | o   |
|                            |     |     |     |     | ab  | *at | r** |
|                            |     |     |     |     | ove | or  |     |
|                            |     |     |     |     | le  | a   | **a |
|                            |     |     |     |     | vel | bov | bov |
|                            |     |     |     |     | 3** | e** | e** |
|                            |     |     |     |     |     |     |     |
|                            |     |     |     |     |     | *   | *   |
|                            |     |     |     |     |     | *le | *le |
|                            |     |     |     |     |     | vel | vel |
|                            |     |     |     |     |     | 3** | 3** |
+----------------------------+-----+-----+-----+-----+-----+-----+-----+
| Below Basic- level 1       | [0] | 0   | 3   |     | 0   | 0   | 6   |
|                            | {.u |     |     |     |     |     |     |
|                            | nde |     |     |     |     |     |     |
|                            | rli |     |     |     |     |     |     |
|                            | ne} |     |     |     |     |     |     |
+----------------------------+-----+-----+-----+-----+-----+-----+-----+
| At or Above Basic- level 2 | 5   | 14  | 8   |     | 3   | 9   | 5   |
+----------------------------+-----+-----+-----+-----+-----+-----+-----+
| At or Above                | 43  | 33  | 33  |     | 24  | 26  | 19  |
| Proficient-level 3         |     |     |     |     |     |     |     |
+----------------------------+-----+-----+-----+-----+-----+-----+-----+
| At Advanced- level 4       | 27  | 22  | 17  |     | 14  | 11  | 6   |
+----------------------------+-----+-----+-----+-----+-----+-----+-----+
| Number of students tested  | 75  | 69  | 61  |     | 41  | 46  | 37  |
+----------------------------+-----+-----+-----+-----+-----+-----+-----+
| Percent of total students  | 1   | 1   | 1   | 1   | 1   | 1   | 1   |
| tested                     | 00% | 00% | 00% | 00% | 00% | 00% | 00% |
+----------------------------+-----+-----+-----+-----+-----+-----+-----+
| Number of students         | 0   | 0   | 0   | 0   | 0   | 0   | 0   |
| excluded                   |     |     |     |     |     |     |     |
+----------------------------+-----+-----+-----+-----+-----+-----+-----+
| Percent of students        | 0   | 0   | 0   | 0   | 0   | 0   | 0   |
| excluded                   |     |     |     |     |     |     |     |
+----------------------------+-----+-----+-----+-----+-----+-----+-----+

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)

**[New York State Math Test Grade 4]{.underline}**

Data Display Table for Reading (language arts or English) and
Mathematics

+----------------------------+-----+-----+-----+-----+-----+-----+-----+
|                            | 200 | 200 | 199 | 199 | 199 | 200 | 200 |
|                            | 1-2 | 0-2 | 9-2 | 8-1 | 7-1 | 1-2 | 0-2 |
|                            | 002 | 001 | 000 | 999 | 998 | 002 | 001 |
+----------------------------+-----+-----+-----+-----+-----+-----+-----+
| Testing month              | May | May | May | May | St  | May | May |
|                            |     |     |     |     | ate |     |     |
|                            |     |     |     |     | M   |     |     |
|                            |     |     |     |     | ath |     |     |
|                            |     |     |     |     | t   |     |     |
|                            |     |     |     |     | est |     |     |
|                            |     |     |     |     | not |     |     |
|                            |     |     |     |     | gi  |     |     |
|                            |     |     |     |     | ven |     |     |
+----------------------------+-----+-----+-----+-----+-----+-----+-----+
| SCHOOL SCORES (            | 97% | 97% | 85% | 48% |     | *   | *   |
| Percentages)               | at  | at  | at  | at  |     | *95 | *96 |
|                            | or  | or  | or  | or  |     | %** | %** |
|                            | ab  | ab  | ab  | ab  |     |     |     |
|                            | ove | ove | ove | ove |     | **  | **  |
|                            | le  | le  | le  | le  |     | Dis | Dis |
|                            | vel | vel | vel | vel |     | -** | -** |
|                            | 3   | 3   | 3   | 3   |     |     |     |
|                            |     |     |     |     |     | **  | **  |
|                            |     |     |     |     |     | Adv | Adv |
|                            |     |     |     |     |     | ant | ant |
|                            |     |     |     |     |     | age | age |
|                            |     |     |     |     |     | d** | d** |
|                            |     |     |     |     |     |     |     |
|                            |     |     |     |     |     | **s | **s |
|                            |     |     |     |     |     | tud | tud |
|                            |     |     |     |     |     | ent | ent |
|                            |     |     |     |     |     | s** | s** |
+----------------------------+-----+-----+-----+-----+-----+-----+-----+
| Below Basic-level 1 (# of  | [0] | 0   | 2   |     |     | 0   | 0   |
| students)                  | {.u |     |     |     |     |     |     |
|                            | nde |     |     |     |     |     |     |
|                            | rli |     |     |     |     |     |     |
|                            | ne} |     |     |     |     |     |     |
+----------------------------+-----+-----+-----+-----+-----+-----+-----+
| At or Above Basic -- level | 3   | 2   | 7   |     |     | 2   | 2   |
| 2(# of students)           |     |     |     |     |     |     |     |
+----------------------------+-----+-----+-----+-----+-----+-----+-----+
| At or Above Proficient     | 25  | 23  | 33  |     |     | 16  | 18  |
| --level 3(#of students)    |     |     |     |     |     |     |     |
+----------------------------+-----+-----+-----+-----+-----+-----+-----+
| At Advanced --level 4 (#   | 45  | 48  | 18  |     |     | 22  | 27  |
| of students)               |     |     |     |     |     |     |     |
+----------------------------+-----+-----+-----+-----+-----+-----+-----+
| Number of students tested  | 73  | 73  | 60  |     |     | 40  | 47  |
+----------------------------+-----+-----+-----+-----+-----+-----+-----+
| Percent of total students  | 1   | 1   | 1   | 1   |     |     |     |
| tested                     | 00% | 00% | 00% | 00% |     |     |     |
+----------------------------+-----+-----+-----+-----+-----+-----+-----+
| Number of students         | 0   | 0   | 0   | 0   |     |     |     |
| excluded                   |     |     |     |     |     |     |     |
+----------------------------+-----+-----+-----+-----+-----+-----+-----+
| Percent of students        | 0   | 0   | 0   | 0   |     |     |     |
| excluded                   |     |     |     |     |     |     |     |
+----------------------------+-----+-----+-----+-----+-----+-----+-----+

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:

(b) 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)