##### *Revised -- March 28, 2005*

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

*U.S. Department of Education*

**Cover Sheet** Type of School: [\_X]{.underline} Elementary
\_[X]{.underline} Middle \_\_ High \_\_ K-12

Name of Principal [Mrs. Dolores Butcher]{.underline}

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

Official School Name [East Haven Academy]{.underline}

(As it should appear in the official records)

School Mailing Address [200 Tyler Street]{.underline}

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

[East Haven Ct 06512-2952\_\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County \_\_\_\_\_\_\_\_[New
Haven\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline} School Code
Number\*\_\_\_\_\_[0017]{.underline}\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 203 ) 468-3299]{.underline} Fax ( 203) 468-4961

Website/URL <http://www.east-haven.k12.ct.us/eha/index.html> E-mail
[dbutcher@mail.east-haven.k12.ct.us]{.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)

Name of Superintendent\* [Mr. Martin DeFelice]{.underline}

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

District Name [East
Haven\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}Tel.
[( 203 ) 468-3860]{.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 Mr. John Finkle

(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 spac*

Page 1 of 14

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

Page 2 of 14

**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: \_\_ [8]{.underline}\_\_
Elementary schools

\_\_\_[1]{.underline}\_\_ Middle schools

\_\_\_\_\_ Junior high schools

\_\_\_[1]{.underline}\_\_High schools

\_\_\_[1]{.underline}\_ Other

[\_\_11\_\_]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\_\$9,481.6]{.underline}

Average State Per Pupil Expenditure: [\$10,837.00]{.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\. [8]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**                                                  **7**       25        17          **42**

  **K**                                                     **8**       16        23          **39**

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**       15        11                     **26**       **11**                            

  **4**       18        15                     **33**       **12**                            

  **5**       15        22                     **37**       **Other**                         

  **6**       18        31                     **49**                                         

                                    **TOTAL                                                   **226**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

Page 3 of 14

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of [88]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

[7]{.underline} % Hispanic or Latino

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

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

**100 % Total**

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

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

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

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

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

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

  **(4)**   Total number of students in the school as of 226
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  0%
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          1%
  --------- -------------------------------------------- ------------------

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

\_\_\_[5]{.underline}\_ Total Number Limited English Proficient

Number of languages represented: \_\_[3]{.underline}\_\_\_\_

Specify languages: Korean, Chinese, Russian

9\. Students eligible for free/reduced-priced meals: [12 %]{.underline}

Total number students who qualify: \_[28]{.underline}\_\_\_

> If this method does not produce an 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.

Page 4 of 14

10\. Students receiving special education services:
\_\_\_[4]{.underline} %

\_\_\_[9]{.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 \_[3]{.underline}\_\_Specific Learning Disability

\_\_\_\_Emotional Disturbance [\_2]{.underline}\_\_Speech or Language
Impairment

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

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

\_[1]{.underline}\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [\_\_\_\_\_1\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_\_[11]{.underline}\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists [\_\_\_ 5\_]{.underline}
\_\_\_\_[2]{.underline}\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_[2]{.underline}\_\_\_

> Support staff \_\_\_\_\_[3\_]{.underline}
> \_\_\_\_[8]{.underline}\_\_\_
>
> Total number \_\_\_\_[20]{.underline}\_ [\_\_\_12\_\_\_]{.underline}

12\. Average school student-"classroom teacher" ratio:
[\_21]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

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

  Daily student attendance  99%         100%        99%         97%         96%

  Daily teacher attendance  4%          10%         6%          7%          6%

  Teacher turnover rate     \%          \%          \%          \%          \%

  Student dropout rate      NA          NA          NA          NA          NA
  (middle/high)                                                             

  Student drop-off rate     NA          NA          NA          NA          NA
  (high school)                                                             

                                                                            
  ------------------------- ----------- ----------- ----------- ----------- -----------

Page 5 of 14

[A School Snapshot]{.underline}

East Haven Academy is nestled within the town of East Haven, which is
part of the New Haven County. The population consists of 28,000
residents, 91% of which are white and 17% of which attained a Bachelor's
Degree or Higher. Approximately 7% of the 446 Academy parents have
attended college for two or more years. As educators, our role has been
to educate our students and parents with respect to the need for and the
importance of a challenging education in today's global economy.

Ninety-five percent of the students enter the Academy at the third and
fourth grade level. These students fall within the average to below
average level of ability and enter with basic foundational skills that
require remediation and expansion. Over time, due to the efforts of a
very committed and hard working staff, ability levels and talents are
discovered and developed through the expansive educational program
provided. Students are capable of meeting the high academic and
behavioral expectations set through an effectively organized process of
education. Over the last five years an average of 32% of grade eight
students enter private high schools after promotion. Many of these high
schools offer scholarships and seek out East Haven Academy students.

East Haven Academy is a school wide enrichment program that provides
opportunities that develop the gifts and talents of all students in
grades three through eight. Our vision is to create a safe, nurturing
environment that builds on and strengthens the unique intellectual,
emotional, social and physical potential of the WHOLE CHILD.

Through the involvement of character building exercises, students
develop the social skills needed to work in cooperative and team
learning situations. It is within the Academy's environment that
students are expected to reach for higher understandings and application
of knowledge. Societal needs directs educators to engage in systems
thinking that fosters and emphasizes the HOW of learning (processes),
that which values the collective intelligence of the group as well as
the intelligence of each learner.

The academic goals of the Academy are to immerse our students in a print
rich Integrated Language Arts curriculum. Implementing experimental and
hands on discovery experiences in the Science and Math areas requires
students to assimilate and apply their knowledge in both project and
performance based assessments. Lessons are designed to provide active,
high interest learning and address the multiple intelligences and wide
range of learning styles of the students. High achievement is attained
through instruction presented in a way that is motivating and relevant.
Drama, music, and creative/artistic talents are enhanced and integrated
into the curriculum.

In order for this school to achieve success, a unified commitment to the
vision and philosophy must be a collaborative effort on the part of
school, home, and community. To develop this, we capitalize on the
talents and strengths of our qualified staff, family, and community
members to provide the necessary linkage to real world experiences.

East Haven Academy is an educational alternative that is committed to
preparing our students for the 21^st^ century. It requires a paradigm
shift that moves from a traditional perspective to a more expansive
approach to teaching and learning. It is our mission to broaden
students' perspectives, expand and accelerate their talents, cognitive
abilities, and depth of understanding that ultimately fosters diverse,
creative thinkers who are confident and productive leaders of society.

Page 6 of 14

[Meaning of Schools Assessment Results]{.underline}

Prior to explaining the meaning of the school's assessment results in
language and mathematics, it is important to understand what the
Connecticut Mastery Test consists of and what defines a student's
mastery level. The information that follows in the next two paragraphs
is adapted and taken from the CMT administration interpretive guide.

The Connecticut Mastery Test is a criterion-referenced test that
assesses how well each student is performing on those skills or content
strands, identified by content experts and practicing educators as
important for students entering the grade to have mastered. The scores
are used to determine whether or not students have attained mastery on
particular content strands. If a student's score is equal to or greater
than the mastery criterion, the student is considered to have mastered
that particular content strand. State standards have been established in
the areas of Mathematics, Reading, and Writing. These state standards
represent high expectations and high levels of achievement in
Connecticut. In June, 2002, four standards were established by the
Connecticut State Board of Education in the areas aforementioned,
creating five levels of performance: Advanced, Goal, Proficient, Basic
and Below Basic. The top two levels (Advanced and Goal) define the Goal
Range, which is the same as what historically has been referred to as
"at or above the goal."

The test content is consistent with and aligned with The Connecticut
Framework: K12 Curricular Goals and Standards as well as The Connecticut
Common Core of Teaching. These documents combine with the Connecticut
Mastery Test to aid educators in designing instructional programs across
all grades to bring about continued student improvement.

These instruments are the driving force of the curriculum at East Haven
Academy. As educators, teaching to the test is not seen as a valid means
to an end that being high levels of performance. The context of knowing
what children should know and be able to do at each grade level permits
the teachers to integrate the objectives into the major concepts using
curriculum themes, problem solving activities, and project based
assessments that require the use of sophisticated cognitive and language
process skills. The teaching practices at East Haven Academy are
designed to allow teachers to organize skills and concepts into units of
study that motivates student learning.

Each year, the CMT scores at the Academy consistently meet the State
goal in the proficient and advanced levels as evidenced on the
assessment tables attached that compare school, district and state
percentage of students reaching goal. At each grade level, 4, 6, 8, a
performance percentile is given in reading, writing and mathematics. The
percentile represents the students achieving mastery level at or above
the goal, Advanced and Goal, at their grade level.

Essentially these scores affirm the teaching and instructional practices
being implemented at the Academy. Students in grade six and eight
continue to show the cumulative results of identifying clear lesson and
learning objectives while clearly linking remediation opportunities to
high expectations of learning outcomes.

Using the CMT scores to compare the growth of the same students
(comparing students to themselves rather than to other groups of
students), provides the teachers with the analysis to focus on the needs
of the students and assess and refine instruction and teaching
practices.

Information on the state assessment system may be found at
www.state.ct.us/sde/

Page 7 of 14

[Assessment Data Analysis]{.underline}

Lesson plans are designed to include the Connecticut Frameworks: K-12
Curricular Goals and Standards that are aligned with the Connecticut
Mastery Test Objectives. These documents define what students should
know and be able to do. Students are expected to reach for higher
understandings and application of knowledge.

In addition to the Connecticut State Assessments, multiple data sources,
such as classroom observations, teacher made assessment tasks, rubrics,
and project and performance based assessments are used to analyze
student learning and work. Teachers share the assessment data with their
grade level colleagues as a means of determining students' strengths and
weaknesses as well as learning styles. This practice enhances
instructional practices and learning outcomes. By analyzing student work
over time, teachers are able to determine the instructional strategies
needed to promote the desired learning of each student.

In addition, assessment data is shared with students. Students are asked
to reflect on and write about the strengths and weakness they see in
their academic performance and the quality of the work they produce.
This practice creates an understanding that learning is not just the
sole responsibility of the teacher but that it is a joint effort of
commitment and responsibility by all parties involved in the teaching
and learning process.

Since this school is comprised of an elementary level, grades three
through six, and a middle level comprised of grades seven and eight,
time is set aside during designated professional development days, to
review student outcomes across the levels as a means of refining the
curriculum standards and expectations. Teachers are analyzing student
work and the school assessment data to determine what we want students
to know and be able to do when they enter and exit each grade.

[Communication of Assessment Data]{.underline}

The Commissioner of the Connecticut State Department of Education
communicates statewide assessment data to the community through the
media and a written report. Each district then receives the data
applicable to each school within the district. The Principal of each
school analyzes the data and a report is written and sent to each family
and staff member. Within the report, comparisons of the data during a
three-year period are explained and shown through the use of line
graphs.

This report is also sent to the district Central Office and reviewed by
the Board of Education and Superintendent. A district report is
presented to all parents interested as well as the news media.

The Principal consistently acknowledges the efforts of the students and
staff through motivational messages that encourage students and teachers
to move forward and maintain high standards of expectation and academic
excellence each and every day.

Individual teachers, on a daily basis, also address student performance.
Students and parents are given progress reports as needed; teacher
communiqués are commonplace; conferences with students, parents and
staff are held throughout the year. Students are required to lead the
conference discussions that include an analysis of their performance. At
the end of the conference, goals and an action plan for maintenance
and/or improvement is determined.

Teachers submit multiple data assessments every three months for each
student in their charge to the Principal. The teacher presents student
work as evidence of learning mastery and/or a need for improvement. A
conference is held to discuss the needs of the students, options for
improvement and ways to constructively improve the teaching and learning
process.

Page 8 of 14

[Sharing Successes]{.underline}

Once a year, an invitation to an information night is sent to the
community at large. The Principal presents a snapshot view of East Haven
Academy, its vision and mission. A short video depicts students using
hands on discovery experiences.

Each year, grade seven and eight students share their unique science
inventions with the community at large. This provides the community with
an understanding of how students apply learned knowledge through
performance-based assessments.

Several Academy teachers have invited individual teachers and/or teams
of teachers to join with them in developing units of study in science
and social studies. Elementary and middle school students are bussed to
the Academy and are placed in multi-grade collaborative groups using the
instructional practices aforementioned throughout this application.

Students and staff from schools within the district as well as the
community at large are invited to attend two musical concerts and one
elaborate musical/drama production every year. This is an opportunity to
share the diverse talents and multiple intelligences of approximately
half of the student population. During the musical production, an art
exhibit of student work is displayed throughout the building.

In addition to what is presently in place for sharing our successes, our
future goal is to share teaching and learning practices at the Academy
with all middle and elementary school Principals in the district during
regularly scheduled visits throughout the school year.

All teachers from those schools will be afforded professional
development opportunities to spend time at the Academy observing the
teaching and learning practices at all grade levels. Time will be
provided for teachers to engage in reciprocal discussions and dialogue
that focuses on lesson design and development and student outcomes.
Teachers and curriculum coordinators in surrounding towns continue to
visit the classrooms and meet with the Principal and teachers to discuss
the teaching and learning practices at the Academy.

> Page 9 of 14

[School's Curriculum]{.underline}

The Integrated Language Arts curriculum in grades three through eight is
developed using a three-year curriculum map that consists of thematic
units of study in social studies, history and science. The units of
study are written and developed using *The National History and Science
Standards* as well as the *CT State Department of Education Core Science
Curriculum Framework*. Reading, writing, listening and speaking are
integrated into the lessons presented.

The curriculum focuses on Essential Questions that involve students in
relating historic themes to the issues facing the world today and
possibly in the world of the future. Students are asked to make
connections and broaden their perspectives and understanding of broad
concepts by looking at patterns and cycles within the curriculum
studied. Students are engaged as historians in researching concepts in
authentic situations. Part of the teaching and learning process involves
students in analyzing primary source documents, the reading of novels,
responding to literature as well as taking part in simulations. Written
reflections of learning and assessment of progress by students is done
throughout the year.

*The CT Core Science Curriculum Framework: For Teachers and Students to
Explore Science and* *Its Role in Society* is used to develop the
curriculum. The science program reflects the importance of cycles, the
interdependence of all living beings and the interconnectedness of
everything on Earth and in the Universe. Students explore scientific
concepts using the scientific method, hands on learning lab experiments,
drawing conclusions and analyzing data, as well as applying knowledge to
new situations i.e. projects, the creation of Power Point and I-Movies
presentations and web sites.

The Mathematics Curriculum is developed using the *CT Mathematics
Curriculum Framework*. Through hands on lessons and the use of math
manipulatives, students develop essential concepts and skills at their
level of understanding. Students work with abstract and concrete
materials to develop number sense, identify patterns and relationships,
perform computational operations, solve problems, use measurement and
geometrical ideas, and analyze and interpret data. Mastery is reached by
having the students apply knowledge to creative and newly developed
models.

A foreign language program in Spanish in grades seven and eight is equal
to a high school Spanish I class. This involves learning grammatical
structures and vocabulary, which gradually lends itself to application
of the language through speaking, reading, and writing. The students
apply knowledge through projects and authentic, cultural presentations.

The Visual Arts Program is designed to foster an understanding and value
for visual arts expressions throughout life. The objective is to
increase the students' ability to express themselves through a visual
language, to help students make connections to art of different artists,
different cultures and different time periods, to foster student
appreciation for different art forms, and to promote the recognition of
visual art as a part of daily life.

The Art Program provides experiences with a variety of media and
techniques, explores themes relevant to age and units of study in the
school wide curriculum as well as art curriculum.

The Technology program is designed to give students an opportunity to
use computers in a productive way that enhances learning. Technology is
incorporated into the language arts and science classes as well as
taught to the students at each grade level. The curriculum is comprised
of the developmental skills and concepts, basic to advanced, at each
grade level. These concepts and skills are taught during one period a
week. A second period is used to teach the students how to incorporate
and integrate the skills and concepts learned to all core subject
curriculum areas. Teachers collaborate with the technology teacher to
have students conduct research, create Power Point presentations, build
web sites, complete Web Quests, and explore various interactive sites.

Page 10 of 14

[Reading Curriculum]{.underline}

The Reading Curriculum at East Haven Academy is a comprehensive
Integrated Language Arts program that incorporates reading, writing,
listening, and speaking. Thematic units are comprised of History/Social
Studies and Science. These units are developed as a means of enhancing
the students' perspectives and connections to the world in which they
live. Each unit includes an overarching theme, a guiding question, and
the concepts students are expected to learn. The purpose of these units
is to bring students to higher levels of understanding and thinking that
fosters their ability to make connections to the past and present world
and how it creates and influences the world of the future.

The neuroscience brain research has indicated that student learning is
maximized when learning is authentic. This approach promotes the use of
thought provoking fiction and non-fiction literature. These materials
provide opportunities for in depth discussions, character analysis,
problem solving and critical thinking. In addition, students are taught
to use primary and secondary sources when undertaking research in
preparation for individual and collaborative presentations and projects.
Through the analysis of student work, teachers determine what discrete
skills and concepts need to be taught through mini-lessons and/or
learning centers. Mini-lessons and/or learning centers are developed to
teach the discrete skills and concepts the students need. Student needs
are determined by teachers through an analysis of student work.

The students are actively involved in simulations that bring history to
life. Students are able to "live" and make authentic connections to the
past. Student involvement and participation provides them with a process
that connects to big ideas and advances toward a comprehensive
understanding of the world they live in today.

[Instrumental Music Program]{.underline}

The music program at East Haven Academy provides students with an
opportunity to realize and develop their individual musical talents
while performing in ensembles with their peers. Students in grades four
through eight have the opportunity to study musical instruments in the
context of both small group lessons and full ensembles, including three
Concert Bands, two Choirs, a Jazz Ensemble, and a Pit Band, which
performs as a part of the school's annual musical theatre production.
These ensembles provide students with an opportunity to study and
perform music from a variety of styles and cultures. While the music
program is largely a performance-based program the learning process (the
"how" of learning) is emphasized throughout the rehearsal process.
During rehearsals, students are encouraged to think about musical
repertoire in terms of its cultural and historical significance, how it
was composed, and how they can perform it to best communicate the
composer's ideas. In addition, students have the opportunity to develop
their creative skills through composition and improvisation activities.
The music program promotes citizenship among the students offering them
opportunities to share their talents with the larger community. Examples
of this include performances at Woolsey Hall in New Haven, CT in
collaboration with the New Haven Symphony Orchestra; the Hagaman
Memorial Library in East Haven, as part of the library's anniversary
celebration; and several nursing homes and senior centers in East Haven.

Page 11 of 14

[Different Instructional Methods]{.underline}

Comprehension is developed within the context of meaningful stories and
novels, using an integrated, language-enriched curriculum. Historical
thematic units are developed and print rich literature is used as a
means of teaching students how to explore new ideas that are relevant
and meaningful. Through reflective practices, drawing inferences,
analyzing characters, and a shared inquiry method that allows for
dialogue of thoughts and diverse perspectives, students are provided
with a forum to expand their knowledge, share varied experiences, and
articulate their ideas verbally and in written form. Students acquire
knowledge through active participation in simulation lessons that give
breadth and depth to the content being taught. Learning centers are used
as a means of extending, expanding, and accelerating differentiation
within the curriculum. This provides teachers with time to address
students needing more direct and guided instruction in the core
subjects. Collaborative group activities are used to develop students'
skills in constructing meaning, applying reading strategies, critical
thinking and analysis. Bloom's Taxonomy is incorporated into lesson
designs as a means of developing higher order thinking strategies. In
addition to writing across the curriculum, time is scheduled to teaching
the writing process. Individual portfolios containing samples of
students' written work are used to guide instruction and provide
teachers with a clear understanding of the students' strengths and
weaknesses. Flexible groups are organized by individual needs based on
conceptual mastery and/or need for direct and guided instruction in all
subject areas. Hands on materials are used to enhance instructional
methods in all curriculum areas. Journals are also used as a means of
assessing students' conceptual understanding. Students must explain the
process used in written form. Lesson designs are developed to include
opportunities that foster success through diverse learning styles and
multiple intelligences of all students.

Page 12 of 14

[School's Professional Development Program and Its Impact on Student
Learning]{.underline}

Three years ago, the school district and CT State Department of
Education instituted a teacher evaluation plan that shifted from
distinguishing between the skills and practices of teachers to
distinguishing student progress and the positive and/or negative impact
that resulted due to effective or ineffective teaching skills and
practices.

As a result, the school district implemented a professional development
program that provides five full professional development days for all
staff members. Teachers are given a variety of workshops and options to
choose from. There are three half days for staff at individual schools
to use in refining their individual and team competencies as they
address student learning outcomes and teaching practices at the school
level.

These three days are used to assess the goals of the five-year school
improvement plan, which primarily focuses on assessment, and how it not
only must be linked to curriculum and instruction but how it must be
used to measure student progress. One of the school goals is to use
multiple data sources that inform instruction and guides student
learning. The second goal is to match content with students' interests,
abilities and learning styles through the use of differentiation of
instruction. As a result, the staff has been involved in the following
professional development workshops: Looking Collaboratively at Student
Work, Using Assessment to Inform Instruction, Designing Assessment to
Improve Student Learning, and Use of Multiple Data Sources in Teacher
Evaluation.

During the three building level half days, teachers meet as an entire
staff for part of the day, and then break into teams to discuss current
practices and how it relates to the information received during prior
professional development opportunities. Through honest dialogue and
reflection, refinement of teaching practices and student outcomes are
established. The challenges have become greater but a commitment to work
as a collective team and develop the professional competencies needed
has helped us maintain high levels of student achievement.

The Administrator uses, through the teacher evaluation process, the
inquiry method to guide, direct, and empower teachers to look at their
teaching practices through reflective and analytical practices.

The challenges in education have become greater. A commitment to work as
a collective and collaborative team to develop the professional
competencies necessary for student achievement sustains and drives high
levels of student performance.

Page 13 of 14

**1999 - 2003**

**East Haven Academy**

Student Performance

  ------------------- --------------------- --------- --------------------- --------- --------------------- --------- --------------------- --------- --------------------- ---------
  \% Meeting State                                                                                                                                                          
  Goal: The state                                                                                                                                                           
  goal was                                                                                                                                                                  
  established with                                                                                                                                                          
  the advice and                                                                                                                                                            
  assistance of a                                                                                                                                                           
  cross section of                                                                                                                                                          

  Connecticut                                                                                                                                                               
  educators. The Goal                                                                                                                                                       
  level is more                                                                                                                                                             
  demanding that the                                                                                                                                                        
  State Proficient                                                                                                                                                          
  level, but not as                                                                                                                                                         
  high as                                                                                                                                                                   

  the Advanced level,                                                                                                                                                       
  reported in the No                                                                                                                                                        
  Child Left Behind                                                                                                                                                         
  Report Cards                                                                                                                                                              

                                                                                                                                                                            

                      **[2003 -                       **[2002 -                       **[2001 -                       **[2000 -                       **[1999 -             
                      2004]{.underline}**             2003]{.underline}**             2002]{.underline}**             2001]{.underline}**             2000]{.underline}**   

  **[Grade            Math                  Reading   Math                  Reading   Math                  Reading   Math                  Reading   Math                  Reading
  4]{.underline}**                                                                                                                                                          

  Testing Month       Sept.                 Sept.     Sept.                 Sept.     Oct.                  Oct.      Sept.                 Sept.     Sept.                 Sept.

  **SCHOOL SCORES**                                                                                                                                                         

  \% At or Above      26                    9         31                    21        11                    13        22                    15        5                     16
  Proficient                                                                                                                                                                

  \% At or Above Goal 34                    51        44                    44        87                    84        78                    83        95                    84

  \% At Advanced      31                    26        18                    21        NA\*                  NA\*      NA\*                  NA\*      NA\*                  NA\*

  Number of students  35                    35        39                    39        38                    38        41                    39        38                    38
  tested                                                                                                                                                                    

  Percent of total    100                   100       100                   100       95                    95        100                   95        100                   98
  students tested                                                                                                                                                           

                                                                                                                                                                            

  **STATE SCORES**                                                                                                                                                          

  \% At Proficient    80                    69        81                    69        81                    71        82                    71        NA\*                  NA\*

  \% Within Goal      58                    54        60                    56        61                    38        60                    57        64                    56
  Range                                                                                                                                                                     

                                                                                                                                                                            

  **SUBGROUP SCORES**                                                                                                                                                       
  All data for                                                                                                                                                              
  subgroups are not                                                                                                                                                         
  at sufficient                                                                                                                                                             
  numbers to be                                                                                                                                                             
  statistically                                                                                                                                                             
  significant.                                                                                                                                                              

                                                                                                                                                                            

                                                                                                                                                                            

                      **[2003 -                       **[2002 -                       **[2001 -                       **[2000 -                       **[1999 -             
                      2004]{.underline}**             2003]{.underline}**             2002]{.underline}**             2001]{.underline}**             2000]{.underline}**   

  **[Grade            Math                  Reading   Math                  Reading   Math                  Reading   Math                  Reading   Math                  Reading
  6]{.underline}**                                                                                                                                                          

  Testing Month       Sept.                 Sept.     Sept.                 Sept.     Oct.                  Oct.      Sept.                 Sept.     Sept.                 Sept.

  **SCHOOL SCORES**                                                                                                                                                         

  \% At or Above      10                    2         17                    0         10                    4         13                    13        17                    8
  Proficient                                                                                                                                                                

  \% At or Above Goal 73                    78        57                    70        85                    96        79                    87        83                    90

  \% At Advanced      15                    15        26                    28        NA\*                  NA\*      NA\*                  NA\*      NA\*                  NA\*

  Number of students  41                    41        46                    45        48                    47        39                    39        52                    52
  tested                                                                                                                                                                    

  Percent of total    100                   100       100                   98        97                    96        100                   100       98                    98
  students tested                                                                                                                                                           

                                                                                                                                                                            

  **STATE SCORES**                                                                                                                                                          

  \% At Proficient    82                    74        82                    74        82                    75        79                    75        NA\*                  NA\*

  \% Within Goal      62                    62        61                    64        61                    64        57                    62        55                    66
  Range                                                                                                                                                                     

                                                                                                                                                                            

  **SUBGROUP SCORES**                                                                                                                                                       
  All data for                                                                                                                                                              
  subgroups are not                                                                                                                                                         
  at sufficient                                                                                                                                                             
  numbers to be                                                                                                                                                             
  statistically                                                                                                                                                             
  significant.                                                                                                                                                              

                                                                                                                                                                            

                                                                                                                                                                            

                      **[2003 -                       **[2002 -                       **[2001 -                       **[2000 -                       **[1999 -             
                      2004]{.underline}**             2003]{.underline}**             2002]{.underline}**             2001]{.underline}**             2000]{.underline}**   

  **[Grade            Math                  Reading   Math                  Reading   Math                  Reading   Math                  Reading   Math                  Reading
  8]{.underline}**                                                                                                                                                          

  Testing Month       Sept.                 Sept.     Sept.                 Sept.     Oct.                  Oct.      Sept.                 Sept.     Sept.                 Sept.

  **SCHOOL SCORES**                                                                                                                                                         

  \% At or Above      11                    2         8                     5         0                     3         8                     3         10                    5
  Proficient                                                                                                                                                                

  \% At or Above Goal 54                    59        57                    70        100                   95        89                    95        90                    95

  \% At Advanced      33                    37        35                    22        NA\*                  NA\*      NA\*                  NA\*      NA\*                  NA\*

  Number of students  46                    46        37                    37        38                    38        37                    37        42                    42
  tested                                                                                                                                                                    

  Percent of total    100                   100       100                   100       100                   100       98                    98        95                    95
  students tested                                                                                                                                                           

                                                                                                                                                                            

  **STATE SCORES**                                                                                                                                                          

  \% At Proficient    80                    77        81                    78        81                    77        82                    77        NA\*                  NA\*

  \% Within Goal      56                    67        56                    68        55                    66        55                    66        59                    66
  Range                                                                                                                                                                     

                                                                                                                                                                            

  **SUBGROUP SCORES**                                                                                                                                                       
  All data for                                                                                                                                                              
  subgroups are not                                                                                                                                                         
  at sufficient                                                                                                                                                             
  numbers to be                                                                                                                                                             
  statistically                                                                                                                                                             
  significant.                                                                                                                                                              
  ------------------- --------------------- --------- --------------------- --------- --------------------- --------- --------------------- --------- --------------------- ---------

> Page 14 of 14