##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[\] Elementary
\[ \] Middle \[ \] High \[ \] K-12 \[ \]Charter

Name of Principal Ms. Patricia A. Lawton

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

Official School Name Red House Run Elementary School

(As it should appear in the official records)

School Mailing Address 1717 Weyburn Road

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

City Baltimore State Maryland Zip Code+4 (9 digits total) 21237-1722

County Baltimore State School Code Number\* 1406

Telephone (410) 887-0506 Fax (410) 887-0507

Website/URL [http://www.bcps.org/schools/profile.asp]{.underline} E-mail
<plawton@bcps.org>

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

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

(Principal's Signature)

Name of Superintendent\* Dr. Joe A. Hairston

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

District Name Baltimore County Public Schools Tel. (410) 887-4281

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. Donald L. Arnold

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

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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    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.

**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: [104]{.underline} Elementary
schools

[27]{.underline} Middle schools

[0]{.underline} Junior high schools

[25]{.underline} High schools

[9]{.underline} Other

[165]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$8,899.00]{.underline}

Average State Per Pupil Expenditure: [\$9,661.00]{.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
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [7.0]{.underline} Number of years the principal has been in her/his
position at this school.

[NA]{.underline} 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 Males** **\# of                    **Grade Total**    **Grade**   **\# of Males** **\# of         **Grade Total**
                              Females**                                                                 Females**       

  **PreK**    29              32                         **61**             **7**       \-\-\-\-\-\--   \-\-\-\-\-\--   \-\-\-\-\-\--

  **K**       43              36                         **79**             **8**       \-\-\-\-\-\--   \-\-\-\-\-\--   \-\-\-\-\-\--

  **1**       33              35                         **68**             **9**       \-\-\-\-\-\--   \-\-\-\-\-\--   \-\-\-\-\-\--

  **2**       34              33                         **67**             **10**      \-\-\-\-\-\--   \-\-\-\-\-\--   \-\-\-\-\-\--

  **3**       39              26                         **65**             **11**      \-\-\-\-\-\--   \-\-\-\-\-\--   \-\-\-\-\-\--

  **4**       30              26                         **56**             **12**      \-\-\-\-\-\--   \-\-\-\-\-\--   \-\-\-\-\-\--

  **5**       47              52                         **99**             **Other**   \-\-\-\-\-\--   \-\-\-\-\-\--   \-\-\-\-\-\--

  **6**       \-\-\-\-\-\--   \-\-\-\-\-\--              \-\-\-\-\-\--                                                  

                                              **TOTAL                                                                   495
                                              STUDENTS                                                                  
                                              IN THE                                                                    
                                              APPLYING                                                                  
                                              SCHOOL**                                                                  
  ----------- --------------- --------------- ---------- --------------- -- ----------- --------------- --------------- ---------------

6\. Racial/ethnic composition of [56]{.underline} % White

the school: [29]{.underline} % Black or African American

[9]{.underline} % Hispanic or Latino

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

[1]{.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:
[7%]{.underline}

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      15
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      21
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    36
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 495
                            the school as of October 1  

  **(5)**                   Total transferred students  .07
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           7%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [5]{.underline}%

[22]{.underline}% Total Number Limited English Proficient

Number of languages represented: [11]{.underline}

> Specify languages: Amharic, Arabic, Cantonese, Greek, Hindi, Ibo,
> Mandarin, Polish, Spanish,
>
> Tagalog, and Urdu

9\. Students eligible for free/reduced-priced meals: [40]{.underline}%

Total number students who qualify: [196]{.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.

10\. Students receiving special education services: [13]{.underline}%

[66]{.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. Do not add additional categories.

[3]{.underline} Autism [0]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [5]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [5]{.underline} Specific Learning
Disability

[13]{.underline} Emotional Disturbance [19]{.underline} Speech or
Language Impairment

[0]{.underline} Hearing Impairment [0]{.underline} Traumatic Brain
Injury

> [0]{.underline} Mental Retardation [1]{.underline} 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) [2]{.underline} [NA]{.underline}

Classroom teachers [22]{.underline} [NA]{.underline}

Special resource teachers/specialists [9]{.underline} [3]{.underline}

Paraprofessionals [5]{.underline} [NA]{.underline}

> Support staff [3]{.underline} [7]{.underline}
>
> Total number [41]{.underline} [10]{.underline}

12. Average school student-classroom teacher ratio, that is, the number
    of

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [23.1]{.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. Also
explain a high teacher turnover rate.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student attendance   95%         95%         95%         95%         96%

  Daily teacher attendance   96%         96%         97%         96%         98%

  Teacher turnover rate      5%          10%         8%          3 %         8 %

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

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

**[PART III ‑ SUMMARY]{.underline}**

Red House Run is located in the Rosedale area of northeastern Baltimore
County. The school is one of four neighborhood schools and the only
school within the cluster that is not receiving Title 1 funds. The Red
House Run community is comprised largely of single family homes. In the
past five years, the number of multiple dwelling families has
significantly increased, doubling previous figures. To date, Red House
Run serves 68 multiple family dwellings. Red House Run's catchment area
also includes two low-income mobile home parks. Presently, there are two
homeless families whose children attend Red House Run.

For the 2005-2006 school year, the school had an enrollment of 495
students in grades pre-kindergarten to five. There are 20 regular
education classes, which include two half-day pre-kindergarten classes.
In addition, there are four self-contained special education classes
comprised of children from throughout the school's district. These
include one primary Behavior and Learning Support Program, one
Intermediate Behavior and Learning Support Program, and one three/four
year old Early Childhood Learning Support Program.

Red House Run is collaboratively committed to ensuring that all students
attain mastery of essential academic skills. Faculty and staff
demonstrate instructional leadership. Administrators are leaders of
leaders and act as coaches and partners. The focus of the school is on
learning. When, in spite of high expectations, students do not master
the curriculum, interventions and adjustments are the response. Teachers
frequently monitor student progress and adjust instruction accordingly.
Parents and teachers form partnerships and share similar goals for the
children's learning. The Red House Run community maintains the integrity
and reputation of the school. Graduates of Red House Run acquire
necessary citizenship skills in order to positively impact the
community.

Students are instructed using the Baltimore County Public Schools
Curriculum, which is aligned with Maryland's Voluntary State Curriculum.
This rigorous curriculum incorporates all major content areas: reading,
mathematics, social studies, science, health and safety, spelling,
written communication, art, physical education, vocal and instrumental
music, and technology. Through the continued commitment to learning, the
staff has created a program that will best address the students' needs.
The faculty provides increased reading time with small group instruction
and provides the *Reading Intervention Model* for both supplementary
strategies and reading interventions. In order to further enhance
writing, Red House Run implements a writing enrichment program that was
personally created by teachers at the school. Increased math time and a
tutorial program is provided to students based upon summative
evaluations and Maryland School Assessment scores. Science and social
studies instructional times have been extended by infusing content area
into reading and math. Furthermore, a schedule has been designed for
direct instruction on technology, content standards, and the utilization
of appropriate grade level software.

To make connections with the community, an active Student Council
organizes a variety of outreach and charitable programs throughout the
year. Red House Run Elementary is also characterized by parents who
provide educational support to teachers and children through enrichment
programs and volunteerism. The PTA is actively involved and supports the
curriculum by generously funding math and science programs, additional
instructional materials, and community events. The School Improvement
Team consists of parents, teachers, and administration who work together
to create and implement the yearly School Improvement Plan, ensuring
that all students reach their maximum potential.

Red House Run Elementary has an ongoing tradition of high standards by
offering a challenging academic program provided by highly qualified and
caring teachers. The school has established and upheld the tradition of
high expectations and outstanding achievement for forty years. It
continues to provide a quality education for our students through a
variety of programs and initiatives. Red House Run is committed to
nurturing the unique capabilities of all students as they prepare to
meet the challenges of the twenty-first century.

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

**1. Assessment Results:**

In March of 2003, in response to requirements emanating from the federal
Elementary and Secondary Education Act of 2001, known as the No Child
Left Behind Act, and to sharpen its accountability system, Maryland
introduced the Maryland State Assessment (MSA). MSA generates a score
that describes how well a student has mastered Maryland's Content
Standards, precisely articulated in the Voluntary State Curriculum
(VSC). MSA scores are criterion referenced and describe student
performance in concert with the standards in the VSC as well as in
comparison to students across the nation; school, district, and state
achievement is assessed on three levels: Basic (below grade level),
Proficient (at grade level), and Advanced (above grade level). Items on
the assessment include selected response (multiple choice) and brief and
extended written responses. The cornerstone of Maryland's accountability
system is Adequate Yearly Progress (AYP). Schools, districts, and the
state must show that students are making AYP in reading, math, and at
the elementary level in attendance. In addition to student achievement
in the aggregate, AYP must be made among eight subgroups of students:
American Indian/Alaskan Native, Asian/Pacific Islander, African
American, White (not of Hispanic origin), Hispanic, Special Education,
Limited English Proficient, and Free/Reduced Lunch (FARM). All results
are reported by total population and by subgroups.

The MSA is given to students in grades 3-5 in the areas of reading and
mathematics. Information on the state assessment system may be found at
[www.mdk12.org](http://www.mdk12.org/) and
[www.mdreportcard.org](http://www.mdreportcard.org/).

Red House Run provides a comprehensive educational program for all
students, while serving as a special education outreach cluster school
for youngsters exhibiting behavior and learning challenges, and the need
for support in the early years. Nonetheless, the school, because of its
remarkably tenacious and committed staff, has continued to demonstrate
an upward trend in MSA scores, as well as the ability to continuously
make AYP since 2003.

MSA data since the year 2003 for third and fifth grades and since 2004
for fourth grade indicate the percentage of students scoring at the
proficient or advanced levels increased from 75% to 98% in third grade
reading, from 71% to 91% in fourth grade reading, and from 73% to 82% in
fifth grade reading. This upward trend is equally evident in the
school's mathematics scores. The percentage of students scoring at the
proficient or advanced levels increased from 75% to 87% in third grade,
from 67% to 95% in fourth grade and from 61% to 81% in fifth grade.

Statistics from four subgroups is shown in the assessment data for Red
House Run. The four subgroups represented include Free and Reduced
Lunch, African American, White, and Special Education; other subgroups,
not identified, are comprised of less than 10 children. All subgroups
have made AYP for the past three years, and all have met or exceeded the
county and state levels of proficiency. Red House Run's mission to close
the achievement gap between subgroups has met with considerable success;
over the past three years the gaps have significantly decreased. Since
2004, the proficiency rate for African Americans has increased 28%, for
Special Education 12%, and for FARM 27%.

History will continue to repeat itself within the walls of Red House Run
Elementary School. Each and every student, individually nurtured and
attended to, is given the support needed to succeed. The intensity of
the faculty's commitment, realized on a daily basis, is visualized as
differentiated lessons are taught, assessments are administered and
analyzed, and instruction and groupings are revamped to meet the needs
of children. A "can-do" attitude permeates the culture of the school,
which manifests itself in a proclivity to succeed, as well as a
willingness to go one step further for the sake of the children.
Youngsters reap the benefits of these efforts; MSA scores are the proof.

**2.** **Using Assessment Results:**

Red House Run Elementary School uses assessment data to drive
instruction for the success of all students. Data collected from
Scott-Foresman Math summative assessments and Houghton Mifflin
Integrated Theme and Skills Tests, as well as daily formative
assessments are analyzed by faculty and staff members in order to adjust
instruction to meet students' varying needs. The data collected from the
Maryland School Assessment (MSA) is also analyzed and is used as a
driving force in creating the School Improvement Plan. The initiatives
set forth in the School Improvement Plan directly correlate to the needs
of students as established by MSA results.

Students scoring in the basic range on MSA, or below grade level on math
unit tests or reading theme tests, are closely monitored by staff
members. If the inconsistencies in student performance remain after
differentiation of classroom instruction, these identified students may
participate in established reading and math intervention programs.
Students continuing to labor, once intervention strategies are in place,
may be referred to a Student Support Team and possibly an IEP team to
gain further insight.

Conversely, students scoring in the advanced range or above grade level
on assessments are also monitored by staff and may receive enriched
instruction for reading and math. Students consistently performing above
grade level may also be referred for Gifted and Talented services.

The success of students at Red House Run is a collaborative effort.
Vertical teams as well as grade level teams meet monthly with the
administration to examine and interpret data collected from summative
assessments. Focus plans are developed to make certain that every
student is a successful learner. The Professional Development Leadership
Team, consisting of the administration and several teachers, meet weekly
to analyze data and student performance to design professional
development opportunities that ensure continued achievement for both the
teachers and students.

**3. Communicating Assessment Results**

Red House Run Elementary maintains a high level of commitment to
students, parents, and community members by imparting achievement in
both traditional and innovative ways. MSA data is available on both the
Baltimore County and Maryland State websites. State assessment results
are also communicated via School Improvement Team meetings and monthly
parent and PTA newsletters. Data is provided in a way that can easily be
interpreted and analyzed.

Day to day student achievement and performance are conveyed to school
constituents via parent-teacher conferences, interims, teacher websites,
and the schoolwide home/school connection folder. Individual assignment
planners provide daily two-way communication between the parent and
teacher. The implementation of the district's latest technology
communication system, Connect-ED, a service of Notification
Technologies, Inc., provides immediate feedback to parents and community
members on school assessments, events, and emergencies. Using the school
phone system, messages and reports are delivered to families and
community members on any given day and time as designated by school
personnel.

Evening programs, offered throughout the year, provide opportunities for
parents to access information relative to their children's education and
school performance. Family Math Nights, and the Superintendent's
extracurricular activities, including Math 24 Challenge, the Science
Fair, and the Safe Racer competition, are all offered as opportunities
for parents to share in the accomplishments of their children.

Student performance is critical to school achievement; therefore,
students demonstrate their understanding of this performance by
monitoring and tracking their own achievement. All fourth and fifth
grade students are aware of their proficiency levels and teacher-student
conferences provide the vehicle for improvement or commitment to scoring
beyond the proficiency levels. Red House Run promotes student ownership
by allowing students to discover their strengths and weaknesses, thereby
controlling their own learning.

**4. Sharing Success**

Red House Run Elementary, tucked away in a quite unassuming county
neighborhood, has always been known for its successes. The school's
stellar reputation, along with its commitment to demonstrating
improvement, entices others to want to relish in its success. These
successes are shared throughout Baltimore County and Maryland, initiated
by both invitation and personal initiative.

Teachers, the heart and soul of Red House Run's accomplishments, share
their knowledge and skills in myriad ways. Via a long standing
partnership with Towson University, seasoned staff serve as mentors and
master teachers for young adults who aspire to enter the world of
education. Strong ties with the teaching program at Towson nurture
relationships and ensure the spread of promising teaching practices
throughout the nation. Further, to hone their skills, already employed
teachers from other schools throughout the district partake in Red House
Run classroom observations and conversations.

Others assigned to Red House Run present on topics, both in Baltimore
and at the state level, spanning curricula including physical education,
technology integration, special education and children's literature,
inclusion, and gifted and talented education including Primary Talent
Development. Members of the staff teach graduate courses via the
internet and consult for the Maryland State Department of Education in
developing interactive e-communities.

To further share the school's initiatives and achievements, the school
community aggressively supports the superintendent's extracurricular
academic initiatives including: the Black Saga Competition, Math 24
Challenge, and Safe Racer (Science, Technology, Engineering,
Mathematics) Competition. An ongoing relationship with the Baltimore
County Library and a dedicated media specialist, guarantees that
virtually all students engage in a summer reading program. Students have
reaped the benefits of ongoing involvement. Red House Run earned First
Place in the Racer competition for 2005, earned First Place in the
Sneaks Summer Reading Program in 2001, 2002, and 2003, and First Place
for participating in Fire Poster and Essay contests.

Red House Run's successes were further recognized in being named the
Lifetime Maryland Demonstration School for Physical Education for the
years 1999-2001 and 2001-2003. From 2003-2005, the school was given the
title of Award for Excellence in Physical Education, and The National
Honor Roll Demonstration Center. The Physical Education teacher is the
recipient of the MAHPERD Elementary Teacher of the Year Award.

The school's accomplishments are continuously highlighted on the
school's website, in the media, via the Parent Teacher Association, and
during administrative meetings and open houses.

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

**1. Curriculum:**

The Red House Run Elementary School administration and staff collaborate
to provide a rigorous, instructional program for all students. Students
are actively engaged in a learning environment that promotes the success
of each child. Instruction is consistently aligned with the Maryland
Voluntary State Curriculum and Maryland Content Standards to ensure that
objectives are being met. Reading/language arts, mathematics, social
studies, and science instruction is delivered in a way that students
meet the requirements mapped out by the Voluntary State Curriculum.

Red House Run's multi-sensory instructional program gives attention to
specific learning styles and modalities of students. The academic
success of all students is addressed through three basic levels of
instruction: the standard curriculum, the standard curriculum with
supports, and gifted and talented. Specific interventions guide daily
instruction for students requiring further differentiation. Embedded
within the standard curriculum is the opportunity for students who excel
to explore content at a more abstract level.

Reading, writing, mathematics, science, and social studies are taught
daily within all grade levels. Lessons and authentic, instructional
activities incorporate vocabulary development, concepts, skills, and
processes specific to each content area. Teachers work together to make
interdisciplinary connections and to achieve consistency among grade
levels. This vertical team approach enables students to see the
interrelations of content information, and it provides teachers a
collaborative basis for planning and presenting subject material at each
grade level.

In reading, students exhibit their comprehension of text using a variety
of skills and strategies including decoding, fluency, monitoring and
clarifying, predicting, making inferences, summarizing, and evaluating
the author's craft. In written language, students are engaged in
meaningful, integrated writing processes that require them to produce
written compositions with organized thoughts and clear descriptions. In
the mathematics program, students first learn concepts in a concrete
format using a variety of manipulatives. Next, they move on to a more
abstract level, associating these concepts with words and numbers.
Finally, students describe their problem solving methods and strategies,
using appropriate mathematics vocabulary. The hands-on science program
allows students to calculate hypotheses, perform purposeful
investigations, work in cooperative groups, and communicate
scientifically. Social studies is delivered in a way that students learn
the fundamentals for becoming responsible citizens through the
examination of history, geography, economics, civics, and multicultural
education. Field trips integrated into core curricular areas are
designed to extend and reinforce classroom instruction.

Art, cultural arts assemblies, vocal music, and instrumental music
encourage students to excel in the arts. Participation by students in
physical education enhances student health, fitness, and well-being. As
we look toward the future, the technology and library media programs
teach children the skills they will need to become technologically
literate.

Specific interests are explored and developed through the extension of
the core curriculum via extra curricular activities including: Black
Saga, Science Safe Racer Competition, Young Authors, Art's Fire
Prevention Poster Contest, Science Fair, 24 Challenge, Math Fair,
Recorder Club, Vocal Chorale, and Student Council.

Red House Run's success is a compilation of dedicated administrators,
teachers, staff and students who possess a passion for teaching and
learning.

**2a.** **Reading:**

Red House Run Elementary's rigorous reading program incorporates all
five areas of reading education including phonemic awareness, phonics,
fluency, vocabulary, and comprehension. It's highly qualified teachers
implement Maryland's Voluntary State Curriculum (VSC). Open Court
Phonics Kits and Houghton Mifflin Legacy of Literacy are the core
instructional materials used within classrooms; both align with the VSC.
Open Court Phonics Kits are utilized in grades Pre-K through three to
strategically provide youngsters with phonemic awareness and phonics
instruction. Houghton Mifflin Legacy of Literacy is used in grades one
through five to develop and refine word analysis, fluency, vocabulary,
and comprehension skills. This anthology provides exposure to expository
(non-fiction) and narrative (fiction) texts. Ongoing assessment is a
part of daily reading instruction. Both informal and formal assessments
enable teachers to use flexible grouping. This flexibility ensures that
the needs of all readers will be met. Differentiation is infused into
all lessons. A reading resource teacher and reading specialists allow
for continual co-teaching within classrooms and the reteaching of skills
and concepts via small group instruction. Teachers are provided with
common planning times that allow them to plan together as a grade level,
as well as across grade levels.

DIBELS is an assessment used with students in grades kindergarten
through three. This test assesses kindergarteners', first graders', and
second graders' phonemic awareness/phonics skills. Students in grades
one through three are assessed on fluency skills. Students not meeting
the designated benchmarks are monitored through intervention groups. The
results of these assessments guide the reading resource teacher and
reading specialists in implementing intervention programs such as SIPPS
(systematic phonics instruction), Fundations (systematic phonics
instruction), and Fluency Formula (systematic fluency instruction).
Sight Word instruction is also provided when data indicates a weakness
in the area.

Students exceeding grade level standards also receive instruction which
meet their needs via the implementation of the Primary Achievement and
Curriculum Enrichment program in grades one and two. An equally
accelerated program is provided to third through fifth grade students
through the county's Gifted and Talented program. Both programs align
with the VSC.

All Red House Run students, Pre-K through five, participate in a nightly
reading program. Part of nightly homework includes reading fifteen
minutes. Each marking quarter, students maintain a reading log in order
to track their at-home reading.

Because all teachers at Red House Run are highly qualified and committed
to student achievement, the integration of subject areas occurs
routinely. Collegial collaboration enables teachers to implement reading
instruction throughout all aspects of the curriculum. Students
incorporate the areas of reading within the classroom, gymnasium,
library, art and music rooms.

**3. Additional Curriculum Area**

Red House Run's mathematics program is designed to support the
attainment of the grade level standards in the Maryland Voluntary State
Curriculum, (VSC), for Mathematics, and the Performance Indicators as
outlined in the BCPS Blueprint for Progress and in the Master Plan for
Baltimore County Public Schools. Instructional materials provide
differentiation of content, process, and/or products to accommodate
student learning needs. The faculty ensures that mathematics is taught
using the processes of problem solving, reasoning, making connections,
and communicating mathematically. In daily lessons, math concepts and
vocabulary are integrated into real life situations and other content
areas including reading, written communication, science, social studies,
physical education, music, art, and technology. Students are actively
involved in the learning process by participating in hands-on
activities, small group and partner work, and discussions between
teacher and student and students alone.

The students not only need to demonstrate their ability to solve a
problem but also to identify the process needed to solve the problem,
explain the procedure, and justify why answers are correct. Students
must communicate this orally and in writing using words, drawings,
diagrams, charts, and mathematical symbols. Teachers use this evidence
of learning to plan differentiated instruction that meet students'
learning needs as they work toward meeting grade level expectations.

The faculty uses a rigorous, standardized unit assessment program that
is directly linked to the Maryland VSC and the Maryland School
Assessment. Teachers use data analysis to analyze students' performance
on the assessment and to make instructional decisions for future lesson
planning. Students who are struggling are provided a math tutorial three
days a week. Students that are exceeding the standards are provided
enrichment and/or acceleration. Further, teachers provide
extra-curricular enrichment experiences such as the 24 Tournament
Challenge, Math Challenge Night, Monthly Math Challenge, and Monday Math
Moment.

**4. Instructional Methods**

Red House Run's diverse student population creates a need for the
implementation of a variety of instructional methods. Students are
grouped heterogeneously and teachers differentiate instruction to meet
the needs of all students. Within every lesson, teachers incorporate
direct instruction, guided practice, and independent practice. Teachers
closely monitor student progress throughout direct instruction and
independent practice. Contingent on these observations and need,
teachers will re-teach within small groups, one on one, or with the
whole class to ensure student comprehension of the daily lesson before
administering an authentic assessment that applies the new learning. The
progression of lessons is one that incorporates concrete, experiential,
and abstract learning to ensure an optimal learning environment.

Red House Run is an inclusive setting, instructing all students in the
general education classroom whenever feasible. The school houses a
Behavior Learning Support program for students with specific emotional
needs and an Early Childhood Learning Support program serving children
with developmental delays. Special education resource teachers, along
with two reading specialists and a Science Technology Engineering Math
resource teacher provide support to classroom teachers throughout all
grade levels. These teachers also form small groups to review and
practice learned skills and to provide differentiated instruction.
Occasionally, teachers will continue with the same group of children for
several years (looping) so as not to interrupt their academic progress
and stability.

Given opportunities to attain information in different ways, the Red
House Run community strongly believes that all students can learn.
Teachers steadfastly utilize a multi-sensory approach to instruction,
incorporating visual, auditory, kinesthetic, and tactile learning
opportunities during every lesson. In addition, multidisciplinary and
cross-curricular lessons are created by special area teachers who confer
with classroom teachers in order to connect content learning to their
specialty area.

Instructional assistants and additional adult support are an integral
part of instruction. They assist teachers by providing support for
individual or small groups of students within the classroom. They also
meet with targeted students to reemphasize sight words and to refine
areas of deficit.

**5. Professional Development**

Red House Run Elementary is a Professional Learning Community.
Professional development is embedded in the School Improvement Plan and
reflects teacher commitment to student achievement.

A Professional Development Leadership Team, a group of teacher leaders
and administrators, meet weekly in order to reflect and discuss best
practices, teacher needs, and student achievement. Further, through
collaboration and team meetings, classroom teachers indicate areas where
additional professional knowledge is needed. County in-service meetings,
faculty and grade level meetings, and credited courses provide teachers
with knowledge and best practices to move students forward. This
knowledge is disseminated to colleagues and swiftly put into practice.

Both faculty and grade level meetings begin with opportunities for
sharing practices that are working within classrooms. This provides an
opportunity for cross grade level communication.

To better address the needs of students, Red House Run develops its own
supplemental programs. To enhance their knowledge of new programs, and
to hone skills, teachers participate in county wide in-service training.

Assessment and training of differentiated strategies continue to be
ongoing. As student needs change, so do the methods teachers utilize. As
differentiation takes place in all aspects of the curriculum, teachers
continually work to sharpen strategies that will promote and foster
student independence.

The appraisal process allows teachers to set professional goals and
assess their success in meeting them. Continuous dialogue and documented
feedback from the administration enable teachers to move students
forward and achieve optimum learning.

Mentor relationships foster collaboration and sustain a cohesive
faculty. Through current knowledge, creativity, and commitment, teachers
are able to skillfully develop lessons that foster student engagement
and learning. As a result, students in every class, across grades
realize their potential.

**[PART VII - ASSESSMENT RESULTS]{.underline}**

> **STATE CRITERION-REFERENCED TESTS**

Maryland School Assessment (MSA)

**Reading Test:** Maryland School Assessment (MSA)

**Grade: 3 Publisher:** Harcourt

+----------------------------------+------------+----------+----------+
| School year                      | 2005-2006  | 2        | 2        |
|                                  |            | 004-2005 | 003-2004 |
+----------------------------------+------------+----------+----------+
| Testing month                    | March      | March    | February |
+----------------------------------+------------+----------+----------+
|                                  |            |          |          |
+----------------------------------+------------+----------+----------+
| **SCHOOL SCORES**                |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 98         | 75       | 75       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 16         | 27       | 12       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 55         | 84       | 69       |
+----------------------------------+------------+----------+----------+
| Percent of total students tested | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| Number of students alternatively | 0          | 0        | 0        |
| assessed                         |            |          |          |
+----------------------------------+------------+----------+----------+
| Percent of students              | 0          | 0        | 0        |
| alternatively assessed           |            |          |          |
+----------------------------------+------------+----------+----------+
|                                  |            |          |          |
+----------------------------------+------------+----------+----------+
| **SUBGROUP SCORES**              |            |          |          |
+----------------------------------+------------+----------+----------+
| 1\. Free and Reduced Lunch       |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 95         | 68       | 74       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 19         | 24       | 4        |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 21         | 38       | 27       |
+----------------------------------+------------+----------+----------+
| 2\. Special Education            |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | \*         | \*       | \*       |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | \*         | \*       | \*       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | \*         | \*       | \*       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | \*         | \*       | \*       |
+----------------------------------+------------+----------+----------+
| 3\. White                        |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 100        | 84       | 76       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 18         | 33       | 16       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 34         | 51       | 50       |
+----------------------------------+------------+----------+----------+
| 4\. African American             |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | \*       |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 83         | 61       | \*       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 17         | 10       | \*       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 12         | 21       | \*       |
+----------------------------------+------------+----------+----------+
|                                  |            |          |          |
+----------------------------------+------------+----------+----------+
| **STATE SCORES**                 |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 78         | 76       | 71       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 15         | 18       | 13       |
+----------------------------------+------------+----------+----------+

\*Too few students to constitute a group

**STATE CRITERION-REFERENCED TESTS**

Maryland School Assessment (MSA)

**Mathematics Test:** Maryland School Assessment (MSA)

**Grade: 3 Publisher:** CTB McGraw Hill

+----------------------------------+------------+----------+----------+
| School year                      | 2005-2006  | 2        | 2        |
|                                  |            | 004-2005 | 003-2004 |
+----------------------------------+------------+----------+----------+
| Testing month                    | March      | March    | February |
+----------------------------------+------------+----------+----------+
|                                  |            |          |          |
+----------------------------------+------------+----------+----------+
| **SCHOOL SCORES**                |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 87         | 73       | 75       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 27         | 25       | 30       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 55         | 84       | 69       |
+----------------------------------+------------+----------+----------+
| Percent of total students tested | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| Number of students alternatively | 0          | 0        | 0        |
| assessed                         |            |          |          |
+----------------------------------+------------+----------+----------+
| Percent of students              | 0          | 0        | 0        |
| alternatively assessed           |            |          |          |
+----------------------------------+------------+----------+----------+
|                                  |            |          |          |
+----------------------------------+------------+----------+----------+
| **SUBGROUP SCORES**              |            |          |          |
+----------------------------------+------------+----------+----------+
| 1\. Free and Reduced Lunch       |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 76         | 60       | 78       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 14         | 21       | 26       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 21         | 38       | 27       |
+----------------------------------+------------+----------+----------+
| 2\. Special Education            |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | \*         | \*       | \*       |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | \*         | \*       | \*       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | \*         | \*       | \*       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | \*         | \*       | \*       |
+----------------------------------+------------+----------+----------+
| 3\. White                        |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 94         | 76       | 72       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 32         | 31       | 36       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 34         | 51       | 50       |
+----------------------------------+------------+----------+----------+
| 4\. African American             |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | \*       |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 75         | 77       | \*       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 25         | 5        | \*       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 12         | 21       | \*       |
+----------------------------------+------------+----------+----------+
|                                  |            |          |          |
+----------------------------------+------------+----------+----------+
| **STATE SCORES**                 |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 79         | 77       | 72       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 25         | 26       | 20       |
+----------------------------------+------------+----------+----------+

\* Too few students to constitute a group

**STATE CRITERION-REFERENCED TESTS**

Maryland School Assessment (MSA)

**Reading Test:** Maryland School Assessment (MSA)

**Grade: 4 Publisher:** Harcourt

+----------------------------------+------------+----------+----------+
| School year                      | 2005-2006  | 2        | 2        |
|                                  |            | 004-2005 | 003-2004 |
+----------------------------------+------------+----------+----------+
| Testing month                    | March      | March    | February |
+----------------------------------+------------+----------+----------+
|                                  |            |          |          |
+----------------------------------+------------+----------+----------+
| **SCHOOL SCORES**                |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 91         | 88       | 71       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 26         | 16       | 15       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 98         | 74       | 79       |
+----------------------------------+------------+----------+----------+
| Percent of total students tested | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| Number of students alternatively | 0          | 0        | 0        |
| assessed                         |            |          |          |
+----------------------------------+------------+----------+----------+
| Percent of students              | 0          | 0        | 0        |
| alternatively assessed           |            |          |          |
+----------------------------------+------------+----------+----------+
|                                  |            |          |          |
+----------------------------------+------------+----------+----------+
| **SUBGROUP SCORES**              |            |          |          |
+----------------------------------+------------+----------+----------+
| 1\. Free and Reduced Lunch       |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 86         | 82       | 56       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 24         | 9        | 6        |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 42         | 34       | 34       |
+----------------------------------+------------+----------+----------+
| 2\. Special Education            |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 100        | 60       | 40       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 9          | 0        | 7        |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 11         | 10       | 15       |
+----------------------------------+------------+----------+----------+
| 3\. White                        |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 93         | 90       | 72       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 28         | 20       | 15       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 58         | 49       | 54       |
+----------------------------------+------------+----------+----------+
| 4\. African American             |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 83         | 73       | 69       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 17         | 0        | 8        |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 24         | 15       | 13       |
+----------------------------------+------------+----------+----------+
|                                  |            |          |          |
+----------------------------------+------------+----------+----------+
| **STATE SCORES**                 |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 82         | 74       | 68       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 23         | 18       | 15       |
+----------------------------------+------------+----------+----------+

\* Too few students to constitute a group

**STATE CRITERION-REFERENCED TESTS**

Maryland School Assessment (MSA)

**Mathematics Test:** Maryland School Assessment (MSA)

**Grade: 4 Publisher:** CTB McGraw Hill

+----------------------------------+------------+----------+----------+
| School year                      | 2005-2006  | 2        | 2        |
|                                  |            | 004-2005 | 003-2004 |
+----------------------------------+------------+----------+----------+
| Testing month                    | March      | March    | February |
+----------------------------------+------------+----------+----------+
|                                  |            |          |          |
+----------------------------------+------------+----------+----------+
| **SCHOOL SCORES**                |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 95         | 85       | 67       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 42         | 32       | 11       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 98         | 74       | 79       |
+----------------------------------+------------+----------+----------+
| Percent of total students tested | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| Number of students alternatively | 0          | 0        | 0        |
| assessed                         |            |          |          |
+----------------------------------+------------+----------+----------+
| Percent of students              | 0          | 0        | 0        |
| alternatively assessed           |            |          |          |
+----------------------------------+------------+----------+----------+
|                                  |            |          |          |
+----------------------------------+------------+----------+----------+
| **SUBGROUP SCORES**              |            |          |          |
+----------------------------------+------------+----------+----------+
| 1\. Free and Reduced Lunch       |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 95         | 76       | 50       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 36         | 21       | 6        |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 42         | 34       | 34       |
+----------------------------------+------------+----------+----------+
| 2\. Special Education            |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 73         | 50       | 27       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 0          | 20       | 0        |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 11         | 10       | 15       |
+----------------------------------+------------+----------+----------+
| 3\. White                        |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 93         | 88       | 77       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 50         | 37       | 9        |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 58         | 49       | 54       |
+----------------------------------+------------+----------+----------+
| 4\. African American             |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 96         | 70       | 54       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 21         | 7        | 15       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 24         | 15       | 13       |
+----------------------------------+------------+----------+----------+
|                                  |            |          |          |
+----------------------------------+------------+----------+----------+
| **STATE SCORES**                 |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 82         | 77       | 70       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 32         | 27       | 20       |
+----------------------------------+------------+----------+----------+

\* Too few students to constitute a group

**STATE CRITERION-REFERENCED TESTS**

Maryland School Assessment (MSA)

**Reading Test:** Maryland School Assessment (MSA)

**Grade: 5 Publisher:** Harcourt

+----------------------------------+------------+----------+----------+
| School year                      | 2005-2006  | 2        | 2        |
|                                  |            | 004-2005 | 003-2004 |
+----------------------------------+------------+----------+----------+
| Testing month                    | March      | March    | February |
+----------------------------------+------------+----------+----------+
|                                  |            |          |          |
+----------------------------------+------------+----------+----------+
| **SCHOOL SCORES**                |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 82         | 69       | 73       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 30         | 27       | 21       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 67         | 85       | 84       |
+----------------------------------+------------+----------+----------+
| Percent of total students tested | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| Number of students alternatively | 0          | 0        | 0        |
| assessed                         |            |          |          |
+----------------------------------+------------+----------+----------+
| Percent of students              | 0          | 0        | 0        |
| alternatively assessed           |            |          |          |
+----------------------------------+------------+----------+----------+
|                                  |            |          |          |
+----------------------------------+------------+----------+----------+
| **SUBGROUP SCORES**              |            |          |          |
+----------------------------------+------------+----------+----------+
| 1\. Free and Reduced Lunch       |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 91         | 64       | 58       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 39         | 21       | 12       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 23         | 44       | 51       |
+----------------------------------+------------+----------+----------+
| 2\. Special Education            |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | \*         | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | \*         | 29       | 56       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | \*         | 7        | 13       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | \*         | 14       | 16       |
+----------------------------------+------------+----------+----------+
| 3\. White                        |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 84         | 70       | 76       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 39         | 30       | 24       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 44         | 54       | 66       |
+----------------------------------+------------+----------+----------+
| 5\. African American             |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 79         | 59       | 54       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 7          | 18       | 0        |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 14         | 17       | 11       |
+----------------------------------+------------+----------+----------+
|                                  |            |          |          |
+----------------------------------+------------+----------+----------+
| **STATE SCORES**                 |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 77         | 74       | 68       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 34         | 30       | 29       |
+----------------------------------+------------+----------+----------+

**STATE CRITERION-REFERENCED TESTS**

Maryland School Assessment (MSA)

**Mathematics Test:** Maryland School Assessment (MSA)

**Grade: 5 Publisher:** CTB McGraw Hill

+----------------------------------+------------+----------+----------+
| School year                      | 2005-2006  | 2        | 2        |
|                                  |            | 004-2005 | 003-2004 |
+----------------------------------+------------+----------+----------+
| Testing month                    | March      | March    | February |
+----------------------------------+------------+----------+----------+
|                                  |            |          |          |
+----------------------------------+------------+----------+----------+
| **SCHOOL SCORES**                |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 81         | 55       | 61       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 17         | 12       | 8        |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 69         | 85       | 84       |
+----------------------------------+------------+----------+----------+
| Percent of total students tested | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| Number of students alternatively | 0          | 0        | 0        |
| assessed                         |            |          |          |
+----------------------------------+------------+----------+----------+
| Percent of students              | 0          | 0        | 0        |
| alternatively assessed           |            |          |          |
+----------------------------------+------------+----------+----------+
|                                  |            |          |          |
+----------------------------------+------------+----------+----------+
| **SUBGROUP SCORES**              |            |          |          |
+----------------------------------+------------+----------+----------+
| 1\. Free and Reduced Lunch       |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 83         | 50       | 42       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 21         | 9        | 6        |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 24         | 44       | 51       |
+----------------------------------+------------+----------+----------+
| 2\. Special Education            |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | \*         | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | \*         | 24       | 19       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | \*         | 7        | 0        |
+----------------------------------+------------+----------+----------+
| Number of students tested        | \*         | 14       | 16       |
+----------------------------------+------------+----------+----------+
| 3\. White                        |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 83         | 59       | 64       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 22         | 13       | 9        |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 46         | 54       | 66       |
+----------------------------------+------------+----------+----------+
| 5\. African American             |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 79         | 35       | 36       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 0          | 6        | 9        |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 14         | 17       | 11       |
+----------------------------------+------------+----------+----------+
|                                  |            |          |          |
+----------------------------------+------------+----------+----------+
| **STATE SCORES**                 |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 73         | 69       | 63       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 19         | 17       | 13       |
+----------------------------------+------------+----------+----------+