##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_\_ Elementary
**[X]{.underline} Middle [X]{.underline} High** \_\_ K-12 \_\_Charter

Name of Principal: **Dr. Patricia Cyganovich**

Official School Name: **North Salem Middle/High School**

School Mailing Address: **230 June Road, North Salem, New York
10560-1211**

County: **Westchester** State School Code Number\*: **66-13-01-04-0003**

Telephone: **(914) 669-5414 ext. 2072** Fax: **(914) 669-8753**

Website/URL: **www.northsalem.k12.ny.us** E-mail:
**cyganovichp@northsalem.k12.ny.us**

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. Peter Litchka**

District Name: **North Salem Central School District** Tel.: **(914)
669-5414 ext. 1011**

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: **Ms. Carla Palma**

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *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.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT**

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

\_[0]{.underline}\_ Middle schools

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

\_[0]{.underline}\_ High schools

\_[1]{.underline}\_ Other: Middle/High School

**2 TOTAL**

2\. District Per Pupil Expenditure: **\$19,719**

Average State Per Pupil Expenditure: **\$11,961**

**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
>
> \[ **X**\] Rural

4\. **[19]{.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**       55        58          113

  **K**                                                     **8**       65        44          109

  **1**                                                     **9**       43        54          97

  **2**                                                     **10**      65        51          116

  **3**                                                     **11**      47        55          102

  **4**                                                     **12**      51        57          108

  **5**                                                     **Other**                         

  **6**       49        47                     96                                             

                                    **TOTAL                                                   741
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [95]{.underline}% White

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

[3]{.underline}% Hispanic or Latino

[1]{.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      4
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

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

  **(3)**                   Total of all transferred    6
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 741
                            the school as of October 1  

  **(5)**                   Total transferred students  0.008
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           0.8
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: **1%**

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

Number of languages represented: **1**

Specify languages: **Spanish**

9\. Students eligible for free/reduced-priced meals: **2%**

Total number students who qualify: **12**

> 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: **12%**

**90** = 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.

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

\_\_\_\_Deafness \_[18]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[54]{.underline}\_Specific Learning Disability

\_[9]{.underline}\_\_Emotional Disturbance \_ [8]{.underline}\_ Speech
or Language Impairment

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

> \_\_\_\_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) \_\_\_[2]{.underline}\_\_\_
\_\_\_[0]{.underline}\_\_\_\_

Classroom teachers \_\_[70]{.underline}\_\_\_
\_\_\_[0]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_[12]{.underline}\_\_\_
\_\_\_[1]{.underline}\_\_\_\_

Paraprofessionals \_\_[12]{.underline}\_\_\_
\_\_\_[4]{.underline}\_\_\_\_

> Support staff \_\_\_[7]{.underline}\_\_\_
> \_\_\_[1]{.underline}\_\_\_\_
>
> Total number \_[103]{.underline}\_\_\_ \_\_\_[6]{.underline}\_\_\_\_

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

students in the school divided by the FTE of classroom teachers:
**11:1**

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.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  90%         95%         95%         98%         98%

  Daily teacher attendance  94%         95%         94%         96%         96%

  Teacher turnover rate     0%          1%          0%          1%          4%

  Student dropout rate      1%          1%          0%          0%          0%
  (middle/high)                                                             

  Student drop-off rate     -5%         6%          0%          4%          0%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

Differences between the dropout rate and drop-off rate are due to the
differences in calculations of the two measures.

Dropout is calculated using school data compared to enrollment while
drop-off rate is calculated using a true cohort group.

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2005 are doing as of September 2005.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > 93       |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > 83%      |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > 13%      |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > 0%       |
+---------------------------------------------------------+------------+
| Found employment                                        | > 3%       |
+---------------------------------------------------------+------------+
| Military service                                        | > 0%       |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > 1%       |
+---------------------------------------------------------+------------+
| Unknown                                                 | > 0%       |
+---------------------------------------------------------+------------+
| **Total**                                               | 100%       |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

Located in New York State, the North Salem Middle/High School provides a
consistent, coordinated educational program. As a 6-12 building, led by
one veteran administrative team, developmentally appropriate instruction
is designed, implemented, and continually assessed. With a long
tradition of educational distinction (National Schools of Excellence,
Middle States Accreditation), North Salem views the requirements of NCLB
as an opportunity to validate outstanding student achievement.
Exceptional assessment data supports the extension of unique district
programming and enrichment opportunities such as Senior OPTIONS
(Opportunities for Professional Training In and Out of North Salem),
flexible enrollment policies for Honors and Advanced Placement (AP)
courses, and Small Group Academic Assistance (SGA).

The 6-12 educational program focuses beyond graduation. Throughout the
years students build upon skills and knowledge as they become
"...motivated and competent learners, capable of solving intellectual,
emotional, and ethical problems..." (District Vision). Seeking to move
beyond content and minimum competency standards, North Salem has
developed an exit outcome. As part of the OPTIONS program, all seniors
present projects and research to the community. This original work is
the result of a full-year course that incorporates an internship
experience. Building a bridge to potential professional careers, seniors
explore personal areas of interest and use community expertise to
enhance learning. OPTIONS is a manifestation of the district's vision
that students will, "...exceed expectations through a process of
continually: setting goals and plans, executing them with promptness and
innovation, measuring and evaluating results, recognizing performance,
and improving."

Over grades 6-12 many programs and experiences contribute to the
seniors' polished, confident, public presentations. At the High School,
course offerings include technical training at the local Board of
Cooperative Educational Services (BOCES), electives, Honors courses in
all disciplines, and 13 AP courses. Due to a flexible enrollment policy,
AP participation has doubled in recent years, while positive passing
percentages remain steady. An accelerated English curriculum prepares
juniors to take the NYS Exam early, allowing more time for special
projects, and opportunities to take higher-level courses as seniors.
High School science and math courses are offered to eighth graders,
providing additional time for electives and advanced courses. An
extensive co-curricular and athletic program (40 clubs, 53 teams)
provides ample opportunity for students to nurture talents and explore
interests outside the classroom. Students also serve as representatives
to the Board of Education, and are members of numerous building and
district committees.

Character education emerges from the building theme of "Pride and
Respect". The High School Renaissance Program empowers students to
improve their school and recognizes positive student behavior. The
Middle School STAND program (Stop, Think, Accept 'n' Do the Right Thing)
is a locally designed anti-bullying effort delivered through academic
curriculum, assemblies, and advisory groups. A comprehensive guidance
program provides personal, family, and academic support through programs
addressing peer conflicts, academic anxiety, grief, and other
developmentally appropriate issues. Each year in Middle School a
specialized curriculum assists all students with study habits,
organization, and formalized goal-setting. This "University" program
lays the foundation for Freshman Seminar, a year-long course focusing on
the transition to high school and the specialized skills required there.

The Middle School interdisciplinary team approach focuses on student
intellectual and emotional development. Small advisory groups meet
regularly to address adolescent concerns. Problem solving, critical
reading, and analytical writing are stressed in all disciplines.
Exploratory courses (art, music, computers, etc.) are of equal
curricular importance with teachers assigned to grade-level teams. Each
class also enjoys an off-site experience (Boston, Washington, D.C., and
the Catskills), melding content with interpersonal growth.

The district vision speaks of shared responsibility for success.
Parents, teachers, administrators, and the Board of Education create a
formidable partnership. Many specialized community organizations also
bring stakeholders together. Along with a strong, enriched curriculum
and innovative instruction, these alliances are an invaluable part of
North Salem Middle/High School.

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

**1.** **Assessment Results:**

Students in New York State are regularly assessed in English and math.
Since 1999, tests have been administered in grades four and eight.
Starting in 2006, grades three through seven also participate. As a
State graduation requirement, students must pass one English and one
math examination. State English Standards encourage students to "read,
write, listen and speak" in order to gain knowledge and understanding,
respond to diverse literature, evaluate ideas and opinions, and interact
with others. Over the years in mathematics, students investigate
numeration, operations, measurement, multiple representations, patterns
and functions, uncertainty, and mathematical reasoning. Both English and
mathematics engage students in problem-solving and active learning while
providing opportunities for exploration and other varied learning
experiences.

While high school examinations are scored on a traditional hundred-point
scale, assessments in grades 4-8 are rated on a four-point scale. In
middle school math and English, scores of one or two denote failure to
meet State Standards; three conveys "proficiency", four- "mastery". Both
middle school tests are a combination of multiple choice questions and
extended responses/essays. In English, multiple choice questions are
based on a variety of texts including poetry, fiction, and non-fiction,
requiring advanced comprehension and inference skills. When responding
to the essay prompts, students must synthesize ideas from multiple
reading passages. In math, short-answer questions are multi-step,
involving compound operations and high-level reasoning skills. For
extended response problems, students are encouraged to show, and receive
partial credit for, all reasoning and work. Middle school tests take
place over two to three days, depending upon the grade level. Sessions
last 45 to 90 minutes, depending on the given task.

Over the last four years (2001-2005), Middle School students have
repeatedly demonstrated high levels of achievement on State assessments.
In eighth grade, English proficiency levels have risen from 75% to 90%
despite increased difficulty, raising of the passing score, and a
withdrawal of previously allowed testing modifications. Even the
percentage of special education students passing the tests has climbed
from 25% to 54%. Last year, 9% of special education students achieved
"mastery", the highest level. Eighth grade math proficiency levels have
risen from 58% to 94% over the same four-year span. Special education
passing percentages in math have increased dramatically from 8% to 59%.
Because of the recent introduction of State-wide testing in grades six
and seven, scores for those grades are not available.

High school math exams are given in a single three-hour session.
Beginning with the Math A exam in 2001, student proficiency rates are
93%, 100%, 92%, 99%, and 100%. Passing rates for special education
students have risen from 58% to 100%. The State English exam is
administered over two separate days, in sessions lasting three hours
each. Passing rates in English have been a remarkable 97%, 100%, 100%,
100%, and 99%. More impressive are the mastery scores (denoting 85% or
higher) which have climbed from 34% to 81%. Special education students
have achieved passing percentages of 83%, 100%, 100%, 100%, and 85%.

As clearly shown by the statistics above, North Salem Middle/High School
effectively educates students of all abilities. Year after year,
district faculty members work assiduously to raise student achievement
levels. Attaining minimum standards is viewed as simply the first step
on a journey towards mastery. While the gap between the general scores
and that of the only subgroup (Special Education) is closing, the
statistics are often skewed by the extremely small sample size. But, as
shown by data taken from all levels, success is neither random, nor
fleeting; it is purposeful and sustained.

Website address:
<http://emsc33.nysed.gov/repcrd2004/links/d_661301.shtml>

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

The advantage of small size and a 6-12 organization allows teachers to
regularly meet departmentally and across grade levels to share and
discuss assessment results. For example, regular communication between
the 6^th^ grading reading instructor and AP Literature teacher can lead
to individual student or global curricular improvements. The ability to
make immediate changes at any level is a powerful tool for raising
student achievement.

The first use of data gleaned from assessments is the immediate
classification of students for Academic Intervention Services. Prior to
test sub-analysis, students achieving designated scores are scheduled
for additional support services in any subject area. A proactive
approach is taken by providing teacher-recommended, as well as mandated,
support.

Specific item-analysis of State assessments yields a second level of
support. Staff members benefit from county-wide analyses through
attendance at regional BOCES workshops. Teams of teachers also meet
in-house looking for patterns and trends in test questions and student
responses. For example, if a large percentage of students incorrectly
answer questions focusing on a specific literary genre, teachers adjust
the curriculum to include more exposure to this type of text for current
and future groups of students. Teachers also create parallel tasks that
integrate current studies with components of New York State assessments.

Professional development also reflects the continual use of data to
better understand and improve teaching and learning. A teacher-led team
uses recent assessment information to chart the district's professional
development program. For example, when reading/writing skills were
identified as a key to student performance in all areas, a multi-year
focus on reading and writing in the content areas emerged. Local
assessment data, coupled with research, yielded professional development
on embedding specific reading/writing strategies across disciplines. As
a result of continuing professional development shaped by assessment
results, responsibility and reinforcement of these skills is shared by
all teachers.

**3. Communicating Assessment Results:**

North Salem Middle/High School actively communicates information
regarding student performance and assessment to parents, students, and
the community. Located in one building, under a single administrative
team, assessment data is continuously monitored throughout grades 6-12.
A unified set of expectations that reflect District vision and policy is
clearly conveyed. The goal of communicating areas of weakness, as well
as success, illustrates ways the district reaches beyond the classroom
to include all stakeholders in efforts to raise student achievement.

Parents, community members, students, and teachers need to understand
and share responsibility for student achievement. Parents have the
opportunity to meet teachers and learn about curriculum, expectations,
and assessments through Open House, parent/teacher conferences, and
quarterly Middle School grade-level meetings. Other evening events are
designed to communicate course, grade-level, and assessment requirements
and results for grades 6-12.

Parents and students receive formative assessment results through
quarterly report cards and progress reports (mailed every five weeks).
Teacher use of an electronic grade book provides a detailed printout of
all assignments and assessments used to calculate grades. Feedback
extends beyond simple numerical or letter symbols; tailored comments,
e-mail, phone contact, and personal conferences provide parents with
comprehensive information regarding their child's performance. Summative
individualized State assessment results are mailed directly to parents
with detailed explanations.

All stakeholders have access to State assessment performance data via
the district report card, conveniently found on the school website. In
addition to providing mandated statistics, the district provides program
descriptions, curricular objectives, and results from additional
assessments. Public presentations of grade-specific exhibitions and
Senior OPTIONS projects allow students to demonstrate the range of their
competencies and accomplishments to the larger community. The district
superintendent also presents assessment results on local cable channels
and the school website, in addition to regular reports at Board of
Education meetings. In North Salem, communication is continual and
varied.

**4.** **Sharing Success:**

Teachers teaching teachers is a hallmark of North Salem's commitment to
sharing its successes with colleagues on multiple levels. Faculty
frequently lead workshops, teach graduate courses, and consult with
neighboring districts. Despite the small staff size, teachers have
presented at over 35 local and national conferences, have been published
in eight separate educational journals and magazines, and have worked
with colleagues in Germany, Japan, and France. One teacher has been
knighted by the French government as a "Palmes Academiques", another
created a teacher/student module for the Space ARC program (part of a
time capsule on a NOAA Satellite), still another has been involved with
dedicating Literary Landmarks throughout the country. North Salem's
programs and achievements are widely disseminated.

As part of the recent Middle States Accreditation process, teams of
teachers came to the district to evaluate programs, while groups from
North Salem visited other schools. North Salem frequently hosts
colleagues eager to learn more about its innovations; recent visitors
have observed the OPTIONS program, middle school science courses, and
the building's integration of technology. North Salem is extremely proud
of its grant-funded technology venture focusing on teacher involvement
and ownership of technology initiatives. This project has been
replicated throughout the United States, spread by national
presentations, publications, and visitations. The District website also
serves as a resource for students, parents, and educators. To
disseminate curricular ideas teachers post projects, WebQuests, student
work, and relevant links.

The District Communication Committee works to share school success with
a wider audience; the Middle/High School has been the recent focus of
two network news stories featuring the Character Education program and
Learning Styles project. Financial support is available for teacher
participation at educational conferences. The District's continued
commitment to professional sharing is evident through its organizational
structures that foster continued professional outreach.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:**

The unified Middle/High School at North Salem provides a clearly
articulated, coordinated curriculum for grades 6 - 12. Using its small
size to full advantage, all students have equal access to a
comprehensive program, developmentally appropriate to the specific needs
of middle school and high school students. A wide range of classes
offers the enrichment and support necessary to exceed State Standards.
Interpersonal, communication, affective, and research skills necessary
in the 21^st^ century are nurtured. The curriculum and shared
professional development opportunities facilitate interdisciplinary
connections in all grades. Building, department, and grade-level
articulation ensures shared responsibility for achievement.

The English curriculum focuses on critical thinking skills, enhanced
verbal and written discourse, and critical literary analysis. Its
unified 6-12 approach includes the application of reading strategies and
use of higher order thinking skills through test analysis. A specific
research skill continuum, shared with all departments, is a key
component.

The Department of Languages Other Than English (LOTE) believes
communication is the heart of language study. Students acquire command
of language and a historical/cultural perspective through
interdisciplinary projects, student exchanges abroad, and extensive use
of the target language at all levels. Full-year language study begins in
sixth grade. LOTE teachers are full members of grade-level teams.

The importance of membership in a democratic society is central to
social studies. Through service projects, in conjunction with local
organizations and international relief efforts, students learn to view
themselves as active participants in the global community. Focusing on
human rights enables students to understand social injustice within
historical and contemporary contexts. Speakers, including survivors from
Rwandan genocide and the Holocaust, bring students face-to-face with
those who have suffered injustice. Content is never simply found in a
textbook.

The mathematics curriculum stresses a student-centered approach to
learning that emphasizes problem-solving skills. Graphing calculators,
motion detectors, and PDA's are utilized at all levels. Portfolio
assessment demonstrates skill acquisition across grades, and is used to
establish goals. Offering three different AP courses, all students have
rich choices and ample opportunity for advanced study.

To help students understand scientific issues impacting their world, the
Science Department emphasizes reasoning in order to develop life-long
learners who problem-solve. Students create original experiments and
engage in authentic investigations. Beyond traditional curricula, four
AP courses are offered, as well as classes in Environmental Studies and
Forensic Science. In a Scientific Research course, students partnered
with outside professionals conduct original research over multiple
years.

The Fine and Practical Arts Department joins together Family and
Consumer Sciences, Technology, Music, and Art. The central mission is to
nurture confident, competent, caring individuals equipped with practical
knowledge to enrich their personal and professional lives. Emphasis is
on performance and creation, utilizing concrete skills acquired through
a wide range of classes spanning from Digital Audio-Video to
Photography.

Courses offered by the Physical Education Department encourage students
to appreciate the benefit of life-long fitness. Students are exposed to
a variety of traditional sports, as well as offerings such as "Fight
Like a Girl", Yoga, Personal Fitness, and Hip-Hop Dance. Teachers seek
to help students develop positive self-images, improve motor skills, and
deepen their understanding of physiology while continually emphasizing
the importance of teamwork.

As fully integrated members of academic and grade-level teams, special
education faculty members help students meet Individual Educational Plan
goals. Teachers serve as resources for children, parents, and
colleagues. They support students in general education classes
(co-teaching inclusion classes, resource rooms, consulting) and deliver
direct instruction in self-contained classes and skills resource room.
Utilizing both a push-in and pull-out model at the middle school level,
all students have opportunities for enrichment through the intervention
of the Gifted and Talented teacher.

**2b.** **English:**

The English Department focuses on literature-based instruction designed
to exceed NYS Standards. With innovative curriculum and a commitment to
interdisciplinary units of study, faculty strive to assure success for
students of all abilities. From the introduction of expository writing
in sixth grade, to analysis of complex literature in Advanced Placement
classes, students are equipped to meet the varied challenges of the
21^st^ century.

The 6-12 building configuration allows the English department to
establish long-term goals utilizing a common language. The department
has led a reading initiative focusing on strategies used across
disciplines. Program highlights also include a unified scope and
sequence of research skills/methodology implemented across departments,
the study of diverse literature, experience with various modes of
writing, and critical analysis. Full inclusion classes are taught
jointly by English and special education teachers. In-class writing
assignments for all classes mirror the demands of State assessments.

In addition to regular English classes, all students take Sixth Grade
Reading and Seventh Grade Critical Reading. For those reading below
grade-level, small group Academic Intervention Services, Resource
Classes, Remedial Reading Courses, and the Wilson Reading Program are
available for both middle and high school students. Intervention is
provided to students demonstrating weakness, not only to those failing
State exams. Based on assessment analysis, reading lists have been
revised for appropriateness of content and rigor. These initiatives,
along with the use of literary criticism, test analysis and correction,
collaboration, and multi-grade-level assessment scoring have improved
student performance.

Students at all levels are further engaged through the application of
technology. Weblogs foster more active, sophisticated literary
discussions. With this method teachers have witnessed a dramatic rise in
both volume and quality of student contributions. Use of SmartBoards
motivate while appealing to different learning styles. Presentations are
more active and allow for student interaction. The North Salem
Middle/High School English curriculum challenges and rewards all
students.

**3. Fine and Practical Arts Department (Mathematics, Science, Art,
Etc.)**

The Fine and Practical Arts Department creates environments that welcome
and challenge. Visual Arts, Music, Family and Consumer Sciences (FACS),
and Technology comprise the department. Creative thinking, problem
solving, peer assessment, and open-ended projects are a central part of
experiences that help students better understand the real-world context
of their studies. Connections between preparation, planning, and success
are formed through exhibitions and performances at regional and state
venues, imitations of the processes used by experts, and opportunities
to meet and observe professionals establish connections. Students work
with established artists, composers, designers, engineers, musicians,
and woodworkers.

Through multiple interdisciplinary projects students transfer new skills
and knowledge. Expressive images reflect their study of the Holocaust,
FACS works with health teachers to raise nutritional awareness, and
students create scale models based on research related to other
disciplines. Technology uses math and science concepts to construct
robots and bridges, and students fashion life-size historical figures,
medieval stained glass, and Native American masks in conjunction with
humanities classes. Students illustrate personal memoirs; and in the
digital music lab they compose, perform, arrange, analyze, evaluate, and
listen to music from a variety of cultures and time periods.

Numerous opportunities to showcase personal work are offered. Students
participate in state-level music competitions, All-County ensembles, and
march in parades. Art work is exhibited at dozens of galleries. Students
create original videos for school shows; host a Technology Fair
featuring student-designed hands-on activities; and create sets and
advertisements for theater productions. Approximately 65% of HS and 80%
of eighth grade students choose to participate in various Fine and
Practical Arts programs. This year, 15% of the senior class will submit
portfolios for the AP Studio Art exam. In keeping with the district
vision, both students and teachers continuously improve their work
through processes of reflection and regular peer critiques.

**4.** **Instructional Methods:**

As articulated by the district vision, empowering students and
supporting risk-taking among teachers yields a variety of instructional
methods designed to improve learning. For example, all students take a
learning inventory survey and explore strategies for using their
preferred styles in different settings. This is shared with parents and
faculty to support differentiated and individualized instruction.

Instructional delivery, varied by purpose and student need, engages
students in constructing meaning while they become aware of
metacognitive processes. Using the Socratic Seminar method, students
evaluate and clarify ideas through discussion as a means of more deeply
understanding text. Teachers facilitate by posing questions to guide the
discussion. Problem-Based Learning, cooperative groups, and choice in
assignments address student interest and learning preferences while
promoting authentic applications of content and skills. Developing
curriculum using Understanding by Design enables teachers to craft
lessons beginning with essential questions, resulting in enduring
understandings. Assessments, content, and activities are aligned with
themes to create a coherent curriculum. Opportunities for test analysis
and correction, individual assistance, remediation, and enrichment are
offered during and after the school day. Students access to the
expertise of any faculty member throughout the day via SGA. Needs of
special education students are met in the general classroom using a
Collaborative Teaching Model; the availability of two teachers provides
academic support for all.

Student motivation is promoted by the frequent recognition of
achievement through Principal's Positive Phone Calls and Good News
Postcards, for example. Recognizing the power of technology to motivate
as well as instruct, teachers use Weblogs for shared reflection, the
school webpage for informational and reinforcement purposes, and
SmartBoards for integration of notes, internet sources and visual
presentations. Technology tools are used by all students for research,
presentations, and problem-solving. By using varied instructional
methods, faculty honor student differences, foster personal growth, and
celebrate the success of all.

**5. Professional Development:**

Research based and teacher designed, professional development strives to
support and improve the quality of teaching to meet the needs of all
students. With teacher-members in the majority, the Professional
Development team (comprised of teachers, administrators, support staff,
and community members) works in conjunction with the local Teacher
Center to develop innovative programs. Over extended periods of time
faculty study themes such as curriculum development, student motivation,
and reading/writing across the curriculum with the goal of improving
student achievement and surpassing State Standards. Multi-year
initiatives such as Learner-Active Technology Infused Classrooms,
Studying Student Work, Understanding by Design, and Reading Skills in
the Content Areas, support these themes. This sustained, school-wide
focus has yielded an interdisciplinary discussion of reading strategies,
the application of technology as an instructional tool, and improved
student comprehension skills.

Teachers are encouraged to attend local and national conferences,
participate in programs through BOCES and the Teacher Center, and have
the opportunity to engage in extended work with consultants. Nancy Letts
(Socratic Seminar, Differentiation), Ruth Greenblatt (Understanding by
Design), Cris Tovani (Reading/Writing Strategies), and Marcia Tate
(Brain Research) have recently worked with faculty. Recognizing the
individual professional needs of teachers, the district supports the
formation of small study groups that meet regularly to investigate
selected topics related to student achievement. Grants are also awarded
for summer curricular work.

North Salem Middle/High School believes effective professional
development is ongoing, purposeful, and directly connected to
professional practice. Continuous dialogue is facilitated through
interdisciplinary teams, common planning times, combined Middle/High
School department and faculty meetings, multi-grade teams that assess
and analyze State assessments, and a teacher appraisal instrument which
includes collaboration as an expectation for all teachers. A Mentor
Program supports new staff through a formal orientation, multi-year
one-to-one collegial partnerships, and regular structured opportunities
for articulation and sharing. Professional development activities
directly support teacher efforts to improve student learning through
reflection and refinement.

**PART VII - ASSESSMENT RESULTS**

# APPENDIX I

## NORTH SALEM MIDDLE/HIGH SCHOOL

**STATE CRITERION -- REFERENCED TEST**

New York State Regents Examination in Comprehensive English (High
School)

  ---------------------------------- --------------- --------------- --------------- --------------- ---------------
                                     **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  **SCHOOL SCORES\***                                                                                

  \% Passing \-- Meets State         98              100             100             100             97
  Standards                                                                                          

  \% Mastery \-- Exceeds State       81              78              87              76              34
  Standards                                                                                          

  Number of students tested          141             99              98              90              100

  Percent of total students tested\* 100             100             100             100             100

  Number of students alternatively   0               0               0               0               0
  assessed                                                                                           

  Percent of students alternatively  0               0               0               0               0
  assessed                                                                                           

                                                                                                     

  SUBGROUP SCORES                                                                                    

  Students with disabilities                                                                         

  \% At or Above Meets State         85              100             100             100             83
  Standards                                                                                          

  \% At Exceeds State Standards      0               36              42              0               0

  Number of students tested          13              11              12              6               18
  ---------------------------------- --------------- --------------- --------------- --------------- ---------------

\*Please note: All students must take the New York State Regents
Examination in Comprehensive English.

## 

## State Mean Scores

  ---------------------------- --------------- --------------- --------------- --------------- ---------------
                               **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  **% Passing** - Meet State   \*\*            78              73              76              72
  Standards                                                                                    

  **% Mastery** - Exceeds      \*\*            34              32              24              13
  State Standards                                                                              
  ---------------------------- --------------- --------------- --------------- --------------- ---------------

\*\* These scores are not available as of this date (2/10/05).

# APPENDIX II

## NORTH SALEM MIDDLE/HIGH SCHOOL

**STATE CRITERION -- REFERENCED TEST**

New York State Regents Examination in Mathematics A (High School)

  ---------------------------------------- --------------- --------------- --------------- ---------------
                                           **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**

  **SCHOOL SCORES\***                                                                      

  \% Passing \-- Meets State Standards     100             99              92              100

  \% Mastery \-- Exceeds State Standards   59              40              23              71

  Number of students tested                104             139             175             22

  Percent of total students tested\*       100             100             100             N/A

  Number of students alternatively         0               0               0               0
  assessed                                                                                 

  Percent of students alternatively        0               0               0               0
  assessed                                                                                 

                                                                                           

  SUBGROUP SCORES                                                                          

  Students with disabilities                                                               

  \% At or Above Meets State Standards     100             94              80              0

  \% At Exceeds State Standards            40              6               10              0

  Number of students tested                10              17              20              0
  ---------------------------------------- --------------- --------------- --------------- ---------------

\*Please note: All students must take the New York State Regents
Examination in Mathematics A.

## 

## State Mean Scores

  ---------------------------- --------------- --------------- --------------- --------------- ---------------
                               **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  **% Passing** - Meet State   \*\*            70              71              73              76
  Standards                                                                                    

  **% Mastery** - Exceeds      \*\*            33              38              38              39
  State Standards                                                                              
  ---------------------------- --------------- --------------- --------------- --------------- ---------------

\*\* These scores are not available as of this date (2/10/05).

As a year and one-half course, the first administration of the Math A
Regents Examination (January 2002) was to previously accelerated
students only. All non-accelerated students took the exam in the
2002-2003 school year as reflected by the larger number of students
tested.

# APPENDIX III

## NORTH SALEM MIDDLE/HIGH SCHOOL

**STATE CRITERION -- REFERENCED TEST**

New York State 8^th^ Grade Math Assessment

  ----------------------------------- --------------- --------------- --------------- --------------- ---------------
                                      **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  **SCHOOL SCORES\***                                                                                 

  **% Passing** - Meets State         94              82              89              62              59
  Standards (Level 3 or 4)                                                                            

  **% Mastery** - Exceeds State       27              13              24              13              15
  Standards (Level 4)                                                                                 

  Number of students tested           96              118             120             111             98

  Percent of total students tested\*  100             100             100             100             100

  Number of students alternatively    0               0               0               0               0
  assessed                                                                                            

  Percent of students alternatively   0               0               0               0               0
  assessed                                                                                            

  TOTAL - Mean Scale Score            748             730             743             724             724

  **% at Level 4**                    27              13              24              13              15

  **% at Level 3**                    67              69              65              49              44

  **% at Level 2**                    6               12              10              31              35

  **% at Level 1**                    0               6               1               7               6

                                                                                                      

  **SUBGROUP SCORES**                                                                                 

  Students with disabilities                                                                          

  Number of Student tested            11              18              12              12              12

  **% Passing** - Meet State          55              39              50              8               8
  Standards                                                                                           

  **% Mastery** - Exceeds State       0               0               0               0               0
  Standards                                                                                           
  ----------------------------------- --------------- --------------- --------------- --------------- ---------------

\*Please note: The New York State 8^th^ Grade Mathematics Assessment is
required of all students.

## 

## State Mean Scores

  ---------------------------------------- --------------- --------------- --------------- ---------------
                                           **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  **% Passing** - Meet State Standards     58              51              48              39

  **% Mastery** - Exceeds State Standards  13              9               11              8

  **% at Level 4**                         13              9               11              8

  **% at Level 3**                         45              42              37              31

  **% at Level 2**                         29              32              33              34

  **% at Level 1**                         14              17              20              26
  ---------------------------------------- --------------- --------------- --------------- ---------------

## NYS Middle-Level Mathematics Levels and Standards

  --------- ---------------------------------------------------------------
  **Level   **These students** **exceed New York State Standards**.
  4**       

  **Level   **These students** **meet New York State Standards**.
  3**       

  **Level   **These students do not fully meet New York State Standards.**
  2**       

  **Level   **These students do not meet New York State Standards.**
  1**       
  --------- ---------------------------------------------------------------

#  APPENDIX IV

## NORTH SALEM MIDDLE/HIGH SCHOOL

**STATE CRITERION -- REFERENCED TEST**

New York State 8^th^ Grade English Language Arts Assessment

  ---------------------------- --------------- --------------- --------------- --------------- ---------------
                               **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  **SCHOOL SCORES**                                                                            

  **% Passing** - Meets State  90              77              81              69              75
  Standards (Level 3 or 4)                                                                     

  **% Mastery** - Exceeds      25              23              35              26              20
  State Standards (Level 4)                                                                    

  Number of students tested    95              116             119             112             96

  Percent of total students    100             100             100             100             100
  tested\*                                                                                     

  Number of students excluded  0               0               0               0               0

  Percent of students excluded 0               0               0               0               0

  TOTAL - Mean Scale Score     725             719             728             718             717

  **% at Level 4**             25              23              35              26              20

  **% at Level 3**             65              54              46              43              55

  **% at Level 2**             10              21              18              31              23

  **% at Level 1**             0               2               1               0               2

                                                                                               

  **SUBGROUP SCORES**                                                                          

  Students with disabilities                                                                   

  Number of Student tested     11              18              12              13              12

  **% Passing** - Meet State   54              22              17              8               25
  Standards                                                                                    

  **% Mastery** - Exceeds      9               0               0               0               0
  State Standards                                                                              
  ---------------------------- --------------- --------------- --------------- --------------- ---------------

\*Please note: The New York State 8^th^ Grade English Language Arts
Assessment is required of all students.

## 

## State Mean Scores

  -------------------------------- --------------- --------------- --------------- ---------------
                                   **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  **% Passing** - Meet State       47              45              46              45
  Standards                                                                        

  **% Mastery** - Exceeds State    11              8               10              11
  Standards                                                                        

  **% at Level 4**                 11              8               10              11

  **% at Level 3**                 36              37              36              34

  **% at Level 2**                 45              46              45              41

  **% at Level 1**                 8               9               7               14
  -------------------------------- --------------- --------------- --------------- ---------------

## NYS Middle-Level English Language Arts Levels and Standards

  --------- ---------------------------------------------------------------
  **Level   **These students** **exceed New York State Standards**.
  4**       

  **Level   **These students** **meet New York State Standards**.
  3**       

  **Level   **These students do not fully meet New York State Standards.**
  2**       

  **Level   **These students do not meet New York State Standards.**
  1**       
  --------- ---------------------------------------------------------------