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

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

**Cover Sheet**

Name of Principal [Mr. Peter J.
Sweet\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [North Hampton
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address [201 Atlantic
Avenue\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[North Hampton]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[NH]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_[03862-2313\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 603 ) 964-5501]{.underline} Fax [( 603 ) 964-9018]{.underline}

Website/URL[www.northhamptonschool.com](http://www.northhamptonschool.com/)
[www.sau21.k12.nh.us/nhes](http://www.sau21.k12.nh.us/nhes) E-mail
[psweet@sau21.k12.nh.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent [\_\_\_\_\_Mr. James
Gaylord\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [North Hampton/ SAU 21]{.underline} Tel. [( 603 )
926-8992]{.underline}

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

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

Name of School Board Mrs. Mary Coppinger

President/Chairperson

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

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

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**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 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 1998.

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** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: \_\_\_[1]{.underline}\_
Elementary schools preschool - 8

\_\_\_\_\_ Middle schools

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

\_\_\_\_\_ High schools

\_\_\_\_\_ Other (Briefly explain)

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

2\. District Per Pupil Expenditure: \_\_\_[8,806]{.underline}\_\_\_\_\_
2001-2002

Average State Per Pupil Expenditure: \_\_\_\_\_\_[7,322]{.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
>
> \[ X\] Small city or town in a rural area
>
> \[ \] Rural

4\. [\_\_6\_\_\_\_]{.underline} Number of years the principal has been
in her/his position at this school.

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

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

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

  **K**       21        26                     **47**       **7**       32        26          58

  **1**       15        24                     **39**       **8**       30        29          59

  **2**       26        28                     **54**       **9**                             

  **3**       24        24                     **48**       **10**                            

  **4**       28        21                     **49**       **11**                            

  **5**       30        25                     **55**       **12**                            

  **6**       35        26                     61           Other                             

                                    **TOTAL                                                   470
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [98.6\_\_]{.underline} % White

the students in the school: [\<.5\_\_\_]{.underline} % Black or African
American

[\<.5\_\_\_]{.underline} % Hispanic or Latino

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

[\<.5\_\_\_]{.underline} % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[\_\_\_4.9\_\_%]{.underline}

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 11
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 12
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        23
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    470
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .489361
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    4.89
              100                                
  ----------- ---------------------------------- ------------------------

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

\_\_\_\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_\_[7\_]{.underline}\_%

\_\_\_\_[35\_\_]{.underline}Total Number Students Who Qualify

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

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

\_\_\_\_[48\_\_]{.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.

\_\_[3\_]{.underline}Autism \_\_[1\_]{.underline}Orthopedic Impairment

\_\_[0\_]{.underline}Deafness \_\_[2\_]{.underline}Other Health Impaired

\_\_[0\_]{.underline}Deaf-Blindness \_\_[22]{.underline} Specific
Learning Disability

\_\_[0\_]{.underline}Hearing Impairment \_\_[19]{.underline} Speech or
Language Impairment

\_\_[0\_]{.underline}Mental Retardation \_\_[1\_]{.underline}Traumatic
Brain Injury

\_\_[0\_]{.underline}Multiple Disabilities \_\_[0\_\_]{.underline}Visual
Impairment Including Blindness

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

    **Number of Staff**

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

Administrator(s) \_\_\_\_[3]{.underline}\_\_
\_\_\_[0]{.underline}\_\_\_\_

Classroom teachers \_\_\_\_[24]{.underline}\_
\_\_\_[3]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_\_[24\_]{.underline}
\_\_\_[1]{.underline}\_\_\_\_

Paraprofessionals \_\_\_\_[25]{.underline}\_
\_\_\_[3\_\_\_\_]{.underline}

> Support staff [\_\_\_10]{.underline}\_\_ \_\_\_\_[2]{.underline}\_\_\_
>
> Total number \_\_\_[86]{.underline}\_\_ [\_\_\_\_9\_\_\_]{.underline}

12\. Average school student-"classroom teacher" ratio:
\_\_\_[16.7\_\_]{.underline}

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

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

  Daily student attendance 93%         92%         94%         97%         93%

  Daily teacher attendance 92%         92%         91%         92%         92%

  Teacher turnover rate    6%          2%          3%          10%         7%

  Student dropout rate     NA          NA          NA          NA          NA

  Student drop-off rate    NA          NA          NA          NA          NA
  ------------------------ ----------- ----------- ----------- ----------- -----------

# PART III -- SUMMARY

**[Our Vision Statement:]{.underline}** North Hampton School is a
community of learners that respects the individual interests, abilities,
and learning styles of its members. The curriculum ensures the continual
development of every aspect of the child. Learners are challenged to
explore, question, problem-solve and apply knowledge to life situations.
Technology, as well as all other available resources, is utilized to
connect with the local and global community. The school, as the center
of the community, provides learning opportunities for all residents. The
interaction between children and adults creates respect for each other
and a shared responsibility for continued learning.

**[Our Mission Statement:]{.underline}** The purpose of the North
Hampton School is to nurture the intellectual, social, emotional and
physical development of all students in a child-centered environment.

**[Our Guiding Beliefs:]{.underline}** We believe that all students have
diverse natures, interests, abilities and capabilities that should be
developed to their full potential. We believe that we learn and work
best in an environment, which is safe, supportive and based on trust and
respect. We believe in the exponential power of teamwork and value the
entire community's role in educating our students.

North Hampton is a small school, with just 485 students. They attend
preschool through eighth grade in the same building, which offers a
unique opportunity for strong continuity and communication among
teachers, students, and parents over a period of many years. North
Hampton School educators are committed to excellence through continual
professional growth and development.

The educators work in teaching teams; the inclusionary model of
instruction is implemented throughout the school and each student's
abilities and needs are addressed individually. This is true for
identified as well as regular education students. NHS does not have a
resource room and there are no students placed out of district. Each
teaching team's membership includes a special education case manager, an
administrator, educational assistants at that grade level, interns, and
direct access to unified arts and other personnel, including an
enrichment coordinator with an extensive program. Enrichment is a part
of every student's day, and permeates the curricula at all grade levels.
Grade level team members work and plan closely together to develop
integrated/project-based units of study. The arts and technology are
included as subject walls dissolve. Examples of integrated units
include: Environmental School and Survival; the Middle Ages; Boat
Building; Ancient Greece; and the Industrial Revolution.

Curriculum alignment with local standards, the NH Frameworks, and
national standards and benchmarks is ongoing. This work began a number
of years ago in collaboration with MCREL and is constantly revised due
to the dynamic nature of the curriculum. Areas of need are identified
and plans for improvement are implemented, through the work of our
School Council.

Service learning begins in the sixth grade with a program called "Kids
in Charge". Students form committees to run a wide variety of service
activities, such as recycling and beautification. At weekly town
meetings, students create the agenda and facilitate its progress.  Two
years ago a seventh grade service-learning group, The Lighthouse Kids,
spearheaded a campaign to save the White Island Lighthouse. To date they
have helped to raise over \$70,000, guaranteeing the survival of the
landmark, and garnered local and national attention through their
impressive campaign. Eighth graders choose from a variety of service
opportunities, such as physical rehabilitation, toddler swim, day care,
food pantry, caring for the environment, and hospital visits. Students
are also involved in student government, the school store, and many
other student-run activities throughout the year.

The school has an active, supportive Parent-Teacher Organization called
People Active in Learning, or PAL. PAL places volunteers in classrooms,
raises funds to provide enrichment such as field trips, classroom
resources, guest artists and authors, enhances communications, and
boosts school spirit and a sense of community through the Back to School
Picnic, the Teacher's Luncheon, the Spaghetti Supper, the Harvest
Festival, and more. PAL recently purchased a kiln for the art room. With
money raised from a holiday book fair, PAL will help fund this year's
Artist in Residence, an acclaimed New Hampshire potter.

## 

## Part IV- INDICATORS OF ACADEMIC SUCCESS

1\. Describe the meaning of the school's assessment results in reading
(language arts or English) and mathematics.

North Hampton School utilizes a variety of informal and formal
assessments, including but not limited to: teacher observation and
anecdotal notes, basic inventories that yield baseline data at the start
of a school year, performance tasks, and assessments before and after
units of study. Furthermore the state test, the New Hampshire Education
Improvement and Assessment Program (NHEIAP), is administered at North
Hampton School to third and sixth grade students annually to assess
student progress relative to the state curriculum standards in
reading/language arts and math. This test is cumulative in nature,
assessing content knowledge and skills learned in prior grades as well
as the current year of assessment. Each curriculum section of the NHEIAP
intends to assess how well students are meeting the proficiency
standards of the NH K-12 Curriculum Frameworks. The proficiency levels
of advanced, proficient, basic, and novice are provided to assist
schools and educators with a global picture of the achievement level of
the student body. For clarification, the federal use of the term of
proficient in NCLB encompasses the New Hampshire levels of advanced,
proficient, and basic.

North Hampton School assesses students in reading and writing through
the NHEIAPs and informal criterion-referenced assessments. The NHEIAPs
assess reading and writing through open-response items, multiple-choice
items, and a writing prompt.

In addition to the state standards-based assessment, the local
assessments analyze individual student performance in reading and
writing. Students in kindergarten and first grade are assessed with the
criterion-referenced Observation Survey, which provides stanines from
1-9. The subtests include Letter Identification, Word Reading,
Dictation, Writing Vocabulary, Concepts about Print, and leveled Text
Reading. Once students have achieved stanine 9 in all areas, they join
the rest of the student body in taking the Developmental Reading
Assessment. This test includes oral reading accuracy, fluency, and
comprehension. Oral reading accuracy is measured by comparing the
percentage of errors to the total words. A score of 100-95% reflects
independence, 95-90% instructional level, and below 90% frustration.
Comprehension is measured on a rubric reflecting inadequate, adequate,
some, or very good comprehension.

The Mathematics section of the NHEIAP assesses specific expectations,
which reflect the eight strands of the state frameworks. These are the
curriculum areas established by the National Council of the Teachers of
Mathematics. They are: numbers and operations; geometry and measurement;
data analysis and probability; and patterns. Functions and algebra,
problem solving, reasoning, communication, and connections are woven
throughout the strands. In addition to this global perspective a
computerized Adaptive level Achievement Test, produced by Northwest
Evaluation Association, has been recently implemented. The technology
inherent in the test tailors the test items to each students on-going
performance. This assessment will be used 2-3 times a year providing
immediate feedback to inform instruction.

2\. Show how the school uses assessment data to understand and improve
student and school performance.

Results of informal and formal classroom assessments are analyzed daily
as part of an effective teaching/learning/assessment cycle. Teachers are
currently receiving training on the use of the NWEA computerized
assessment to impact curriculum and instruction decisions. The results
from the NHEIAPs are published on the state web site school by school.
Each school receives data on every child as well as aggregated data of
group performance compared to the state average. Each student receives
an individualized profile that reflects commendations and areas in need
of improvement. Each teacher in North Hampton in grades 3 and 6 receives
the grade level group profile and, with an administrator and content
area specialist, participates in an item-by-item analysis of questions
missed. Plans are then made to modify and reassess the curriculum to
increase student achievement. These results are analyzed and plans for
improvement are shared at a public school board meeting. They are also
included in the school improvement plan.

In the spring of 2003, 48 Third Grade students participated in the
NHEIAPs. In all of the 34 multiple-choice questions and all 4 of the
open response questions, third grade students scored at or above the
state average. In an item analysis of questions that less than 80% of
our students answered correctly, there did not appear to be any pattern
that would suggest specific content areas of need. 56 Sixth Grade
students participated in the spring 2003 NHEIAP. On 24 out of the 30
multiple-choice questions and all 5 of the open response questions,
sixth grade students scored at or above the state average. In an item
analysis of questions that less than 80% of our students answered
correctly, there did not appear to be a distinct pattern, although
problems involving algebraic reasoning and probabilistic thinking had
the lowest scores.

From the Developmental Reading Assessment, the oral reading errors are
analyzed to determine effective and ineffective reading strategies and
level of skill development. This information is used in combination with
the comprehension results to develop a personalized improvement plan for
the student. Children in first grade who score below the average of
their class on the Observation Survey receive Reading Recovery.

These assessments in addition to anecdotal notes, rubrics from a variety
of classroom activities, and a collection of writing from across the
year and across the curriculum are maintained in a literacy portfolio
that follows the child from year to year.

3\. Describe how the school communicates student performance.

North Hampton School is in the third year of an annual student
assessment data report- compiling standardized test results and local
assessments, tracking high school performance and graduation plans, and
sharing survey results. The NHEIAP scores are examined, analyzed and
graphed. Local assessments in math, writing and reading also inform
planning and instruction. With input from the community, goals are set
collaboratively, first for the whole school and then on grade level
teams. This year the SAU chose the NWEA to assess all grade levels and
it, too, will become a part of the information used to design and
measure instruction. A data report is mailed annually to the
community. It includes local assessments in writing and reading, results
from the NHEIAP, the NWEA, placement tests for high school, algebra
testing, and longitudinal data from a ten-year study, presently at high
school. For example, 87% of NHS graduates from high school go on to a
four-year school.

Anchors for standards and benchmarks are developed collaboratively among
teachers and adjusted as performance levels rise. Grade level teams host
curriculum nights to show where a child would fit in the model for the
year's progress. Parents receive agendas beforehand, and are invited to
prepare questions they want addressed. Parents can access teachers
through e-mail and voice mail as well as via prearranged conferences.
Modifications and accommodations developed at team meetings and shared
with parents parallel student need.

Students set goals in all areas. Grades are not a mystery, and students
explain progress, process and performance to their parents in
student-led conferences. The grading philosophy designating the three
areas (progress, process and performance) has slowly evolved and is
still a "work in progress". Teachers and parents engage in ongoing
conversations, share research articles, and discuss what is meaningful
to each in the evaluation of the student. Children then are not victims
to whom grades "happen". They know and understand what the symbols mean
and how they are attained. What and how to report on report cards
continues to be under the microscope. Feedback from parents is actively
sought and constantly used. Two parent conferences are held each year
and, in the intervals, narrative reports fill in any gaps. Informal
conferences can take place any time. Parents receive newsletters,
e-mails, packets of standards and benchmarks, and can attend grade level
and school wide focus nights.  Furthermore, the principal's report to
the school board highlights excellence demonstrated in classroom
practices; teachers are invited to share at both school board and
community forums. Newspaper articles highlighting units of study and
featuring the voices of the students appear regularly.

4\. Describe how the school will share its successes with other schools.

North Hampton School educators are committed to excellence through
continual professional growth and development. They belong to the New
England League of Middle Schools, the National Middle School
Association, NCTM, NCTE and other professional organizations. Educators
have been trained in the Six Plus One Analytical Traits of Writing
program, Education by Design/Critical Skills, multiple intelligences,
learning styles, Bloom's Taxonomy and more. Forty-six of the fifty-seven
certified teachers have a Master's degree and many have hours of study
beyond that. Staff expertise can be readily observed in classrooms
throughout the school. Many of the staff present regularly at local,
regional and national conferences, such as NELMS, NCTE, NCTM and NRA.
Two have published books on reading and writing.

The University of New Hampshire recognizes the expertise of the teaching
staff by enrolling pre-service students here to observe and interact
through an undergraduate course conducted on site (Ed 500) and as a
visitation base for students in a course called "Teachers as Learners."
North Hampton School staff welcome other schools that are interested in
our success and are willing to continue to share our expertise with
others.

### PART V -- CURRICULUM AND INSTRUCTION

For many years the staff at NHS has been exploring current research on
how individuals learn. Several books circulated, talk teams formed, and
a facilitator led discussions. Classroom posters spotlight Howard
Gardner's multiple intelligences, and teachers further aid in diagnosing
specific learning styles, strengths and weaknesses, and desired "habits
of mind". Over time, NHS students learn to achieve on their own terms.
Personal choice is important to motivate, challenge and engage students.
With teacher guidance, they often choose the depth and extent of project
engagement.

The core mathematics curriculum of NHS is based on a set of district
standards and benchmarks that were drafted utilizing the New Hampshire
State Mathematics Framework, based on the National Council of Teachers
of Mathematics Principles and Standards for School Mathematics. Although
we are currently working to make the paper and classroom curriculum even
more coherently articulated across the grades, the mathematics content
is rich with opportunities for exploration and application of concepts
and skills. The school's philosophy and methodology is an inclusive
model that offers challenges to students of all levels and emphasizes
learning through understanding.

Science at North Hampton School follows a general science curriculum so
students at each grade level study life sciences and physical sciences.
This allows students to see the connections among different branches
such as biology, chemistry, and physics. The standards and benchmarks
include concepts as well as skills, such as the scientific method,
making observations, and using various forms of technology to record
information. Students throughout the grades make hypotheses, record
data, and analyze that data to form conclusions. By questioning and
experimenting, students at North Hampton School are learning about the
world around them-how it works and how they can help protect it.

The Social Studies curriculum is based on district standards and
benchmarks, which was developed from the state and national frameworks.
Social Studies units are planned at each grade level based on these
standards and benchmarks. Simulations, such as the Freedom Trail,
Building Big, Workers on the Line, Unions!, the Monkey Trial and
Survival stimulate higher order thinking skills throughout our school.
Guest speakers from all walks of life visit regularly. NHS also
participates in career days, in which lawyers, legislators and others
come into classrooms. All units involve cooperative learning and
hands-on experiences so that all students can access curriculum
regardless of ability.

The World Language program provides integrated instruction focused on
fluency in Spanish and Hispanic cultural enrichment. Lessons are aligned
with the state standards and take place once a week for 30 minutes in
fourth grade and increase incrementally to three times a week for 45
minutes in eighth grade. Integrated units combine reading and writing
exercises with creative skits and projects as well as state of the art
interactive software and provide a balanced program that prepares
students for high school Spanish.

The Visual Arts curriculum is designed with a twofold purpose in mind.
The studio art approach honors the individual interests and learning
styles of each child as well as recognizes the important collective
outcomes of the national visual art standards. The studio approach is
intended to foster creative thinking and personal ownership. Each
student is required to come to class prepared with a topic or idea to
explore. Students keep track of their work in individual portfolios and
are asked to reflect on their learning. Integrated units are designed in
collaboration with classroom teachers and build on the students'
understanding of various cultures and history.

Music consists of general music classes in grades K-4 that emphasize
students learning basic music skills and building a solid foundation for
later study of an instrument or voice. Beginning in grade 5, students
may elect to study an instrument and be in the school band or sing in
the school chorus, some electing both. These performing groups in grades
5-8 give twice yearly concerts with smaller performances at school
assemblies. Students may also elect to take music during a weekly
offered exploratory period. Jazz band and a small vocal ensemble are
offered at that time.

**2. Describe the school's reading curriculum, including a description
of why the school chose this particular approach to reading.**

The North Hampton School reading curriculum provides for intensive,
personalized instruction for all students. The Balanced Literacy format,
based on the 4 Blocks program developed by Patricia Cunningham includes
alphabetics, phonemic awareness, phonics, word study, independent
reading and writing, and guided reading and writing as recommended by
the NCLB Act. The state language arts standards provide the curriculum
framework and locally developed benchmarks provide the teaching and
assessment targets for each grade level. These are used in conjunction
with the district curriculum maps that provide for careful progression
of skills.

Spelling, grammar, and conventions of writing are addressed through
daily word study and spelling practice. The Six Analytical Traits of
Writing program developed at the Northwest Regional Education Lab
provides instruction and assessment in the areas of organization, word
choice, sentence fluency, ideas/context, voice and conventions.

In the elementary grades guided reading includes daily lessons in
reading strategies and application of word study. In the upper grades
guided reading takes the form of literature circles. Students frequently
have a choice of text on a specific topic and participate in
self-directed discussions and projects. In all grades students read a
balance of fiction and expository texts.

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

In an attempt to insure all students leave NHS as competent writers we
have focused much of our staff development on writing. This work has
included staff training in the 6+1 Traits, our chosen writing program.
Having all staff respond to student writing using a common language
helps add consistency to both our teaching and our feedback to students,
as well as with our correspondence with parents. To ensure that all
students are exposed to writing across the curriculum and are writing on
a daily basis, we collect samples of student work at each grade level.
The range of collected writing includes independently produced pieces,
those created in response to guided questions and those taken through
the full writing process with teacher guidance. The writing covers a
variety of content such as reading responses, creative writing within a
specified genre, science content and researched topics.

The school's goal with this work, in addition to continually creating
stronger, more balanced skilled writers, is to have samples of authentic
student writing that show what meeting standards looks like at each
grade level. We have used this collected writing to help us implement
our new writing report card that includes a continuum of skills and
specific descriptors for what each child is currently able to do in
his/her writing and what the next steps for growth will be. The
descriptors on the writing continuum match the traits as scored using
the 6 Traits rubric (Ideas and Content, Organization, Word Choice,
Voice, Sentence Fluency, and Conventions). The writing continuum was
originally piloted by a group of twelve teachers for their entire class,
shared with parents and, the following year, piloted by the entire staff
with a range of students. This continuum is part of the document that
allows us to implement our grading philosophy, respond to a student's
performance, progress and process as a writer.

As a culminating activity, all students are charged with the task of
presenting themselves as writers at the end of each school year,
typically to their parents. This encourages all students to take
responsibility for their learning and helps solidify the partnership
between school and home. We continue to analyze our student growth in
writing by repeating our school wide assessments on a yearly basis and
adjusting our instruction to continually meet the needs of our students.

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

Our mission statement avers that we respect individual interests,
abilities, and learning styles. For many years the staff at NHS has been
exploring current research on how individuals learn, best practices, and
what impacts student performance and outcomes. Teacher training and
implementation of theories and practices including Bloom's taxonomy,
multiple intelligences, metacognition, cooperative learning, and
critical thinking skills has procured a deeper understanding of what
students need.

Grade level educators work in teaching teams consisting of a special
education case manager, an administrator, educational assistants, and
interns. Grade level team members determine how individual needs are
best addressed by differentiating instruction. Since NHS embraces the
inclusionary model of instruction, classroom accommodations and
modifications may need to be developed in order to personalize
instruction. For example, in preparation for a one-day open house, "In
Celebration of Ancient Greece," students select their own area of
personal interest. Some work on creating a museum for the arts (mosaics,
sculptures, jewelry, etc.); others transform a room into a Star Lab to
share constellations with lower grades, while others perform dances and
myths in a Greek theater. A group of technologically adept students
captures the entire process to share later with visitors via a
PowerPoint presentation. Each teaching team has a workstation with a
multimedia computer, digital camera and scanner. Computer and media
center staff conduct training to staff and students on an on-going
basis, and students use these resources daily to collect data, conduct
research, prepare reports and project presentations, as well as
newsletters and slide shows.

Using Bloom's taxonomy as a guide, teachers work closely with the
enrichment coordinator to provide challenging activities that require
the immediate use of problem solving and critical thinking skills.

Students observe nature throughout its four seasons, recording data,
developing hypotheses, testing, refining and proposing theories.
Critical thinking skills are applied to many challenges on the Universal
Challenge "low ropes course" on school grounds. They are then debriefed
and revisited in the classrooms. Participants are encouraged to use
"challenge by choice" on the high elements.

Both of these extraordinary environments offer students opportunities
for practical, realistic application of real life decision-making
tactics and practice in honing critical thought processes rarely
available in a developmental setting with trained professionals to
orchestrate and guide. Because these are not isolated learning
experiences but are incorporated into the "regular" curricula, they are
continuously reinforced. 

Over time, NHS students learn to take personal responsibility for their
learning. Through reflection, learning logs, and rubrics students
evaluate their personal learning arenas and modes. Nothing is static;
therefore, there is always opportunity to revise and review.

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

The School Improvement Plan (SIP) drives the professional development
objectives for the year. The SIP comes from staff reflecting on student
work, NHEIAP and other standardized testing results, and evaluative
collaborations with administration. This year the school hired a school
wide math coordinator and provided grant support for the training of a
staff member to work with Children's Hospital of Boston in developing
math profiles of students' learning styles based on the latest brain
research to improve instruction.

Focus areas are designated and related school goals developed. The
School Council plans the agenda for early release days. One result was
that teachers agreed to collaborate on anchor papers in writing to
design a writing continuum for grades 1-8. Stipends are available for
summer committee and curriculum work. By contract, each teacher has six
professional days, often used to visit other schools identified as
models of best practices, or to attend workshops, conferences, or
speakers. The SAU is in the process of developing a model of supervision
and evaluation based on Charlotte Danielson's work. Rubrics are used to
identify areas of strength and weakness. The University of New Hampshire
conducted an anonymous, random telephone survey of current parents;
results indicated that 85% of those surveyed found the teaching staff to
be highly effective.

Yearly staff goals are drawn directly from the School Improvement Plan.
NHS School Board policy supports the Council and has accepted the
Constitution, which was drafted by the NHS staff. The SIP, individual
teacher goals and staff development are supported by the administration
and the Board through early release and teacher in-service days, course
reimbursement, and support for attendance at local and national
conferences.

Newly hired teachers attend an orientation "academy" before school
begins. Each is a member of a teaching team which meets several times
each week, and each has a mentor in the building who is not on that
team. Several staff members, classroom teachers, ancillary staff and
administration have trained to belong to a "Critical Friends Group".
This is a nationally endorsed (by ASCD) utility from which referring
teachers can seek help in-house with academic or student issues.

**[State Criterion-Referenced Tests]{.underline}**

**[Cover Page]{.underline}**

Grade: 3

Test: New Hampshire Educational Improvement and Assessment Program

Publisher: Measured Progress

Number of students in the grade in which the test was administered: 48

Number of students who took the test: 48

No groups were excluded from testing

#### STATE CRITERION-REFERENCED TESTS

### NEW HAMPSHIRE EDUCATION IMPROVEMENT AND ASSESSMENT PROGRAM

### NORTH HAMPTON SCHOOL

**[GRADE 3 ENGLISH/ LANGUAGE ARTS]{.underline}**

+------------------------+----------+----------+-----------+----------+
|                        | 2        | 2        | 2000-2001 | 1        |
|                        | 002-2003 | 001-2002 |           | 999-2000 |
+------------------------+----------+----------+-----------+----------+
| # Testing Month        | May      | May      | May       | May      |
+------------------------+----------+----------+-----------+----------+
| # School Scores        |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| \% At or Above Basic   | 89       | 77       | 70        | 83       |
+------------------------+----------+----------+-----------+----------+
| \% At or Above         | 66       | 42       | 44        | 51       |
| Proficient             |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| \% At Advanced         | 17       | 11       | 5         | 1        |
+------------------------+----------+----------+-----------+----------+
| Number of students     | 48       | 54       | 57        | 61       |
| tested                 |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| Percent of total       | 100      | 100      | 100       | 98       |
| students tested        |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| Number of students     | 0        | 0        | 0         | 1        |
| excluded               |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| Percent of students    | 0        | 0        | 0         | 2        |
| excluded               |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| SUBGROUP SCORES        | ### na   | na       | na        | na       |
+------------------------+----------+----------+-----------+----------+
| ## STATE SCORES        |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| \% At or Above Basic   | 76       | 76       | 72        | 75       |
+------------------------+----------+----------+-----------+----------+
| State Mean Score       | ### na   | na       | na        | na       |
+------------------------+----------+----------+-----------+----------+
| \% At or Above         | 37       | 41       | 38        | 38       |
| Proficient             |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| State Mean Score       | ### na   | na       | na        | na       |
+------------------------+----------+----------+-----------+----------+
| \% At Advanced         | 6        | 8        | 9         | 9        |
+------------------------+----------+----------+-----------+----------+
| State Mean Score       | ### na   | na       | na        | na       |
+------------------------+----------+----------+-----------+----------+

**[GRADE 3 MATHEMATICS]{.underline}**

+------------------------+----------+----------+-----------+----------+
|                        | 2        | 2        | 2000-2001 | 1        |
|                        | 002-2003 | 001-2002 |           | 999-2000 |
+------------------------+----------+----------+-----------+----------+
| # Testing Month        | May      | May      | May       | May      |
+------------------------+----------+----------+-----------+----------+
| # School Scores        |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| \% At or Above Basic   | 96       | 85       | 91        | 90       |
+------------------------+----------+----------+-----------+----------+
| \% At or Above         | 87       | 48       | 51        | 63       |
| Proficient             |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| \% At Advanced         | 51       | 15       | 9         | 16       |
+------------------------+----------+----------+-----------+----------+
| Number of students     | 48       | 53       | 57        | 62       |
| tested                 |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| Percent of total       | 100      | 98       | 100       | 100      |
| students tested        |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| Number of students     | 0        | 0        | 0         | 0        |
| excluded               |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| Percent of students    | 0        | 0        | 0         | 0        |
| excluded               |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| SUBGROUP SCORES        | ### na   | na       | na        | na       |
+------------------------+----------+----------+-----------+----------+
| ## STATE SCORES        |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| \% At or Above Basic   | 79       | 80       | 78        | 76       |
+------------------------+----------+----------+-----------+----------+
| State Mean Score       | ### na   | na       | na        | na       |
+------------------------+----------+----------+-----------+----------+
| \% At or Above         | 42       | 39       | 39        | 40       |
| Proficient             |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| State Mean Score       | ### na   | na       | na        | na       |
+------------------------+----------+----------+-----------+----------+
| \% At Advanced         | 15       | 10       | 8         | 9        |
+------------------------+----------+----------+-----------+----------+
| State Mean Score       | ### na   | na       | na        | na       |
+------------------------+----------+----------+-----------+----------+

**[State Criterion-Referenced Tests]{.underline}**

**[Cover Page]{.underline}**

Grade: 6

Test: New Hampshire Educational Improvement and Assessment Program

Publisher: Measured Progress

Number of students in the grade in which the test was administered: 56

Number of students who took the test: 56

No groups were excluded from testing.

STATE CRITERION-REFERENCED TESTS

**[NEW HAMPSHIRE EDUCATION IMPROVEMENT AND ASSESSMENT
PROGRAM]{.underline}**

### NORTH HAMPTON SCHOOL

**[GRADE 6 ENGLISH/ LANGUAGE ARTS]{.underline}**

+------------------------+----------+----------+-----------+----------+
|                        | 2        | 2        | 2000-2001 | 1        |
|                        | 002-2003 | 001-2002 |           | 999-2000 |
+------------------------+----------+----------+-----------+----------+
| # Testing Month        | May      | May      | May       | May      |
+------------------------+----------+----------+-----------+----------+
| # School Scores        |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| \% At or Above Basic   | 83       | 90       | 86        | 67       |
+------------------------+----------+----------+-----------+----------+
| \% At or Above         | 38       | 31       | 44        | 28       |
| Proficient             |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| \% At Advanced         | 11       | 9        | 5         | 5        |
+------------------------+----------+----------+-----------+----------+
| Number of students     | 56       | 54       | 61        | 78       |
| tested                 |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| Percent of total       | 100      | 100      | 98        | 99       |
| students tested        |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| Number of students     | 0        | 0        | 1         | 1        |
| excluded               |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| Percent of students    | 0        | 0        | 2         | 1        |
| excluded               |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| SUBGROUP SCORES        | ### na   | na       | na        | na       |
+------------------------+----------+----------+-----------+----------+
| ## STATE SCORES        |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| \% At or Above Basic   | 71       | 69       | 69        | 68       |
+------------------------+----------+----------+-----------+----------+
| State Mean Score       | ### na   | na       | na        | na       |
+------------------------+----------+----------+-----------+----------+
| \% At or Above         | 30       | 28       | 27        | 29       |
| Proficient             |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| State Mean Score       | ### na   | na       | na        | na       |
+------------------------+----------+----------+-----------+----------+
| \% At Advanced         | 5        | 5        | 5         | 6        |
+------------------------+----------+----------+-----------+----------+
| State Mean Score       | ### na   | na       | na        | na       |
+------------------------+----------+----------+-----------+----------+

#### GRADE 6 MATHEMATICS

+------------------------+----------+----------+-----------+----------+
|                        | 2        | 2        | 2000-2001 | 1        |
|                        | 002-2003 | 001-2002 |           | 999-2000 |
+------------------------+----------+----------+-----------+----------+
| # Testing Month        | May      | May      | May       | May      |
+------------------------+----------+----------+-----------+----------+
| # School Scores        |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| \% At or Above Basic   | 88       | 83       | 80        | 67       |
+------------------------+----------+----------+-----------+----------+
| \% At or Above         | 47       | 37       | 40        | 37       |
| Proficient             |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| \% At Advanced         | 9        | 11       | 5         | 8        |
+------------------------+----------+----------+-----------+----------+
| Number of students     | 56       | 54       | 61        | 78       |
| tested                 |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| Percent of total       | 100      | 100      | 98        | 99       |
| students tested        |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| Number of students     | 0        | 0        | 1         | 1        |
| excluded               |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| Percent of students    | 0        | 0        | 2         | 1        |
| excluded               |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| SUBGROUP SCORES        | ### na   | na       | na        | na       |
+------------------------+----------+----------+-----------+----------+
| ## STATE SCORES        |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| \% At or Above Basic   | 74       | 73       | 68        | 66       |
+------------------------+----------+----------+-----------+----------+
| State Mean Score       | ### na   | na       | na        | na       |
+------------------------+----------+----------+-----------+----------+
| \% At or Above         | 33       | 28       | 26        | 27       |
| Proficient             |          |          |           |          |
+------------------------+----------+----------+-----------+----------+
| State Mean Score       | ### na   | na       | na        | na       |
+------------------------+----------+----------+-----------+----------+
| \% At Advanced         | 7        | 6        | 4         | 4        |
+------------------------+----------+----------+-----------+----------+
| State Mean Score       | ### na   | na       | na        | na       |
+------------------------+----------+----------+-----------+----------+