***REVISED -- MARCH 24, 2006***

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

*U.S. Department of Education*

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

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

Official School Name [Stewart Manor School]{.underline}

(As it should appear in the official records)

School Mailing Address [38 Stewart Avenue]{.underline}

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

[Stewart Manor, NY 11530-2211]{.underline}

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_[Nassau]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code
Number\*\_\_[280216020007]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [(516 ) 326-5530]{.underline} Fax [(516 )326-0548]{.underline}

Website/URL [elmontschools.org]{.underline} E-mail
<hkranidis@elmontschools.org>

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

Date

(Principal's Signature)

Name of Superintendent\* [Mr. Al Harper]{.underline} (Specify: Ms.,
Miss, Mrs., Dr., Mr., Other)

District Name [Elmont Union Free School District]{.underline} Tel.
[(516) 326-5500]{.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.

[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Aubrey Phillips]{.underline}

(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)

[**PART I - ELIGIBILITY CERTIFICATION**\
]{.underline}**\[Include this page in the school's application as page
2.\]**

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 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.

0.  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]{.underline}**

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

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

1\. Number of schools in the district: \_\_**[6]{.underline}**\_\_\_
Elementary schools

> \_\_\_\_\_ Middle schools
>
> \_\_\_\_\_ Junior high schools
>
> \_\_\_\_\_ High schools
>
> \_\_\_\_\_ Other

0.  \_\_\_**[6]{.underline}**\_\_ TOTAL

2\. District Per Pupil Expenditure:
\_\_**[\$11,807]{.underline}**\_\_\_\_\_\_\_\_\_\_

> Average State Per Pupil Expenditure:
> \_\_\_**[\$13,826]{.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\
> \[**X** \] Suburban\
> \[ \] Small city or town in a rural area\
> \[ \] Rural

4\. **[7]{.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**    26        30                     56        **7**                             

  **K**       22        19                     41        **8**                             

  **1**       34        18                     52        **9**                             

  **2**       18        19                     37        **10**                            

  **3**       20        23                     43        **11**                            

  **4**       29        25                     54        **12**                            

  **5**       23        30                     53        **Other**   12        8           20

  **6**       24        27                     51                                          

                                    **TOTAL                                                407
                                    STUDENTS                                               
                                    IN THE                                                 
                                    APPLYING                                               
                                    SCHOOL** →                                             
  ----------- --------- ----------- ---------- --------- ----------- --------- ----------- ---------

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

> 6\. Racial/ethnic composition of [44]{.underline} % White
>
> the students in the school: [27]{.underline} % Black or African
> American
>
> [14]{.underline} % Hispanic or Latino\
> [15]{.underline} % Asian/Pacific Islander\
> [0]{.underline} % American Indian/Alaska

**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:
\_\_**[9]{.underline}**\_\_\_\_\_\_%

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

  ------------------------- -------------------------- ------------------
  **(1)**                   Number of students who     **21**
                            transferred ***to*** the   
                            school after October 1     
                            until the end of the year. 

  **(2)**                   Number of students who     **15**
                            transferred ***from*** the 
                            school after October 1     
                            until the end of the year. 

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

  **(4)**                   Total number of students   **407**
                            in the school as of        
                            October 1                  

  **(5)**                   Total transferred students **.088**
                            in row (3) divided by      
                            total students in row (4)  

  **(6)**                   Amount in row (5)          **9**
                            multiplied by 100          
  ------------------------- -------------------------- ------------------

8\. Limited English Proficient students in the school: [3%]{.underline}

0.  [10 **%**]{.underline}Total Number Limited English Proficient

    Number of languages represented: [5]{.underline}

    Specify languages: Persian, Spanish, French-Creole, Teluga Urdu

9\. Students eligible for free/reduced-priced meals: [13%]{.underline}

> Total number students who qualify: [52]{.underline}

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

10\. Students receiving special education services: [42%]{.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. Do not add additional categories.

> \_\_\_\_Autism [2]{.underline} Orthopedic Impairment
>
> \_\_\_\_Deafness [4]{.underline} Other Health Impaired
>
> \_\_\_\_Deaf-Blindness [5]{.underline} Specific Learning Disability
>
> \_\_\_\_Emotional Disturbance [28]{.underline} Speech or Language
> Impairment \_\_\_\_Hearing Impairment Traumatic Brain Injury
>
> [2]{.underline} Mental Retardation Visual Impairment Including
> Blindness
>
> [7]{.underline} Multiple Disabilities
>
> 11\. Indicate number of full-time and part-time staff members in each
> of the categories below:
>
> **Number of Staff**
>
> **[Full-time]{.underline} [Part-Time ]{.underline}**
>
> Administrator(s) [1]{.underline} [1]{.underline}
>
> Classroom teachers [17]{.underline}
>
> Special resource teachers/specialists [10]{.underline}
>
> Paraprofessionals [17]{.underline}
>
> Support staff [4]{.underline} [5]{.underline}
>
> Total number [32]{.underline} [23]{.underline}

12\. Average school student-"classroom teacher" ratio, that is, the
number of students in the school divided by the FTE of classroom
teachers: [24:1]{.underline}

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

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

  Daily student attendance   96%         97%         97%         97%         97%

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

  Teacher turnover rate      35%         12%         6%          9%          12%

  Student dropout rate       \%          \%          \%          \%          \%
  (middle/high)                                                              

  Student drop-off rate      \%          \%          \%          \%          \%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III-Summary**

Socrates defined education as the "kindling of a flame, not the filling
of a vessel." At the Stewart Manor School, teachers help draw out the
potential in every child by challenging each and every student on a
daily basis regardless of their needs or level of functioning. Newcomers
enter our school and comment on the welcoming atmosphere that exudes
from staff and students. Studies show that people perform better when
they are content and confidently nurtured. Stewart Manor students prove
it! Former students of all ages often return to recapture memories and
acknowledge the foundation which had a significant impact on their
lives. Student successes continue to be celebrated as Stewart Manor
graduates often receive recognition as valedictorians and salutatorians
at the high school level.

Situated at the crossroads of three villages, Stewart Manor School
blends into its residential suburban community with its park like
grounds. Pride in our school grounds is evident by the graduating class'
yearly donation of a variety of trees and the creation of a school
garden by our kindergarteners and a local garden club. A school of
approximately 410 students in the Elmont UFSD, Stewart Manor retains its
country-like familiarity with all students from grades pre-kindergarten
to sixth (general education, special education and English language
learners), parents, and staff forming an effective community of
learners. Its uniqueness as a single level facility allows for the
inclusion of all Elmont District's physically challenged students. As
students come to Stewart Manor from the villages of Stewart Manor, South
Floral Park, and New Hyde Park, they bring with them a multicultural
diversity that is celebrated and embraced throughout our school.
Celebrating some 40 nationalities has developed students' tolerance and
raised their awareness that they are all equal citizens of a global
community.

The school day at Stewart Manor begins long before the school bell
rings, with students and teachers busy at work in early morning
tutorials, band/orchestra or chorus practices, gymnastics or reading
clubs. A talented professional staff educates students throughout the
day with a challenging curriculum based on continually revised district
curriculum mapping guides meant to adhere and exceed learning standards
set forth by New York State. Supported by a state of the art technology
lab and classroom internet access, students have access to the most
updated information in our rapidly changing world. Students end their
day by participating in innovative after school clubs. With a foundation
laid in a five day a week pre-kindergarten program solidified by a full
day kindergarten routine, students pursue an integrated course of
differentiated study that incorporates technology-based projects in the
content areas. Early identification and intervention by a highly trained
staff meet the needs of diverse learners by providing an array of
support services. Art, music and P.E. integrate subject material in an
effort to produce a well rounded student. Collaborations with Heckscher
and Hillwood Museums and participation in the Empire State Games for the
Physically Challenged extend learning experiences beyond the classroom
walls.

An emphasis on character education permeates learning and fosters a
cooperative environment. Daily P.A. announcements by students illustrate
the traits of good citizenship as does the recognition of Students of
the Month. These responsibilities are also realized through Student
Council activities such as food, clothing and toy drives, visits to
stock local food pantries and monthly visits to a local senior citizen
home. Most recently, Stewart Manor students' Walk-a-thon raised over
\$10,000 for hurricane victims and ten 40 lb. boxes of essential items
were collected and sent to our soldiers in Iraq. In keeping with our
mission, our primary goal is for our students to reach their potential
by becoming creative thinkers, self-directed learners and responsible,
ethical citizens.

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

**1.  Assessment Results**

 New York State Assessments are designed to help ensure that all
students reach high learning standards as set forth by New York
State. State assessments have focused on fourth grade evaluation in
English Language Arts (ELA), Mathematics and Science. In addition, fifth
grade students are assessed in Social Studies. State assessments are
meant to measure the effectiveness of instructional programs as well as
student progress.  The state requires that students who do not make
adequate progress toward the standards receive academic intervention
services. Schools within New York State are compared with other schools
in their district, similar districts and statewide. The New York State
School Report Card, containing yearly results of each school, provides
information to the public on student performance and other measures of
school and district performance.

 Four levels of performance measure students overall results in relation
to the New York State Learning Standards in ELA and Mathematics. *Level
4* students are *exceeding the standards* *and are moving toward high
performance* while *Level 3 students meet the standards*. *Level 2*
*students are not fully meeting the standards* and may need extra
support. *Level 1 student's are not* *meeting the standards or may have
academic deficiencies*. Students functioning in levels 1 or 2 are
working below state standards and may be candidates for academic
intervention services.

 Stewart Manor students have shown significant progress over the past
five years in ELA as measured by state assessments. Performance has
risen from 17% of students exceeding standards in Level 4 in 2000-2001
to 69% in 2004-2005, an increase of 52 percentage points. In 2003-2004
twice as many Stewart Manor students achieved ELA scores in Level 4
(30%) as compared to the New York State cohort scores in Level 4 (15%).
Assessments illustrate that these students are reaching Bloom's higher
levels of learning as they analyze and interpret a variety of texts,
compare and synthesize information and formulate opinions using
supporting details.

As we disaggregate data and examine the subgroup performance of various
ethnic groups we see a consistent rise in the number of students meeting
standards (Level 3) with significantly more students exceeding standards
(Level 4). For example, in 2000-2001, only 35% Black students met
standards and another 5% exceeded standards. By comparison in 2004-2005,
100% of the Black population met standards with 59% exceeding standards.

In mathematics our overall student population's performance has grown
from 79% of students meeting state standards (Level 3) in 2000-2001 to
100% of students exceeding the standards (Level 4) in 2004-2005.  Most
noteworthy is the increase in students exceeding standards from 28% in
2000-2001 to 93% in 2004-2005. This exemplifies the greater number of
students performing at the highest level. When examining subgroup
performance, success is consistent among all ethnicities. For example,
in 2000-2001, 10% of Black students exceeded standards scoring at Level
4.  In 2004-2005 Black students exceeding standards (Level 4) soared to
91%. In 2003-2004, 72% of Stewart Manor students exceeded standards as
compared to 29% of the state cohort exceeding standards (Level 4). These
students successfully applied knowledge, predicted effects, explained
their reasoning, drew conclusions and analyzed situations and results.

New York State assessment information may be accessed through the N.Y.S.
website @ [www.nysed.gov](http://www.nysed.gov/).

**2. Using Assessment Results**

By examining and using student assessment data to improve instruction we
have built a culture that focuses on improvement. Data stemming from
various programs, criterion-referenced and state assessments are studied
at the building and grade level. At curriculum and grade level meetings,
administrators and staff examine class profiles and item analyses to
examine content, and look for gaps in specific skills and patterns
across groups of similar items. By disaggregating the data from these
tests, we identify our students' strengths and weaknesses. Access to
state assessment results through the BOCES Data Warehouse website
provides a variety of reports enabling teachers to conduct error
analyses. Using common planning time built into grade level schedules,
teachers meet and review test data and may regroup students for more
focused instruction to meet individual learning needs.

District-wide assessments have been created for each grade level, and
are administered upon the completion of pre-determined objectives in all
major subject areas. Each classroom teacher creates formal and informal
assessments. Incorporating results of all of these assessments helps
inform teachers so they are able to better provide a menu of approaches,
choices and scaffolds for the varying needs, interests and abilities of
our students.

Prior to entering Kindergarten, children are screened using the
Developmental Indicators for the Assessment of Learning (DIAL). Results
of this screening help gear Kindergarten instruction and identify
students who may be in need of early intervention services. Students who
exhibit a difficulty acquiring academic skills are referred to our
building Child Study Team. This team is comprised of the principal,
psychologist, remedial and special education teachers, speech therapist,
social worker and child's teacher. If deemed necessary, an evaluation to
determine the child's strengths and weaknesses is conducted. Some of the
assessment investments which may be used are: The Woodcock Johnson III;
Tests of Cognitive Abilities and Tests of Achievement; Wechsler
Individual Achievement Test; Key Math; and Woodcock Johnson III
Diagnostic Reading Battery.

3.  **Communicating Assessment Results**

Stewart Manor's strong partnership with parents and the community has
been established over the years through open communication. School wide
and individual student assessment results are shared regularly at
parent-teacher conferences, PTA presentations and Open School Night.
Translators are present at conferences involving families of English
language learners (ELL). Parent workshops serve to inform parents of the
expectations set forth by our rigorous standards-based curriculum and
familiarize them with the format and results of state assessments. State
rubrics are shared with parents so as to help them interpret data
results and school rubrics are made known to parents affording them the
opportunity to work with their children in completing content area
projects and school presentations.

The results of practice tests given periodically in preparation for
state assessments are sent home to parents for review with their
children. A practice packet for ELA and Math is sent home by the
principal to be completed during holiday recesses.

District-wide presentations of the New York State Comprehensive School
Report Card are presented at Board of Education meetings. This report is
also published in regional and local newspapers. Both the district
newsletter, the Dialogue, and the bimonthly school PTA newsletter, serve
as vehicles to communicate student achievement. Through the mail,
parents receive written reports of their children's performance on state
assessments.

**4. Sharing Success**

Thoughtful planning and reflection called for by a district standardized
lesson plan format and focused instruction have helped more students
meet with greater academic success. These innovations in curriculum have
been shared by central administration and Board members at a New York
State Board Association Convention of Best Practices.

Student achievement in areas stemming from categories such as most
improved, perfect scorers on state assessment and those participating
and winning outside contests are recognized at monthly Board of
Education meetings. Besides celebrating successes through the award
winning district newsletter, Dialogue, frequent articles regarding
student participation in special community and academic events appear in
local newspapers. Our Junior Scholastic reporters have been featured
covering political rallies in the New York Times and were interviewed on
NBC's "Today Show" television show. Local news channels have covered
special school events such as a live student chess game and have also
caught our school scrabble champs participating in a regional Scrabble
Tournament.

The dedication and outstanding efforts of staff members have also been
shared with other schools at recognition ceremonies hosted by the
Intercounty Resource Center, American Legion and New York School
Psychologist Association. Articulation meetings with the high school,
inter-visitations and shared workshops and in-services with neighboring
districts allow for interfacing of staff and exchange of ideas. Parents
promote the success of our students via programs such as Parents as
Reading Partners (PARP) as well as cultural arts presentations through
their affiliation with interschool and intercounty PTA's.

The success met by our students, staff and parents are the result of a
shared vision which includes setting high expectations, providing
innovative instructional practices and the resources to help our
community of learners realize their potential.

**PART V. - CURRICULUM AND INSTRUCTION**

**1. Curriculum**

The Stewart Manor School provides a challenging and relevant curriculum
geared toward strengthening students' skills in meeting and surpassing
New York State and national standards. Based on the research of Jacobs,
Wiggins and McTighe, district curriculum mapping guides in the core
content areas have been created and revised so as to drive instruction.
Authentic assessment include benchmarks of student achievement that
measures growth from novice, apprentice to proficient. Curriculum maps
are closely aligned with New York State and national standards to ensure
the spiraling of content areas in a way that each grade activates and
builds upon knowledge from previous years. We strive to provide our
children with an integrated curriculum that is challenging, yet fair and
balanced. Text selections are reflective of the multicultural character
of our student body. Differentiating instruction is vital for making
sure that all students are achieving and that "no child is left behind."
Lessons are carefully planned keeping in mind the differing needs and
learning styles of our students. Inquiry-based instruction permeates our
curriculum forcing students to become active participants in their own
learning. Departmentalization in the intermediate grades allows for the
regrouping of students and taps the expertise of a seasoned staff.
District programs allow for enriching activities such as film making,
cartooning, story telling, mock trial and Model UN.

The key to our success with English Language Arts is that literature is
used in daily instruction to support and enrich each students reading
and writing repertoire. Teachers expose students to a variety of genres
and provide varied opportunities for them to respond critically and
appropriately through reading and writing workshops. Through leveled
libraries, students become more independent and accountable for their
own learning as they are immersed in quality literature at various
reading levels.

Math and Science instruction provides a sequential spiraling of
theoretical and logical concepts and skills. Math and science concepts
are developed through many hands-on learning experiences so that
students can learn to make connections between concepts and daily life.
Laboratory experiments foster creative problem solving and
decision-making skills.

Our Social Studies curriculum is designed to help our students
appreciate fellow humans both locally and globally. A variety of
document-based materials are used in all grade levels. Current events
are studied by examining weekly periodicals. Our sixth grade students
have once again been selected as Junior Scholastic Reporters reporting
on national issues that aid in raising the awareness of our entire
school population as we proudly track their news breaking stories.

Art and Music programs further integrate curriculum as students are
actively involved in the creative process through interactions with
local artists and illustrators who share a variety of techniques. In a
recently created music lab, students develop skills necessary to read,
play, compose and appreciate music.

Physical Education classes emphasize health, wellness and physical
fitness in addition to teaching fundamental athletic skills. Character
education is reinforced through Project Adventure and our Peaceful
Playgrounds recess component focusing on social and conflict resolution
skills.

In the quest to provide our students with the best possible education to
meet their individual needs, our staff has created an educational
community that embraces collaboration. Formal lesson planning requires
teachers to reflect daily on teaching methods and strategies in order to
refocus and improve instruction. We have succeeded in integrating all
content area instruction thereby creating a rich tapestry of academic
study for all students.

**2A. Reading/Writing Curriculum**

To ensure that students will be accomplished readers and possess the
skills necessary to succeed in all content areas, Stewart Manor School
has developed a balanced literacy program sensitive to the diverse
population it serves. Following the district adopted Literacy Place by
Scholastic, classroom teachers provide focused reading instruction
through the guided reading of literature based anthologies. Shared and
independent reading activities reinforce key concepts and language
skills. Block scheduling provides for ninety minute uninterrupted
periods of instruction with AIS staff who flexibly employ
pull-out/push-in models to maximize intervention and provide specialized
programs such as Orton-Gillingham, Wilson and Direct Instruction to aid
all students in meeting reading mastery goals.

Recognizing reading and writing as reciprocal processes, literature
selected as mentor texts serve as models for student writing. Genre and
author studies lay a solid foundation for the development of essential
reading and writing skills. Children participate in reader's and
writer's workshops daily where they are encouraged to be independent
readers and to write for a variety of purposes and audiences. This idea
is also supported by our annual Writer in Residence program where
accomplished children's authors visit Stewart Manor School to work with
our students hands-on in a series of writing workshops. Most recently,
our students have become immersed in non-fiction genre with authors
Carolyn Lesser and Brian Heinz.

Structured research methods provide the students with needed strategies
to approach research projects in social studies and science. Extended
reading occurs through trade books and access to reference materials in
leveled classroom libraries, the computer lab, and the school library.
Daily lessons and long-term projects are all developed to ensure that
our students are reaching and exceeding both state and national
standards.

**3. Mathematics and Science**

*"If I [tell]{.underline} you, you will forget; if I [show]{.underline}
you, you will remember; but if you [do]{.underline} it, you will
learn."*

*Herbert Rovner*

At the Stewart Manor School, we believe that the method used to instruct
students is as important as what is being taught. Understanding that
math is the quantitative language of science, we have built a strong
educational foundation through a program that focuses on mathematical
and scientific inquiry through a hands-on approach at each grade.
Students in all grades explore math and science concepts through
discovery learning that builds meaning through experience. This is
accomplished through the use of manipulatives, inquiry based lessons,
and math and science centers that encourage independent investigation.
Cooperative learning activities and peer teaching opportunities help
reinforce developing skills for our students. From the primary grades to
the intermediate, math and science concepts are closely woven together.
Through math and science practice lessons, students develop the
knowledge and skills that enable them to be able to explain and justify
their responses in writing, a skill that begins with the solution to the
math "problem of the day" and carries through to all aspects of our
curriculum. Students are encouraged to attack problem-solving tasks by
putting themselves into the problem. We offer a variety of before and
after school programs such as Math Olympiads and Math Clubs. This year
we are especially excited to have had a team of our students selected to
submit experiments to be flown into Space as part of the SEM Satchel
program sponsored by NASA. In every way we seek to provide our students
with additional opportunities to explore and investigate math and
science concepts in using methods that evaluate mathematical and
scientific models.

**4. Instructional Methods**

At Stewart Manor School, we strive to address individual learning styles
through the use of various multi-sensory instructional methods.
Implementing varied inquiry-based approaches such as learning centers,
power point presentations, books on tape, research-based activities, and
an infrared system, students are able to develop and expand their
knowledge and thinking skills in order to master the essential
techniques necessary for lifelong inquiry and learning.

In order to support all children and help them achieve their learning
potential, our school has implemented extended day intervention
programs. Early morning tutorial focuses on improving skills in core
curriculum areas. Our four day per week, after school Homework Club is
available to all children in Grades 3 through 6 who may need extra
support in completing their homework assignments. The reading/math
programs used to supplement instruction and meet individual learning
styles include: Wilson, Direct Instruction and TouchMath. Teachers and
students have incorporated multi-media presentations as extensions to
all content area learning

Differentiated instruction provides students of different abilities and
learning needs with opportunities to experience and absorb new concepts.
Through a wide range of reading and math programs, the students are able
to take greater responsibility and ownership of their own learning.
Students in need of academic support are serviced in small groups
through the AIS (Academic Intervention Services), Resource Room, STAR
(Students at Risk), and special education (i.e. inclusion, self
contained classes) programs. All students are provided enrichment
activities through the district's Talent Development Program which
recognizes different forms of intelligences and aims to identify and
develop students' diverse talents. In addition, related services such as
speech/language, occupational, physical, itinerant vision and hearing
therapies, as well as socialization groups and individual counseling are
available from specialists who continually reassess and readjust
instruction as students grow and develop their skills.

**5. Professional Development Program**

The Elmont Union Free School District offers an extensive, comprehensive
professional development program that follows the mandate of the New
York State Commissioner's regulations. Committees of teachers,
administrators and parents assist in the development and implementation
of this program. Teacher input is consistently sought and used to
determine interest, need and relevancy of specific offerings. Nationally
recognized educational leaders, university professors, highly qualified
administrators and teachers present in-service courses which are
compiled in our Professional Development Workshops catalog. In addition,
new staff create Professional Portfolios under the skillful guidance of
administrators. The district participates in a web-based program, My
Learning Plan, which tracks the teachers' professional development and
responsibilities such as approval of conferences and
university/in-service courses. In addition, committee work and
attendance at meetings are logged in as well.

Common planning time is vital and incorporated into every school day to
afford professional discussion and collaborative planning. Special area
teachers assist in brainstorming ideas and enhancing programs. Our
teachers' union has developed "Professional Partners" as part of a
mentoring program, wherein new teachers are paired with experienced
teachers who provide ongoing and consistent support, guidance and
nurturing.

Bi-monthly faculty and curriculum meetings, in addition to grade level
meetings allow for vertical articulation among teachers. These dialogues
have encouraged harmonious development of meaningful curriculum that has
positively impacted the achievement of our students.

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

**STATE TESTS**

Subject [English Language Arts]{.underline} Grade [4]{.underline}

Test [NYS English Language Arts]{.underline}

Edition/Publication Years: [2001-2005]{.underline} Publisher: [CTB
McGraw Hill]{.underline}

  -------------------------------------- ----------- ----------- ----------- ----------- -----------
  Testing Month **February**             2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **SCHOOL SCORES**                                                                      

  \% at or above Level 1                 100%        100%        100%        100%        100%

  \% at or above Level 2 (*Not fully*    100%        100%        100%        96%         100%
  meeting standards)                                                                     

  \% at or above Level 3 (*Meeting* the  100%        82%         87%         78%         62%
  standards)                                                                             

  \% at or above Level 4 (*Exceeding*    69%         30%         32%         26%         17%
  standards)                                                                             

  Number of students tested              54          50          38          46          53

                                                                                         

  **SUBGROUP SCORES**                                                                    

  **RESULTS BY RACE/ETHNICITY**                                                          

  **Asian/Pacific Islander**                                                             

  \% at or above Level 1                 100%        100%        S           S           100%

  \% at or above Level 2 (*Not fully*    100%        100%        S           S           100%
  meeting standards)                                                                     

  \% at or above Level 3 (*Meeting* the  100%        100%        S           S           63%
  standards)                                                                             

  \% at or above Level 4 (*Exceeding*    67%         40%         S           S           25%
  standards)                                                                             

  Number of students tested              9           5           1           3           8

  **Black**                                                                              

  \% at or above Level 1                 100%        100%        100%        100%        100%

  \% at or above Level 2 (*Not fully*    100%        100%        100%        84%         100%
  meeting standards)                                                                     

  \% at or above Level 3 (*Meeting* the  100%        79%         69%         74%         35%
  standards)                                                                             

  \% at or above Level 4 (*Exceeding*    59%         29%         23%         16%         5%
  standards)                                                                             

  Number of students tested              22          14          13          19          20

  **Hispanic**                                                                           

  \% at or above Level 1                 100%        100%        S           S           100%

  \% at or above Level 2 (*Not fully*    100%        100%        S           S           100%
  meeting standards)                                                                     

  \% at or above Level 3 (*Meeting* the  100%        78%         S           S           83%
  standards)                                                                             

  \% at or above Level 4 (*Exceeding*    60%         22%         S           S           17%
  standards)                                                                             

  Number of students tested              5           9           3           6           6

  **White**                                                                              

  \% at or above Level 1                 100%        100%        100%        100%        100%

  \% at or above Level 2 (*Not fully*    100%        100%        100%        100%        100%
  meeting standards)                                                                     

  \% at or above Level 3 (*Meeting* the  100%        82%         95%         83%         84%
  standards)                                                                             

  \% at or above Level 4 (*Exceeding*    83%         32%         35%         33%         26%
  standards)                                                                             

  Number of students tested              18          22          20          18          19
  -------------------------------------- ----------- ----------- ----------- ----------- -----------

ELA

+-------------------------------------------+----+----+----+----+-----+
| **New York State Public School Scores**   | ** | ** | ** | ** | **  |
|                                           | 20 | 20 | 20 | 20 | 200 |
|                                           | 04 | 03 | 02 | 01 | 0** |
|                                           | ** | ** | ** | ** |     |
|                                           |    |    |    |    | **  |
|                                           | ** | ** | ** | ** | 200 |
|                                           | 20 | 20 | 20 | 20 | 1** |
|                                           | 05 | 04 | 03 | 02 |     |
|                                           | ** | ** | ** | ** |     |
+-------------------------------------------+----+----+----+----+-----+
| \% at Level 1 -- *not meeting standards*  | \* | 6% | 6% | 8% | 10% |
|                                           | \* |    |    |    |     |
|                                           | \* |    |    |    |     |
+-------------------------------------------+----+----+----+----+-----+
| \% at Level 2 -- *not fully meeting       | \* | 2  | 3  | 3  | 30% |
| standards*                                | \* | 2% | 0% | 1% |     |
|                                           | \* |    |    |    |     |
+-------------------------------------------+----+----+----+----+-----+
| \% at Level 3 -- *meeting standards*      | \* | 4  | 4  | 4  | 43% |
|                                           | \* | 7% | 2% | 0% |     |
|                                           | \* |    |    |    |     |
+-------------------------------------------+----+----+----+----+-----+
| \% at Level 4 -- *exceeding standards*    | \* | 1  | 2  | 2  | 17% |
|                                           | \* | 5% | 2% | 1% |     |
|                                           | \* |    |    |    |     |
+-------------------------------------------+----+----+----+----+-----+

\* S= When fewer than 5 students in a group (e.g. Hispanic) were tested,
percentages of tested students scoring at various levels were suppressed
for that group. Suppressed data are indicated with an (S).

\*\* 2004--2005 Based on preliminary data as state information derived
from School Report Card is not yet available.

\*\*\* These scores not yet available as of 2/6/06

**STATE TESTS**

Subject [Math]{.underline} Grade [4]{.underline}

Test [NYS Math Assessment]{.underline}

Edition/Publication Years: [1999-2005]{.underline} Publisher: [CTB
McGraw Hill]{.underline}

  -------------------------------------- ----------- ----------- ----------- ----------- -----------
  Testing Month **February**             2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **SCHOOL SCORES**                                                                      

  \% at or above Level 1                 100%        100%        100%        100%        100%

  \% at or above Level 2 (*Not fully*    100%        100%        100%        98%         98%
  meeting standards)                                                                     

  \% at or above Level 3 (*Meeting* the  100%        98%         100%        89%         79%
  standards)                                                                             

  \% at or above Level 4 (*Exceeding*    93%         72%         66%         30%         28%
  standards)                                                                             

  Number of students tested              55          53          38          44          53

                                                                                         

  **SUBGROUP SCORES**                                                                    

  **RESULTS BY RACE/ETHNICITY**                                                          

  **Asian/Pacific Islander**                                                             

  \% at or above Level 1                 100%        100%        S           S           100%

  \% at or above Level 2 (*Not fully*    100%        100%        S           S           100%
  meeting standards)                                                                     

  \% at or above Level 3 (*Meeting* the  100%        100%        S           S           100%
  standards)                                                                             

  \% at or above Level 4 (*Exceeding*    89%         100%        S           S           50%
  standards)                                                                             

  Number of students tested              9           6           1           3           8

  **Black**                                                                              

  \% at or above Level 1                 100%        100%        100%        100%        100%

  \% at or above Level 2 (*Not fully*    100%        100%        100%        94%         95%
  meeting standards)                                                                     

  \% at or above Level 3 (*Meeting* the  100%        100%        100%        83%         55%
  standards)                                                                             

  \% at or above Level 4 (*Exceeding*    91%         53%         46%         17%         10%
  standards)                                                                             

  Number of students tested              23          15          13          18          20

  **Hispanic**                                                                           

  \% at or above Level 1                 100%        100%        S           S           100%

  \% at or above Level 2 (*Not fully*    100%        100%        S           S           100%
  meeting standards)                                                                     

  \% at or above Level 3 (*Meeting* the  100%        78%         S           S           67%
  standards)                                                                             

  \% at or above Level 4 (*Exceeding*    83%         80%         S           S           33%
  standards)                                                                             

  Number of students tested              5           9           3           6           6

  **White**                                                                              

  \% at or above Level 1                 100%        100%        100%        100%        100%

  \% at or above Level 2 (*Not fully*    100%        100%        100%        100%        100%
  meeting standards)                                                                     

  \% at or above Level 3 (*Meeting* the  100%        95%         100%        100%        100%
  standards)                                                                             

  \% at or above Level 4 (*Exceeding*    100%        73%         70%         44%         37%
  standards)                                                                             

  Number of students tested              17          22          20          18          19
  -------------------------------------- ----------- ----------- ----------- ----------- -----------

Math

+-------------------------------------------+----+----+----+----+-----+
| **New York State Public School Scores**   | ** | ** | ** | ** | **  |
|                                           | 20 | 20 | 20 | 20 | 200 |
|                                           | 04 | 03 | 02 | 01 | 0** |
|                                           | ** | ** | ** | ** |     |
|                                           |    |    |    |    | **  |
|                                           | ** | ** | ** | ** | 200 |
|                                           | 20 | 20 | 20 | 20 | 1** |
|                                           | 05 | 04 | 03 | 02 |     |
|                                           | ** | ** | ** | ** |     |
+-------------------------------------------+----+----+----+----+-----+
| \% at Level 1 -- *not meeting standards*  | \* | 4% | 5% | 7% | 9%  |
|                                           | \* |    |    |    |     |
|                                           | \* |    |    |    |     |
+-------------------------------------------+----+----+----+----+-----+
| \% at Level 2 -- *not fully meeting       | \* | 1  | 1  | 2  | 22% |
| standards*                                | \* | 7% | 7% | 6% |     |
|                                           | \* |    |    |    |     |
+-------------------------------------------+----+----+----+----+-----+
| \% at Level 3 -- *meeting standards*      | \* | 5  | 4  | 4  | 43% |
|                                           | \* | 0% | 7% | 4% |     |
|                                           | \* |    |    |    |     |
+-------------------------------------------+----+----+----+----+-----+
| \% at Level 4 -- *exceeding standards*    | \* | 2  | 3  | 2  | 26% |
|                                           | \* | 9% | 1% | 3% |     |
|                                           | \* |    |    |    |     |
+-------------------------------------------+----+----+----+----+-----+

\* S= When fewer than 5 students in a group (e.g. Hispanic) were tested,
percentages of tested students scoring at various levels were suppressed
for that group. Suppressed data are indicated with an (S).

\*\* 2004--2005 Based on preliminary data as state information derived
from School Report Card is not yet available. \*\*\* These scores not
yet available as of 2/6/06