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

*U.S. Department of Education*

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

Name of Principal [Mrs. Mary L. McClintock]{.underline}

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

Official School Name [Turnpike Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [P.O. Box 265, School
Road]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Mildred,]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[PA
18632-0265]{.underline}\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County \_[Sullivan]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State School Code
Number\*\_\_[4028]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 570 ) 928-8341]{.underline} Fax [( 570 )
928-7337]{.underline}

Web site/URL [www.sulcosd.k12.pa.us]{.underline} E-mail
\_\_\_[mcclmary@sulcosd.k12.pa.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\* \_\_[Dr. Kathryn Gruber]{.underline}

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

District Name [Sullivan County School District]{.underline} Tel. [( 570
) 928-8194]{.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. Nancy Craft

President/Chairperson

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_\_2\_\_ Elementary schools

\_\_0\_\_ Middle schools

\_\_0\_\_ Junior high schools

\_\_1\_\_ High schools

\_\_0\_\_ Other

\_\_3\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_[\$12,084.53]{.underline}\_\_

Average State Per Pupil Expenditure: \_\_[\$ 9,736.31]{.underline}\_\_

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ x \] 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**                                     **0**        **7**                             

  **K**       14        5                      **19**       **8**                             

  **1**       9         7                      **16**       **9**                             

  **2**       7         9                      **16**       **10**                            

  **3**       7         8                      **15**       **11**                            

  **4**       11        10                     **21**       **12**                            

  **5**       15        12                     **27**       **Other**                         

  **6**       14        6                      **20**                                         

                                    **TOTAL                                                   **134**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of \_\_[99\_]{.underline}\_ % White

the school: % Black or African American

\% Hispanic or Latino

[\_ 1\_]{.underline} % Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_[10]{.underline}\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      12
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

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

  **(3)**                   Total of all transferred    14
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 140
                            the school as of October 1  

  **(5)**                   Total transferred students  .1
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           10
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_\_[0]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_[N/A]{.underline}\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_[41]{.underline}\_\_\_%

Total number students who qualify: \_\_\_[56]{.underline}\_\_\_

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

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

\_\_\_[18]{.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.

\_[1]{.underline}\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[9]{.underline}\_\_Specific Learning Disability

\_[1]{.underline}\_\_Emotional Disturbance \_[7]{.underline}\_\_Speech
or Language Impairment

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

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) \_\_\_\_\_\_\_ \_\_\_[1]{.underline}\_\_\_\_

Classroom teachers \_\_\_[8]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[2]{.underline}\_\_\_
\_\_\_[9]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[7]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[5]{.underline}\_\_\_
> \_\_\_[1]{.underline}\_\_\_\_
>
> Total number \_\_[22]{.underline}\_\_\_ \_\_[11]{.underline}\_\_\_\_

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 \_\_[17:1]{.underline}\_\_

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

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

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

  Daily teacher attendance  94%         92%         91%         90%         91%

  Teacher turnover rate     19%         15%         6%          8%          3%

  Student dropout rate      N/A                                             
  (middle/high)                                                             

  Student drop-off rate     N/A                                             
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

The Turnpike Elementary School is physically hidden in the small town of
Mildred, Pennsylvania but the students and families who live in the
Mildred, Dushore, Colley and Lopez communities visualize the school as
the town center. The faculty and staff create such a rich learning
environment based on pride, experience and dedication that the students
from these tiny rural areas feel safe and secure in a large educational
setting. The caring atmosphere and the vision of the school is based on
the Sullivan County School District's mission statement, "...to provide
ALL students an innovative and challenging learning environment in which
they develop and apply the knowledge and skills needed to become
contributing members of a changing society."

The 134 students who attend Turnpike Elementary School, the smaller of
the two elementary schools in the Sullivan County School District, are
expected to achieve academic excellence and proceed to the next grade
level. The eight classroom teachers, one full-time Title I reading
specialist, a learning support teacher and eight half-time specialists
in library, art, music, physical education, remedial math, guidance,
instructional support and reading are accountable for the success of all
students. The average school student-classroom teacher ratio of 17:1 is
a contributing factor for the attainment of both student achievement and
the caring culture.

The demographic information reveals almost 41% of the students who
attend Turnpike Elementary School are eligible for free or reduced
lunches. In addition, students begin kindergarten without the
opportunity to attend pre-school programs because none exist in Sullivan
County and only a limited few enroll in the two county-wide day-care
programs. Eligible students receive services in such programs as Head
Start and Early Intervention. The full day kindergarten program
implemented in the 1986-87 school year provides the initial structure
and the highly qualified kindergarten teacher uses the above data to
identify and secure additional support for the students who are
academically and socially deficient.

With the expansion of formative assessments such as DIBELS, Curriculum
Based, and 4Sight, teachers are able to guide instruction regularly. The
high qualified teachers use the data to formulate decisions about the
needs of the students. The Instructional Support Teacher, the guidance
counselor, Title I reading specialists and a remedial math teacher are
maintained by the District to provide interventions and assistance.
Parents and guardians are partners in the educational process at all
times.

Another benefit of the partnership is the very active Parent Teacher
Group. About fifty parents and teachers orchestrate activities that
reinforce academic and social skills. Examples of such opportunities are
Book Fairs, roller skating and class field trips and Spirit Days. The
community participates in school sponsored activities such as the
Veteran's Day program and Reading Across America. With the inviting and
safe environment, adults and students feel comfortable in organizing and
attending school functions. The annual Scholastic Reading Competition
and the Title I Parent meetings are highly visible events.

The students are experiencing success as evidenced both by the high test
scores (PSSA) and by the contributions and commitments of the parents,
faculty, staff, and community members. It is this active, vested
interest that sustains and inspires the belief of academic excellence
for all students.

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

**1. Assessment Results:** The teachers at Turnpike Elementary School
(TES) administer the Pennsylvania System of School Assessment (PSSA) to
students in third, fourth, fifth and sixth grades during the spring of
each school year in the subjects of mathematics and reading. The results
of the PSSA are returned to the schools before the beginning of the next
school year to determine how many students met the academic standards
and to show the disparities among the subgroups of students such as
ethnicity, gender, economic status as defined by the *No Child Left
Behind* (NCLB) Act. Using this data, the faculty and principal formulate
decisions about curriculum, instructional strategies, and professional
development.

The results of the PSSA are reported using scale scores and performance
levels. Scale scores show comparisons of school performance from year to
year. Fifth grade students over time have earned impressive results. The
scale score in mathematics for the 2002 year was 1410 and in 2006, it
was 1480. Likewise in reading, the scale score in 2002 was 1370 and in
2006, it was 1470. The Pennsylvania Department of Education declares
differences of 50 points or more as significant and educationally
meaningful. Consistently, the Turnpike Elementary School scored higher
(with one exception of equal) than the state average in both reading and
mathematics at the fifth grade level from the year 2002 to 2006. School
and state scale scores are available on the Pennsylvania Department of
Education's Web site;
[www.pde.state.pa.us](http://www.pde.state.pa.us/).

Individual student results are reported in terms of four performance
levels, advanced (superior), proficient (satisfactory), basic
(marginal), and below basic (inadequate). Performance levels show
significant achievement over the years as well. In fifth grade,
percentages of students scoring at the proficient and advanced levels in
mathematics have increased from 76% in 2002 to 94% in 2006. Similarly in
reading, students scoring at the same levels have increased from 60% in
2002 to 95% in 2006. Amazingly, fifth grade students at TES have not
only exceeded the AYP benchmarks as determined by NCLB but also have
maintained 100% participation in the testing process since 2002!

The results of the statewide assessments (PSSA) reveal performance
levels of students in subgroups. Student groups with a number fewer than
10 are not reported. During the 2002-03 school year, 17 fifth grade
students of the 36 tested (almost half) were identified in the
economically disadvantaged subgroup. 53% met and exceeded the state
standards in mathematics and 41% met and exceeded the state standards in
reading. The subgroup met the AYP benchmark of 35% in mathematics but
not the 45% in reading. The disparity in reading occurred because Title
I services were not available to fifth grade students and the reading
series was antiquated. Curricular and staff changes were implemented
thereafter to correct the slight disparity in reading.

The TES staff is very proud of the historic and recent accomplishments.
They share the results with the parents and community members verbally
and in written form. Other sources for securing school results are the
following Web sites: [www.paayp.com](http://www.paayp.com/);
[www.schoolmatters.com](http://www.schoolmatters.com/); and
[www.greatschools.net](http://www.greatschools.net/) as well as the
District's Web site,
[www.sulcosd.k12.pa.us](http://www.sulcosd.k12.pa.us/).

**2. Using Assessment Results.** The principal is the facilitator of the
assessment data. She asks the faculty, "Are we getting the results we
want?" "Are we using data effectively?" and "Are we finding any gaps or
problems?" These questions are raised at the beginning of the school
year with the summative results of the PSSA and throughout the year with
formative assessment results and progress monitoring.

By examining the overall school PSSA results in August, the teachers
understand immediately how well the students at Turnpike Elementary
School performed in relation to the expectations specified by the *No
Child Left Behind* legislation. Meeting Adequate Yearly Progress (AYP)
in all categories is the first indicator of academic success. The
results stimulate discussion and decisions regarding professional
development activities, curricular changes, and support needs at the
building level.

The second indicator of academic success is determined by good teaching.
Each classroom teacher implements formative and summative assessments
and practices that reveal levels of the achievement of learning. With
the implementation of 4Sight during the 2006-07 school year, a predictor
of the PSSA, teachers have another tool to guide instruction regularly.
Individual student needs are determined by the use of curriculum-based
assessments, running records, teacher-made tests, student projects, and
other measures of student performance. Teachers use the data to change
instruction and materials to meet the individual needs of the students.
The data is also helpful in providing information to specialists who
determine if interventions and other assistance are needed.

**3. Communicating Assessment Results.** The caring climate at Turnpike
Elementary School cultivates communication. The principal, faculty, and
parents are in constant dialogue.

The teachers discuss standards and expectations with students daily.
Through rubrics, anchors and conferencing, students are consistently
aware of the required concepts and levels of academic performance.
Students receive evidence of achievement daily by verbal contact, graded
student work and/or test results.

Parents not only accept the traditional progress notices, report cards,
and assessment data every nine weeks but they also welcome "happy grams"
and other positive feedback by teachers. SAT9 and PSSA assessment
results are mailed home with explanations. The cover letter offers
various means of communication. In addition, individual, yearly
conferences are scheduled at the convenience of the parents' schedules.
The faculty is sensitive to the needs of both the student and the
family. Thus, a higher percentage of parents attend conferences and
communication is enhanced.

Community members have easy access to school performance results. The
local newspaper, [The Sullivan Review,]{.underline} reports every
activity that the school sponsors as well as the minutes of each school
board meeting where assessment results are shared. In addition, the
District's Web site,
[www.sulcosd.k12.pa.us](http://www.sulcosd.k12.pa.us/), lists the
District and school report cards. Messages of meeting AYP and other
school accomplishments are announced at the PTG meetings, local
organizations and the surrounding newspaper feature, "Our Schools" in
the Towanda, [Daily Review.]{.underline}

The network of communication is omnipresent. By linking the parents, the
principal and faculty embrace the value of academic excellence for all
students.

**4. Sharing Success**: Beyond sharing the success with the community,
parents and media, the faculty and principal are comfortable telling the
story! By pure example, the audience feels the pride and lists the
reasons for academic success at Turnpike Elementary School.

It begins with grade level meetings with teachers in the other
elementary school. District-wide professional development activities are
led by Turnpike Elementary School teachers. Furthermore, the Sullivan
County School District belongs to a multi-county consortium called the
"PA Heartland Coalition." The membership includes businesses,
universities and economic development agencies that focus on improving
education through the implementation of standards and the *No Child Left
Behind* legislation. Being a charter member, Turnpike teachers have
shared lesson plans, research-based best practices and instructional
strategies with other teachers in the Coalition.

The principal shares her enthusiasm and expertise at local, regional,
and state meetings. Her participation in a state level leadership
program and a local curriculum council illustrate how accomplishments
prevail. She applies her knowledge and skills to motivate her staff to
reach each student and to grow professionally.

Sharing the academic progress and growth of the students at Turnpike
Elementary School is an honor. As the elementary principal states about
the faculty in relationship to the students, "they go the extra mile."
The staff will continue to "go the extra mile" when requested to share
its success!

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:** In order to provide ALL students an innovative and
challenging learning environment, as stated in our District's mission
statement, Turnpike teachers formulate classroom decisions by using
curriculum that meets or exceeds the state and national standards. The
teachers review the curriculum continually to include current research
trends, student needs and the Pennsylvania Department of Education's
Assessment Anchors in reading, mathematics, and science.

As a result of student data, especially in the subgroup of economically
disadvantaged, and curriculum mapping exercises, the faculty recommended
a new reading series, *Houghton Mifflin Reading,* to guide the balanced
literacy approach to a comprehensive language arts program. This
revision is based on scientific research that will assist teachers in
delivering the five key areas of reading, including phonemic awareness,
phonics, fluency, vocabulary, and comprehension. Besides the heavy
emphasis on reading skills, teachers provide writing activities using
Kid Writing, Interactive Writing, and various software programs. By
identifying the reading, listening, speaking, and writing skills as
defined by the national and state standards and presenting multiple
opportunities for success, teachers deliver the rigorous curriculum so
that students become not only proficient readers and writers but also
independent ones.

Using principles from brain research and constructivism, Turnpike
teachers engage students in hands-on and multiple exposure strategies to
teach mathematics. All elementary students use the series, *Scott
Foresman-Addison Wesley Math* and *Compass Math.* The math series
focuses on number sense, manipulatives and pictorial models to develop
reasoning and critical thinking. *Compass Math,* which is current with
the National Council of Teachers of Mathematics standards, concentrates
on basic concepts, computation skills, and real-life applications. When
mathematics is meaningful and interesting, students are able to master
number concepts and problem-solving procedures.

The science curriculum is inquiry-based and aligned to the state science
and technology standards. Primary teachers use thematic units, local
nature sites, and literature from the reading series to teach scientific
concepts and knowledge. The *Harcourt Science* program, which was
developed to meet the goals and content objectives of the National
Science Education Standards, has been adopted for use in the
intermediate grades. Students use kits, equipment, and other materials
in conjunction with technology to apply learning to new situations.

The approach to teaching social studies is similar to the science
curriculum. The primary grade level teachers use local resources such as
government officials, war veterans, and geographic locations in addition
to the reading series to teach problem-solving. Teachers structure the
content of history, geography, economics, government, citizenship and
culture by examining Pennsylvania in grade four and the United States in
grades five and six. With the text, *Social Studies* by Scott Foresman,
maps, globes, charts, graphs, and software programs, intermediate
students gain experiences that will prepare them for the changing global
society.

In addition to the content area curriculum, ALL students participate in
activities taught by highly qualified specialists. Instruction in music,
physical education, art, and library is afforded in the six day cycle.
Vocal and instrumental music is available to fifth and sixth grade
students.

**2. Reading:** Turnpike teachers endorse the research that students
learn to read by a variety of methods and materials (Bond & Dykstra,
1967/1997). Using this approach, the balanced literacy format with a
solid phonics component establishes a firm foundation for
reading/writing instruction. Evidence-based reading programs such as
Reading Recovery and methods such as guided reading provide ample
opportunities for students to practice and apply what they have learned.
Formative and summative assessments in addition to running records and
authentic writing samples produce periodic data to individualize
instruction, recommend students for testing, and adapt materials.

By exposing students to young adult novels and high quality literature,
the students are able to read for understanding and pleasure. Teams of
intermediate students opt to participate annually in the Scholastic
Reading Competition to employ comprehension skills and enhance
independent reading.

Writing in various modes as defined by the PA standards is not only
taught during reading instruction but also is incorporated in the other
content areas. Students keep journals, conference about their writing,
and use technology to present documents.

The goal of the teachers is to use the 10 best research practices posed
by Gambrell and Mazzoni (1999) to provide literacy instruction. Thus,
they are committed to instilling a set of life-long skills in students
for both enjoyment and achievement.

**3. Mathematics:** The mathematics program at the Turnpike Elementary
School is multi-faceted. The most significant factor in improving tests
scores was the increase in instructional time to one hour a day at the
primary level and one hour and a half at the intermediate level. More
hands-on activities are planned, extended practice by the students occur
and student work is comprehensive.

The *Scott Foresman-Addison Wesley Math* series was recommended by the
staff and approved by the Board of Education in 2003. The major reason
for adoption was the objectives of helping students make sense of
mathematics in meaningful ways through number sense, manipulatives,
pictorial modes, and problem-solving strategies.

In addition to the textbook, all mathematics teachers conduct drills to
instill the basic facts. Instruction using open-ended problem-solving
occurs once per six day cycle, emphasizing common mathematical language.
Thus, students are expected to apply skills and strategies to prepare
them for life related experiences.

*Compass Math*, an individualized computer-based program, transpires at
each grade. By using computer technology that is current with the
National Council of Teachers of Mathematics (NCTM) standards, students
are receiving highly interactive, individualized instruction. Students
perform at their own pace to learn basic concepts, computation skills,
and real-life applications, including problem-solving, fractions, and
decimals. The program provides immediate feedback for both correct and
incorrect answers. A teacher is always available in the computer lab for
additional help. The integration of *Compass Math* strengthens the
mission of the Sullivan County School District and the vision of the
Turnpike Elementary School. *Compass Math* provides an innovative and
challenging learning environment.

The combination of teaching strategies and curricular opportunities
produces great mathematical results throughout the elementary grade
levels. Mathematics is a definite strength at Turnpike Elementary
School!

**4. Instructional Methods:** Instructional methodology is based on best
practices that improve student learning. Turnpike students are
heterogeneously assigned to classrooms and the teachers utilize the
interrelationship of curriculum, instruction, and assessment to motivate
the learner. In addition, support and intervention systems are available
for meeting individual needs.

Highly qualified teachers formulate decisions based on learning styles,
assessment results, and Individualized Education Plans. Student
strengths, weaknesses, and multiple intelligences provide teachers with
additional information to guide instruction. Such methods as cooperative
learning, graphic organizers, project designing, journal writing, and
research, are examples of different instructional methods used to
supplement the core methods of direct, guided practice, problem-solving
and hands-on instruction.

When teachers collect data and assess needs for additional learning
opportunities, parents are consulted to gain support and permission.
Examples of services are Title I reading, remedial mathematics,
instructional support, social groups, tutoring, summer school, and
gifted education.

All teachers and students have access to technology. Besides the
computer based instruction program (*Compass Math*), students use Power
Library and Power Point to gather and present information. Title I
students operate Sony Playstations when they participate in the
*Lightspan Achieve Now* program. Digital and video cameras enhance
instruction in reading, writing, science, and social studies.

Improving student achievement is continuous and a high priority. The
dedicated teachers guide standards-based instruction regularly by
assessing the effectiveness of the employed strategies and the nature of
the safe, learning environment.

**5. Professional Development:** Teacher input is foremost in planning
professional development activities. Turnpike teachers are very vocal
and attentive to the needs of the staff and students. They appoint
building representatives to District-wide committees.

The Professional Development Committee collects perception, demographic,
and student data to plan activities with the highest impact on student
learning. During the last six years, two priorities, as established by
this committee, were to increase student achievement and raise the
technology level of the staff.

K-12 subject area and grade level teams met regularly to address
curricular and instructional needs. In-service programs provided
knowledge and skills related to data decision making, curriculum
analysis, inclusion models, and differentiated instruction. Based on
assessment results and surveys, teams aligned the curriculum to the
state standards, located gaps and overlaps in the curriculum, and
augmented teaching strategies.

The technology focus is an on-going process. During the last six years,
the faculty is proficient in the use of Microsoft Office programs, data
collection tools, and Web pages for direct communication with parents
and students. Software programs are available for grade reporting,
scheduling, and portfolio development. A technology coach assists the
staff in each building.

In addition to the site-based trainings, teachers collaborate daily,
weekly and monthly. Using the train the trainer model, teachers
introduce skills and strategies to their colleagues after completing
college courses and attending local, state and national conferences.

The Turnpike teachers not only support the sustained and focused
professional development program but they also guide it. They have a
vested interest.

**PART VII - ASSESSMENT RESULTS**

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

Subject\_\_\_\_[Reading]{.underline}\_\_\_\_
Grade\_\_[6]{.underline}\_\_\_ Test\_\_\_\_\_\_[Pennsylvania System of
School Assessment]{.underline}\_\_\_\_\_\_

Edition/Publication Year\_\_[2005-2006]{.underline}\_\_
Publisher\_\_\_\_\_\_\_\_[Commonwealth of
Pennsylvania]{.underline}\_\_\_\_\_\_\_\_

  ----------------------------------------------------------- -----------
                                                              2005-2006

  Testing month                                               March

  **SCHOOL SCORES\***                                         

  \% "Proficient" plus "Advanced" State Standards             87

  \% "Advanced" State Standards                               61

  Number of students tested                                   23

  Percent of total students tested                            100

  Number of students alternatively assessed                   0

  Percent of students alternatively assessed                  0

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

Subject\_\_\_\_[Reading]{.underline}\_\_\_\_
Grade\_\_[5]{.underline}\_\_\_ Test\_\_\_\_\_\_[Pennsylvania System of
School Assessment]{.underline}\_\_\_\_\_\_

Edition/Publication Year\_\_[2001-2006]{.underline}\_\_
Publisher\_\_\_\_\_\_\_\_[Commonwealth of
Pennsylvania]{.underline}\_\_\_\_\_\_\_\_

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

  Testing month                        March       March       April       April       April

  **SCHOOL SCORES\***                                                                  

  \% "Proficient" plus "Advanced"      95          76          71          58          60
  State Standards                                                                      

  \% "Advanced" State Standards        39          24          38          19          28

  Number of students tested            18          25          21          36          25

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

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

Subject\_\_\_\_[Reading]{.underline}\_\_\_\_
Grade\_\_[4]{.underline}\_\_\_ Test\_\_\_\_\_\_[Pennsylvania System of
School Assessment]{.underline}\_\_\_\_\_\_

Edition/Publication Year\_\_[2005-2006]{.underline}\_\_
Publisher\_\_\_\_\_\_\_\_[Commonwealth of
Pennsylvania]{.underline}\_\_\_\_\_\_\_\_

  ----------------------------------------------------------- -----------
                                                              2005-2006

  Testing month                                               March

  **SCHOOL SCORES\***                                         

  \% "Proficient" plus "Advanced" State Standards             79

  \% "Advanced" State Standards                               33

  Number of students tested                                   33

  Percent of total students tested                            100

  Number of students alternatively assessed                   0

  Percent of students alternatively assessed                  0

                                                              

  SUBGROUP SCORES                                             

  1\. Economically Disadvantaged                              

  \% "Proficient" plus "Advanced" State Standards             69

  \% "Advanced" State Standards                               15

  Number of students tested                                   13
  ----------------------------------------------------------- -----------

Subject\_\_\_\_[Reading]{.underline}\_\_\_\_
Grade\_\_[3]{.underline}\_\_\_ Test\_\_\_\_\_\_[Pennsylvania System of
School Assessment]{.underline}\_\_\_\_\_\_

Edition/Publication Year\_\_[2004-2006]{.underline}\_\_
Publisher\_\_\_\_\_\_\_\_[Commonwealth of
Pennsylvania]{.underline}\_\_\_\_\_\_\_\_

  --------------------------------------------------- ----------- -----------
                                                      2005-2006   2004-2005

  Testing month                                       March       March

  **SCHOOL SCORES\***                                             

  \% "Proficient" plus "Advanced" State Standards     77          84

  \% "Advanced" State Standards                       32          39

  Number of students tested                           22          31

  Percent of total students tested                    100         100

  Number of students alternatively assessed           0           0

  Percent of students alternatively assessed          0           0

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

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

Subject\_\_\_\_[Math]{.underline}\_\_\_\_ Grade\_\_[6]{.underline}\_\_\_
Test\_\_\_[Pennsylvania System of School Assessment]{.underline}\_\_\_\_

Edition/Publication Year\_\_[2005-2006]{.underline}\_
Publisher\_\_\_\_\_[Commonwealth of
Pennsylvania]{.underline}\_\_\_\_\_\_

  ----------------------------------------------------------- -----------
                                                              2005-2006

  Testing month                                               March

  **SCHOOL SCORES\***                                         

  \% "Proficient" plus "Advanced" State Standards             87

  \% "Advanced" State Standards                               52

  Number of students tested                                   23

  Percent of total students tested                            100

  Number of students alternatively assessed                   0

  Percent of students alternatively assessed                  0

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

Subject\_\_\_\_[Math]{.underline}\_\_\_\_ Grade\_\_[5]{.underline}\_\_\_
Test\_\_\_[Pennsylvania System of School Assessment]{.underline}\_\_\_\_

Edition/Publication Year\_\_[2001-2006]{.underline}\_
Publisher\_\_\_\_\_[Commonwealth of
Pennsylvania]{.underline}\_\_\_\_\_\_

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

  Testing month                        March       March       April       April       April

  **SCHOOL SCORES\***                                                                  

  \% "Proficient" plus "Advanced"      94          84          86          56          76
  State Standards                                                                      

  \% "Advanced" State Standards        44          52          57          19          36

  Number of students tested            18          25          21          36          25

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

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

Subject\_\_\_\_[Math]{.underline}\_\_\_\_ Grade\_\_[4]{.underline}\_\_\_
Test\_\_\_[Pennsylvania System of School Assessment]{.underline}\_\_\_\_

Edition/Publication Year\_\_[2005-2006]{.underline}\_
Publisher\_\_\_\_\_[Commonwealth of
Pennsylvania]{.underline}\_\_\_\_\_\_

  ----------------------------------------------------------- -----------
                                                              2005-2006

  Testing month                                               March

  **SCHOOL SCORES\***                                         

  \% "Proficient" plus "Advanced" State Standards             82

  \% "Advanced" State Standards                               58

  Number of students tested                                   33

  Percent of total students tested                            100

  Number of students alternatively assessed                   0

  Percent of students alternatively assessed                  0

                                                              

  SUBGROUP SCORES                                             

  1\. Economically Disadvantaged                              

  \% "Proficient" plus "Advanced" State Standards             85

  \% "Advanced" State Standards                               39

  Number of students tested                                   13
  ----------------------------------------------------------- -----------

Subject\_\_\_\_[Math]{.underline}\_\_\_\_ Grade\_\_[3]{.underline}\_\_\_
Test\_\_\_[Pennsylvania System of School Assessment]{.underline}\_\_\_\_

Edition/Publication Year\_\_[2004-2006]{.underline}\_
Publisher\_\_\_\_\_[Commonwealth of
Pennsylvania]{.underline}\_\_\_\_\_\_

  --------------------------------------------------- ----------- -----------
                                                      2005-2006   2004-2005

  Testing month                                       March       March

  **SCHOOL SCORES\***                                             

  \% "Proficient" plus "Advanced" State Standards     95          87

  \% "Advanced" State Standards                       64          71

  Number of students tested                           22          31

  Percent of total students tested                    100         100

  Number of students alternatively assessed           0           0

  Percent of students alternatively assessed          0           0

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