##### *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 [Mr. Michael Webb]{.underline}

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

Official School Name [William F. Halloran Alternative School
#22]{.underline}

(As it should appear in the official records)

School Mailing Address [447 Richmond Street
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

  --------------------------------------- -------------- ----------------
  Elizabeth                               New Jersey     07202-2907

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

City State Zip Code+4 (9 digits total)

County
\_[Union\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
State School Code Number
[\_39-1320-250\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [( 908 ) 436-5870]{.underline} Fax [( 908 )
436-5861]{.underline}

Website/URL <http://www.elizabeth.k12.nj.us/schools/22/index.htm> E-mail
<webbmi@elizabeth.k12.nj.us>

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. Pablo Muñoz]{.underline}

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

District Name [Elizabeth Board of Education]{.underline} Tel. [( 908 )
436-5010]{.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       | Mr. Rafael J. Fajardo                                |
| School Board  |                                                      |
|               |                                                      |
| Presiden      |                                                      |
| t/Chairperson |                                                      |
+---------------+------------------------------------------------------+
|               | (Specify: Ms., Miss, Mrs., Dr., Mr., Other)          |
+---------------+------------------------------------------------------+

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [\_19\_]{.underline} Elementary
schools

[\_ 6\_\_]{.underline} Middle schools

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

[\_\_1\_]{.underline} High schools

\_\_[3\_\_]{.underline} Other

\_\_[29]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: [\_\_\$12,976\_\_\_]{.underline}

Average State Per Pupil Expenditure: [\_\_\$11,903\_\_\_\_]{.underline}

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

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

> \[ X\] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [3]{.underline} Number of years the principal has been in her/his
position at this school.

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

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**       59        53                     **112**      **12**                            

  **5**       58        77                     **135**      **Other**                         

  **6**       61        73                     **134**                                        

                                    **TOTAL                                                   381
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [21]{.underline} % White

the students in the school: [22]{.underline} % Black or African American

[51]{.underline} % Hispanic or Latino

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

[-]{.underline} % American Indian/Alaskan Native

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_[11]{.underline}\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      16
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      25
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    41
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 381
                            the school as of October 1  

  **(5)**                   Total transferred students  0.1076
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           10.8
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_[\<1]{.underline}\_\_%

\_\_\_[3]{.underline}\_\_\_ Total Number Limited English Proficient
Number of languages represented: \_\_\_[2]{.underline}\_\_\_\_

Specify languages: Spanish, Japanese

9\. Students eligible for free/reduced-priced meals:
\_\_\_[79]{.underline}\_\_%

Total number students who qualify: \_\_[302]{.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:
\_\_\_\_[8]{.underline}\_\_%

\_\_\_[30]{.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.

\_[2]{.underline}\_[\_]{.underline}Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[2\_]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[6]{.underline}\_Specific Learning Disability

\_[4]{.underline}\_\_Emotional Disturbance \_[12]{.underline}\_Speech or
Language Impairment

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

> \_[4]{.underline}\_\_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 \_\_[41]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists [\_\_3\_\_\_\_]{.underline}
\_\_\_\_\_\_\_\_

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

> Support staff \_\_[11]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[68]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

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

students in the school divided by the FTE of classroom teachers:
\_[9:1]{.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   95%         95%         93%         95%         95%

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

  Teacher turnover rate      10%         15%         17%         0%          0%

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

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

**PART III ‑ SUMMARY**

William F. Halloran School #22 houses the City of Elizabeth's gifted and
talented program for grades four, five, and six. The program serves a
diverse population of students identified as gifted and talented in
academics, the visual arts, physical education, and the performing arts.
The school implements *Excellent Educational Experiences in Elizabeth
(E^3^ in Elizabeth)*, an alternate whole school reform design developed
by educators within our community. The model takes into account the
unique needs of the public schools in New Jersey's fourth largest
municipality and emphasizes research-based instructional practices. One
aspect of the model, the *Social Emotional Learning* component (SEL),
has provided the framework for operations at our school since the
program's inception. This element provides the balance between rigorous
curriculum and positive, social supports; it is through this combination
of exemplary practices that the school works to fulfill the district
mission: to provide excellent educational experiences and services that
will inspire every student to think, to learn, to achieve, and to care.

The school has created a professional learning community that fosters
continual improvement while promoting high levels of student achievement
in academics, civic awareness, physical education, and the arts.
Students with special needs are included in all aspects of school
planning, forming an important part of our school community. To this
end, school begins each day with the recitation of the school motto: "Be
Responsible, Be Respectful, and Get a Good Education." This is followed
by the district's Pledge of Ethics, a statement of the core values that
guide all members of our school community. Through these daily
affirmations, students avow their rights and responsibilities, as well
as their dedication to academic success.

The academic day includes 90-minute instructional blocks in language
arts literacy and mathematics, in addition to other subjects. All
classes are departmentalized, which serves to foster student
independence and organizational skills. The development of these
personal and social competencies, an integral aspect of *E^3^ in
Elizabeth*, allows for greater levels of academic rigor and student
empowerment. The positive results of these instructional decisions are
evident in student performance data.

Extracurricular and enrichment activities also support the school's
efforts to provide students with the highest quality learning
experiences. During these activities, faculty and staff act as role
models and mentors for students. This contributes to the school's
familial atmosphere and the students' desire to forgo recess and leisure
activities for more constructive, learning opportunities. Among these
many activities are student clubs in art, piano, cooking, and chess. The
school also operates a lunchtime book club for students, a student
council, and several Destination Imagination™ teams.

The school also includes a thriving performing arts program, including a
vocal ensemble and chorus, as well as string and instrumental groups.
Achievement in the performing arts is a hallmark of our school,
reflecting the key personal and social competencies of diligence and
self-discipline. In previous years, our students have performed on
Broadway in "Joseph and the Amazing Technicolor Dream Coat" and most
recently as the children's choir in the farewell production of "A
Christmas Carol" at Madison Square Garden.

As stated previously the mission of our school is to provide excellent
educational experiences and services to inspire every student to think,
to learn, to achieve, and to care. Our school's mission promotes a
culture of interdependence, where all stakeholders work to support high
levels of student achievement. The school's focus on excellent
educational experiences and high academic standards has created a
positive culture wherein students engage rigorously in the process of
learning, the results of which are evident in the school's continued
improvement and growth. With this in mind, stakeholders within our
school community look forward to the challenges and successes to come.

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

1.  **Assessment Results**

The New Jersey Assessment of Skills and Knowledge 4 (NJASK4) is a
statewide test designed to measure the extent to which fourth graders
are performing in relation to the New Jersey Core Curriculum Content
Standards (NJCCCS). The NJASK4 reports scores within a range of 100 to
300. Scores at or above 250 indicate "advanced proficiency" and scores
from 200 to 249 indicate "proficiency." Pupils scoring at these levels
meet or exceed the New Jersey curriculum standards. Scores below 200 are
designated as "partially proficient," indicating that the student has
not met the curriculum standard. Further information regarding the New
Jersey assessment system may be found at
<http://www.nj.gov/njded/assessment/es/>.

In language arts literacy, the most recent NJASK4 designated less than
1% of Halloran students as partially proficient, 88% as proficient, and
nearly 12% as advanced proficient (Spring 2005 NJASK4 Cycle II Report).
This data shows that nearly 100% of fourth grade students have met or
exceeded New Jersey standards for language arts literacy. In mathematics
the most recent NJASK4 designated 0% of students as partially
proficient, 23% as proficient, and 77% as advanced proficient in
mathematics (Spring 2005 NJASK4 Cycle II Report). These results indicate
that all fourth grade students are performing at proficient levels in
accordance with NJCCCS for mathematics, with a sizable majority of
students exceeding those standards. There are no significant disparities
among subgroups in either set of results.

The high levels of academic achievement demonstrated by the students of
Halloran School stem from a number of factors. However, these elements
may be considered from the viewpoint of two central principles: high
academic standards and a focus on student growth. Through these
overarching paradigms, one may observe the myriad of components that
serves to distinguish Halloran School from so many others.

High academic standards form the cornerstone of instructional planning
at Halloran School and significantly influence student performance. The
departmentalized faculty creates learning experiences for students that
are academically rigorous and based on thorough analysis of student
performance data. Instruction and assessment are linked and used to
drive curricular decision-making throughout the academic disciplines.
This approach to curriculum and instruction fosters the school's
atmosphere of continual improvement and has served to drive the high
levels of student achievement at Halloran School.

The school's consistent focus on student growth and development has also
served to promote a culture of high achievement. Independence and
personal responsibility are stressed throughout each child's journey at
Halloran School. Academic departmentalization, extracurricular
activities, and opportunities to explore the visual and performing arts
are among the core elements of the school that foster student autonomy
and growth. This effort is also supported by Halloran School's proactive
approach to relationship-building with families and the community. The
combination of these elements and others described throughout this
application has created a synergism of effect at William F. Halloran
School #22, establishing an ethos that encourages students and teachers
to reflect, progress, and achieve as a community.

2.  **Using Assessment Results**

The NJ Department of Education (DOE) provides cluster performance data
(i.e. how students perform in specific areas of skills and knowledge) in
terms of Just Proficient Means (JPM). JPM are the statewide raw score
means for students whose scale score is 200. Teachers analyze the JPM
data and determine which students require interventions in any of the
content cluster areas (e.g. analysis of text, numerical operations). JPM
data is analyzed by grade, by instructional group, and by individual
student. Teachers keep this information readily available when lesson
planning in order to align instructional interventions with students'
needs and curricular outcomes.

As teachers are departmentalized, they become experts in their teaching
area and are able to focus on particularized needs. Classroom
instruction occurs in 90-minute blocks of time in which teachers are
able to differentiate instruction. Learning centers, developed using JPM
data, are carefully tailored to support instructional goals, allowing
the teacher to work with individual students and small groups of
students. These learning centers are targeted, prescriptive activities
that provide students with supplemental instruction, enrichment, and
authentic technological learning experiences.

The faculty has identified a school-wide instructional focus to increase
reading comprehension through the utilization of reciprocal teaching
methods and graphic organizers. This school-wide focus unites the school
in a common goal that is a necessary component of every content area.
This school focus is infused throughout the curriculum of all
disciplines, including health, the arts, social studies, science, and
foreign languages.

Throughout the school year, seven practice test sessions are planned.
These sessions mimic the actual testing environment and the test items
simulate the skills represented by the content cluster areas in language
arts literacy, mathematics, and science. Teachers score the practice
tests and analyze the data in order to further inform their
instructional practices. These results are also used in tandem with
other student assessment data to determine eligibility for the school's
after-school program. The program provides targeted, academic support
for students in need.

Teachers meet weekly as departments to examine student work and
formative data gathered in the classroom. They then collaborate, sharing
thoughts and concerns. This professional discourse maintains a healthy
morale and provides much needed opportunities for planning and
reflection. This time set aside to reflect on curriculum, instruction,
and assessment is crucial to improving student and school performance.

3.  **Communicating Assessment Results**

High levels of student, parent, and community involvement are among the
school's most important priorities. For this reason, Halloran School
maintains both a Student Council and a School Leadership Council (SLC).
While the Student Council provides a forum for students to discuss
school-related issues, the SLC is comprised of staff, parents, and
community-members and acts as a steering and planning committee for the
school community. The partnerships formed through the Student Council
and SLC have served to facilitate communication regarding school
performance and student achievement.

In order to foster open communication with parents and the community at
large, assessment results are reviewed at public Board of Education
meetings and published in local newspapers. The school district also
offers links to all schools' performance data and state report cards on
the district website. In order to communicate assessment results to
parents directly, the school schedules numerous opportunities for
parent-teacher conferences where results are reviewed and instructional
plans are discussed. In addition, after yearly standardized assessment
scores are reported, parents receive a letter from the principal
outlining school results in content cluster proficiencies (i.e. specific
academic skills). This letter includes individual student reports that
illustrate the child's proficiency levels in an easy-to-read bar graph,
as well as other pertinent data. The principal's letter concludes with
an invitation to contact the school with any requests for further
clarification; these requests have resulted in the development of parent
information packets, as well as achievement data presentations at school
events.

Assessment results are communicated to students through frequent,
teacher-student dialogue and targeted instructional planning. Students
also participate in special events scheduled throughout the year,
allowing them the opportunity to engage in hands-on learning experiences
with their parents. On Math Night, parents work with their children on
problem-solving activities aligned with the New Jersey curriculum
standards. During Language Arts Literacy Night, teachers model
read-aloud techniques for parents and students who, in turn, practice in
small groups. These special events provide further opportunities to
communicate assessment specifications and results to parents and
students.

4.  **Sharing Success**

Sharing successful practices is an important aspect of our district's
professional learning community. It is in the sharing of triumphs that
professional bonds between school communities are strengthened. As
Halloran School houses grades four through six of the district's gifted
and talented program, the school works in concert with sister schools
through shared faculty and collaborative teaming. The goal of these
cooperative efforts is to improve instructional continuity and provide
students with the highest quality educational experiences. Our schools
have also collaborated through joint community service projects,
performing arts events, and extracurricular activities. In addition, the
school has participated in joint professional development opportunities
focusing on student-centered instructional planning and educational
technology.

Halloran School maintains an Instructional Leadership Team (ILT) that
meets monthly with other schools. At these meetings, school teams report
promising practices that can be modified or adapted for use in other
schools. Through the ILT, Halloran teachers also have the opportunity to
meet in breakout groups with educators from across the city,
collaborating and sharing to improve all areas of instructional planning
and school management. These ILT gatherings are supplemented with
monthly articulation meetings that involve school administrators and
instructional coaches.

Halloran School teachers and administrators also participate in New
Jersey's *Collaborative Assessment Planning and Achievement* program
(CAPA). The program partners educators from successful schools with
schools in need of improvement, providing a framework for collaborative
planning and reform efforts. Several times per year, Halloran's CAPA
representatives meet with teachers and administrators from our partner
school to review assessment data and analyze instructional practices.
The CAPA team focuses its recommendations and support on positive,
research-based solutions to critical issues of teaching and learning.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum**

Reading/Language Arts **-** Throughout our reading/language arts
curriculum, students experience and respond to a variety of literature
genres. The curriculum fosters a sequential, developmentally appropriate
process where students attain fluency in both written and oral language.
The program encourages a love of books and reading by helping students
recognize setting, atmosphere, point of view, foreshadowing, conflict,
plot, and theme, while developing vocabulary and an understanding of
characterization. In conjunction with the reading program, students are
taught to write using generally accepted conventions of grammar, usage,
mechanics, and spelling. Students learn the structure and function of
the English language as they read and respond through written and spoken
word. The process moves students to connect reading and writing,
interacting with the text and constructing meaning. As students work in
cooperative groups, teachers carefully observe, record, analyze, and
question. Teachers also administer periodic benchmark assessments,
aiding in the formulation of future learning objectives and lessons.
Portfolios, hands-on projects, and reading/writing across academic
disciplines form the cornerstone of the school's reading/language arts
program.

Mathematics - All students are capable of high levels of achievement in
mathematics. As our students enter school with a variety of relevant
real-world experiences, our goal is to build upon this foundation and
lead students to be rational thinkers, effective problem solvers, and
proficient users of technology. Our unique and effective program for
teaching and assessing mathematics meets the New Jersey Core Content
Standards (NJCCCS) as well as the standards set forth by the National
Council of Teachers of Mathematics. The scope and sequence of the math
curriculum highlights connections between abstract principles and
concrete applications through student inquiry, open-ended questioning,
problem-solving and development of estimation and mental math skills;
the curriculum also addresses the use of calculators and educational
technology in mathematics and across the academic disciplines.
Throughout this process, teachers measure student performance against
district-wide benchmarks through quarterly assessments.

Visual Arts and Performing Arts - The arts form an integral aspect of
Halloran School's culture. All students participate in weekly visual
arts lessons that are aligned with NJCCCS. These learning experiences
allow students the opportunity to work with a variety of media and solve
artistic problems through inquiry and technical proficiency. The
school's performing arts program is equally impressive, including a
vocal ensemble and chorus, as well as string and instrumental groups.
Students utilize the skills and knowledge developed through the visual
and performing arts curricula to engage in projects across academic
disciplines, deepening their understanding of the arts and other content
areas.

Science - Halloran's science curriculum focuses on the physical, life,
and earth sciences, with emphasis on the scientific method. The
research-based science curriculum requires active student participation
through hands-on, inquiry-based learning. Students demonstrate
understanding of the scientific method through frequent experimentation.
As such, students observe, question, test, and explain hypotheses,
combining the content of daily lessons with critical thinking and
self-constructed solutions. The culmination of these experiences is the
annual science fair where students develop and present projects for
faculty judges.

Social Studies - The school's social studies curriculum concentrates on
the cultural, economic, historical, and social issues that have shaped
the world. The curriculum focuses on several key outcomes, including the
development of civic competence, critical examination of historical
events, and exploration of world geography. Students participate in a
number of activities, including mock elections and community service
projects, to build citizenship skills and prepare for participation in a
democratic society.

Foreign Language - Halloran School's curriculum includes foreign
language instruction for all students. Specializing in the Spanish
language, students engage in authentic learning activities that foster
exploration of the Spanish-speaking world, including its people and
cultures. Instruction also focuses on the development of vocabulary and
oral fluency, as well reading and writing skills. Due to its success and
overall effectiveness, the district's world language program has been
recognized by the State of New Jersey as a regional model.

**2a. (Elementary Schools) Reading**

Halloran School utilizes a comprehensive, literature-based, language
arts literacy curriculum throughout grades four through six. The
curriculum emphasizes small-group and differentiated instruction,
focusing on all aspects of language arts proficiency (i.e. reading,
writing, speaking, listening, and viewing). The curriculum focuses on
instructional strategies designed to address students' individual
learning styles and diverse needs. Lessons are aligned with New Jersey's
Core Curriculum Content Standards (NJCCCS) and foster student
empowerment through developmentally appropriate learning experiences.

The block period of 90 minutes is divided into two parts: 30 minutes of
whole-group instruction and 60 minutes of small-group instruction based
on individual student needs. During the first 30 minutes of class,
teachers introduce and review concepts, as well as previous student
experiences. The remaining time is spent in small groups and learning
centers (i.e. targeted, learning experiences geared towards student
needs identified through diagnostic assessment). It is during this block
that the instructor meets with small groups for focused instruction and
teacher-student conferencing.

Classrooms come alive with learning centers geared towards the NJCCCS
and creative lessons focusing on student needs and interests. The
writing centers are filled with opportunities for students to explore
instructional themes that are being studied in class. Students also
engage in peer-editing activities, working cooperatively to enhance
their writing. The technology center is equipped with software and
internet sites that are aligned with the reading series, providing
students with authentic learning experiences.

Based on the methodology of leveled reading developed by Irene Fountas
and Gay Sue Pinnell, each classroom's literacy center includes an
extensive library that allows students to read with confidence.
Independent readers, writers and thinkers participate in activities that
encourage active inquiry and critical thinking. To assess student work,
teachers utilize Bloom's Taxonomy develop relevant high-quality
questions; teachers also assess student work using school-wide and
teacher-made rubrics.

3.  **Component-Time: An Opportunity for Student Exploration**

Among the unique aspects of the Halloran curriculum, students
participate in weekly component-based instruction. All students become
enrolled at Halloran through one of four components (i.e.
specializations): visual arts, performing arts, physical education, and
academics. Through weekly component instruction, students work with
teacher-mentors to explore their areas of specialization. Through this
innovative instructional paradigm, students have the opportunity to
further develop their talents and explore in depth the disciplines for
which they feel great passion.

The physical education component students focus on team and individual
sports, as well as projects related to health and personal fitness.
Students have the opportunity to scale the school's rock-climbing wall,
develop presentations related to exercise and fitness, and create
performance pieces about healthy eating habits. Teacher-mentors within
the physical education component stress personal fitness, health and
safety, sportsmanship, and the skills that are necessary for lifetime
participation in sport and athletics.

The visual arts component focuses on the development of the creative
process through art production in varied media, art history, art
criticism, and aesthetic appreciation. The practices are enhanced
through video technology, computer graphics, and state, local, and
national art shows, as well as art-centered field trips. Students in the
visual arts component have also developed bulletin board displays and
decorations for school functions, in addition to participating in
numerous art contests.

Students in the performing arts component have participated in plays and
musicals; they have also worked with several of the school's established
musical groups, including the chorus, vocal ensemble, piano club, band,
and string orchestra. Our students perform regularly in concert at
school and throughout the community. Our performing arts students have
also made professional appearances in Broadway Musicals, in addition to
performing with the New Jersey Symphony Orchestra and the American
Choral Directors Honor Choir at Carnegie Hall.

Students in the academic component participate in a number of
school-wide projects. In the past, students have organized school-wide
mock elections, created a mock congress, developed short digital films,
and utilized school software to create their own cities. Students in the
academic component also work with teachers to develop the school's
annual yearbook and the school newspaper, *The Halloran Herald*.

4.  **Instructional Methods**

Halloran School's instructional methodology is linked directly to the
district mission: to provide excellent educational experiences and
services that will inspire every student to think, to learn, to achieve,
and to care. To meet this mission, the faculty of Halloran School has
focused on several research-based instructional practices, including:

-   collaborative planning (across grade levels/departments/schools)

-   targeted diagnostic assessment and prescriptive instruction

-   rigorous analysis of standardized testing results

-   constant focus on high academic standards fostering student
    social-emotional competencies

-   frequent examinations of curricular alignment and student work

-   flexible grouping (e.g. peer-to-peer, small group, whole group)

-   small-group tutoring based on student need and diagnostic assessment

-   challenging interventions for gifted students, including student
    clubs and component-based instruction

In essence, the school's instructional methods are highly
student-centered and diagnostic. Teachers rely on frequent assessment to
develop high-quality instruction that is geared to the needs of
individual learners. This paradigm of instructional planning is infused
throughout the curriculum of each grade level and discipline.

5.  **Professional Development**

Professional development at Halloran School focuses on continual
improvement of instructional practice and frequent analysis of student
performance data. During students' weekly component meetings, teachers
meet in teams to reflect on student work and collaboratively plan
instruction. These professional development opportunities focus on
disaggregation of student assessment data to drive classroom
instruction. Through a process of benchmarking and frequent assessment,
teachers analyze student performance and utilize these results for
planning purposes. Mathematics and language arts literacy teachers also
use this time to develop in-service training for content-area teachers,
assisting their colleagues in planning learning experiences that address
student needs.

Teachers also participate in professional development opportunities
outside of the building. Several teachers are engaged in graduate study
at local universities, with more than 25% of the staff having attained
master's or doctoral degrees. The school district offers professional
development opportunities related to curriculum, classroom management,
instructional planning, and a host of other topics. In addition, a cadre
of Halloran teachers participates in the yearly Lincoln Center Institute
for the Arts in Education, a program aimed at assisting educators to
infuse the arts throughout the curriculum.

**PART VII - ASSESSMENT RESULTS**

**LANGUAGE ARTS LITERACY DATA DISPLAY TABLE**

**STATE CRITERION-REFERENCED TESTS**

Subject: Language Arts Literacy

Grade: Four

Test: New Jersey Assessment of Skills and Knowledge 4

Publisher: Educational Testing Services

  ------------------------------- ----------- -------------- --------------
                                  2004-2005   2003-2004      2002-2003

  Testing month                   March       March          March

  **SCHOOL SCORES**                                          

  \% At or Above Meets State      99%         96%            98%
  Standards                                                  

  \% At Exceeds State Standards   12%         2%             2%

  Number of students tested       112         118            108

  Percent of total students       100%        100%           100%
  tested                                                     

  Number of students              0           0              0
  alternatively assessed                                     

  Percent of students             0           0              0
  alternatively assessed                                     

                                                             

  SUBGROUP SCORES                                            

  1.African American                                         

  \% At or Above Meets State      100%        95%            100%
  Standards                                                  

  \% At Exceeds State Standards   12%         0%             0%

  Number of students tested       25          21             26

  2.Hispanic                                                 

  \% At or Above Meets State      100%        95%            97%
  Standards                                                  

  \% At Exceeds State Standards   7%          3%             0%

  Number of students tested       54          61             46

  3.Economically Disadvantaged                               

  \% At or Above Meets State      100%        95%            96%
  Standards                                                  

  \% At Exceeds State Standards   12%         3%             2%

  Number of students tested       61          74             65
  ------------------------------- ----------- -------------- --------------

**PART VII - ASSESSMENT RESULTS *(continued)***

**MATHEMATICS DATA DISPLAY TABLE**

**STATE CRITERION-REFERENCED TESTS**

Subject: Mathematics

Grade: Four

Test: New Jersey Assessment of Skills and Knowledge 4

Publisher: Educational Testing Services

  ------------------------------- ----------- -------------- --------------
                                  2004-2005   2003-2004      2002-2003

  Testing month                   March       March          March

  **SCHOOL SCORES**                                          

  \% At or Above Meets State      100%        95%            88%
  Standards                                                  

  \% At Exceeds State Standards   77%         55%            52%

  Number of students tested       112         118            108

  Percent of total students       100%        100%           100%
  tested                                                     

  Number of students              0           0              0
  alternatively assessed                                     

  Percent of students             0           0              0
  alternatively assessed                                     

                                                             

  SUBGROUP SCORES                                            

  1.African American                                         

  \% At or Above Meets State      100%        86%            92%
  Standards                                                  

  \% At Exceeds State Standards   56%         19%            32%

  Number of students tested       25          21             26

  2.Hispanic                                                 

  \% At or Above Meets State      100%        98%            77%
  Standards                                                  

  \% At Exceeds State Standards   80%         67%            49%

  Number of students tested       54          61             46

  3.Economically Disadvantaged                               

  \% At or Above Meets State      100%        96%            84%
  Standards                                                  

  \% At Exceeds State Standards   71%         53%            46%

  Number of students tested       61          74             65
  ------------------------------- ----------- -------------- --------------

**PART VII - ASSESSMENT RESULTS *(continued)***

**[LANGUAGE DATA DISPLAY TABLE]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject: Language

Grade: Five

Test: Terra Nova Multiple Assessments

Edition/Publication Year: 1997 Publisher: CTB McGraw-Hill

Scores are reported here as percentiles. *Total Score* refers to the
mean of student percentile scores.

+---------------------------------------------+-------+-------+-------+
|                                             | 2004  | 2003  | 2002  |
|                                             | -2005 | -2004 | -2003 |
+---------------------------------------------+-------+-------+-------+
| > Testing month                             | April | April | April |
+---------------------------------------------+-------+-------+-------+
| > **SCHOOL SCORES**                         |       |       |       |
+---------------------------------------------+-------+-------+-------+
| > Total Score                               | 75    | 81    | 74    |
+---------------------------------------------+-------+-------+-------+
| > Number of students tested                 | 115   | 120   | 122   |
+---------------------------------------------+-------+-------+-------+
| > Percent of total students tested          | 100   | 100   | 100   |
+---------------------------------------------+-------+-------+-------+
| > Number of students alternatively assessed | 0     | 0     | 0     |
+---------------------------------------------+-------+-------+-------+
| > Percent of students alternatively         | 0     | 0     | 0     |
| > assessed                                  |       |       |       |
+---------------------------------------------+-------+-------+-------+
| > SUBGROUP SCORES                           |       |       |       |
+---------------------------------------------+-------+-------+-------+
| > 1\. African American                      | 63    | 72    | 67    |
+---------------------------------------------+-------+-------+-------+
| > Number of students tested                 | 18    | 26    | 28    |
+---------------------------------------------+-------+-------+-------+
| > 2\. Hispanic                              | 68    | 74    | 70    |
+---------------------------------------------+-------+-------+-------+
| > Number of students tested                 | 65    | 59    | 45    |
+---------------------------------------------+-------+-------+-------+

**PART VII - ASSESSMENT RESULTS *(continued)***

**[READING DATA DISPLAY TABLE]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject: Reading

Grade: Five

Test: Terra Nova Multiple Assessments

Edition/Publication Year: 1997 Publisher: CTB McGraw-Hill

Scores are reported here as percentiles. *Total Score* refers to the
mean of student percentile scores.

+---------------------------------------------+-------+-------+-------+
|                                             | 2004  | 2003  | 2002  |
|                                             | -2005 | -2004 | -2003 |
+---------------------------------------------+-------+-------+-------+
| > Testing month                             | April | April | April |
+---------------------------------------------+-------+-------+-------+
| > **SCHOOL SCORES**                         |       |       |       |
+---------------------------------------------+-------+-------+-------+
| > Total Score                               | 84    | 83    | 79    |
+---------------------------------------------+-------+-------+-------+
| > Number of students tested                 | 115   | 120   | 122   |
+---------------------------------------------+-------+-------+-------+
| > Percent of total students tested          | 100   | 100   | 100   |
+---------------------------------------------+-------+-------+-------+
| > Number of students alternatively assessed | 0     | 0     | 0     |
+---------------------------------------------+-------+-------+-------+
| > Percent of students alternatively         | 0     | 0     | 0     |
| > assessed                                  |       |       |       |
+---------------------------------------------+-------+-------+-------+
| > SUBGROUP SCORES                           |       |       |       |
+---------------------------------------------+-------+-------+-------+
| > 1\. African American                      | 73    | 77    | 76    |
+---------------------------------------------+-------+-------+-------+
| > Number of students tested                 | 18    | 26    | 28    |
+---------------------------------------------+-------+-------+-------+
| > 2\. Hispanic                              | 84    | 78    | 74    |
+---------------------------------------------+-------+-------+-------+
| > Number of students tested                 | 65    | 59    | 45    |
+---------------------------------------------+-------+-------+-------+

**PART VII - ASSESSMENT RESULTS *(continued)***

**[MATHEMATICS DATA DISPLAY TABLE]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject: Mathematics

Grade: Five

Test: Terra Nova Multiple Assessments

Edition/Publication Year: 1997 Publisher: CTB McGraw-Hill

Scores are reported here as percentiles. *Total Score* refers to the
mean of student percentile scores.

+---------------------------------------------+-------+-------+-------+
|                                             | 2004  | 2003  | 2002  |
|                                             | -2005 | -2004 | -2003 |
+---------------------------------------------+-------+-------+-------+
| > Testing month                             | April | April | April |
+---------------------------------------------+-------+-------+-------+
| > **SCHOOL SCORES**                         |       |       |       |
+---------------------------------------------+-------+-------+-------+
| > Total Score                               | 87    | 89    | 83    |
+---------------------------------------------+-------+-------+-------+
| > Number of students tested                 | 115   | 120   | 122   |
+---------------------------------------------+-------+-------+-------+
| > Percent of total students tested          | 100   | 100   | 100   |
+---------------------------------------------+-------+-------+-------+
| > Number of students alternatively assessed | 0     | 0     | 0     |
+---------------------------------------------+-------+-------+-------+
| > Percent of students alternatively         | 0     | 0     | 0     |
| > assessed                                  |       |       |       |
+---------------------------------------------+-------+-------+-------+
| > SUBGROUP SCORES                           |       |       |       |
+---------------------------------------------+-------+-------+-------+
| > 1\. African American                      | 74    | 81    | 79    |
+---------------------------------------------+-------+-------+-------+
| > Number of students tested                 | 18    | 26    | 28    |
+---------------------------------------------+-------+-------+-------+
| > 2\. Hispanic                              | 77    | 85    | 80    |
+---------------------------------------------+-------+-------+-------+
| > Number of students tested                 | 65    | 59    | 45    |
+---------------------------------------------+-------+-------+-------+