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

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

**Cover Sheet**

Name of Principal [Dr. Charles Abelmann]{.underline}

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

Official School Name [Bernard T. Janney Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [4130 Albemarle Street, NW]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City [Washington,]{.underline} State [D.C.]{.underline} Zip Code+4 (9
digits total) [20016-2185]{.underline}

Tel. [(202) 282-0110]{.underline} Fax [(202) 282-0128]{.underline}

Website/URL [www.janneyschool.org]{.underline} Email
[charlie.abelmann@k12.dc.us](mailto:sford@american.edu)

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. Elfreda Massie]{.underline}

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

District Name [District of Columbia Public Schools]{.underline} Tel.
[(202) 442-5885]{.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 [Ms. Peggy Cooper Cafritz]{.underline}

President/Chairperson

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

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

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

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

**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 of Civil Rights
(OCR) requirements is true and correct.

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

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

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

4.  The school has been in existence for five full years, that is, from
    at least September 1998.

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

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

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

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

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

1\. Number of schools in the district: [101]{.underline} Elementary
schools

[11]{.underline} Middle schools

[9]{.underline} Junior high schools

[20]{.underline} High schools

[141]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$12,046]{.underline}

Average State Per Pupil Expenditure: [\$12,046]{.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 enrolled at each grade level or its equivalent in
applying school:

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

  **K**       31        49                     **80**       **7**                              

  **1**       35        34                     **69**       **8**                              

  **2**       28        31                     **59**       **9**                              

  **3**       29        28                     **57**       **10**                             

  **4**       25        20                     **45**       **11**                             

  **5**       39        30                     **69**       **12**                             

  **6**       30        39                     **69**       **PreKgn**   14        17          **31**

                                    **TOTAL                                                    **479**
                                    STUDENTS                                                   
                                    IN THE                                                     
                                    APPLYING                                                   
                                    SCHOOL**                                                   
  ----------- --------- ----------- ---------- --------- -- ------------ --------- ----------- ---------

6\. Racial/ethnic composition of [67%]{.underline} White

the students in the school: [20%]{.underline} Black or African American

[4%]{.underline} Hispanic or Latino

[9%]{.underline} Asian/Pacific Islander

[0%]{.underline} American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[6%]{.underline}

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

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

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

  **(3)**     Subtotal of all transferred        27
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    456
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .06
              total in row (4)                   

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

8\. Limited English Proficient students in the school: [4%]{.underline}

[19]{.underline} Total Number Limited English Proficient

Number of languages represented: [12]{.underline}

Specify languages: Turkish, French, Hindi, Basque, Kazakh, Russian,
German, Hungarian, Chinese, Spanish, Portuguese (full population also
includes Italian, Arabic, Armenian, Vietnamese, Bahasa Indonesian,
Bulgarian, Greek, Korean, Romanian, Lithuanian)

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

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

10\. Students receiving special education services: [9%]{.underline}

[42]{.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.

\_\_1_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_1_Other Health Impaired

\_\_\_\_Deaf-Blindness \_17_Specific Learning Disability

\_\_\_\_Hearing Impairment \_16_Speech or Language Impairment\`

\_\_1_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_2\_ Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

[4]{.underline} Emotionally Disturbed

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 \_\_\_\_\_\_\_\_

Classroom teachers 21 \_\_\_\_\_\_\_\_

Special resource teachers/specialists 12 3

Paraprofessionals 14 \_\_\_\_\_\_\_\_

> Support staff 2 1
>
> Total number 50 4

12\. Student-"classroom teacher" ratio: 23:1

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------------- ----------------- ----------------- ----------------- -----------------
                           2001-2002         2000-2001         1999-2000         1998-1999         1997-1998

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

  Daily teacher attendance 97%               97%               97%               97%               97%

  Teacher turnover rate    2%                2%                1%                2%                5%

  Student dropout rate     [0]{.underline}   [0]{.underline}   [0]{.underline}   [0]{.underline}   [0]{.underline}

  Student drop-off rate    0                 0                 0                 0                 0
  ------------------------ ----------------- ----------------- ----------------- ----------------- -----------------

**PART III -- SUMMARY**

Bernard T. Janney Elementary School is a neighborhood school that has
served the American University/Tenleytown area of the District of
Columbia for the past 78 years. The school depends on the commitment of
the parents and staff who value public schooling and who work together
to achieve a rich stable academic program in a system that continues to
have much turmoil. Each year the school has a long waiting list, with at
least 200 families from outside the boundary area. The school values
diversity and does its best to accommodate students from across the
metropolitan area based upon a lottery conducted by the school system.
The Janney community emphasizes inclusion by advocating for a diverse
student body and promoting an understanding of different backgrounds,
cultures and learning needs. Each day we also have 20 students, whose
parents live and work on Bolling Air Force, commute over an hour each
way to be able to attend the school. The average student performance
level of our students is consistently one of the highest in the school
system and comparable to the highest performing schools in the country.

We know that a school with high-performing students does not necessarily
equate with a high-performing school as we benefit from the social and
human capital of the student body. It is our responsibility at Janney,
with the help of each family, to understand and best support the
emotional, cognitive and physical well-being of each student. This
requires a supportive educational setting that takes time to address
individual needs and to work with families as an integral part of the
education process. Janney strives to cultivate in its community the
skills, values, and confidence to support a lifetime of learning,
leadership, and service. The school encourages children to be joyful,
active learners who are confident and ethical citizens of the school
community and can apply this to the larger global community. We
encourage students to discover and appreciate their own voice, to listen
to others, to express themselves verbally and in writing, to think
critically, to solve problems in creative ways, to work cooperatively
with others and to use technology to promote understanding and
communication.

The school's core values promote achievement as we recognize that
children learn in different ways and each educator must face the
challenge of differentiating instruction to help all students meet high
standards. The vision of the school also embraces the value of inquiry,
equity, collaboration, reflection and experimentation. The complete
vision statement is posted in the lobby of the school and in every
classroom. It is also part of our extensive web site about the school
(http:www.Janneyschool.org). The vision is discussed with students,
staff and parents regularly. The school assumes that there is always
room for improvement and conducts annual student, staff and parent
satisfaction surveys. Supporting student development also requires
constant adult development and growth. Schools that nurture staff also
nurture students. Janney strives to create a rich professional community
where teachers can work collaboratively, engaging in conversations about
instruction and authentic student work.

The school has an active commitment to community service and finding
meaningful ways for students to be engaged in the local community and
other national and international causes. We strive to educate children
to become citizens who will be champions for important civil and human
rights while respecting the environment. Janney should leave students
asking more questions about the world in which we live, while taking
responsibility for active citizenship.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

**1. Understanding assessment results in reading and math**

Janney is a school with many high-performing students. The background of
the children who attend Janney can explain much of the school's
performance on the SAT9. The real question is what value we as a school
are adding to the children who attend Janney and how we establish high
expectations for all children and monitor their progress over time. As a
school, we have a great concern about becoming a "drill and kill"
environment simply to meet the benchmarks for improvement in SAT9 scores
set by the school district. The school believes that if we have a
strong, research-based, coherent curriculum and rich instruction that
meets each child's needs, then we will see adequate yearly progress by
every child on standardized tests. Moreover, we will see students who
can authentically demonstrate their ability to solve problems,
communicate orally and in writing, use technology effectively, and work
well with others. We are preparing children to be life-long learners and
not simply test takers.

The results included in the tables indicate that Janney has consistently
performed as one of the top three schools in the District of Columbia
each year. The District of Columbia Schools use the Stanford Achievement
Test (SAT 9). The SAT 9 is a nationally norm-referenced test. Scores are
reported in scale scores, national curve equivalencies (NCE) and
national percentile ranks (NPR) as well as in performance levels. In
Spring 2003, the total percentile rank for students tested in reading
was 86% and in math 89%, with approximately 40% of students performing
at an advanced level in both subjects. Just under 80% of students score
at proficient level or above in reading and math. There were no
statistically significant differences in how boys and girls performed.
Looking at the school data from year to year the figures are very stable
despite different students being tested. The average NCE score in
reading for all White students (n=157) was 79% compared to an average
for African American Students (N=48) of 61%. While there is significant
achievement gap, African Americans at Janney scored much higher than the
overall district average. In reading, the average NCE for African
Americans in District of Columbia in grades 2-6 was 38%.

While the school system looks at scores from one year to the next
comparing the students who are tested each year who attend the school,
we focus on looking at the students who continue to be in the school
from one year to the next to more accurately capture the value added we
make for the students who are tested from one year to the next. We are
less interested in not looking at how one 4^th^ grade class compares to
the next or how the students tested in one year in 4^th^ grade compare
to students tested in 5^th^ grade. We want to know how the same students
perform year after year and thus we follow the performance of students
who are in the school for two or more years. There is too much turnover
in the school's student body that is tested from one year to the next.
For example, only 234 of the 330 students who took the SAT9 reading test
in Spring 2000 took the SAT9 reading test at Janney again in 2001. Thus,
we look at scale scores and NCE scores over time for the students who
remain in the school from year to year to be sure we are adding value.
While the error for any one student in one year is great, we can look
across all students who remain in the school to evaluate our
instructional program. A sample of this type of analysis is included in
a table at the end of the data section.

**2. Using assessment data to understand and improve student and school
performance**

Each year the staff and community reflect on the performance of students
through a careful examination of SAT 9 data at the individual, class,
and school level. We also look carefully at data disaggregated by
gender, race, and special needs during the summer and early fall.
Teachers examine the item analysis, which is the most useful feedback
for guiding instruction. This allows us to see for each subset of the
test whether a student was below average, average, or above average. For
example, if we see a pattern that students have trouble with estimation
in one grade, we take note that the instructional program needs to
address this sub area more carefully. We also use SAT 9 data as one
input to the class assignment process to ensure that the classes we form
are mixed ability and not tracked. We follow each student over time and
monitor their growth in scale scores relative to the national norm. We
also examine the results of the writing and science assessments given to
students in grade 3 and 5. We follow the 3rd grade students to see how
they progress when they take the assessment two years later. In addition
to these standardized measures, which speak to our accountability to the
DC school system and relative national percentile ranks, we also collect
other assessment data that aid teachers in understanding individual
students' current abilities to inform teaching strategies. Each student
in the school has a writing portfolio that is passed on to the new
teacher at the end of the year, as well as other data from assessments
including running records. Students are also often part of the design of
assessment rubrics as part of the instruction.

**3. Communicating student performance, including assessment data, to
parents, students, and the community**

The school welcomes parents and students as partners in the delivery of
education. Each morning parents bring their children into the school and
feel a part of the school. On average we have 15 parents a day actively
volunteering in classrooms helping teachers and children. By having
parents be such an important part of the school program they are well
informed about what we do and how we do it and they share their talents
in helping improve our school. The school believes parents should have
easy access to assessment data to support learning. Newsletters are used
to explain how to interpret SAT 9 assessment data and presentations are
also given at PTA meetings. The school web site includes data not only
on SAT 9 reading and math but also the writing and science assessments.
The school plan includes a much more technical discussion of data and
can be found on the school web site as well. While the district and
state report cross sectional data, many parents are interested to know
if the students who enter the school at the advanced level stay advanced
and if the students who enter at lower levels make continual progress.
We answer these questions. Parents receive standards-based report cards
quarterly and we have three parent/teacher conferences over the course
of the year which review student work with a 98% participation rate.
Teachers regularly conference with students about their progress and
teachers use a homework log to communicate with parents. Teachers also
write to students in reading logs. Our 6^th^ grade students also write a
narrative each quarter about how they see their own progress. We are
also very careful to show students and parents multiple measures of
progress.

**4. Sharing successes with other schools**

Reflection and growth are an ongoing process and fostered by sharing
what we do with others. By doing so, we help others and we gain by
having to reflect on what we share and the observations others make. We
believe that we need to invite others to visit the school, as well as
visiting other schools ourselves to be more reflective about what we do.
Each teacher is expected to visit another school each year and these
visits often result in others coming to see our program. Many of the
teachers participate in citywide district committees and teacher
seminars as part of In2Books. We had one teacher participate in the
Fulbright Memorial Fund program this year and she has organized seminars
for teachers and parents beyond our school. We have also invited
teachers from other schools to join the school-based professional
development workshops we have each year.

The school website ([www.janneyschool.org]{.underline}) provides a
wealth of information about the school and classroom activities. We
include samples of student work and most all teachers have an active
website. School and class newsletters are available on the website. A
student each week writes an article about an activity at the school for
the [Northwest Current,]{.underline} which is distributed to all homes
in this part of the city. Our decision to apply for this award is in
part motivated by a desire to share what we do more broadly.

We have worked with local organizations to host international
delegations through the U.S. State Department, The World Bank and The
Meridian International Center. These visits allow time for our students
to learn about other education systems and for our guests to learn more
about American education by visiting one high-performing school in the
nation's capital. We have a group of student tour guides who welcome
visitors and share the practices of the school through the perspective
of a student voice. Staff also meet the visitors and gain an
international perspective on education. We also hold a few open houses
each year and publish the times in the local newspaper.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

**1. Engaging students with a curriculum with significant content based
on high standards**

Three years ago the staff engaged in a serious curriculum mapping
exercise. Each teacher was asked to record what he or she actually
taught subject by subject, month by month. This information was
organized by grade level so that we could all look within and across
grades subject by subject. We were able to see gaps in our curriculum
and areas that repeated themselves. The exercise allowed brutal
conversation about what we value as well as what we expect of students
at each grade level and formed the basis for teachers making a
commitment to build greater coherence.

A balanced literacy approach is the basis of our reading curriculum.
This balance of instructional approaches includes modeled, shared,
guided and independent reading. Skills instruction is explicit and
direct-aided by the mapping exercise and DCPS standards. Teachers are
supported to match children to books at the right level through the use
of running records, and tailor instruction to meet each child's
instructional level. All subjects are viewed as an opportunity to teach
reading. Students learn to distinguish between narrative text and
informational text with emphasis on comprehension strategies and content
vocabulary. We also expect students to read thirty minutes a night. At
each grade level, students write for different purposes and audiences
using a variety of genres as suggested by DCPS standards.

Over the last two years much of the staff participated in math workshops
after school to increase their own math content knowledge. Much of the
materials used in these teacher workshops came from EveryDay Mathematics
(EDM). With staff and parent input, the school sought a waiver from DCPS
to implement EDM in pre-k through 6^th^ grade. The strength of the EDM
program is its scientific research base and innovative teaching
strategies that support NCTM standards. The program presents students
with multiple methods and strategies for problem solving. Students often
work collaboratively. We have had a number of events to help parents
understand the program and how they can support it.

In September 2002, the school began using the Full Option Science System
developed at the Lawrence Hall of Science in Berkeley, California with
the support of the National Science Foundation. The program provides
hands-on inquiry-based experiences across four strands: life sciences,
physical sciences, earth sciences and scientific reasoning and
technology. We welcome parents and members of the community with
expertise to work with the grade level team that matches the curriculum
interest and knowledge of the volunteer.

Through the curriculum mapping exercise, we identified essential
questions for each grade level in social studies as a way to ensure
greater coherence between grades and build upon the DCPS standards. The
curriculum emphasizes depth over breadth of coverage, with the goal of
developing habits of mind such as inquiring into causes, marshaling
resources, seeing from multiple perspectives, and applying learning to
new situations. We also strive to integrate the arts into other subject
areas to promote deeper levels of inquiry and learning. It is our
collective challenge to make the best use of the people, places, and
artifacts close to us to enhance the instructional program at the
school. We work hard to integrate the visual and performing arts in the
core curriculum and have been supported through professional development
provided by the Kennedy Center for the Performing Arts. Students in
grades 1-3 have Spanish twice a week for forty minutes, which we hope to
expand each year. Each classroom is wired to the Internet and technology
is integrated into the instructional program following national
technology standards.

**2. Sustaining a rich reading curriculum**

Formal instruction in the primary grades is based upon a balanced
literacy model to ensure that children have support through shared and
guided reading to become independent readers who employ a variety of
strategies to solve word reading and comprehension problems. Many of the
primary teachers have Phongraphix training and explicit word study is a
part of each primary class. The word study time incorporates phonemic
awareness and the crucial blending and segmenting skills for beginning
readers. All children are administered running records throughout the
year, so we know each child's reading levels and topical interests. This
insures that teachers have knowledge about each child's reading
behaviors and interests (strengths and weaknesses) that are not evident
from standardized scores and helps us ensure children are matched to
appropriate texts for independent reading and instruction. While all
teachers have available to them the Houghton Mifflin Reading series, we
use additional literature and other materials connected to the social
studies and science curriculum. The school library has over 10,000 books
and each classroom also has a library with books organized in varying
levels and by genre.

The intermediate grades use a reading workshop model based upon the work
of Fountas and Pinnell which includes structured mini-lessons. Writing
related to literary elements, genres or strategies is a regular
requirement for students and one mode of assessment. All students in
grades two through five participate in In2Books, a reading program which
provides books in different genre and writing and reading assignments
aligned with the content standards across all subjects. Reading buddies
is a school-wide program that matches primary and intermediate classes
for a reading time once a week to support fluency. Finally, children who
need extra support at Janney receive it through several possible
avenues: early intervention from a reading specialist; tutoring through
Oasis, an intergenerational tutoring program; one on one reading with a
parent volunteer; and extra small-group instruction from the classroom
teacher once a week.

3\. Exploring how one curriculum experience relates to essential skills
and knowledge based on the school's mission

Each year we find a way to integrate the arts with core subjects and
make use of the amazing resources the city has to offer. Last year this
was done through a sustained relationship with the different museums
that make up the Smithsonian by mapping a different museum to each
grade. This year we partnered with the U.S. Park Service around the
theme of monuments and memorials. Each class explored the concepts in a
way that connect to the DCPS standards for their grade either in social
studies, science or language arts. The pre kindergarten students, for
example, studied the concept of family and differences by looking at the
Roosevelt Memorial. Rangers visited each class at the school and then
the entire school on one day went to visit the memorials and monuments.
After the visit, classes have engaged in writing activities as well as
art projects aligned with the DCPS art standards. As part of the school
vision, we foster a spirit of experimentation and discovery among
children and educators. The school community encourages its members to
be entrepreneurial and accept that some programs will succeed and some
will fail. After each class visited their spot, the entire school
gathered for a picnic along the Potomac River and formed a
one-quarter-size replica of the Washington Monument using all the
students to form the shape. The day was also thus connected to
measurement and perspective as well. Many classes continue to build on
the theme in the work they are doing.

**4. Using differentiated instructional methods to improve student
learning**

As a school we benefit from having many parent volunteers and student
teachers to work along with our teachers. We also organize our special
education services so there is the opportunity for team teaching between
the classroom teacher and the special education teacher. Thus, the
knowledge and skills of our special education teachers about different
learning styles can benefit all students. Teachers are able to
differentiate instruction by the formation of flexible groups in
reading. In reading, we use leveled texts that are matched to the
student's individual reading level. Classroom libraries are all leveled
and students are encouraged to read at an appropriate level as informed
by the use of running records. In writing, most all teachers in first
through sixth grade use a Writer's Workshop format. The workshop format
allows teachers, parent volunteers and student teachers to either
individually or in small groups confer with students about their
writing. Students are also involved in peer editing. We also look for
multiple ways for students to be able to demonstrate what they know and
can do based on their own learning profile.

The school's reading and math specialists work with teachers to plan how
best to meet the needs of all students in each class. In some cases
these specialists co-teach classes or work with individual students.
Students who need to be more challenged are given additional work
assignments to pursue both in class and at home. We have also created
after school programs to help students who need more work in basic
skills.

**5. Supporting professional development and the link to improving
student achievement**

The Janney professional development plan promotes a collegial
professional community as a means to achieve continuous improvement in
instructional capacity. Teachers are encouraged to reflect about the
practice of teaching and learning. For example, teachers read books
together and discuss them during staff meetings. All teachers have been
invited to observe other teachers at the same grade level and at least
one teacher at a preceding and subsequent grade level. All teachers have
been encouraged to observe a class at another school. Staff are
encouraged to allow themselves to be filmed as part of a peer-coaching
program for their own use to reflect upon teaching and learning. These
observations are part of what we believe teachers need to do to be
reflective about practice and continue their own growth and development.
Each year we also organize voluntary school-based courses that take
place after school and on Saturdays in areas of interest to the staff
and in areas where data shows we need improvement. District professional
development days build on these same workshops to ensure all building
staff receives some of the information that the subset of staff who do
the additional workshops benefit from. We also invite master teachers
from other schools to come and do model lessons that can be observed by
our staff. We use substitute teachers to allow teachers to leave their
room and see these lessons and then meet to discuss what they saw.

# We value the enormous amount of knowledge and experience we hold collectively, and our challenge is to use that asset as we reflect on what we do, how we do it, and where we can improve. This requires each teacher to be a school leader by taking some responsibility for the school in its entirety. By working collectively on issues related to teaching and learning, we foster greater collegiality and a rich professional community. As a professional community we talk about practice, share craft knowledge, observe each other, and constantly ask how we can improve what we do. 

# Janney Summary Report, Reading By Grade 1999-2003

Stanford Achievement Test Series (Harcourt, Inc.) 9^th^\_Edition
Select/1996

Scores provided include scale scores, performance level, mean NCE and
percentile ranks

  ------------- ---------- ---------- ---------- ----------- ------------ ----------- ---------- ----------- ------------ ----------- --------- ----------- ------------
  Grade Tested  \# of      \# of      \% of      \% Not      Scaled Score Meet/Exc.   Below      Advanced    Proficient   Basic       Below     NCE Average Percentile
                Students   Students   Students   Tested      Ave.         Stand.(%)   Stand (%)                                       Basic                 Rank
                           Tested     Tested                                                                                                                

  **Spring                                                                                                                                                  
  2003**                                                                                                                                                    

  1             \-         \-         \-         \-          \-           \-          \-         \-          \-           \-          \-        \-          \-

  2             \-         \-         \-         \-          \-           \-          \-         \-          \-           \-          \-        \-          \-

  3             48         48         100%       0.00%       661.60       89.58       10.42      43.75       77.08        89.58       100       69.45       82

  4             57         57         100%       0.00%       682.30       100.00      0.00       47.37       75.44        100.00      100       71.27       84

  5             60         60         100%       0.00%       692.25       96.67       3.33       28.33       73.33        96.66       100       70.28       83

  6             68         68         100%       0.00%       716.12       100.00      0.00       42.65       88.24        100.00      100       79.62       92

  **Totals:**   **233**    **233**    **100%**   **0.00%**   **690.47**   **97.00**   **3.00**   **40.34**   **78.97**    **96.99**   **100**   **73.08**   **86**

  **Spring                                                                                                   ** **        ** **       ** **                 
  2002**                                                                                                                                                    

  1             51         50         98%        1.96%       591.22       100.00      0.00       38.00       84.00        100.00      100       72.28       85

  2             45         44         98%        2.22%       630.41       93.18       6.82       45.45       75.00        93.18       100       71.31       84

  3             61         60         98%        1.64%       670.37       96.67       3.33       53.33       81.66        96.66       100       73.47       87

  4             61         59         97%        3.28%       681.64       98.31       1.69       52.54       72.88        98.30       100       70.30       83

  5             72         69         96%        4.17%       708.62       97.10       2.90       50.72       85.50        97.09       100       78.38       91

  6             60         59         98%        1.67%       711.05       100.00      0.00       37.29       81.36        100.00      100       75.56       89

  **Totals:**   **350**    **341**    **97%**    **2.57%**   **670.34**   **97.65**   **2.35**   **46.63**   **80.35**    **97.65**   **100**   **73.82**   **87**

  **Spring                                                                                                   ** **        ** **       ** **                 
  2001**                                                                                                                                                    

  1             50         47         94%        6.00%       585.30       100.00      0.00       51.06       82.97        99.99       100       71.23       84

  2             62         60         97%        3.23%       626.55       93.33       6.67       31.67       71.67        93.34       100       69.00       82

  3             58         54         93%        6.90%       664.54       96.30       3.70       50.00       85.19        96.30       100       71.62       85

  4             72         70         97%        2.78%       699.61       98.57       1.43       68.57       87.14        98.57       100       79.10       92

  5             62         62         100%       0.00%       697.56       100.00      0.00       38.71       70.97        100.00      100       72.45       86

  6             51         51         100%       0.00%       710.80       100.00      0.00       33.33       88.23        99.99       100       76.86       90

  **Totals:**   **355**    **344**    **97%**    **3.10%**   **667.03**   **97.96**   **2.04**   **46.22**   **80.81**    **97.96**   **100**   **73.56**   **87**

  **Spring                                                                                                   ** **        ** **       ** **                 
  2000**                                                                                                                                                    

  1             \-         60         \-         \-          574.28       96.67       3.33       31.67       76.67        96.67       100       66.90       79

  2             \-         52         \-         \-          639.56       100.00      0.00       46.15       82.69        100.00      100       75.02       88

  3             \-         63         \-         \-          677.75       98.41       1.59       61.90       88.88        98.40       100       77.14       90

  4             \-         55         \-         \-          688.60       100.00      0.00       52.73       81.82        100.00      100       73.55       87

  5             \-         48         \-         \-          717.81       100.00      0.00       54.17       95.84        100.00      100       81.18       93

  6             \-         42         \-         \-          718.74       100.00      0.00       45.24       88.10        100.00      100       81.08       93

  **Totals:**   ** **      **320**    ** **      ** **       **665.40**   **99.06**   **0.94**   **48.75**   **85.31**    **99.06**   **100**   **75.38**   **89**

                                                                                                                                                            

  Grade Tested  \# of      \# of      \% of      \% Not      Scaled Score Meet/Exc.   Below      Advanced    Proficient   Basic       Below     NCE Average Percentile
                Students   Students   Students   Tested      Ave.         Stand.(%)   Stand (%)                                       Basic                 Rank
                           Tested     Tested                                                                                                                

  **Spring                                                                                                                                                  
  1999**                                                                                                                                                    

  1             \-         56         \-         \-          595.11       96.43       3.57       51.79       92.86        96.43       100       74.92       88

  2             \-         64         \-         \-          634.00       98.44       1.56       34.38       82.82        98.45       100       72.47       86

  3             \-         52         \-         \-          664.25       98.08       1.92       48.08       86.54        98.08       100       71.28       84

  4             \-         50         \-         \-          697.38       100.00      0.00       62.00       92.00        100.00      100       77.92       91

  5             \-         46         \-         \-          711.87       100.00      0.00       52.17       89.13        100.00      100       79.71       92

  6             \-         54         \-         \-          718.93       100.00      0.00       38.89       88.89        100.00      100       79.71       92

  **Totals:**   ** **      **322**    ** **      ** **       **667.33**   **98.76**   **1.24**   **47.21**   **88.51**    **98.76**   **100**   **75.80**   **89**
  ------------- ---------- ---------- ---------- ----------- ------------ ----------- ---------- ----------- ------------ ----------- --------- ----------- ------------

# 

# All students have taken the test each year with the only exception being a few ED students whose IEP's prohibit their participation in standardized assessment. Academic Performance for these students is monitored through the use of portfolio assessment. A few families object to standardized testing and refuse to allow their children to be tested. 

# Janney Summary Report, Math By Grade 1999-2003

Stanford Achievement Test Series (Harcourt, Inc.) 9^th^\_Edition
Select/1996

[Scores provided include scale scores, performance level, mean NCE and
percentile ranks]{.underline}

<table>
<colgroup>
<col style="width: 14%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 3%" />
</colgroup>
<tbody>
<tr class="odd">
<td>Grade Tested</td>
<td># of Students</td>
<td># of Students Tested</td>
<td>% of Students Tested</td>
<td>% Not Tested</td>
<td>Scaled Score Ave.</td>
<td>Meet/Exc. Stand.(%)</td>
<td>Below Stand (%)</td>
<td>Advanced</td>
<td>Proficient</td>
<td>Basic</td>
<td>Below Basic</td>
<td>NCE Average</td>
<td>Percentile Rank</td>
</tr>
<tr class="even">
<td><strong>SPRING 2003</strong></td>
<td></td>
<td><strong> </strong></td>
<td></td>
<td></td>
<td><strong> </strong></td>
<td><strong> </strong></td>
<td><strong> </strong></td>
<td><strong> </strong></td>
<td><strong> </strong></td>
<td><strong> </strong></td>
<td><strong> </strong></td>
<td><strong> </strong></td>
<td><strong> </strong></td>
</tr>
<tr class="odd">
<td>1</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
</tr>
<tr class="even">
<td>2</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
</tr>
<tr class="odd">
<td><p>Top of Form</p>
<p>3</p></td>
<td>48</td>
<td>48</td>
<td>100%</td>
<td>0.00%</td>
<td>648.1</td>
<td>97.92</td>
<td>2.08</td>
<td>45.8</td>
<td>70.83</td>
<td>97.91</td>
<td>100</td>
<td>74.8</td>
<td>88</td>
</tr>
<tr class="even">
<td>4</td>
<td>57</td>
<td>56</td>
<td>98%</td>
<td>1.75%</td>
<td>666.6</td>
<td>96.43</td>
<td>3.57</td>
<td>33.9</td>
<td>75.00</td>
<td>96.43</td>
<td>100</td>
<td>71.3</td>
<td>84</td>
</tr>
<tr class="odd">
<td>5</td>
<td>60</td>
<td>60</td>
<td>100%</td>
<td>0.00%</td>
<td>687.4</td>
<td>93.33</td>
<td>6.67</td>
<td>23.3</td>
<td>76.66</td>
<td>93.33</td>
<td>100</td>
<td>72</td>
<td>85</td>
</tr>
<tr class="even">
<td>6</td>
<td>68</td>
<td>68</td>
<td>100%</td>
<td>0.00%</td>
<td>731.5</td>
<td>98.53</td>
<td>1.47</td>
<td>52.9</td>
<td>89.70</td>
<td>98.52</td>
<td>100</td>
<td>85</td>
<td>95</td>
</tr>
<tr class="odd">
<td><strong>Totals:</strong></td>
<td><strong>233</strong></td>
<td><strong>232</strong></td>
<td><strong>100%</strong></td>
<td><strong>0.43%</strong></td>
<td><strong>687.2</strong></td>
<td><strong>96.55</strong></td>
<td><strong>3.45</strong></td>
<td><strong>39.2</strong></td>
<td><strong>78.87</strong></td>
<td><strong>96.54</strong></td>
<td><strong>100</strong></td>
<td><strong>76.2</strong></td>
<td><strong>89</strong></td>
</tr>
<tr class="even">
<td colspan="14"><strong>  SPRING 2002</strong></td>
</tr>
<tr class="odd">
<td>1</td>
<td>51</td>
<td>50</td>
<td>98%</td>
<td>1.96%</td>
<td>589</td>
<td>100</td>
<td>0</td>
<td>52</td>
<td>94.00</td>
<td>100.00</td>
<td>100</td>
<td>79.2</td>
<td>92</td>
</tr>
<tr class="even">
<td>2</td>
<td>45</td>
<td>44</td>
<td>98%</td>
<td>2.22%</td>
<td>626.3</td>
<td>95.45</td>
<td>4.55</td>
<td>47.7</td>
<td>86.37</td>
<td>95.46</td>
<td>100</td>
<td>77.1</td>
<td>90</td>
</tr>
<tr class="odd">
<td>3</td>
<td>61</td>
<td>61</td>
<td>100%</td>
<td>0.00%</td>
<td>649.3</td>
<td>96.72</td>
<td>3.28</td>
<td>37.7</td>
<td>78.68</td>
<td>96.71</td>
<td>100</td>
<td>75.4</td>
<td>89</td>
</tr>
<tr class="even">
<td>4</td>
<td>61</td>
<td>59</td>
<td>97%</td>
<td>3.28%</td>
<td>662</td>
<td>94.92</td>
<td>5.08</td>
<td>33.9</td>
<td>71.19</td>
<td>94.92</td>
<td>100</td>
<td>68.6</td>
<td>81</td>
</tr>
<tr class="odd">
<td>5</td>
<td>72</td>
<td>69</td>
<td>96%</td>
<td>4.17%</td>
<td>703.4</td>
<td>94.2</td>
<td>5.8</td>
<td>44.9</td>
<td>85.51</td>
<td>94.21</td>
<td>100</td>
<td>79.6</td>
<td>92</td>
</tr>
<tr class="even">
<td>6</td>
<td>60</td>
<td>59</td>
<td>98%</td>
<td>1.67%</td>
<td>722.5</td>
<td>96.61</td>
<td>3.39</td>
<td>42.4</td>
<td>79.66</td>
<td>96.61</td>
<td>100</td>
<td>80.2</td>
<td>92</td>
</tr>
<tr class="odd">
<td><strong>Totals:</strong></td>
<td><strong>350</strong></td>
<td><strong>342</strong></td>
<td><strong>98%</strong></td>
<td><strong>2.29%</strong></td>
<td><strong>663.3</strong></td>
<td><strong>96.2</strong></td>
<td><strong>3.8</strong></td>
<td><strong>42.7</strong></td>
<td><strong>82.16</strong></td>
<td><strong>96.20</strong></td>
<td><strong>100</strong></td>
<td><strong>76.7</strong></td>
<td><strong>90</strong></td>
</tr>
<tr class="even">
<td colspan="14"><strong>  SPRING 2001</strong></td>
</tr>
<tr class="odd">
<td>1</td>
<td>50</td>
<td>48</td>
<td>96%</td>
<td>4.00%</td>
<td>573.9</td>
<td>100</td>
<td>0</td>
<td>39.6</td>
<td>85.41</td>
<td>99.99</td>
<td>100</td>
<td>73.6</td>
<td>87</td>
</tr>
<tr class="even">
<td>2</td>
<td>62</td>
<td>60</td>
<td>97%</td>
<td>3.23%</td>
<td>613.5</td>
<td>88.33</td>
<td>11.7</td>
<td>38.3</td>
<td>71.66</td>
<td>88.33</td>
<td>100</td>
<td>70.9</td>
<td>84</td>
</tr>
<tr class="odd">
<td>3</td>
<td>58</td>
<td>54</td>
<td>93%</td>
<td>6.90%</td>
<td>646.4</td>
<td>96.3</td>
<td>3.7</td>
<td>31.5</td>
<td>79.63</td>
<td>96.30</td>
<td>100</td>
<td>73.4</td>
<td>87</td>
</tr>
<tr class="even">
<td>4</td>
<td>72</td>
<td>70</td>
<td>97%</td>
<td>2.78%</td>
<td>674.7</td>
<td>98.57</td>
<td>1.43</td>
<td>48.6</td>
<td>85.71</td>
<td>98.57</td>
<td>100</td>
<td>75.8</td>
<td>89</td>
</tr>
<tr class="odd">
<td>5</td>
<td>62</td>
<td>60</td>
<td>97%</td>
<td>3.23%</td>
<td>700.4</td>
<td>93.33</td>
<td>6.67</td>
<td>40</td>
<td>75.00</td>
<td>93.33</td>
<td>100</td>
<td>76.9</td>
<td>90</td>
</tr>
<tr class="even">
<td>6</td>
<td>51</td>
<td>51</td>
<td>100%</td>
<td>0.00%</td>
<td>724.4</td>
<td>100</td>
<td>0</td>
<td>43.1</td>
<td>86.28</td>
<td>100.00</td>
<td>100</td>
<td>82.7</td>
<td>94</td>
</tr>
<tr class="odd">
<td><strong>Totals:</strong></td>
<td><strong>355</strong></td>
<td><strong>343</strong></td>
<td><strong>97%</strong></td>
<td><strong>3.38%</strong></td>
<td><strong>657.3</strong></td>
<td><strong>95.92</strong></td>
<td><strong>4.08</strong></td>
<td><strong>40.5</strong></td>
<td><strong>80.46</strong></td>
<td><strong>95.91</strong></td>
<td><strong>100</strong></td>
<td><strong>75.5</strong></td>
<td><strong>89</strong></td>
</tr>
<tr class="even">
<td colspan="14"><strong>  SPRING 2000</strong></td>
</tr>
<tr class="odd">
<td>1</td>
<td>-</td>
<td>60</td>
<td>-</td>
<td>-</td>
<td>569</td>
<td>100</td>
<td>0</td>
<td>35</td>
<td>78.33</td>
<td>100.00</td>
<td>100</td>
<td>70.7</td>
<td>84</td>
</tr>
<tr class="even">
<td>2</td>
<td>-</td>
<td>53</td>
<td>-</td>
<td>-</td>
<td>617.4</td>
<td>94.34</td>
<td>5.66</td>
<td>26.4</td>
<td>83.02</td>
<td>94.34</td>
<td>100</td>
<td>73</td>
<td>86</td>
</tr>
<tr class="odd">
<td>3</td>
<td>-</td>
<td>63</td>
<td>-</td>
<td>-</td>
<td>651</td>
<td>98.41</td>
<td>1.59</td>
<td>33.3</td>
<td>88.89</td>
<td>98.41</td>
<td>100</td>
<td>76.7</td>
<td>90</td>
</tr>
<tr class="even">
<td>4</td>
<td>-</td>
<td>55</td>
<td>-</td>
<td>-</td>
<td>670.5</td>
<td>96.36</td>
<td>3.64</td>
<td>40</td>
<td>76.36</td>
<td>96.36</td>
<td>100</td>
<td>72.8</td>
<td>86</td>
</tr>
<tr class="odd">
<td>5</td>
<td>-</td>
<td>47</td>
<td>-</td>
<td>-</td>
<td>714.6</td>
<td>100</td>
<td>0</td>
<td>61.7</td>
<td>91.49</td>
<td>100.00</td>
<td>100</td>
<td>85.4</td>
<td>95</td>
</tr>
<tr class="even">
<td>6</td>
<td>-</td>
<td>42</td>
<td>-</td>
<td>-</td>
<td>731.7</td>
<td>100</td>
<td>0</td>
<td>59.5</td>
<td>85.71</td>
<td>100.00</td>
<td>100</td>
<td>85.6</td>
<td>95</td>
</tr>
<tr class="odd">
<td><strong>Totals:</strong></td>
<td><strong> </strong></td>
<td><strong>320</strong></td>
<td><strong> </strong></td>
<td><strong> </strong></td>
<td><strong>653.3</strong></td>
<td><strong>98.12</strong></td>
<td><strong>1.88</strong></td>
<td><strong>41.3</strong></td>
<td><strong>83.75</strong></td>
<td><strong>98.13</strong></td>
<td><strong>100</strong></td>
<td><strong>76.7</strong></td>
<td><strong>90</strong></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Grade Tested</td>
<td># of Students</td>
<td># of Students Tested</td>
<td>% of Students Tested</td>
<td>% Not Tested</td>
<td>Scaled Score Ave.</td>
<td>Meet/Exc. Stand.(%)</td>
<td>Below Stand (%)</td>
<td>Advanced</td>
<td>Proficient</td>
<td>Basic</td>
<td>Below Basic</td>
<td>NCE Average</td>
<td>Percentile Rank</td>
</tr>
<tr class="even">
<td colspan="14"><strong>  SPRING 1999</strong></td>
</tr>
<tr class="odd">
<td>1</td>
<td>-</td>
<td>55</td>
<td>-</td>
<td>-</td>
<td>576.1</td>
<td>100</td>
<td>0</td>
<td>38.2</td>
<td>85.45</td>
<td>100.00</td>
<td>100</td>
<td>73.6</td>
<td>87</td>
</tr>
<tr class="even">
<td>2</td>
<td>-</td>
<td>62</td>
<td>-</td>
<td>-</td>
<td>613.8</td>
<td>96.77</td>
<td>3.23</td>
<td>22.6</td>
<td>77.42</td>
<td>96.77</td>
<td>100</td>
<td>70.9</td>
<td>84</td>
</tr>
<tr class="odd">
<td>3</td>
<td>-</td>
<td>52</td>
<td>-</td>
<td>-</td>
<td>637.8</td>
<td>96.15</td>
<td>3.85</td>
<td>28.9</td>
<td>63.47</td>
<td>96.16</td>
<td>100</td>
<td>69.1</td>
<td>82</td>
</tr>
<tr class="even">
<td>4</td>
<td>-</td>
<td>51</td>
<td>-</td>
<td>-</td>
<td>676.3</td>
<td>100</td>
<td>0</td>
<td>45.1</td>
<td>82.35</td>
<td>100.00</td>
<td>100</td>
<td>76</td>
<td>89</td>
</tr>
<tr class="odd">
<td>5</td>
<td>-</td>
<td>46</td>
<td>-</td>
<td>-</td>
<td>708.9</td>
<td>97.83</td>
<td>2.17</td>
<td>54.4</td>
<td>82.61</td>
<td>97.83</td>
<td>100</td>
<td>82.2</td>
<td>94</td>
</tr>
<tr class="even">
<td>6</td>
<td>-</td>
<td>54</td>
<td>-</td>
<td>-</td>
<td>726.2</td>
<td>100</td>
<td>0</td>
<td>50</td>
<td>83.33</td>
<td>100.00</td>
<td>100</td>
<td>82.3</td>
<td>94</td>
</tr>
<tr class="odd">
<td><strong>Totals:</strong></td>
<td><strong> </strong></td>
<td><strong>320</strong></td>
<td><strong> </strong></td>
<td><strong> </strong></td>
<td><strong>653.8</strong></td>
<td><strong>98.44</strong></td>
<td><strong>1.56</strong></td>
<td><strong>39.1</strong></td>
<td><strong>79.06</strong></td>
<td><strong>98.44</strong></td>
<td><strong>100</strong></td>
<td><strong>75.4</strong></td>
<td><p><strong>89</strong></p>
<p>Bottom of Form</p></td>
</tr>
</tbody>
</table>

# All students have taken the test each year with the only exception being a few ED students whose IEP's prohibit their participation in standardized assessment. Academic Performance for these students is monitored through the use of portfolio assessment. A few families object to standardized testing and refuse to allow their children to be tested. 

# State (DCPS) Summary Report, Reading By Grade 1999-2003

Stanford Achievement Test Series (Harcourt, Inc.) 9^th^\_Edition
Select/1996

Scores provided include scale scores, performance level, mean NCE and
percentile ranks

  ------------- ------------ ----------- ----------- ----------- ----------- ------------ ----------- --------- ----------- ------------
  Grade Tested  \# of        Scaled      Meet/Exc.   Below Stand Advanced    Proficient   Basic       Below     NCE Average Percentile
                Students     Score Ave.  Stand.(%)   (%)                                              Basic                 Rank
                Tested                                                                                                      

  **SPRING                                                                                                                  
  2003**                                                                                                                    

  1             2,645        544.5       91.49       8.51        13.57       50.81        91.49       100       54.55       59

  2             2,621        576.1       72.8        27.2        3.59        24.99        72.8        100       46.31       43

  3             5,144        605.4       67.24       32.76       7.8         30.89        67.24       100       44.86       40

  4             5,323        628.5       69.42       30.58       8.4         29.35        69.42       100       45.07       41

  5             5,059        642.2       70.31       29.69       4.49        22.18        70.31       100       43.8        38

  6             4,909        656.1       76.74       23.26       3.93        24.16        76.74       100       46.32       43

  **Totals:**   **25,701**   **608.8**   **74.67**   **25.33**   **6.963**   **30.4**     **74.67**   **100**   **46.82**   **44**

  **  SPRING                                                                                                                
  2002**                                                                                                                    

  1             5,085        543.3       90.89       9.11        14.53       48.96        90.89       100       54.08       58

  2             5,255        580.2       74.33       25.67       5.2         29.23        74.33       100       48.16       47

  3             5,483        603.8       65.27       34.73       8.04        29.09        65.27       100       44.12       39

  4             5,200        628.8       70.08       29.92       8.42        29.65        70.07       100       45.25       41

  5             5,206        644         72.34       27.66       5.21        22.57        72.34       100       44.78       40

  6             4,758        657.3       78.92       21.08       3.43        24.97        78.92       100       46.97       44

  **Totals:**   **30,987**   **609.5**   **75.31**   **24.7**    **7.472**   **30.75**    **75.3**    **100**   **47.23**   **45**

  **  SPRING                                                                                                                
  2001**                                                                                                                    

  1             5,544        539.3       88.38       11.62       12.68       45.33        88.39       100       52.24       54

  2             5,591        577.1       72.04       27.96       4.65        26.11        72.04       100       46.78       44

  3             5,490        602.9       65.87       34.13       6.17        27.7         65.86       100       43.77       38

  4             5,427        628.2       71.14       28.86       7.39        27.47        71.14       100       45.04       41

  5             4,976        643.2       73.73       26.27       4.04        21.62        73.73       100       44.46       40

  6             4,545        657.3       78.11       21.89       3.43        25.43        78.1        100       46.96       44

  **Totals:**   **31,573**   **608**     **74.88**   **25.12**   **6.393**   **28.94**    **74.88**   **100**   **46.54**   **44**

  **  SPRING                                                                                                                
  2000**                                                                                                                    

  1             5,698        536.9       86.59       13.41       12.02       43.08        86.59       100       50.97       52

  2             5,264        579.1       74.62       25.38       4.88        27.87        74.62       100       47.69       46

  3             5,126        609.1       72.06       27.94       8.29        33.01        72.07       100       46.64       44

  4             4,507        632.1       74.08       25.92       9.01        31.26        74.08       100       46.94       44

  5             4,127        647.8       77.66       22.34       5.14        25.93        77.66       100       46.76       44

  6             3,342        663.5       84.56       15.44       4.28        31.15        84.56       100       50.48       51

  **Totals:**   **28,064**   **611.4**   **78.26**   **21.74**   **7.27**    **32.05**    **78.26**   **100**   **48.25**   **47**

                                                                                                                            

  Grade Tested  \# of        Scaled      Meet/Exc.   Below Stand Advanced    Proficient   Basic       Below     NCE Average Percentile
                Students     Score Ave.  Stand.(%)   (%)                                              Basic                 Rank
                Tested                                                                                                      

  **  SPRING                                                                                                                
  1999**                                                                                                                    

  1             5,603        535.7       86.2        13.8        11.4        42.22        86.2        100       50.5        51

  2             5,377        577.7       73.63       26.37       4.5         26.02        73.63       100       47.01       44

  3             4,826        605.3       68.32       31.68       7.23        30.42        68.32       100       44.91       40

  4             4,431        628.7       71.47       28.53       7.9         28.3         71.47       100       45.22       41

  5             3,613        646.2       77.06       22.94       4.68        24.33        77.06       100       46.03       42

  6             3,306        659.9       81.55       18.45       3.84        25.86        81.55       100       48.45       47

  **Totals:**   **27,156**   **608.9**   **76.37**   **23.63**   **6.592**   **29.53**    **76.37**   **100**   **47.02**   **44**
  ------------- ------------ ----------- ----------- ----------- ----------- ------------ ----------- --------- ----------- ------------

#  State (DCPS) Summary Report, Math By Grade 1999-2003

Stanford Achievement Test Series (Harcourt, Inc.) 9^th^\_Edition
Select/1996

Scores provided include scale scores, performance level, mean NCE and
percentile ranks

  ------------- ------------ ----------- ----------- ----------- ----------- ------------ ----------- --------- ----------- ------------
  Grade Tested  \# of        Scaled      Meet/Exc.   Below Stand Advanced    Proficient   Basic       Below     NCE Average Percentile
                Students     Score Ave.  Stand.(%)   (%)                                              Basic                 Rank
                Tested                                                                                                      

  **SPRING                                                                                                                  
  2003**                                                                                                                    

  1             2,685        541.4       89.94       10.06       15.61       51.55        89.95       100       55          59

  2             2,672        572.8       75.19       24.81       7.26        37.01        75.18       100       49.92       50

  3             5,169        603.5       74.83       25.17       9.89        35.12        74.84       100       51.86       54

  4             5,378        621.8       67.42       32.58       7.62        32.03        67.41       100       47.98       46

  5             5,087        643.9       58.74       41.26       6.23        24.96        58.73       100       48.23       47

  6             4,910        659.3       56.66       43.34       6.23        23.26        56.66       100       50.64       51

  **Totals:**   **25,901**   **607.1**   **54.41**   **45.59**   **5.79**    **23.5**     **54.41**   **100**   **47.94**   **46**

  **  SPRING                                                                                                                
  2002**                                                                                                                    

  1             5,184        540.1       89.97       10.03       14.76       50.35        89.97       100       54.47       58

  2             5,453        574.3       75.39       24.61       9.74        38.15        75.4        100       50.63       51

  3             5,572        600.1       73.64       26.36       7.91        30.81        73.63       100       50.17       50

  4             5,290        622.1       68.41       31.59       8.49        31.14        68.42       100       48.2        47

  5             5,272        642.9       56.37       43.63       6.16        23.12        56.37       100       47.6        45

  6             4,778        659         57.24       42.76       5.34        22.38        57.25       100       50.55       51

  **Totals:**   **31,549**   **606.4**   **70.17**   **29.83**   **8.733**   **32.66**    **70.17**   **100**   **50.27**   **50**

  **  SPRING                                                                                                                
  2001**                                                                                                                    

  1             5,665        537.2       87.93       12.07       14.16       47.65        87.93       100       52.81       55

  2             5,755        571.3       73.85       26.15       7.96        34.68        73.85       100       49.11       48

  3             5,543        600.1       75.3        24.7        6.68        30.76        75.3        100       50.27       50

  4             5,517        620.2       67.74       32.26       6.54        28.83        67.73       100       47.24       45

  5             5,001        643.8       58.53       41.47       5.82        22.94        58.53       100       48.19       47

  6             4,565        660.7       59.93       40.07       5.76        23.33        59.93       100       51.43       53

  **Totals:**   **32,046**   **605.5**   **70.55**   **29.45**   **7.82**    **31.37**    **70.55**   **100**   **49.84**   **50**

  **  SPRING                                                                                                                
  2000**                                                                                                                    

  1             5,865        537         88.68       11.32       12.8        46.93        88.67       100       52.56       55

  2             5,433        573.4       75.23       24.77       8.8         36.28        75.23       100       50.17       50

  3             5,181        603.6       78.92       21.08       7.26        33.47        78.92       100       52.05       54

  4             4,565        625.7       72.51       27.49       8.48        32.16        72.51       100       50.07       50

  5             4,157        646.6       62.14       37.86       5.44        24.11        62.14       100       49.67       49

  6             3,363        668.4       69.05       30.95       6.99        29.38        69.05       100       55.62       60

  **Totals:**   **28,564**   **609.1**   **74.42**   **25.58**   **8.295**   **33.72**    **74.42**   **100**   **51.69**   **53**

  Grade Tested  \# of        Scaled      Meet/Exc.   Below Stand Advanced    Proficient   Basic       Below     NCE Average Percentile
                Students     Score Ave.  Stand.(%)   (%)                                              Basic                 Rank
                Tested                                                                                                      

  **  SPRING                                                                                                                
  1999**                                                                                                                    

  1             5,838        526.9       82.89       17.11       8.75        38.64        82.88       100       47.14       44

  2             5,577        565.4       69.11       30.89       5.61        29.85        69.1        100       45.92       42

  3             4,919        594.8       71.54       28.46       5.12        25.41        71.54       100       47.53       45

  4             4,574        617.4       64.17       35.83       5.92        25.84        64.17       100       45.75       42

  5             3,660        641.9       56.75       43.25       4.84        20.8         56.76       100       47.21       45

  6             3,332        660         59.45       40.55       5.22        20.26        59.46       100       51.18       52

  **Totals:**   **27,900**   **601.1**   **56.84**   **43.16**   **4.59**    **21.6**     **56.84**   **100**   **46.62**   **44**
  ------------- ------------ ----------- ----------- ----------- ----------- ------------ ----------- --------- ----------- ------------

#  

# Janney Summary Report, Reading By Ethnicity 1999-2003

Stanford Achievement Test Series (Harcourt, Inc.) 9^th^\_Edition
Select/1996

Scores provided include scale scores, performance level, mean NCE

  ------------- ---------- -------- ----------- ------- ---------- ------------ -------- ------- --------- ------------
  Ethicity      \# of      Scaled   Meet/Exc.   Below   Advanced   Proficient   Basic    Below   NCE       Percentile
                Students   Score    Stand.(%)   Stand                                    Basic   Average   Rank
                Tested     Ave.                 (%)                                                        

  **Spring                                                                                                 
  2003**                                                                                                   

  Asian         14         658.21   92.86       7.14    7.14       57.14        92.86    100     57.14     63

  African       48         666.37   93.75       6.25    10.42      56.25        93.75    100     61.25     70
  American                                                                                                 

  Hispanic      14         671.93   100.00      0.00    28.57      57.14        100.00   100     62.48     72

  White         157        702.36   98.09       1.91    53.50      89.81        98.09    100     79.06     92

                                                                                                           

  **Spring                                                                                                 
  2002**                                                                                                   

  Asian         17         644.24   100.00      0.00    29.41      76.47        100.00   100     68.01     80

  African       55         643.29   90.91       9.09    18.18      56.36        90.91    100     59.98     68
  American                                                                                                 

  Hispanic      19         635.74   89.47       10.53   42.11      73.69        89.48    100     67.95     80

  White         249        681.10   99.60       0.40    54.62      86.75        99.60    100     77.83     91

                                                                                                           

  **Spring                                                                                                 
  2001**                                                                                                   

  Asian         11         634.00   90.91       9.09    27.27      63.63        90.90    100     64.07     75

  African       56         641.23   94.64       5.36    17.86      53.57        94.64    100     60.39     69
  American                                                                                                 

  Hispanic      20         645.25   95.00       5.00    35.00      50.00        95.00    100     60.82     70

  White         257        675.77   99.22       0.78    54.09      89.89        99.23    100     77.82     91

                                                                                                           

  **Spring                                                                                                 
  2000**                                                                                                   

  Asian         9          624.00   100.00      0.00    44.44      77.77        99.99    100     69.54     82

  African       37         643.60   97.30       2.70    27.03      67.57        97.30    100     65.01     76
  American                                                                                                 

  Hispanic      23         652.78   100.00      0.00    34.78      73.91        100.00   100     69.77     83

  White         251        671.25   99.20       0.80    53.39      89.25        99.21    100     77.63     91

                                                                                                           

  **Spring                                                                                                 
  1999**                                                                                                   

  Asian         8          705.63   100.00      0.00    37.50      87.50        100.00   100     78.05     91

  African       47         639.28   93.62       6.38    29.79      72.34        93.62    100     65.52     77
  American                                                                                                 

  Hispanic      22         661.82   100.00      0.00    50.00      77.27        100.00   100     71.75     85

  White         245        671.96   99.59       0.41    50.61      92.65        6.94     100     78.06     91
  ------------- ---------- -------- ----------- ------- ---------- ------------ -------- ------- --------- ------------

#  

# Janney Summary Report, Math By Ethnicity 1999-2003

Stanford Achievement Test Series (Harcourt, Inc.) 9^th^\_Edition
Select/1996

Scores provided include scale scores, performance level, mean NCE and
percentile ranks

  ------------- ---------- -------- ----------- ------- ---------- ------------ -------- ------- --------- ------------
  Ethicity      \# of      Scaled   Meet/Exc.   Below   Advanced   Proficient   Basic    Below   NCE       Percentile
                Students   Score    Stand.(%)   Stand                                    Basic   Average   Rank
                Tested     Ave.                 (%)                                                        

  **Spring                                                                                                 
  2003**                                                                                                   

  Asian         14         658.64   85.71       14.29   7.14       57.14        85.71    100     64.18     75

  African       48         661.58   89.58       10.42   14.58      56.25        89.58    100     63.58     74
  American                                                                                                 

  Hispanic      14         674.36   100.00      0.00    21.43      64.29        100.01   100     68.61     81

  White         156        698.79   99.36       0.64    51.28      89.10        99.36    100     81.85     93

                                                                                                           

  **Spring                                                                                                 
  2002**                                                                                                   

  Asian         17         643.47   100.00      0.00    17.65      76.47        100.00   100     71.49     85

  African       55         636.27   83.64       16.36   14.55      60.00        83.64    100     62.15     72
  American                                                                                                 

  Hispanic      20         624.65   95.00       5.00    25.00      70.00        95.00    100     67.91     80

  White         249        674.20   99.20       0.80    52.21      88.75        99.19    100     81.13     93

                                                                                                           

  **Spring                                                                                                 
  2001**                                                                                                   

  Asian         11         631.82   90.91       9.09    27.27      45.45        90.91    100     66.65     79

  African       55         630.78   81.82       18.18   12.73      50.91        81.82    100     60.41     69
  American                                                                                                 

  Hispanic      20         645.65   95.00       5.00    25.00      60.00        95.00    100     66.21     78

  White         257        664.98   99.22       0.78    48.25      89.88        99.22    100     79.81     92

                                                                                                           

  **Spring                                                                                                 
  2000**                                                                                                   

  Asian         9          623.67   100.00      0.00    44.44      66.66        99.99    100     76.07     89

  African       37         630.65   91.89       8.11    13.51      64.86        91.89    100     64.76     76
  American                                                                                                 

  Hispanic      23         636.48   100.00      0.00    21.74      65.22        100.00   100     68.27     81

  White         251        659.27   98.81       1.19    47.01      88.84        98.80    100     79.29     92

                                                                                                           

  **Spring                                                                                                 
  1999**                                                                                                   

  Asian         8          700.13   100.00      0.00    50.00      75.00        100.00   100     77.08     90

  African       47         623.00   95.74       4.26    12.77      57.45        95.75    100     62.89     73
  American                                                                                                 

  Hispanic      21         641.76   90.47       9.53    33.33      57.14        90.47    100     69.16     82

  White         244        659.29   99.59       0.41    44.26      85.25        99.60    100     78.31     91
  ------------- ---------- -------- ----------- ------- ---------- ------------ -------- ------- --------- ------------

# Mean Growth in Scale Scores and NCE for Reading for One Cohort Tracked Over Time at Janney by Race

+---------------+----------+-------------+-------------+-------------+
|               | Spring   | Spring 2000 | Spring 2001 | Spring 2002 |
|               | 1999     | Grade 3     | Grade 4     | Grade 5     |
|               | Grade 2  |             |             |             |
|               |          | vs          | vs          | vs          |
|               | vs       |             |             |             |
|               |          | Spring 2003 | Spring 2003 | Spring 2003 |
|               | Spring   | Grade 6     | Grade 6     | Grade 6     |
|               | 2003     |             |             |             |
|               | Grade 6  |             |             |             |
+---------------+----------+-------------+-------------+-------------+
| White         | 85.52    | 38.65       | 15.75       | 7.08        |
|               |          |             |             |             |
| Mean Growth   | (n=44)   | (n= 43)     | (n=48)      | (n=48)      |
| in Scale      |          |             |             |             |
| Score         |          |             |             |             |
+---------------+----------+-------------+-------------+-------------+
| African       | 90.43    | 49          | 29.56       | 20.1        |
| American      |          |             |             |             |
|               | (n=7)    | (n=8)       | (n=9)       | (n=10)      |
| Mean Growth   |          |             |             |             |
| in Scale      |          |             |             |             |
| Score         |          |             |             |             |
+---------------+----------+-------------+-------------+-------------+
| White         | 10.1     | 4.37        | 0.78        | 0.98        |
|               |          |             |             |             |
| Mean Growth   | (n=44)   | (n=43)      | (n=48)      | (n=48)      |
| in NCE        |          |             |             |             |
+---------------+----------+-------------+-------------+-------------+
| African       | 7.73     | 3.78        | 4.03        | 6.57        |
| American      |          |             |             |             |
|               | (n=7)    | (n=8)       | (n=9)       | (n=10)      |
| Mean Growth   |          |             |             |             |
| in NCE        |          |             |             |             |
+---------------+----------+-------------+-------------+-------------+

**Mean Growth in Scale Scores and NCE for Math for One Cohort Tracked
Over Time at Janney by Race**

+---------------+----------+-------------+-------------+-------------+
|               | Spring   | Spring 2000 | Spring 2001 | Spring 2002 |
|               | 1999     | Grade 3     | Grade 4     | Grade 5     |
|               | Grade 2  |             |             |             |
|               |          | vs          | vs          | vs          |
|               | vs       |             |             |             |
|               |          | Spring 2003 | Spring 2003 | Spring 2003 |
|               | Spring   | Grade 6     | Grade 6     | Grade 6     |
|               | 2003     |             |             |             |
|               | Grade 6  |             |             |             |
+---------------+----------+-------------+-------------+-------------+
| White         | 121.73   | 87.51       | 60.31       | 29.27       |
|               |          |             |             |             |
| Mean Growth   | (n=44)   | (n=43)      | (n=48)      | (n=48)      |
| in Scale      |          |             |             |             |
| Score         |          |             |             |             |
+---------------+----------+-------------+-------------+-------------+
| African       | 128.14   | 82.25       | 58          | 31.7        |
| American      |          |             |             |             |
|               | (n=7)    | (n=8)       | (n=9)       | (n=10)      |
| Mean Growth   |          |             |             |             |
| in Scale      |          |             |             |             |
| Score         |          |             |             |             |
+---------------+----------+-------------+-------------+-------------+
| White         | 14.17    | 10.34       | 9.65        | 4.79        |
|               |          |             |             |             |
| Mean Growth   | (n=44)   | (n=43)      | (n=48)      | (n=48)      |
| in NCE        |          |             |             |             |
+---------------+----------+-------------+-------------+-------------+
| African       | 22.07    | 12.86       | 13.17       | 9.99        |
| American      |          |             |             |             |
|               | (n=7)    | (n=8)       | (n=9)       | (n=10)      |
| Mean Growth   |          |             |             |             |
| in NCE        |          |             |             |             |
+---------------+----------+-------------+-------------+-------------+

Note: Students who enter the school advanced have little area to grow on
the assessment and thus deflate overall means. We do this type of
tracking for all students and compare growth to national growth in scale
scores.