**[U.S. Department of Education November 2002]{.underline}**

**2002-2003 *No Child Left Behind-Blue Ribbon Schools Program ***

***Cover Sheet***

Name of Principal \_[Mr. Thomas F.
Schulte\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}\
(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official\] records)

Official School Name [Pleasant Valley
School]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(As it should appear in the official records)

School Mailing Address \_\_[401 Cedar Road, Mullica Hill, NJ
08062]{.underline}

(If address is P.O. Box, also include street address) City State Zip
Code+4 (9 digits total)

Tel[. (856) 223-5120]{.underline} Fax \_\_\_[(856)
223-2692]{.underline}\_\_\_\_\_\_\_\_\_

Website/URL \_\_\_[harrisontwp.k12.nj.us]{.underline}\_\_\_\_\_\_\_\_
Email
\_\_\_\_schultet[\@harrisontwp.k12.nj.us]{.underline}\_\_\_\_\_\_\_\_\_

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

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

*[Private Schools: If the information requested is not applicable, write
N/A in the space.]{.underline}*

Name of Superintendent \_\_\_\_[Dr. Patricia
Hoey]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

District Name \_\_\_[Harrison Township School District]{.underline} Tel.
(856) [478-2016 ext. 123]{.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\
President/Chairperson \_\_\_\_[Mr. Donald A.
DeMore]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\
(School Board President\'s/Chairperson\'s Signature)

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

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

1\. Number of schools in the district: - \_\_[2]{.underline}\_\_
Elementary schools\
\_\_\_\_\_ Middle schools

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

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

\_\_[2]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure:
\_\_[\$7,036.00]{.underline}\_\_\_\_\_

Average State Per Pupil Expenditure:
[\_\_\$8,680.00]{.underline}\_\_\_\_\_

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

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

\[ \] Urban or large central city

\[ \] Suburban school with characteristics typical of an urban area\
\[X\] Suburban

\[ \] Small city or town in a rural area\
\[ \] Rural

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

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

  K                                        7                            

  1                                        8                            

  2                                        9                            

  3                                        10                           

  4        83       97         180         11                           

  5        92       86         178         12                           

  6        92       84         176         Other                        
  -------- -------- ---------- -------- -- -------- -------- ---------- --------

\_\_\_\_\_\_\_\_ 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:

6\. Racial/ethnic composition of [95.5 %]{.underline} White

the students in the school: [3.0 %]{.underline} Black or African
American\
[1.0 %]{.underline} Hispanic or Latino

> [.5 %]{.underline} Asian/Pacific Islander
>
> [0 %]{.underline} American Indian! Alaskan Native
>
> 100% Total

7\. Student turnover, or mobility rate, during the past year:
[12.1%]{.underline}

(This rate includes the total number of students who transferred to or
from different schools between

  ------- ------------------------------------------------------ ----------
  \(1\)   Number of students whotransferred ***to*** the         43
          schoolafter October 1 until the\                       
          end of the year                                        

  \(2\)   Number of students whotransferred ***from*** theschool 19
          after October 1until the end of the year               

  \(3\)   Subtotal of alltransferred students (sum\              62
          of rows (1) and (2)                                    

  \(4\)   Total number of studentsin the school as of\           512
          October 1                                              

  \(5\)   Subtotal in row (3)divided by total in\                0.121
          row (4)                                                

  \(6\)   Amount in row (5)multiplied by 100                     12.1%
  ------- ------------------------------------------------------ ----------

October I and the end of the school year, divided by the total number of
students in the school as of October I,\
multiplied by 100.)

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

[0]{.underline} Total Number Limited English Proficient\
\
Number of languages represented: [0]{.underline}\_\_\_\
Specify languages: [n/a]{.underline}\_\_\_

9\. Students eligible for free/reduced-priced meals: [5.6 %]{.underline}

> [29]{.underline} Total Number Students Who Qualify

If this method is not a reasonably accurate estimate of the percentage
of students from low-income

families or the school does not participate in the federally-supported
lunch program, specify a more accurate\
estimate, tell why the school chose it, and explain how it arrived at
this estimate.

10\. Students receiving special education services:
\_\_[11.5%]{.underline}\_\_

\_\_[59]{.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]{.underline}\_\_Autism \_\_\_\_\_Orthopedic Impairment\
> \_\_\_\_\_Deafness \_\_\_\_\_Other Health Impaired\
> \_\_\_\_\_Deaf-Blindness \_[31]{.underline}\_\_Specific Learning
> Disability\
> \_\_[1]{.underline}\_\_Hearing Impairment \_[14]{.underline}\_\_Speech
> or Language Impairment\
> \_\_[9]{.underline}\_\_Mental Retardation \_\_\_\_\_Traumatic Brain
> Injury

[\_ 3\_\_]{.underline}Multiple Disabilities
[\_\_\_\_\_]{.underline}Visual Impairment Including Blindness

11\. Indicate number of full-time and part-time staff members in each of
the categories below:\
\
**Number of Staff**

**[Full-time]{.underline} [Part-Time]{.underline}**[\
]{.underline}Administrator(s) [1]{.underline}\
Classroom Teachers [22]{.underline} \_\_\_\_\_\_\_\_\_

Special Resource teachers/specialists [8]{.underline}
[5\_\_\_\_\_]{.underline}

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

Support Staff [14]{.underline} \_\_\_\_\_\_\_\_\_\_\
Total number [48]{.underline} [5]{.underline}

*[\
12. Student-\"classroom teacher\" ratio: 24:1\_\_\_\
\
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.\
]{.underline}*

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

  Daily student      96.3        98.1        96.2        96.1        95.1
  attendance                                                         

  Daily teacher      97.1        94.1        96.7        97.3        92.7
  attendance                                                         

  Teacher turnover   6%          0           0           0           0
  rate                                                               

  Student dropout    \-          \-          \-          \-          \-
  rate                                                               

  Student drop-off   \-          \-          \-          \-          \-
  rate                                                               
  ------------------ ----------- ----------- ----------- ----------- -----------

#  [PART III − SUMMARY]{.underline}

**Pleasant Valley School** is located in Mullica Hill, New Jersey. It is
part of a suburban community in southern New Jersey, just outside of
Philadelphia, PA. The district has been experiencing enrollment
increases of 5-6% per year due to growth in the community. Pleasant
Valley is one of two schools serving the students of Harrison Township.
The students come to Pleasant Valley School as fourth graders from the
Harrison Elementary School just one mile away. All of the districts 534
fourth through sixth graders are in attendance at Pleasant Valley
School.

The mission of Pleasant Valley School and the district, in partnership
with the home and community, is to provide all children with the
opportunity to develop their intellectual, physical, emotional and
social potential: to become confident, capable life long learners.
Together we are committed to fulfill our mission by providing the
resources to foster a safe, caring, supportive environment of mutual
respect, communication, teamwork and appreciation of the individual.

Curriculum initiatives provide the strength of our academic
effectiveness. Comprehensive professional development provided to the
staff enables them to implement standards based programs and
enthusiastically work with students on a daily basis. Our Balanced
Literacy Program highlights the students' academic day, along with the
National Council of Teachers of Mathematics-endorsed Everyday
Mathematics program, and a "hands on" activity-based approach for
Science and Social Studies. World language instruction in Spanish builds
on the primary program; it focuses on spoken as well as written language
and culture. Additional challenges are offered in technology, library,
art, music, and health/physical education. Our students with special
needs are included in the general education program and provided the
individual support needed through an in class model. A comprehensive
bully prevention program is in place. Our Code of Excellence promotes
the highest quality of teaching and learning, and creates a safe
environment while ensuring that an atmosphere of mutual respect and
cooperation is maintained. Student recognition programs acknowledge
those students who meet or exceed our high standards. Our band and choir
successes can be measured by the participation of over 200 students.

Most importantly, the atmosphere at Pleasant Valley School is one where
the students realize their academic potential, are comfortable and enjoy
learning. Our Guidance Counselor addresses the social, emotional and
academic needs of all students.

A significant component of the success of the school can be attributed
to the extent of positive parental involvement. The Parent Teacher
Association collectively supports each student by providing assembly
programs, instructional materials, recess equipment, and an overnight

environmental education trip. Parents are welcomed in the school and
through their support contribute to the overall effectiveness of the
entire educational program.

The entire Pleasant Valley School community -- students, parents,
township citizens, teachers, administration and Board of Education
members -- proudly share in the achievements and accomplishments of all
students.

#   

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

## [State Assessment Program]{.underline}

The New Jersey Elementary School Proficiency Assessment (ESPA) consists
of three sections- Language Arts Literacy, Mathematics and Science. The
ESPA is designed to give an early indication of the progress students
are making in mastering the knowledge and skills described in the
State's Core Curriculum Content Standards in kindergarten through grade
four. The ESPA is administered at the fourth grade level.

The ESPA scores are reported as scale scores in each of the content
areas. The scores range from 100-199 (Partially Proficient), 200-249
(Proficient), and 250-300 (Advanced Proficient). The scores of students
who are included in the Partially Proficient level are considered to be
below the state minimum of proficiency and those students may be most\
in need of instructional support. At Pleasant Valley School all students
have been included in the assessment program accept for any student who
had an Individualized Educational Plan in place that indicated that a
delay of one year in administration or an alternate assessment program
was appropriate. In the case of the latter, the state's alternate
proficiency program would be followed.

In the year 2000, four special education students were excluded. They
were administered the test in the year 2001. In addition, one ESL
student who had been in the country for less than three years and in the
district for less than one was excluded. She moved from the district the
following year. In both 2001 and 2002 a total of six special education
students were excluded and scheduled for a delayed administration of the
assessment.

Harrison Township School District, and as such Pleasant Valley School
has little disparity amongst its students. Less than 5% of the students
are from minority groups and only 5.6% of the students district-wide are
eligible for free/reduced lunch.

For the school years that the students functioning under special
education IEP's was greater than 10, the data has been disaggregated.
Some variance is noted across the last four years of data. This is
reflective of the varying levels of disabilities of the individual
students in the grade group. Throughout the period 36% or more of the
special education students achieved within the proficient range in
literacy and 43% or more achieved the proficient level in mathematics.

During the past three years, the district has made concerted efforts to
implement research-based programs in both literacy and mathematics. The
special education department and the

basic skills support programs have been brought into line with these
initiatives. The results of the 2002 assessments appeared to be directly
related to these curriculum reforms and the extensive professional
development program that has been put in place.\
\
In literacy, 98% of the general education students performed at or above
the proficient level on the 2002 ESPA. In mathematics, 94.8% achieved at
or above the Proficient level with 49% of the students performing in the
Advanced Proficient range.

**[The Role of Assessment in Continuous Student Progress]{.underline}**

Assessment plays a critical role in instruction at Pleasant Valley
School. Individual student standardized test data and functional
assessments are reviewed by teachers and administrators and considered
in the development of class lists. The objective is to maintain
heterogeneous classes and to be sure students are grouped so that
services can be provided effectively. In addition, assessment data is
analyzed each September by the staff to meet two important objectives:
(1) the development of classroom instructional profiles; (2) to identify
the strength and weaknesses of program.

The objective of teachers is to ensure continuous progress of students
based on daily performance data. As an on-going part of instruction in
literacy, Analytical Reading Inventories are administered. Fluency
checks and individual student conferences during readers and writers
workshops provide important data for teachers. This data is used to
assist in the organization of flexible groups and instructional reading
materials. In mathematics, the differentiation of instruction is aided
by the administration of a pre-test prior to each unit of study. The
results are utilized to shape the instructional implementation of the
unit providing additional support when needed and challenging students
who demonstrate strong prior knowledge.\
\
**[Communicating Student Progress]{.underline}**

Successful schools maintain strong communication with parents and the
community at large. Pleasant Valley School maintains close communication
with parents concerning individual student performance in a variety of
ways some formal and some informal. On an informal basis, teachers
maintain contact with parents through phone calls and informal
conferences. Formal parent conferences are held twice a year. Progress
reports are sent home mid-marking period to every parent. Formal report
cards are provided quarterly. Parents are provided specific learning
expectations for the core content areas each quarter. Math profiles are
sent home at the end of each quarter so that parents can keep track of
their child's performance. The results of state assessment data are
mailed home to parents when received.

The data concerning school and district performance is communicated to
parents and the community at large through the district's community
newsletter. On a yearly basis performance is reported at a Public Board
of Education meeting. In addition, information is shared at the
Superintendent's Advisory Council meetings and meetings of the Parent
Teacher Association. Pleasant Valley School also has a Local Planning
Committee made up of teachers and parents that work with the Principal
to review data (including performance data) to set goals for the school.
These are reported to the County Office of Education as part of the
district's Quality Assurance Annual Report each October.

**[Dissemination Plan]{.underline}**

# Pleasant Valley School, if selected for the award, would communicate its successes through a multi-pronged approach. The news media would be contacted for an informational news release. An article would be written and published in the District's Community Newsletter. A link would be placed on the district's web site to explain the honor of being selected as a Blue Ribbon School. Our district's mission which is consistent with the national goal of ensuring that every child finds a fitting place and achieves academically would be highlighted. Information would be provided on how the district created a culture for change in teaching literacy and mathematics that resulted in improving student achievement. The district would open its door for visitations from teachers and administrators from other district seeking knowledge and understanding of the research-based strategies implemented that created success. A Power Point presentation highlighting the critical elements of our success would be created and made available to other schools. A team of district staff members would be available for presentations at pertinent workshops or panel discussions.  

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

## [Comprehensive Curriculum]{.underline} 

Our curriculum is developed using the New Jersey Core Curriculum Content
Standards as its framework. Each curriculum area is written, after
thorough study and research, by a committee of teachers facilitated by
our Supervisor of Curriculum and Instruction. The committee analyzes
each Cumulative Progress Indicator from the state standards and
determines how this indicator would best be met at specific grade
levels. After this analysis, units of study are drafted. The committee
then reviews research-based resources that would facilitate the delivery
of these standards-based units of study. The best resource that meets
the needs of students from our community is selected. Assessments for
each unit are written, ensuring that each learning expectation is
assessed in a manner that provides relevant feedback to our students.
The written curriculum is presented first to an advisory group of
parents and then is presented to the Board of Education for their review
and approval. Once this approval is received, professional development
opportunities are designed to lead the teachers in understanding the
goals of the newly-developed curriculum. Training in the methodology
that is employed through the newly-purchased resource is planned.

Throughout the first year of implementation, grade groups of teachers
meet on a regular basis with the Supervisor of Curriculum and
Instruction to suggest revisions based on feedback that they are
receiving from the students. The curriculum committee reconvenes yearly
to analyze these suggested changes, in light of the Core Content
Standards, and revise accordingly.

>  

Our Language Arts Literacy Curriculum is delivered using a
balanced-literacy approach, in which all of our students are engaged in
reading, writing, speaking, listening and viewing guided by our teachers
who challenge them to grow into independent readers, writers and
thinkers. The Mathematics Curriculum places emphasis on students
acquiring knowledge, skills and an understanding of mathematics which is
rooted in real life context. In Science, the emphasis is on learning the
process skills students need to inquire about the scientific concepts in
their world. The main resources used to delivery the Science Curriculum
are science kits endorsed by the National Science Foundation. Our Social
Studies curriculum places a heavy emphasis on students interacting in
cooperative groups using their multiple intelligences to lead them to
think and discover knowledge for themselves. Our Spanish Curriculum
provides students with the opportunity to actively use the Spanish
language and learn about the Spanish culture in an effort to heighten
their linguistic and cultural awareness. Our Health and Physical
Education Curricula focus on learning healthy behaviors that will
persist into adulthood. Our Visual and Performing Arts Curriculum
recognizes that music and art are essential for the human and social
growth of our students. Finally, our Technology Literacy curriculum
ensures that our students have the skills needed to succeed in a highly
technological environment.

# [ Reading Curriculum]{.underline}

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 and is delivered within the context of authentic literacy
experiences. Teachers are trained to match children to the proper book,
and to tailor instruction to meet children's instructional levels. All
teachers administer running records or Analytical Reading Inventories to
determine each student's appropriate instructional reading level.
Teachers in kindergarten through fifth grade use [Rigby
Literacy]{.underline} as the primary resource to deliver the reading
curriculum. Teachers in Grades 4 to 6 use a readers' workshop format
that is based on the work of Irene Fountas and Gay Su Pinnell ([Guiding
Readers and Writers,]{.underline} 2001).

The methodology employed supports not only the New Jersey Core
Curriculum Content Standards, but also the standards adopted by the
National Reading Panel (NRP). The NRP determined, in their report, that
a rigorous reading program includes instruction in phonemic awareness,
phonics, fluency, guided oral reading, independent silent reading,
comprehension strategy and vocabulary. Both the [Rigby
Literacy]{.underline} resource and the readers' workshop format, along
with our own Phonemic Awareness and Phonics instruction, which we refer
to as P.A.S.S. (Phonemic Awareness, Spelling and Speech) incorporate all
of the necessary components recommended by the National Reading Panel.
It was for this reason that these resources and methods were chosen as
our delivery method for reading instruction in our -- 6 school district.

**[Mathematics Curriculum]{.underline}**

Our mathematics curriculum is delivered to our students in Kindergarten
through sixth grade using the [Everyday Mathematics (EDM)]{.underline}
resource that was developed by the University of Chicago School
Mathematics Project in the early 1980's. The U.S. Department of
Education's Mathematics and Science Expert Panel designated it as one of
their five Promising Programs. The strength of the EDM program is its
scientific research base and innovative teaching strategies that support
national and state standards.

Our philosophy states that our district "...believes that all children
need to acquire the mathematical skills, understandings, and attitudes
that they will need to be successful in their careers and daily lives."
The EDM program supports these high expectations for all students and
provides consistent high quality lessons that carefully builds upon and
extends the knowledge and skills that students learned in previous
years. This program provides a balance among the mathematical strands.
It presents students with multiple methods and strategies for problem
solving. This approach is based on everyday situations that develop
critical thinking and provides a structure where students
collaboratively learn in partners and small group settings. Through this
program all students see themselves as mathematicians.

# [Instructional Methods To Improve Student Learning]{.underline}

Differentiated instruction is employed to form flexible groups in
reading, writing and math to improve student learning. This methodology
is based on the work by Carol Ann Tomlinson ([The Differentiated
Classroom: Responding to the Needs of All Learners]{.underline}, 1999).
In reading, we use leveled texts that are matched to the student's
individual instructional reading level. These levels are determined
through the administration of an Analytical Reading Inventory. Guided
reading groups are based on the data attained from these inventories. In
writing, our teachers in first through sixth grade use a Writer's
Workshop format based on the works of Ralph Fletcher ([The Writing
Workshop, the Essential Guide]{.underline}, 2001) and Irene Fountas and
Gay Su Pinnell. The workshop format allows teachers to either
individually or in small groups confer with students about their
writing. Students also confer with their peers. In mathematics, students
are administered a pre-assessment at the beginning of each unit of
study. Math instructional groups are then formed based on an item
analysis of this pre-assessment. Technology is utilized as a tool
supporting the instructional methodology. Every instructional area at
Pleasant Valley School is connected to the Internet. The student to
computer ratio is 3:1.

**[Professional Development Program]{.underline}**

Over the past few years, our district's professional development program
has focused on improving reading and math achievement with an emphasis
on using assessment to differentiate instruction and improving writing
skills. To accomplish this goal, a unique approach to professional
development was needed due to the dramatic shift in instructional
approaches in reading and math.

A gradual implementation plan for the new Mathematics curriculum, that
spanned over four years, was designed. Each year staff members of
different clusters of grades were targeted for professional development.
This allowed for cross grade-level visitations and cross grade-level
articulation meetings. Support was multi-faceted, and included:
workshops led by outside consultants, turn-key teacher trainers and
intensive grade-group committee work. Support provided by the Supervisor
of Curriculum was on-going throughout this process. Parent training
proved to be equally important.\
\
The successful components of the math professional development plans
were incorporated into the plan for literacy. In addition to similar
initiatives mentioned above, support was provided with the purchase of
research books for all Literacy teachers which were used at in-district
workshops and as on-going reference books. Study groups focusing on
comprehension strategies and differentiated instruction were conducted
during the summers. Administrative staff training was also given high
importance. This ensured accountability for the implementation of these
new instructional strategies through direct observation in classrooms by
administrators. Our plan has given us the ability to raise the bar for
our teachers and as a result has had a positive impact on student
achievement.

**[New Jersey Elementary School Proficiency Assessment
(ESPA]{.underline}**)

Literacy Sub-Test Results

+-----------------------------+---------+---------+---------+----------+
|                             | 20      | 20      | 19      | 1        |
|                             | 01-2002 | 00-2001 | 99-2000 | 998-1999 |
+-----------------------------+---------+---------+---------+----------+
| April Testing               |         |         |         |          |
+-----------------------------+---------+---------+---------+----------+
| ## Pl                       |         |         |         |          |
| easant Valley School Scores |         |         |         |          |
+-----------------------------+---------+---------+---------+----------+
| ## TOTAL                    |         |         |         |          |
+-----------------------------+---------+---------+---------+----------+
| Partially Proficient        | 6.6     | 9.1     | 45.0    | 20.9     |
+-----------------------------+---------+---------+---------+----------+
| Proficient                  | 84.3    | 75.0    | 51.6    | 75.5     |
+-----------------------------+---------+---------+---------+----------+
| Advanced Proficient         | 9.0     | 15..9   | 3.4     | 3.6      |
+-----------------------------+---------+---------+---------+----------+
| Number of students tested   | 166     | 164     | 140     | 139      |
+-----------------------------+---------+---------+---------+----------+
| Percent of total students   | 98.8    | 97.6    | 96.6    |          |
| tested                      |         |         |         |          |
+-----------------------------+---------+---------+---------+----------+
| Number of students excluded | 2       | 4       | 5       |          |
+-----------------------------+---------+---------+---------+----------+
| Percent of students         | 1.2     | 2.4     | 3.4     |          |
| excluded                    |         |         |         |          |
+-----------------------------+---------+---------+---------+----------+
| ## SUBGROUP SCORES          |         |         |         |          |
+-----------------------------+---------+---------+---------+----------+
| 1\. General Education       |         |         |         |          |
+-----------------------------+---------+---------+---------+----------+
| Partially Proficient        | 2.0     | 5.4     | 38.9    | 17.2     |
+-----------------------------+---------+---------+---------+----------+
| Proficient                  | 88.2    | 77..9   | 57.2    | 78.9     |
+-----------------------------+---------+---------+---------+----------+
| Advanced Proficient         | 9.8     | 16.8    | 3.9     | 3.9      |
+-----------------------------+---------+---------+---------+----------+
| 2\. Special Education       |         |         |         |          |
+-----------------------------+---------+---------+---------+----------+
| Partially Proficient        | 61.5    | 46.7    | \*      | 63.6     |
+-----------------------------+---------+---------+---------+----------+
| Proficient                  | 38.5    | 46.7    | \*      | 36.4     |
+-----------------------------+---------+---------+---------+----------+
| Advanced Proficient         | 0       | 6.7     | \*      | 0        |
+-----------------------------+---------+---------+---------+----------+
| SCHOOL MEAN SCORE           | 229.4   | 232.4   | 217.1   | 216.7    |
+-----------------------------+---------+---------+---------+----------+
| **STATE SCORES**            |         |         |         |          |
+-----------------------------+---------+---------+---------+----------+
| **TOTAL**                   |         |         |         |          |
+-----------------------------+---------+---------+---------+----------+
| Partially Proficient        | 20.9    | 21.0    | 44.9    | 43.3     |
+-----------------------------+---------+---------+---------+----------+
| Proficient                  | 73.1    | 69.9    | 51.7    | 54.1     |
+-----------------------------+---------+---------+---------+----------+
| Advanced Proficient         | 6.0     | 9.1     | 3.4     | 2.6      |
+-----------------------------+---------+---------+---------+----------+
| STATE MEAN SCORE            | 216.8   | 218.1   | 197.4   | 199.7    |
+-----------------------------+---------+---------+---------+----------+

-   Sample size was not sufficient

**[New Jersey Elementary School Proficiency Assessment
(ESPA]{.underline}**)

Mathematics Sub Tests Results

+-----------------------------+---------+---------+---------+----------+
|                             | 20      | 20      | 19      | 1        |
|                             | 01-2002 | 00-2001 | 99-2000 | 998-1999 |
+-----------------------------+---------+---------+---------+----------+
| April Testing               |         |         |         |          |
+-----------------------------+---------+---------+---------+----------+
| ## Pl                       |         |         |         |          |
| easant Valley School Scores |         |         |         |          |
+-----------------------------+---------+---------+---------+----------+
| ## TOTAL                    |         |         |         |          |
+-----------------------------+---------+---------+---------+----------+
| Partially Proficient        | 7.2     | 26.1    | 11.4    | 15.1     |
+-----------------------------+---------+---------+---------+----------+
| Proficient                  | 47.0    | 47.9    | 59.3    | 66.9     |
+-----------------------------+---------+---------+---------+----------+
| Advanced Proficient         | 45.8    | 26.1    | 29.3    | 18.0     |
+-----------------------------+---------+---------+---------+----------+
| Number of students tested   | 166     | 165     | 140     | 139      |
+-----------------------------+---------+---------+---------+----------+
| Percent of total students   | 98.8    | 98.1    | 96.6    |          |
| tested                      |         |         |         |          |
+-----------------------------+---------+---------+---------+----------+
| Number of students excluded | 2       | 3       | 5       |          |
+-----------------------------+---------+---------+---------+----------+
| Percent of students         | 1.2     | 1.8     | 3.4     |          |
| excluded                    |         |         |         |          |
+-----------------------------+---------+---------+---------+----------+
| ## SUBGROUP SCORES          |         |         |         |          |
+-----------------------------+---------+---------+---------+----------+
| 1\. General Education       |         |         |         |          |
+-----------------------------+---------+---------+---------+----------+
| Partially Proficient        | 5.2     | 22.8    | 11.4    | 14.8     |
+-----------------------------+---------+---------+---------+----------+
| Proficient                  | 45.8    | 27.5    | 29.3    | 19.5     |
+-----------------------------+---------+---------+---------+----------+
| Advanced Proficient         | 49.0    | 27.5    | 29.3    | 19.5     |
+-----------------------------+---------+---------+---------+----------+
| 2\. Special Education       |         |         |         |          |
+-----------------------------+---------+---------+---------+----------+
| Partially Proficient        | 30.8    | 56.3    | \*      | 18.2     |
+-----------------------------+---------+---------+---------+----------+
| Proficient                  | 61.5    | 31.3    | \*      | 81.8     |
+-----------------------------+---------+---------+---------+----------+
| Advanced Proficient         | 7.7     | 12.5    | \*      | 0        |
+-----------------------------+---------+---------+---------+----------+
| SCHOOL MEAN SCORE           | 241.6   | 225.5   | 233.3   | 226.3    |
+-----------------------------+---------+---------+---------+----------+
| **STATE SCORES**            |         |         |         |          |
+-----------------------------+---------+---------+---------+----------+
| **TOTAL**                   |         |         |         |          |
+-----------------------------+---------+---------+---------+----------+
| Partially Proficient        | 31.5    | 34.1    | 34.2    | 39.4     |
+-----------------------------+---------+---------+---------+----------+
| Proficient                  | 41.3    | 44.2    | 46.5    | 44.3     |
+-----------------------------+---------+---------+---------+----------+
| Advanced Proficient         | 27.2    | 21.7    | 19.3    | 16.2     |
+-----------------------------+---------+---------+---------+----------+
| STATE MEAN SCORE            | 218.1   | 214.6   | 214.2   | 209.5    |
+-----------------------------+---------+---------+---------+----------+

-   Sample size was not sufficient