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

*U.S. Department of Education*

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

Name of Principal [Mr. Stephen O. Gibson]{.underline}

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

Official School Name [Burleigh Manor Middle School]{.underline}

(As it should appear in the official records)

School Mailing Address [4200 Centennial Lane]{.underline}

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

[Ellicott City MD 21042-6270]{.underline}

City State Zip Code+4 (9 digits total)

County [Howard]{.underline} State School Code Number\*
[0216]{.underline}

Telephone [(410) 313-2507]{.underline} Fax [(410) 313-2513]{.underline}

Web site/URL [http://web.mac.com/bmms]{.underline} E-mail
[Stephen**\_**Gibson@hcpss.org]{.underline}

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

Date

(Principal's Signature)

Name of Superintendent\* [Dr. Sydney L. Cousin]{.underline}

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

District Name [Howard County Public School System]{.underline} Tel.
[(410) 313-6600]{.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 [Ms. Diane Mikulis]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) I have reviewed the
information in this application, including the eligibility requirements
on page 2, and certify that to the best of my knowledge it is accurate.

Date

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [38]{.underline} Elementary
schools

[18]{.underline} Middle schools

[N/A]{.underline} Junior high schools

[12]{.underline} High schools

[3]{.underline} Other (Applied Research Laboratory -- Academics,

Cradlerock School -- K-8,

Homewood School -- Alternative Education)

[71]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$11,496.00]{.underline}

Average State Per Pupil Expenditure: [\$9661.00]{.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\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

[7]{.underline} If fewer than three years, how long was the previous
principal at this school?

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

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

  PreK                                              7         123      90        213

  K                                                 8         105      108       213

  1                                                 9                            

  2                                                 10                           

  3                                                 11                           

  4                                                 12                           

  5                                                 Other                        

  6       120     107                  227                                       

                            TOTAL                                                653
                            STUDENTS                                             
                            IN THE                                               
                            APPLYING                                             
                            SCHOOL                                               
  ------- ------- --------- ---------- --------- -- --------- -------- --------- ---------

6\. Racial/ethnic composition of [60]{.underline} % White

the school: [8]{.underline} % Black or African American

[2]{.underline} % Hispanic or Latino

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

[\<1]{.underline} % American Indian/Alaskan Native

[\>1]{.underline} % Declined to Choose

100 % Total

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

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

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

  ------------------------- --------------------------- ------------------
  \(1\)                     Number of students who      10
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  \(2\)                     Number of students who      8
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  \(3\)                     Total of all transferred    18
                            students \[sum of rows (1)  
                            and (2)\]                   

  \(4\)                     Total number of students in 653
                            the school as of October 1  

  \(5\)                     Total transferred students  0.0276
                            in row (3) divided by total 
                            students in row (4)         

  \(6\)                     Amount in row (5)           3%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

Number of languages represented: [8]{.underline}

Specify languages: Chinese, Thai, Korean, Turkish, Farsi, Japanese,
German, Dutch

9\. Students eligible for free/reduced-priced meals: [5]{.underline} %

Total number students who qualify: [34]{.underline}

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

10\. Students receiving special education services: [4]{.underline} %

[29]{.underline} Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

[3]{.underline} Autism [1]{.underline} Orthopedic Impairment

\_\_\_\_Deafness [9]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [11]{.underline} Specific Learning Disability

[1]{.underline} Emotional Disturbance [3]{.underline} Speech or Language
Impairment

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

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> [1]{.underline} Multiple Disabilities

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

**Number of Staff**

**Full-time Part-Time**

Administrator(s) [2]{.underline} [0]{.underline}

Classroom teachers [44]{.underline} [2]{.underline}

Special resource teachers/specialists [3]{.underline} [2]{.underline}

Paraprofessionals [4]{.underline} [1]{.underline}

Support staff [15]{.underline} [1]{.underline}

Total number [68]{.underline} [6]{.underline}

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

students in the school divided by the FTE of classroom teachers:
[14:1]{.underline}

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

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

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

  Daily teacher attendance  93%         94%         94%         95%         94%

  Teacher turnover rate     8%          4%          17%         14%         7%

  Student dropout rate      0%          0%          0%          0%          0%
  (middle/high)                                                             

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

**PART III ‑ SUMMARY**

We are proud to act on our mission statement: Burleigh Manor Middle
School provides a quality instructional program which supports and
respects the diverse needs of lifelong learners in a safe and nurturing
academic community.

The Burleigh Manor staff ensures a successful middle school experience
by providing a well-balanced academic, fine arts, and enrichment program
for all of its students. At Burleigh Manor, we are proud of our
appropriate and rigorous course offerings such as algebra, geometry,
French, Spanish, research, and challenge reading. We also offer a host
of enrichment activities and opportunities to all our students. Students
in grades six, seven, and eight may participate in chorus or chamber
choir, band and jazz band, orchestra, drama, student council,
ambassadors for students, mural design, athletic intramurals, spelling
and geography competitions, website design, newsletter publication,
memory book production, and TV news show production.

Exemplary reading instruction is a priority at Burleigh Manor. We
encourage students to enjoy reading and to become lifelong readers by
participating in programs such as Score With A Good Book, the Black-Eyed
Susan Book Award Program, and the Burleigh Manor Book Club.

The integration of technology into instruction is a significant
component of our academic program. We maintain two computer labs and two
additional mobile labs that are constantly in use. A technology team
coordinates staff development to ensure that teachers have a thorough
and strong command of software applications and relevant instructional
strategies.

Communication is essential in a high performing school. Each morning a
student news team delivers a live broadcast of the Bobcat News, a
television production informing students of school activities and events
and celebrating student accomplishments and achievements. The Burleigh
Manor staff communicates frequently and effectively with students and
parents in many ways. Each teacher maintains a class website with
pertinent information about homework, tests, and course curriculum, as
well as academic links. Through these sites, parents and students are
able to email teachers with questions and concerns. Students also may
submit assignments and projects via email. Moreover, the Burleigh Manor
website serves as a connection to information about all activities at
the school. From links on our home page, we feature pictures, movies,
and podcasts of student activities and projects, creating a dynamic
connection that draws parents into their children\'s school experiences.
We frequently take advantage of the Howard County Public School System
eSchoolNewsletter, which provides a means of communication with parents
through email postings. Currently 820 subscribers regularly receive
Burleigh Manor notices of activities and events in this way.

On Maryland state assessments, Burleigh Manor results reflect a quality
instructional program with scores at the 93% proficiency level in
mathematics and the 95% proficiency level in reading, with all subgroups
exceeding state averages by a comfortable margin, achieving the status
as one of Maryland\'s highest performing schools.

The staff, parents, and students place a premium on the students\'
educational experience at Burleigh Manor. Both staff and students take
pride in the school and have received recognition and numerous awards
for their outstanding accomplishments. Examples of staff recognition
include our principal, Mr. Gibson, who has been selected as State
Principal of the Year, as a Washington Post Distinguished Leader, and as
a distinguished fellow to the State Department of Education Maryland
Distinguished Fellows Program. Other staff members have been recognized
in various ways such as Howard County Technology Educator of the Year
and Howard County Teacher of the Year. Our most recent recognition was
having Burleigh Manor selected as one of six Maryland Blue Ribbon
Schools of Excellence.

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

**1. Assessment Results**

Burleigh Manor Middle School has been recognized for sustained growth
and outstanding achievement on the Maryland School Assessment (MSA). The
MSA, first administered in March 2003, in response to the federal No
Child Left Behind Act, assesses student mastery of reading and
mathematics objectives specified in Maryland Content Standards and the
Voluntary State Curriculum. This criterion-referenced test complements
federal education legislation by shifting accountability away from
assessment of student groups, as previously tested in the Maryland
School Performance Assessment Program, to assessment of individual
student performance. Administered annually to Maryland students in
Grades 3-8, MSA scores indicate student, school, district, and state
achievement measured on three proficiency levels: advanced, proficient,
and basic. The state of Maryland establishes standards to measure Annual
Yearly Progress and ensure continuous improvement toward the goal of
100% proficiency in 2014. The performance levels that demonstrate
meeting the standard for 2006 are 61.5% for reading and 42.9% for
mathematics. Annual improvement targets ensure that all students
progress continuously, and in 2006 Burleigh Manor met the target for
2013. Burleigh Manor had the distinction of having the best reading
scores in Maryland in 2006.

By a wide margin, Burleigh Manor has surpassed state standards of
proficiency in both reading and mathematics for each of the three years
that the MSA has been administered. From 2004 to 2006, Burleigh Manor
students not only have demonstrated high levels of performance, but also
have sustained growth toward the 2014 goals. In 2004, 87% of the 6th
graders, 89% of the 7th graders, and 86% of the 8th graders scored
advanced or proficient in mathematics, while 93% of the 6th graders, 97%
of the 7th graders, and 92% of the 8th graders scored advanced or
proficient in reading. In 2005, Burleigh Manor continued to raise the
bar with 92% of the 6th graders, 90% of the 7th graders, and 91% of the
8th graders scoring advanced or proficient in mathematics and 96% of the
6th graders, 95% of the 7th graders, and 95% of the 8th graders scoring
advanced or proficient in reading. In 2006, our students continued to
excel with 94% of the 6th graders, 88% of the 7th graders, and 95% of
the 8th graders scoring advanced or proficient in mathematics and 97% of
the 6th graders, 95% of the 7th graders, and 95% of the 8th graders
scoring advanced or proficient in reading.

At Burleigh Manor, we are confident that challenging curriculum and
differentiated instruction inspire our students to perform at the
highest ability levels. All statistically significant student groups met
the standards for years 2004--2006 in all grades for both mathematics
and reading. The number of our students who score advanced in both
reading and mathematics continues to grow well beyond state standards
while all other student groups continue to progress from basic to
proficient levels. It is our expectation that sustained instruction with
advanced level curriculum will continue to empower our students to
perform at more advanced levels when formally assessed. Additional
information on the Maryland State Department of Education assessment
system can be located at [www.mdk12.org](http://www.mdk12.org/) and
[www.mdreportcard.org](http://www.mdreportcard.org/).

**2. Using Assessment Results**

Data analysis drives yearly goals and objectives at Burleigh Manor. Our
School Improvement Team meets to create these goals and objectives to
improve student and school performance. Our data are disaggregated by
gender, race, grade level, and special service. The School Improvement
Plan guides professional development and instructional content and
practice. At grade-level meetings, students performing in the proficient
to advanced range are identified, and strategies are discussed to
advance these students. Ongoing data are measured against performance to
ensure that the staff is focused on continual improvement and
instruction is aligned with our School Improvement Plan. A data
committee headed by our guidance department meets with administration to
analyze all student data---including MSA scores, local quarterly
assessments, student interim and report card grades, and attendance.
Based on an examination of data for ability/performance discrepancies,
the committee develops a list of students to be screened further,
suggesting interventions and acceleration strategies. These students\'
names are then referred to teachers who attend Kid-Talk meetings where
they discuss strategies and interventions that can be implemented to
support student success. Recommendations are suggested, including
homework club; after-school math and reading programs; parent
conferences; observation by the school psychologist; charting weekly
progress; and time management, organization, and study strategies.
Burleigh Manor is committed to educating each student, and data analysis
is key to improving both individual student and school performance.

**3. Communicating Assessment Results**

Burleigh Manor communicates student performance and assessment results
in a variety of ways. Students receive electronically produced interim
progress reports, which they take home to parents. Preceding the
distribution of these progress reports, each student meets with his or
her advisor to discuss progress and explore ideas to improve
performance. Parents schedule formal conferences with teachers twice a
year and on an as-needed basis. Moreover, teachers routinely communicate
with parents through email and phone calls as soon as the need is
indicated. Each quarter an electronic report card is printed and sent
home. These reports provide information in several areas, including
attendance, completion of work, academic progress, and participation.
Students' Maryland State Assessment scores are mailed to their parents.
School MSA results are published on the Howard County Public School
System website and in local and regional newspapers. By these means,
parents are informed of their children's progress, and this serves to
strengthen the home-school connection, and ultimately leads to an
expectation of excellence from all stakeholders.

**4. Sharing Success**

Burleigh Manor is proud to share our success with our system-wide
colleagues. Staff members participate in writing curriculum and
assessments for the school system. Burleigh Manor teachers and
administrators also frequently participate in workshops, such as the
Maryland Principals\' Academy, staff development activities within our
school, and staff development activities for the Howard County School
System. Additionally, we make presentations at conferences and
conventions such as the Maryland Instructional Computer Coordinators'
Association, the National Council of Teachers of Mathematics, and the
International Technology Education Association (ITEA) where our proven
strategies and practices are shared with fellow educators. For example,
at the ITEA, our technology education teacher will present \"Invention
and Innovation,\" a standards-based curriculum that familiarizes
students with the functioning, applications, and impacts of important
information and communication advancements. Staff members serve as
instructors at local colleges, and local colleges and universities also
regularly send student interns to work with us at Burleigh Manor.
Recently, Burleigh Manor was selected to host a delegation of educators
from China who were here to observe excellent practices in education. We
issue press releases to local and regional newspapers where Burleigh
Manor successes are featured. The document repository of the Howard
County Public School System contains numerous submissions from staff
members who share their work. During articulation with our feeder high
schools, we routinely receive feedback on how well prepared our students
are each year, and we share our respected methods. Sharing our
achievements with educators not only gives us an opportunity to assist
other teaching staffs, but also allows us to examine and reassess our
own best practices.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum**

The mathematics program is built upon the National Council of Teachers
of Mathematics Principles and Standards for School Mathematics and the
Maryland Mathematics Voluntary State Curriculum and Core Learning Goals.
It incorporates problem-solving, communications, connections, and
reasoning to develop mathematics skills, with technology integrated into
all course offerings. The program also forms a framework enabling
students to successfully apply mathematics in real life situations and
testing. Ability grouping is used and high expectations are the
standard. Students may participate in focus groups or homework club to
support their needs. Advanced mathematics courses are offered in algebra
and geometry. Small group instruction is offered in algebra II and
pre-calculus through an adjunct resource teacher from the Howard County
Gifted and Talented Program.

Reading is offered at all grade levels, and instruction focuses on
strategic reading across content areas. The goal is to create an
environment that motivates and involves students in their reading.
Students improve by applying specific strategies, such as information
literacy skills that support their reading. Teachers identify before-,
during-, and after-reading skills for students to use to assess what
they already know and to set guidelines for what they need to know.

Our English curriculum offers instruction in reading, writing, grammar,
listening, and speaking. Literature units incorporate the four literary
archetypes, separate literature genres for each grade level, and
classical literature from around the world. Writing instruction focuses
on use of the 6+1 writing traits. Grammar instruction, listening, and
speaking skills are incorporated into all literature units.

The sixth grade science curriculum, earth science, is based on physical
observations and measurements. Students learn skills essential to all
sciences and apply them through the study of meteorology, geology, and
astronomy. Seventh grade students study all levels of biological
organization in their life science curriculum. Students study structures
from the simple cell and the complex human body to ecosystems and the
factors that affect them. These concepts are then explored further
through research investigations. Eighth grade students explore physical
sciences, chemistry, and physics to explain everyday phenomena. The
study of forces, and their effects on matter, is investigated using
mathematical skills applied to real-life science questions. The kinetic
theory is explored as students learn about the nature of matter, the
atom, chemical reactions, and transfer of energy.

The curriculum for sixth and seventh grade social studies focuses on
physical geography, history, and world cultures. Eighth grade students
study U.S. history from 1763-1877. Students achieve a critical
understanding of history; geography; and economic, political, and social
institutions, traditions, and values. As students progress through the
social studies program, they develop a sense of civic responsibility and
place value on active civic participation.

Foreign language instruction offers French and Spanish as a full-year
course for seventh and eighth grade students. The program subscribes to
a proficiency-based curriculum to develop what students can do with the
language and to elevate what they do through listening, reading,
writing, and speaking.

The art program is based on five objectives: drawing, painting,
printmaking, sculpture, and functional crafts. Each discipline is
studied using problem-solving techniques. Students learn about artists
and art movements that relate to their art activities. Students learn
the importance of using a sketchbook as a working tool as they
brainstorm and develop artistic ideas to solve their art problems.
After-school programs are offered, and artwork is displayed within the
school, on our web page, and at many art shows to encourage and inspire
our students.

Burleigh Manor also has an outstanding music program with courses
offered in band, orchestra, and chorus. Additional related arts courses
are offered in technology education, family and consumer sciences,
physical education, health, and the Big6, which help develop
well-educated students.

**2b. English**

Our English curriculum offers instruction in reading, writing, grammar,
listening, and speaking. The focus is on literature units that
incorporate the four literary archetypes, separate literature genres for
each grade level, and a concentration on classical literature from
around the world for each grade level. All students use the 6+1 writing
traits as a common language to talk about the quality of their writing
in formulating their responses to literature questions, as well as in
formal writing assignments. In each class there is an active emphasis on
oral discussions in which students hone their listening and speaking
skills. Grammar instruction is integrated into the literature units.

The reading team at Burleigh Manor has led many inservice training
sessions to assist content area teachers in the instruction of essential
reading skills using content area text. Our student reading success is a
school-wide effort.

The reading progress of every student is monitored using multiple
measures such as state assessments, quarterly classroom assessments,
student interim and report card grades, reading achievement tests, and
student learning preferences. Classroom reading placements and
instruction are adjusted to meet the needs of each student. Placements
remain flexible and are changed as needed.

Students requiring additional support receive corrective reading
instruction from the reading specialist in classes of no more than
fifteen students. Quantitative and qualitative individual student data
are continuously monitored to determine the best instructional
strategies for these students. The reading comprehension program Soar to
Success is implemented, modeling four main reading comprehension
strategies that successful readers use. Saxon's Phonics Intervention and
the Science Research Association Corrective Reading Decoding program are
used as indicated. Our corrective reading instruction improves
students\' decoding, reading fluency, vocabulary development, and
comprehension skills. Our special education staff provides remedial
reading instruction to students as designated by the reading goals in
their Individualized Education Plans. Reading classes are co-taught by a
general educator and a special educator who collaborate to plan
differentiated instruction to meet the needs of their students. A
multi-sensory program, Wilson Language Training, is used for these
special needs students. All students who are identified as needing extra
reading support are invited to attend our after school reading grant
program and homework club for further individualized support.

**3. Additional Curriculum Area---Science**

The science curriculum for Burleigh Manor is aligned with the Maryland
State Department of Education Voluntary State Curriculum. Students use
scientific skills and processes across grade levels in their studies of
the Earth, life, and physical sciences. Sixth graders investigate
weather, geologic processes, Earth systems, and the solar system.
Seventh graders investigate the nature of living things, human biology,
genetics, evidence of change, and ecology. Eighth graders investigate
forces and motion, energy and waves, and both basic and advanced
chemistry.

Burleigh Manor is in the unique process of building its three-year
science program around the common theme of the Chesapeake Bay Watershed.
Sixth graders apply what they have learned about weather, geologic
processes, and Earth systems to their outdoor education activities at
Camp Letts, which is located on the Chesapeake Bay. Seventh graders
focus on interactions among living things within the Chesapeake Bay
Watershed and the impact of human activity locally on the Centennial
Lake Watershed, which is part of the larger Chesapeake Bay Watershed.
Last year, our current eighth grade students participated in the design
of two bioretention sites on school grounds that have been constructed,
and continue to be maintained, to reduce runoff and sedimentation at
Centennial Lake. Seventh grade students will participate in Bay Grasses
in Classes as a means of restoring submerged aquatic vegetation along
Chesapeake Bay tributaries.

Students are engaged in learning significant content based on high
standards established by Benchmarks for Science Literacy and the
National Science Education Standards. As stated in the HCPSS Essential
Curriculum, "The ultimate goal is to lead students to intelligent
decision-making through the assimilation of scientific knowledge and the
application of scientific inquiry." Hands-on activities, model building,
student discussion and debate, and student-led activities are methods
used to benefit learning. Students expand upon their knowledge of the
world around them, changing their ideas based on acquired evidence,
enhancing what they know with investigation, and modifying ideas based
on new information. Students have many opportunities to participate in
problem-solving and decision-making with the development and maintenance
of the watershed project.

**4. Instructional Methods**

Burleigh Manor provides a dynamic instructional program that supports
and respects the diverse needs of lifelong learners. Students learn for
the present as well as for the long term, taking with them academic
skills that will serve them throughout their lives.

On any given day, a visitor will observe a myriad of instructional
methods---from small group instruction for students needing
interventions, to students analyzing and interpreting information from
their research of primary source documents---going on at Burleigh Manor
to enhance student learning. All Burleigh Manor students are motivated
to improve their learning by setting goals and developing a plan to
achieve these goals. Students reflect on their achievement and then set
new goals, indicating how the teacher can help them become more
successful.

Following are some examples of our instructional methods. In math and
English, the instructors scaffold and chunk concepts into
easy-to-understand steps to help students remember a process or more
complex concepts. In science and technology education, students create
models and test them for efficiency and reliability. Foreign language
students use tactile/kinesthetic skills to master vocabulary by writing
the words in shaving cream spread across their desktops. Students in
science classes work in small groups to research assigned body systems,
using activities such as games, model-building, PowerPoint presentations
with video segments from UnitedStreaming, puppet shows, skits, and
songs. In social studies, the teacher asks students to record their
impressions after viewing UnitedStreaming video segments---without the
audio track. By using only the visual modality, students make inferences
about concepts presented in the video, activating prior knowledge and
recognizing images and historical figures. Also, students conduct an
Articles of Confederation Congress where they represent one of the
thirteen original states and write a piece of legislation, experiencing
the difficulty of running a new country. Teachers in science, social
studies, health, and foreign language occasionally allow students to
teach instructional objectives. In English, students are provided the
opportunity to become teacher-for-the-day, developing original lesson
plans, class activities, quiz questions, and homework assignments for
their classmates.

**5. Professional Development**

Professional development is ongoing and data driven. The School
Improvement Plan guides professional development and focuses on
enhancing student learning. Teachers and administrators attend
conferences and conventions to gain expertise and share best practices
with our staff. The Staff Development Office of the Howard County Public
School System provides county-wide courses, workshops, and inservice
training sessions. Our teachers attend these meetings and summer
institutes to gain insight and skills related to curriculum,
instructional strategies, and technology. Burleigh Manor staff members
recognize the importance of continuing education and are enrolled in a
variety of graduate programs. Drawing on expertise gained from this
exposure, we implement staff development on topics such as copyright and
information literacy, as suggested by our central office. Through
faculty meetings, we offer staff development in good teaching strategies
and best practices. We provide a forum for colleagues to present
successful learning methods, such as the 6+1 writing strategies, the use
of the Big6 information literacy model, and the integration of various
software applications into instruction. Periodically, guest speakers
share expertise in pedagogy. To determine additional needs, we
administer surveys to the staff. Training and support are provided to
teachers through team and department meetings, colleague observations,
individual professional development plans, collaboration, and common
planning time. Teachers meet regularly to share ideas and evaluate and
refine their instructional methods. When new staff members arrive at
Burleigh Manor, veteran teachers act as mentors to help them understand
the school culture and implement successful instructional strategies.
From back-to-school inservice training to ongoing discussions about
students, data, and instruction, the teachers at Burleigh Manor
exemplify commitment to excellence and learning. The ideas shared,
strategies exchanged, and practices implemented through professional
development are fundamental to creating a climate of success for all our
students.

**PART VII -- Assessment Results**

**STATE CRITERION-REFERENCED TESTS**

Subject [Math]{.underline} Grade [6]{.underline} Test [Maryland School
Assessment]{.underline}

Edition/Publication Year [2006, 2005, 2004]{.underline} Publisher
[CTB]{.underline}

  ------------------------------------- ---------------- ---------------- ----------------
  **Testing month: March**              **2005--2006**   **2004--2005**   **2003--2004**

                                                                          

  **SCHOOL SCORES:**                                                      

  \% At or Above Basic:                 100              100              100

  \% At or Above Proficient:            94               92               87

  \% At Advanced:                       58               47               33

                                                                          

  Number of students tested:            184              177              203

  Percent of total students tested:     100              100              100

  Number of students alternatively      0                0                0
  assessed:                                                               

  Percent of total alternatively        0                0                0
  assessed:                                                               

                                                                          

  SUBGROUP SCORES:                                                        

                                                                          

  White (Not of Hispanic Origin)                                          

  \% At or Above Basic:                 100              100              100

  \% At or Above Proficient:            96               92               92

  \% At Advanced:                       55               41               30

  Number of students tested:            120              118              145

                                                                          

  Asian/Pacific Islander                                                  

  \% At or Above Basic:                 100              100              100

  \% At or Above Proficient:            93               94               86

  \% At Advanced:                       69               69               54

  Number of students tested:            54               49               43

                                                                          

  STATE SCORES:                                                           

  \% At or Above Basic:                 100              100              100

  \% At or Above Proficient:            66               60               50

  \% At Advanced:                       19               15               11
  ------------------------------------- ---------------- ---------------- ----------------

**STATE CRITERION-REFERENCED TESTS**

Subject [Math]{.underline} Grade [7]{.underline} Test [Maryland School
Assessment]{.underline}

Edition/Publication Year [2006, 2005, 2004]{.underline} Publisher
[CTB]{.underline}

  ------------------------------------- ---------------- ---------------- ----------------
  **Testing month: March**              **2005--2006**   **2004--2005**   **2003--2004**

                                                                          

  **SCHOOL SCORES:**                                                      

  \% At or Above Basic:                 100              100              100

  \% At or Above Proficient:            88               90               89

  \% At Advanced:                       43               39               32

                                                                          

  Number of students tested:            190              208              204

  Percent of total students tested:     100              100              100

  Number of students alternatively      0                0                0
  assessed:                                                               

  Percent of total alternatively        0                0                0
  assessed:                                                               

                                                                          

  SUBGROUP SCORES:                                                        

                                                                          

  White (Not of Hispanic Origin)                                          

  \% At or Above Basic:                 100              100              100

  \% At or Above Proficient:            91               92               88

  \% At Advanced:                       37               37               27

  Number of students tested:            118              145              143

                                                                          

  Asian/Pacific Islander                                                  

  \% At or Above Basic:                 100              100              100

  \% At or Above Proficient:            94               92               94

  \% At Advanced:                       67               54               48

  Number of students tested:            54               50               52

                                                                          

  STATE SCORES:                                                           

  \% At or Above Basic:                 100              100              100

  \% At or Above Proficient:            60               55               50

  \% At Advanced:                       16               14               10
  ------------------------------------- ---------------- ---------------- ----------------

**STATE CRITERION-REFERENCED TESTS**

Subject [Math]{.underline} Grade [8]{.underline} Test [Maryland School
Assessment]{.underline}

Edition/Publication Year [2006, 2005, 2004]{.underline} Publisher
[CTB]{.underline}

  ------------------------------------- ---------------- ---------------- ----------------
  **Testing month: March**              **2005--2006**   **2004--2005**   **2003--2004**

                                                                          

  **SCHOOL SCORES:**                                                      

  \% At or Above Basic:                 100              100              100

  \% At or Above Proficient:            95               91               86

  \% At Advanced:                       55               45               51

                                                                          

  Number of students tested:            213              213              208

  Percent of total students tested:     100              100              100

  Number of students alternatively      0                0                0
  assessed:                                                               

  Percent of total alternatively        0                0                0
  assessed:                                                               

                                                                          

  SUBGROUP SCORES:                                                        

                                                                          

  White (Not of Hispanic Origin)                                          

  \% At or Above Basic:                 100              100              100

  \% At or Above Proficient:            96               91               84

  \% At Advanced:                       53               39               47

  Number of students tested:            150              145              133

                                                                          

  Asian/Pacific Islander                                                  

  \% At or Above Basic:                 100              100              100

  \% At or Above Proficient:            98               93               88

  \% At Advanced:                       73               63               61

  Number of students tested:            52               56               69

                                                                          

  STATE SCORES:                                                           

  \% At or Above Basic:                 100              100              100

  \% At or Above Proficient:            55               53               46

  \% At Advanced:                       23               19               17

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

**STATE CRITERION-REFERENCED TESTS**

Subject [Reading]{.underline} Grade [6]{.underline} Test [Maryland
School Assessment]{.underline}

Edition/Publication Year [2006, 2005, 2004]{.underline} Publisher
[Harcourt]{.underline}

  ------------------------------------- ---------------- ---------------- ----------------
  **Testing month: March**              **2005--2006**   **2004--2005**   **2003--2004**

                                                                          

  **SCHOOL SCORES:**                                                      

  \% At or Above Basic:                 100              100              100

  \% At or Above Proficient:            97               96               93

  \% At Advanced:                       75               68               65

                                                                          

  Number of students tested:            184              177              202

  Percent of total students tested:                                       

  Number of students alternatively      0                0                0
  assessed:                                                               

  Percent of total alternatively        0                0                0
  assessed:                                                               

                                                                          

  SUBGROUP SCORES:                                                        

                                                                          

  White (Not of Hispanic Origin)                                          

  \% At or Above Basic:                 100              100              100

  \% At or Above Proficient:            97               98               96

  \% At Advanced:                       74               70               68

  Number of students tested:            120              118              144

                                                                          

  Asian/Pacific Islander                                                  

  \% At or Above Basic:                 100              100              100

  \% At or Above Proficient:            98               96               86

  \% At Advanced:                       80               69               67

  Number of students tested:            54               49               43

                                                                          

  STATE SCORES:                                                           

  \% At or Above Basic:                 100              100              100

  \% At or Above Proficient:            72               70               68

  \% At Advanced:                       34               31               30
  ------------------------------------- ---------------- ---------------- ----------------

**STATE CRITERION-REFERENCED TESTS**

Subject [Reading]{.underline} Grade [7]{.underline} Test [Maryland
School Assessment]{.underline}

Edition/Publication Year [2006, 2005, 2004]{.underline} Publisher
[Harcourt]{.underline}

  ------------------------------------- ---------------- ---------------- ----------------
  **Testing month: March**              **2005--2006**   **2004--2005**   **2003--2004**

                                                                          

  **SCHOOL SCORES:**                                                      

  \% At or Above Basic:                 100              100              100

  \% At or Above Proficient:            95               95               97

  \% At Advanced:                       60               66               32

                                                                          

  Number of students tested:            190              208              204

  Percent of total students tested:                                       

  Number of students alternatively      0                0                0
  assessed:                                                               

  Percent of total alternatively        0                0                0
  assessed:                                                               

                                                                          

  SUBGROUP SCORES:                                                        

                                                                          

  White (Not of Hispanic Origin)                                          

  \% At or Above Basic:                 100              100              100

  \% At or Above Proficient:            98               97               99

  \% At Advanced:                       59               69               62

  Number of students tested:            118              145              143

                                                                          

  Asian/Pacific Islander                                                  

  \% At or Above Basic:                 100              100              100

  \% At or Above Proficient:            94               92               92

  \% At Advanced:                       72               62               60

  Number of students tested:            54               50               52

                                                                          

  STATE SCORES:                                                           

  \% At or Above Basic:                 100              100              100

  \% At or Above Proficient:            71               67               67

  \% At Advanced:                       26               28               26
  ------------------------------------- ---------------- ---------------- ----------------

**STATE CRITERION-REFERENCED TESTS**

Subject [Reading]{.underline} Grade [8]{.underline} Test [Maryland
School Assessment]{.underline}

Edition/Publication Year [2006, 2005, 2004]{.underline} Publisher
[Harcourt]{.underline}

  ------------------------------------- ---------------- ---------------- ----------------
  **Testing month: March**              **2005--2006**   **2004--2005**   **2003--2004**

                                                                          

  **SCHOOL SCORES:**                                                      

  \% At or Above Basic:                 100              100              100

  \% At or Above Proficient:            95               95               92

  \% At Advanced:                       56               56               55

                                                                          

  Number of students tested:            213              211              208

  Percent of total students tested:                                       

  Number of students alternatively      0                0                0
  assessed:                                                               

  Percent of total alternatively        0                0                0
  assessed:                                                               

                                                                          

  SUBGROUP SCORES:                                                        

                                                                          

  White (Not of Hispanic Origin)                                          

  \% At or Above Basic:                 100              100              100

  \% At or Above Proficient:            97               97               93

  \% At Advanced:                       60               54               54

  Number of students tested:            150              145              133

                                                                          

  Asian/Pacific Islander                                                  

  \% At or Above Basic:                 100              100              100

  \% At or Above Proficient:            94               94               90

  \% At Advanced:                       52               54               55

  Number of students tested:            52               54               69

                                                                          

  STATE SCORES:                                                           

  \% At or Above Basic:                 100              100              100

  \% At or Above Proficient:            67               66               64

  \% At Advanced:                       24               24               21

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