# **U.S. Department of Education November 2002**

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

**Cover Sheet**

Name of Principal [Ms. Mary Kojes]{.underline}

Official School Name [P.S. 122 Mamie Fay School]{.underline}

School Mailing Address [21-21 Ditmars Boulevard]{.underline}

[Long Island City, NY 11105-3400]{.underline}

Tel. [(718 ) 721-6410]{.underline} Fax [(718 ) 726-0016]{.underline}

Website/URL Email [www.nycenet.edu]{.underline} Email
[mkojes@nycboe.net]{.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. Angelo Gimondo]{.underline}

District Name [Community School District 30]{.underline} Tel. [(718)
777-4600]{.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. Giovanna D'Elia]{.underline}

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 [26]{.underline} Elementary
Schools

[7]{.underline} Middle Schools

[32]{.underline} TOTAL

2\. District Per Pupil Expenditure [\$ 9,374]{.underline}

Average State Per Pupil Expenditure [\$11,040]{.underline}

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

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

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

4\. [6]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**       75                   70          145          **7**       30        29          59

  **1**       83                   83          166          **8**       32        32          64

  **2**       94                   81          175          **9**       0         0           0

  **3**       106                  117         223          **10**      0         0           0

  **4**       108                  104         212          **11**      0         0           0

  5           105                  75          180          12          0         0           0

  **6**       43                   31          74           **Other**   18        18          36

                        **TOTAL                                                               1334
                        STUDENTS                                                              
                        IN THE                                                                
                        APPLYING                                                              
                        SCHOOL**                                                              
  ----------- --------- ---------- ----------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [33.6]{.underline}% White

the students in the school: [6.7]{.underline}% Black or African American

[33.1]{.underline}% Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[15.04%]{.underline}

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

  ----------- ------------------------------------------------ ------------
  **(1)**     Number of students who transferred ***to*** the  82
              school after October 1 until the end of the      
              year.                                            

  **(2)**     Number of students who transferred ***from***    97
              the school after October 1 until the end of the  
              year.                                            

  **(3)**     Subtotal of all transferred students \[sum of    179
              rows (1) and (2)\]                               

  **(4)**     Total number of students in the school as of     1190
              October 1                                        

  **(5)**     Subtotal in row (3) divided by total in row (4)  .1504

  **(6)**     Amount in row (5) multiplied by 100              15.04
  ----------- ------------------------------------------------ ------------

8.  Limited English Proficient students in the
    school:[10.35%]{.underline}

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

Specify languages: Spanish, Bengali, Hindi, Chinese, Greek, Italian,
Urdu, Arabic,

Russian

9.  Students eligible for free/reduced priced meals: [74%]{.underline}

[973]{.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: [9.36%]{.underline}

[123]{.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.
>
> [0]{.underline} Autism [0]{.underline} Orthopedic Impairment
>
> [0]{.underline} Deafness [0]{.underline} Other Health Impaired
>
> [0]{.underline} Deaf-Blindness [85]{.underline} Specific Learning
> Disability
>
> [8]{.underline} Hearing Impairment [23]{.underline} Speech or Language
> Impairment
>
> [0]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
> Injury
>
> [0]{.underline} Multiple Disabilities [2]{.underline} Visual
> Impairment Including Blindness

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

**Number of Staff**

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

Administrator(s) [3]{.underline} [1]{.underline}

Classroom teachers [71]{.underline} [2]{.underline}

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

Paraprofessionals [15]{.underline} [0]{.underline}

Support staff [5]{.underline} [6]{.underline}

Total number [103]{.underline} [11]{.underline}

12\. Student-"classroom teacher" ratio: [23.7 : 1]{.underline}

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 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
> needs to supply dropout and drop-off rates.

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

  Daily student         93.8%       93.8%       93.9%       92.1%       93%
  attendance                                                            

  Daily teacher         90%         89.8%       88.6%       91.7%       91%
  attendance                                                            

  Teacher turnover rate 8.7%        12.3%       12.7%       8.4%        7.4%

  Student dropout rate  0%          0%          0%          0%          0%

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

**[PART III -- SUMMARY]{.underline}**

P.S. 122 Mamie Fay School is located in a lower middle class area in the
Astoria section of Queens, New York City, in New York State. This Pre-K
to Grade 8 school serves an ethnically diverse student population of
1334 that includes 33.6% Caucasian, 6.7% Black or African American,
33.1% Hispanic or Latino, 26.1% Asian/Pacific Islander, and 0.5%
American Indian/Alaskan Native. 10.35% of our students are Limited
English Proficient students where as many as 41 different home languages
include Spanish, Bengali, Hindi, Chinese, Greek, Italian, Urdu, Arabic,
and Russian. 9.36 % of our students are eligible for, and receiving,
Special Education and related services in accordance with the
Individuals with Disabilities Education Act. 74% of our students have
low socioeconomic status and qualify for federal free or reduced price
meals. As a Schoolwide Programs School, we have allocated Title I funds
to support all our students in their efforts to demonstrate increased
student achievement

Our students are heterogeneously grouped within each grade and supported
by a pedagogical staff of three (3) supervisors, 100 full-time and 11
part-time teachers and support staff. Two full-time teachers provide
intensive English Language instruction for our English Language Learners
using a push-in model. Two (2) Reading and two (2) Math specialists, and
six (6) paraprofessionals provide intensive instruction as needed in
small-group/individual settings. Our program is designed to provide
appropriate Special Education and related services in the least
restrictive environment. This includes two (2) classes with a 12:1 ratio
for students with specific learning disabilities, two (2) classes with a
12:1:1 ratio for students with language impairments, one (1) Spanish
bilingual 12:1 class, and two (2) inclusion classes. In addition, one
(1) full-time and two (2) part-time teachers provide Resource Room
assistance for over 50 students. Students are given the opportunity to
strengthen their literacy and mathematics skills during an afterschool
program that meets twice a week.

P.S. 122 Mamie Fay School also provides a district-wide program for
intellectually gifted students in Grades 2-8. This accelerated program
challenges our students with a rigorous course of study in academic
subjects such as Earth Science, Sequential Math, Foreign Language
beginning in Grade 2, and Technology for all students. Our students have
the opportunity to become well-rounded individuals through such
extracurricular activities as clubs, vocal and instrumental music,
student council, community service, visual arts, and yearbook design.

We are fortunate to have the support of the parents who take an active
role in educational decisions. Our affiliations with the community bring
a plethora or enriching experiences, such as South Street Seaport,
Studio in a School, and Teachers' and Writers' Collaborative. Sports and
Arts in School Foundation provides a wonderful after school program of
homework help, guidance services, computer training, and varied hands-on
activities.

It is our mission to provide an excellent standards-driven curriculum
leading to high academic achievement for all our students. As a
collaborative school community, with a strong, dedicated staff, involved
parents, and active community support, we provide all our students with
effective and successful programs so they may achieve their full
potential and become life long learners and productive citizens of the
21^st^ century.

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

(a) Under the New York State System of Accountability for Student
    Success (SASS),

schools are expected to meet the State performance standards,
established by the Commissioner in the fourth-grade English Language
Arts (ELA) and Mathematics tests and the eighth-grade English Language
Arts (ELA) and Mathematics tests. School test results are reported in a
Performance Index. The Performance Index is a measure that reflects
schools performance with respect to the percent of students who are not
proficient (i.e., at Proficiency Level 1), at least partially proficient
(i.e., at Proficiency Level 2), the percent of students who have
attained proficiency in meeting the state standards (i.e., at
Proficiency Levels 3), and the percent of students who have demonstrated
achievement exceeding state standards (i.e., at Proficiency Level 4).

The state standard for both English Language Arts and Mathematics for
Grade 4 and Grade 8 in the years 2000 and 2001 was a Performance Index
of 140. P.S. 122 Mamie Fay School exceeded the State standard in both
English Language Arts and Mathematics in school years 2002 and 2001 in
both Grade 4 and Grade 8. The school's Grade 4 ELA Performance Index was
154 in school year 2000 and 144 in school year 2001. The school's
Mathematics Performance Index was 161 in school year 2000 and 157 in
school year 2001The school's Grade 8 ELA Performance Index was 200 in
both school years 2000 and 2001. The school's Mathematics Performance
Index in year 2000 was 198 and in year 2001, the Performance Index was
200. Data has not yet been provided for the year 2002.

\(b\) The only students who had been excluded from state exams are the
English Language Learners (ELL). These students were not required to
take this test because they perform below the 30^th^ percentile on the
reading subtest of the LAB and there was no test available in their
native language. Other ELL students who were required to take this test
took a translated version, and their results were included with those
for general education and special education students. In 1999, 11 ELL
students were excluded from the Grade 4 ELA and 164 students (including
general education, special education, and ELL) were tested. In 2000, 18
ELL students were excluded from the Grade 4 ELA and 149 (including
general education, special education, and ELL) were tested. In 2001, all
168 students (including general education, special education, and ELL)
were tested in the ELA. In 1999, 9 ELL students were excluded from the
Grade 4 Mathematics exam and 174 students (including general education,
special education, and ELL) took the exam. In 2000, 10 ELL students were
excluded from the Grade 4 Mathematics exam and 153 students (including
general education, special education, and ELL) were tested. In 2001, 14
students were excluded from the Grade 4 Mathematics exam and 171
students including general education, special education, and ELL) were
tested. All Grade 8 students took the ELA and the Mathematics exam. The
El Examen de Lectura en Espanol (ELE) is the reading test for students
in bilingual programs who receive language arts instruction in Spanish.
In 1999, 72.4% or our ELL students showed mandated gains in English
Language Acquisition. In 2000, 80% or our ELL showed mandated gains in
English Language Acquisition. In 2001, 87.3% of our students showed
mandated gains in English Language Acquisition.

\(c\) There are no disparities when the data are disaggregated.

2\. The teachers use assessment data to continually monitor and plan
instruction to understand and improve student and school performance.
Our literature program incorporates theme and unit tests to assess
mastery of vocabulary and comprehension of texts, and mastery of
academic content areas. The use of authentic literature and the creation
of rubrics for measuring performance in reading and writing competence
enables the teachers to evaluate student achievement and plan
appropriate follow-up instruction for individuals and groups of
students. Teachers use conferencing strategies to monitor student
progress in the development of writing process. Assessments are
administered three times during the year in English language arts and
mathematics to identify specific areas of strength and weakness.
Targeted instruction is provided to address the areas of need. The
Comprehensive Instructional Management System (CIMS) is used schoolwide
to form the scope and sequence of our Mathematics program. The (monthly)
unit exams within this program identify specific skills and concepts
mastered (or not mastered) to enable the teacher to focus on the area
that need to be reinforced or re-taught using alternative approaches.
The teachers have had extensive professional development in using the
online GROWREPORT to identify specific skills and areas of weakness in
English language arts and mathematics. This electronic resource provided
specific data to identify needs for the grade, for the class, and for
individual students using standardized test scores. Teacher resources
are available through this program to improve student and school
achievement. Administrators meet monthly (if not more often) with staff
to assess student progress and assist in short-term and long-term
planning for academic growth.

3\. P.S. 122 Mamie Fay School actively encourages the parents, students,
and the community to take an informed and supportive role in promoting
student achievement. Our School Leadership Team is Monthly Parent
Association meetings are conducted to share information about student
and school progress toward meeting school goals. Report cards are
prepared and sent home to the families of our students four (4) times
during the year. The report cards must be returned with parent/guardian
signatures. Parent-Teacher conferences are scheduled in November and
March each year, however, our teachers take the initiative to maintain
close communication with the families of our students regarding all
areas of student progress. Open House Week is planning early in the
school year to inform them of curricular expectations, exams, and
suggestions for helping the parents become active partners in the
education of their children. A Parent Institute provides on-going
learning experiences for the adults in our school community in the
afternoon or evening, in such areas as understanding test scores,
nutrition, English language acquisition, and basic computer skills. Our
skilled Pupil Support Team effectively provides guidance for families
where there is a need for academic intervention strategies and/or
services. And, always, the families of our children are encouraged to
communicate with the school on any area of concern regarding student
progress.

4\. Our school has been a model school in the district in many ways. We
have hosted intervisitations from schools throughout the city and
recently enjoyed a visit from a group of eighteen (18) parents,
teachers, and administrators from Kansas, Michigan. We have had
successful collaboration with other schools in the area in which we
share best practices through such projects as dramatic presentations
through the "Young Shakespeare" program. We make good use of our
videoconferencing system and foster affiliations such as we did with
other schools locally and throughout the nation. We have a brochure
which introduces many of our programs and often allow the newspapers to
run an article featuring our students engaging in our valuable and
exciting events. Our supervisors and teachers have presented workshops
and training sessions on various topics and skills. If P.S. 122 were to
win the award, the opportunities exist to enable us to share the most
successful of our strategies.

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

1.  P.S. 122 Mamie Fay School is committed to implementing enhanced
    schoolwide

programs to meet the needs of students to achieve high academic
performance. Our curriculum uses effective methods and instructional
strategies that are based on scientifically based research that
strengthens the core academic programs. All students receive instruction
in English language arts, mathematics, science, social studies, and the
arts. All students have the opportunity for an expansive physical
education program. The school participates in community events to
encourage the application of these skills through activities such as the
multicultural festival and our annual Dance Festival. Our students
perform during our Winter and Spring Concerts to showcase their musical
abilities in song, dance, and instrumental music.

The Mathematics program includes a rigorous scope and sequence of skills
and concepts designed in keeping with the strong evidence in current
research such as the National Council of Teachers of Mathematics (NCTM).
It incorporates continuous assessment to drive instruction. *Math in My
World* , published by MacMillan/McGraw-Hill is the supplemental program
which emphasizes fundamental understandings, real-life connections,
alternative problem-solving strategies and varied assessment resources,
using the *Professional Standards for Mathematics* (1991). In addition,
manipulative materials are used extensively to encourage student to
explore problem-solving and critical thinking strategies in a
student-centered environment.

Foreign language instruction is introduced as early as Grade 2 and
continues throughout the grades. All students receive rich experiences
in the arts, through affiliations and residencies in the visual arts,
vocal and instrumental music, and drama. Our partnership with South
Street Seaport enhances learning experiences and promotes high
achievement in science, social studies, and writing. The residencies
with Teachers' and Writers' Collaborative promote improved student
achievement in reading and writing. Our Author's Day Celebrations
highlight our students' accomplishments as published authors and
illustrators.

The gifted program provides advanced levels of course work in science,
mathematics, foreign language and literacy. An extraordinarily high
percentage of our graduating students are accepted by the most demanding
and competitive specialized high school, and achieve success
academically and personally.

2\. The instructional reading program reflects scientifically based
research described by the National Reading Panel. It is delivered in a
student-centered environment schoolwide. Phonics/phonemic awareness is
taught in grades K-2 through the *Open Court Reading Program,* published
by McGraw Hill. The literacy program for all grades K-5 incorporates the
*Literature Works* series, published by Silver Burdett Ginn. This
reading series enables students to develop fluency by exposure to
authentic literature in varied genres. A second reading period every day
incorporates related trade books and primary sources to integrate Social
Studies, Science and literature to strengthen student comprehension of
texts. These activities encourage vocabulary extension, fluency, and
understanding. In accordance with State standards, as outlined in
*Standards for the English Language Arts* (International Reading
Association and National Council of Teachers of English, 1996), the
components of the English Language Arts are integrated with all content
areas. These programs are designed to use differentiated instruction to
address the unique needs and learning styles of all students, and
provide additional help for students at greatest risk, including English
Language Learners and students at risk. Funded staff and other school
personnel use continuous assessment through theme tests, portfolios,
conferences, and review of student work to drive instruction in keeping
with current research. The literacy program for the intellectually
gifted is appropriately challenging to stimulate higher order thinking
in keeping with the principle of learning.

3\. The chosen curriculum is designed to incorporate a body of knowledge
called the Core Knowledge Curriculum, based on the philosophy of E.D.
Hirsh. The scope and sequence of the essential content and skills
supports the mission of the school to prepare our students to apply
their learning in the ever-changing world they will inherit. In using
Social Studies and geography as a foundation, other content areas are
integrated in context to make connections with the world. It is founded
on high expectations, rigorous content, and challenging activities to
enable all our students to attain their goals.

4\. Our teachers use a variety of instructional methods to improve
student learning. We recognize the multiple intelligences and modalities
of learning. Lessons are planned in making the best use of this
diversity. Whole class models are used to introduce new concepts. Small
group and individual work is used to focus instruction in mini-lessons
as needed. Students often work collaboratively, in groups, to tap into
their own learning styles and gain support from their peers. We make
good use of peer-coaching. Instruction is planned using various learning
styles. Assessments are likewise structured to allow differences in
process, content, and format so students may demonstrate mastery.

5\. We are committed to a comprehensive job-embedded professional
development program that supports our staff in ongoing, relevant growth
in the areas that have the greatest impact on improving student
achievement. Our full-time teacher center specialist is a magnificent
resource. She models lessons, coordinates study groups, assists the
staff in lesson planning, implementing the principles of learning, and
curriculum development. We encourage our staff to attend conferences and
make intervisitations to gain insights into successful practices. Our
monthly grade and faculty meetings are designed to optimize professional
growth. Our students are showing consistent gains in all areas being
evaluated. Evidence of teacher growth is evident in lesson plans,
student works, and the increased frequency of teachers using the
strategies that contribute to increased student achievement.

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

Under the New York State System of Accountability for Student Success
(SASS),

schools are expected to meet the State performance standards,
established by the Commissioner in the fourth-grade English Language
Arts (ELA) and Mathematics tests and the eighth-grade English Language
Arts (ELA) and Mathematics tests. School test results are reported in a
Performance Index. The Performance Index is a measure that reflects
schools performance with respect to the percent of students who are not
proficient (i.e., at Proficiency Level 1), at least partially proficient
(i.e., at Proficiency Level 2), the percent of students who have
attained proficiency in meeting the state standards (i.e., at
Proficiency Levels 3), and the percent of students who have demonstrated
achievement exceeding state standards (i.e., at Proficiency Level 4).

Grade [4]{.underline} Test [English Language Arts]{.underline}

Edition/publication year [2001]{.underline} Publisher [New York State
Education Department]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

[English Language Learners (ELL) who performed below the 30^th^
percentile on the reading subtest of the LAB test were not required to
take the grade 4 ELA test.]{.underline}

Number excluded [0]{.underline} Percent excluded [0]{.underline}

Grade [4]{.underline} Test [English Language Arts]{.underline}

Edition/publication year [2000]{.underline} Publisher [New York State
Education Department]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

[English Language Learners (ELL) who performed below the 30^th^
percentile on the reading subtest of the LAB test were not required to
take the grade 4 ELA test.]{.underline}

Number excluded [18]{.underline} Percent excluded [10%]{.underline}

Grade [4]{.underline} Test [English Language Arts]{.underline}

Edition/publication year [1999]{.underline} Publisher [New York State
Education Department]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

[English Language Learners (ELL) who performed below the 30^th^
percentile on the reading subtest of the LAB test were not required to
take the grade 4 ELA test.]{.underline}

Number excluded [11]{.underline} Percent excluded [6%]{.underline}

Data Display Table for Grade 4 English Language Arts

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

  Testing Month                    January     January     January     January

  SCHOOL SCORES                                                        

  PERFORMANCE INDEX                Not         144         154         134
                                   available                           

  Performance Level 1                                                  

  Performance Level 2                                                  

  Performance Level 3                                                  

  Performance Level 4                                                  

  Number of students tested                                            

  Percent of total students tested                                     

  Number of students excluded                                          

  Percent of students excluded                                         

  SUBGROUP SCORES                                                      

  1\.                                                                  

  Performance Level 1                                                  

  Performance Level 2                                                  

  Performance Level 3                                                  

  Performance Level 4                                                  

  2\.                                                                  

  Performance Level 1                                                  

  Performance Level 2                                                  

  Performance Level 3                                                  

  Performance Level 4                                                  

  3\.                                                                  

  Performance Level 1                                                  

  Performance Level 2                                                  

  Performance Level 3                                                  

  Performance Level 4                                                  

  STATE SCORES                                                         

  PERFORMANCE INDEX                                                    

  Did the school meet the State                                        
  standard?                                                            

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

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

Grade [4]{.underline} Test [Mathematics]{.underline}

Edition/publication year [2001]{.underline} Publisher [New York State
Education Department]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

[English Language Learners (Ell) who perform below the 30^th^ percentile
on the reading subtest of the LAB test, and there was no test available
in their native language. Other ELL studens who were required to take
this test took a translated version, and their results are included with
those for general education and special education students.]{.underline}

Number excluded [14]{.underline} Percent excluded [7.6%]{.underline}

Grade [4]{.underline} Test [Mathematics]{.underline}

Edition/publication year [2000]{.underline} Publisher [New York State
Education Department]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

[English Language Learners (Ell) who perform below the 30^th^ percentile
on the reading subtest of the LAB test, and there was no test available
in their native language. Other ELL studens who were required to take
this test took a translated version, and their results are included with
those for general education and special education students.]{.underline}

Number excluded [10]{.underline} Percent excluded [6.1%]{.underline}

Grade [4]{.underline} Test [Mathematics]{.underline}

Edition/publication year [1999]{.underline} Publisher [New York State
Education Department]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

[English Language Learners (Ell) who perform below the 30^th^ percentile
on the reading subtest of the LAB test, and there was no test available
in their native language. Other ELL studens who were required to take
this test took a translated version, and their results are included with
those for general education and special education students.]{.underline}

Number excluded [9]{.underline} Percent excluded 4.9%

Data Display Table for Grade 4 Mathematics

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

  Testing Month                    January     January     January     January

  SCHOOL SCORES                                                        

  PERFORMANCE INDEX                Not         144         154         134
                                   available                           

  Performance Level 1                                                  

  Performance Level 2                                                  

  Performance Level 3                                                  

  Performance Level 4                                                  

  Number of students tested                                            

  Percent of total students tested                                     

  Number of students excluded                                          

  Percent of students excluded                                         

  SUBGROUP SCORES                                                      

  1\.                                                                  

  Performance Level 1                                                  

  Performance Level 2                                                  

  Performance Level 3                                                  

  Performance Level 4                                                  

  2\.                                                                  

  Performance Level 1                                                  

  Performance Level 2                                                  

  Performance Level 3                                                  

  Performance Level 4                                                  

  3\.                                                                  

  Performance Level 1                                                  

  Performance Level 2                                                  

  Performance Level 3                                                  

  Performance Level 4                                                  

  STATE SCORES                                                         

  PERFORMANCE INDEX                                                    

  Did the school meet the State                                        
  standard?                                                            

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

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

Grade [8]{.underline} Test [English Language Arts]{.underline}

Edition/publication year [2001]{.underline} Publisher [New York State
Education Department]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

[None.]{.underline}

Number excluded [0]{.underline} Percent excluded [0%]{.underline}

Data Display Table for Grade 8 English Language Arts

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

  Testing Month                    January     January     January     January

  SCHOOL SCORES                                                        

  PERFORMANCE INDEX                Not         144         154         134
                                   available                           

  Performance Level 1                                                  

  Performance Level 2                                                  

  Performance Level 3                                                  

  Performance Level 4                                                  

  Number of students tested                                            

  Percent of total students tested                                     

  Number of students excluded                                          

  Percent of students excluded                                         

  SUBGROUP SCORES                                                      

  1\.                                                                  

  Performance Level 1                                                  

  Performance Level 2                                                  

  Performance Level 3                                                  

  Performance Level 4                                                  

  2\.                                                                  

  Performance Level 1                                                  

  Performance Level 2                                                  

  Performance Level 3                                                  

  Performance Level 4                                                  

  3\.                                                                  

  Performance Level 1                                                  

  Performance Level 2                                                  

  Performance Level 3                                                  

  Performance Level 4                                                  

  STATE SCORES                                                         

  PERFORMANCE INDEX                                                    

  Did the school meet the State                                        
  standard?                                                            

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

Grade [8]{.underline} Test [Mathematics]{.underline}

Edition/publication year [2001]{.underline} Publisher [New York State
Education Department]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None.]{.underline}

Number excluded [0]{.underline} Percent excluded [0%]{.underline}

Data Display Table for Grade 8 Mathematics

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

  Testing Month                    January     January     January     January

  SCHOOL SCORES                                                        

  PERFORMANCE INDEX                Not         144         154         134
                                   available                           

  Performance Level 1                                                  

  Performance Level 2                                                  

  Performance Level 3                                                  

  Performance Level 4                                                  

  Number of students tested                                            

  Percent of total students tested                                     

  Number of students excluded                                          

  Percent of students excluded                                         

  SUBGROUP SCORES                                                      

  1\.                                                                  

  Performance Level 1                                                  

  Performance Level 2                                                  

  Performance Level 3                                                  

  Performance Level 4                                                  

  2\.                                                                  

  Performance Level 1                                                  

  Performance Level 2                                                  

  Performance Level 3                                                  

  Performance Level 4                                                  

  3\.                                                                  

  Performance Level 1                                                  

  Performance Level 2                                                  

  Performance Level 3                                                  

  Performance Level 4                                                  

  STATE SCORES                                                         

  PERFORMANCE INDEX                                                    

  Did the school meet the State                                        
  standard?                                                            
  -------------------------------- ----------- ----------- ----------- -----------