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

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

**Cover Sheet**

Name of Principal [Mrs. Mary Ellen Haynes]{.underline}

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

Official School Name [Westbury Middle School]{.underline}

(As it should appear in the official records)

School Mailing Address [455 Rockland Street]{.underline}

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

[Westbury, New York, 11590]{.underline} CIty State Zip Code+4 (9 digits
total)

Tel. [(516 ) 876-5082]{.underline} Fax [( 516) 876-5141]{.underline}

Website/URL [www.westburyschools.org]{.underline} Email
[mshaynes@li.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.*

Name of Superintendent [Dr. Constance R. Clark]{.underline}

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

District Name [Westbury Union Free School District]{.underline} Tel. [(
516) 876-5016]{.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 Floyd T. Ewing, III Esq.

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

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

Date

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

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

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

1\. Number of schools in the district: [4]{.underline} Elementary
schools

[1]{.underline} Middle schools

Junior high schools

[1]{.underline} High schools

[6]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$12,422]{.underline}

Average State Per Pupil Expenditure: [\$11,472]{.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
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [12]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**                                                     **7**       146       132         278

  **1**                                                     **8**       133       146         279

  **2**                                                     **9**                             

  **3**                                                     **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**       161       160                    321          Other                             

                                    **TOTAL                                                   878
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [1.8]{.underline} % White

the students in the school: [54.3]{.underline} % Black or African
American

[42.0]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[13.18]{.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 51
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 49
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        100
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    759
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .1318
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    13.18%
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: [10]{.underline}

Specify languages:

9\. Students eligible for free/reduced-priced meals: [77.3]{.underline}
%

[604]{.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. Page 4

10\. Students receiving special education services: [10.4]{.underline} %

\_[91]{.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 [7]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [45]{.underline} Specific Learning
Disability

[0]{.underline} Hearing Impairment [8]{.underline} Speech or Language
Impairment

[0]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[31]{.underline} Multiple Disabilities [0]{.underline} Visual Impairment
Including Blindness

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

    **Number of Staff**

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

Administrator(s) [3]{.underline} [0]{.underline}

Classroom teachers [75]{.underline} [3]{.underline}

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

Paraprofessionals [9]{.underline} [6]{.underline}

> Support staff [9]{.underline} [2]{.underline}
>
> Total number [98]{.underline} [13]{.underline}

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

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

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

  Daily student attendance 93.1%       94.1%       94.6%       94.0%       93.6%

  Daily teacher attendance 95.5%       94.8%       93.6%       94.1%       92.7%

  Teacher turnover rate    8.5%        6.3%        12.2%       22.0%       19.2%

  Student dropout rate     0           0           0           0           0

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

**[PART III ‑ SUMMARY]{.underline}**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.

Westbury Middle School is located in Westbury, New York. It is a suburb
of New York City and has characteristics of an urban school in a
suburban setting. Under the leadership of a visionary building
principal, two very dedicated assistant principals, the school is a
place where children are encouraged to believe in themselves and their
education. Our mission is to help students become lifelong learners. We
are supported by a partnership of supportive parents who have high
expectations for their children, the school and themselves.

The teachers and staff work both before and after school mentoring and
tutoring students, helping them to develop their gifts and talents. The
commitment of staff is demonstrated by the amount of volunteer time that
they give to the school. They participate in numerous after school,
weekend and summer workshops, conferences, graduate courses and advanced
degree programs. Many of them are offered in the building or within the
district.

Our school is truly a "Community Learning Center." The doors open at
6:00 a.m. with children arriving as early as 6:30 a.m. All of our
academic programs and intra/extra curricular activities are open to all
students, regardless of their academic placement. Special education
students and English Language Learners are encouraged to participate in
at least one of these activities. Additionally, the level of instruction
and the curriculum offerings are the same for these students as they are
for regular education students. We maintain the same high expectations
for every student. Our recent improvements in mathematics and English
Language Arts show evidence of closing the achievement gap with our
special education students, English Language Learners and the rest of
the population. At our school, decisions are made based on what is in
our students' best interests. Thus our school's logo is: "Westbury
Middle School - Where Kids Come First."

Five years ago our school adopted the Comer School Development Program.
This validated program, out of Yale University, has trained staff,
administrators and parents in child development and relationship
theories to promote academic achievement and psychosocial adjustment.

Our school has long-standing partnerships with several colleges and
universities. They include Yale University, Long Island University (C.W.
Post Campus), SUNY College at Old Westbury, Hofstra University and
Nassau Community College. Local businesses and community-based
organizations such as North Fork Bank, North Shore Family and Child
Guidance Center, also partner with us in our efforts to educate the
"whole child" and provide support for staff and families.

Westbury Middle School is a wonderful community of learners. The
students are positive and self-motivated. Parents, teachers and
administrators work collaboratively for the good of everyone. In our
school administrators, teachers and support staff rely on each other to
ensure and maintain a learning environment that is conducive to the
development of students. We are truly proud of our school and are
committed to the belief that no child in our care will be left behind.

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

1\. New York State English Language Arts and Mathematics assessments for
middle schools are given in grade eight. These assessments measure how
well students are progressing toward mastery of the state's higher
learning standards in various subject areas.

The English Language Arts assessment measures students' skills in the
areas of reading, listening and writing. The Mathematics assessment
measures applications, mathematical reasoning, concepts and procedures.

The performance levels for both assessments are reported as follows:

-   Level 4 -- Above average to outstanding

-   Level 3 -- Average to above average

-   Level 2 -- Marginal to average

-   Level 1 -- Below average to marginal

Westbury Middle School's grade eight (8) assessments in English Language
Arts and mathematics dramatically improved in 2002. We were recognized
by New York State for having shown the most improvement in our
mathematics results. In Nassau County, our mathematics results surpassed
the percentage rate. The county's percentage passing rate was 75%.
Westbury, being one of the few minority school districts in the County,
had a 69% passing rate. We were also recognized for our improvement in
English Language Arts (ELA). We improved from 30% at or above the
passing performance level to 52% at or above the passing performance
level. This gain was 20%. In comparison to Nassau County, our
mathematics and ELA results showed a significant reduction in the
achievement gap. The gain was 48%. African-American students, low-income
students and non-English Language Learners (ELL) made the greatest
gains. There were also significant gains by our special education
students in these areas.

English Language Learners who are exempted from the New York State
Testing Program (ELA only), are those students who score below 30% on
the reading subtest of the Language Assessment Battery (LAB). These
students are assessed based upon their yearly progress on this test.
They are required to show an improvement of at least 5 NCE points
annually.

Our special education students, in comparison to special education
students in Nassau County went from 0% passing the New York State ELA
assessment to 27% passing in 2002. This percentage is greater than the
average percentage in the county, which is 19%.

In mathematics, our results evidenced a jump in the percent passing the
assessment by income status. There is a 65% improvement in the passing
rate for low-income students. In Nassau County, the low-income passing
rate is 75%. The Westbury Middle School's low income passing rate is
70%. It is clear that Westbury Middle School's mathematics and ELA
results have shown that the school is making significant progress in
closing the achievement gap with students regardless of their
ethnic/racial, socioeconomic group or academic placement.

2\. Assessment data is used throughout the building to plan for
instruction, monitor student progress, design professional development
needs, and to create the master schedule. At the sixth and seventh grade
levels, the Test of New York State Standards (TONYSS) are administered
to determine the baseline data in the areas of English Language Arts and
mathematics. In the fall, Nassau County Board of Cooperative Educational
Services (BOCES), works collaboratively with the teachers to design
practice tests that are used to identify areas of strength and weakness.

The results of these assessments are broken down by skill and concept.
Teachers are given individual student, class, and school reports. They
also receive an item analysis for each test. These assessment results
are used for instructional planning, developing strategies to meet
individual needs of students, regrouping, and monitoring students'
progress. Eighth grade students are given New York State Assessments in
English Language Arts, Mathematics, Science, Social Studies, Foreign
Language and Technology. Students in the honors program take two
accelerated regents examinations, one in earth science and the other in
mathematics. These results are used by the high school for placement,
instruction, and scheduling.

3\. All data results are regularly communicated to teachers, students,
parents, and the community. A detailed report of the district-wide tests
(TONYSS) is communicated to parents and students by mail in Spanish and
English. This report clearly and concisely gives parents information on
the skills and concepts that their children should know and be able to
do and how well they are progressing towards mastery. Within a week
after these results are mailed to parents, they are invited to attend a
district --wide parent meeting. The purpose of this meeting is to
explain the test results and to answer questions that parents might have
regarding their child's report.

Another parent meeting is held in September, in the middle school, to
explain how the data from the TONYSS are used to help teachers, guidance
counselors and administrators better understand their child's needs and
plan for their academic success. Teachers and guidance counselors also
meet with students in their teams to review their test results and help
the students set personal short and long term goals.

The community is informed of how the school is doing by the annual
presentation of our New York State Comprehensive School Report Card.
This report is also presented to the Parent Teachers and Students
Association (PTSA), and to local civic association meetings. These
results are also published in the local newspaper.

Student academic performance is communicated to students and parents by
informal meetings, written correspondence and telephone calls. Parents
are required to pick up Five Week Progress Reports and quarterly report
cards.

4\. Westbury Middle School has already begun to share its success with
other schools. Teams of teachers from other districts on Long Island, as
well as New York City, have come to visit our school. We have compiled a
list from teachers and administrators, which highlights some of the
strategies that we feel have contributed to our students' achievement on
the New York State assessments and other areas. We will continue to
provide weekly "open house" visitations in order to enable other
districts to observe classes, meet with staff, attend team meetings, and
view a video presentation. The video is a televised broadcast, which was
aired in November, 2002, entitled New York Learns Leadership: "Closing
the Gap in Westbury". It featured the New York State Commissioner of
Education and our principal, highlighting our program with emphasis on
leadership, teaching and learning in our school.

We will also use multi-media technology to disseminate information
regarding our achievements. Our school will use recently acquired
technology and mass media for distance learning and teleconferencing to
share with school districts and other institutions of learning.
Administrators, staff and parents will also be encouraged to convey our
progress at conferences, meetings and workshops.

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

1\. Our curriculum is based on the New York State Learning Standards. It
is also based on current research that is designed to meet the needs of
a continuously changing community. Teachers and administrators develop
the curriculum with input from the students and their parents.

The curriculum is organized to meet the needs of each student. Courses
are offered on various levels: honors, regents, regents plus,
accelerated and ELL. The curriculum for each course of study uses the
following: standard-based lessons, use of manipulatives, research
technology, use of diagnostic data and use of action research to improve
instruction.

All English Language Arts classes include study skills, critical
thinking, reading, reading, writing, listening and speaking skills. Our
goals for students of English are to enable each student to work to the
best of his/her ability. We would also like to promote a love of
literature and nurture each student's creativity through the use of
stimulating assignments.

In Science, students take part in laboratory based hands-on curriculum.
Critical thinking and analytical skills are addressed throughout the
course. Science research papers are a required element of an integrated
curriculum. Each student is required to use the scientific research
method to produce an entry to the school-wide Science Fair.

The sixth, seventh and eighth grade mathematics curriculum aligns with
the New York State Learning Standards. It spirals concepts through
succeeding grade level and includes "real world" problem-solving
strategies. Every student is given the opportunity to work cooperatively
and independently to assure mastery of the subject matter. Every student
is given the opportunity to study an accelerated math course and
participate in math competitions.

The Social Studies curriculum is structured so that students can analyze
history from a variety of perspectives. Grade 6 is an introduction to
World History, with a primary emphasis on the Eastern Hemisphere. In
addition, each sixth grade student is given a ten-week course in
geography that is in compliance with the National Geography Standards.
Grades 7 and 8 are focused on the New York State and United States
History with an emphasis on government, culture and geography. These
grades focus on the preparation for the New York State Intermediate
Social Studies Examination in grade eight.

Foreign Language classes are offered as follows: French and Spanish to
grades seven and eight and an introduction to Foreign Language to all
grade six students. In grade eight, the accelerated students complete
the Language Proficiency examination in either Spanish or French. Our
curriculum also offers a number of exploratory classes to complete the
course offerings. They include: Art, Technology, Health, Physical
Education, Family and Consumer Science and Music.

All students are engaged in significant content based on high standards.
There are numerous support personnel in the building who provide
students with remediation, enrichment and alternative strategies. These
professionals include but are not limited to the Academic Intervention,
Enrichment, Study Skills, Resource and Consultant Teachers. These
teachers reinforce and enrich the academic program.

By using a variety of techniques, in all modalities, the teachers meet
the needs of each and every student at the Middle School.

2\. The English Language Arts curriculum at Westbury Middle School uses
a standards-based, balanced literacy approach that offers differentiated
instruction for sixth, seventh, and eighth grade students. Our classes
are geared to improve reading, writing, listening, and speaking skills
through a variety of methodologies and enriching activities.

The ELA curriculum includes programs such as Academic Intervention
Services, (AIS), Enrichment, PLATO, (a computer-assisted instructional
program), and Higher Order Thinking Skills, (HOTS). These programs are
geared toward preparing students for the challenges faced on the NYS
Intermediate Assessment in ELA. All students must also meet the 25 book
requirements set by New York State each year.

The AIS program homogeneously groups students who scored below level on
the diagnostic examination. The AIS program exposes students to a
variety of literature, and experiences to help develop greater reading
fluency, to learn vocabulary and comprehension strategies that will
enhance their understanding and allow them to become critical readers.
Teachers use an interdisciplinary team approach to help students. For
example, an ELA teacher will team with a mathematics teacher to help
students who are weak in math. Written expression as a means to
communicate one's understanding is also stressed. The Enrichment Program
is also homogeneously grouped for students who are at or above the state
standards. This program uses the same methodologies and works to
continue the development of skills utilizing increasingly more
challenging materials.

The PLATO and HOTS labs are computer-assisted instruction offering
another modality. The HOTS lab is used for students to develop mastery
of higher-level comprehension skills. The PLATO program creates an
individualized learning program for each student by identifying
weaknesses and prescribing specific lessons to strengthen those areas of
need. This program can also provide increasingly higher levels of
activities, so that all students regardless of their level can be
challenged.

The ultimate goal of the program is to make our students independent
readers and learners who are able to read and write critically, speak
with fluency and confidence and listen attentively. These skills are a
main component of the Intermediate Assessment and also skills that will
equip our students to function in our information-rich society.

3\. The emphasis of our mathematics program is placed on developing
students' skills of problem solving, interpretation and mathematical
reasoning. This is fostered through the use of the curriculum and the
instructional approach. This curriculum is aligned with the New York
State Learning Standards.

In the sixth grade, teachers are utilizing the Saxon Mathematics series.
This series uses an approach in which math concepts are spiraled through
succeeding grade levels and involves "real world" problem solving
strategies. It stresses understanding of basic concepts and avoids the
rote learning of steps. Manipulatives, cooperative learning,
self-discovery activities and real life experiences are integrated in
all classes. Students are introduced to the use of statistics to
interpret data, to solve problems, and to complete research.

In the seventh grade, students are prepared for success in Algebra and
Geometry. Seventh grade students who are placed in the accelerated
program take a high school level mathematics course, Math A. A hands-on
approach that provides many opportunities to individualize learning is
used. There is an emphasis on data analysis, coordinate geometry,
graphing, transformations, and probability. Students are assigned math
projects and share their experiences at our Annual Math Family Night.
They are encouraged to work individually and cooperatively. They are
also encouraged to approach math with an "I can" attitude.

Diagnostic tests are used for placement purposes. The Amsco and Glencoe
series are utilized in the seventh and eighth grades. Pre- algebra and
Math A are taught at the eighth grade level. They learn how to solve
quadratic and linear equations, to compare and understand
interrelationships, similarities and differences among integers. Eighth
grade students are encouraged to take advanced courses in the high
school.

Remedial and enrichment classes are offered through our AIS program,
after-school tutoring, Saturday Academy, and Test Preparation Program.
An interdisciplinary approach is used, with ELA teachers working in the
classroom with Math teachers. Additionally, "problem of the week", math
vocabulary dictionaries, math projects and math across the curriculum,
enhance and strengthen our program.

4\. Westbury Middle School provides a variety of instructional methods
used to improve student learning. We are committed to creating and
providing additional opportunities for students to reach mastery in all
subject areas. At the forefront of determining the instructional
methodology is action research on how students learn. This data is used
in conjunction with the results from district standardized tests to
provide the information on the areas and skills that need
remediation/acceleration and in the development of the teacher's lesson
plans.

The instructional methods that are currently being used are varied.
Development of student-driven methodologies is stressed. Inquiry-based
approach, problem-solving strategies, authentic assessments,
interdisciplinary teaching, cooperative groups and balanced literacy are
all employed. Other methods that are employed are the use of
technologies, including calculators and manipulatives in math and
science, audio-visual aids, power point and a class set of laptop
computers. Through the use of these technologies, we strive to increase
the participation level and time on task of each student.

Our classes provide a challenging curriculum to improve student learning
as well as meet the needs of each child. While continuing in their
academic classes, students with special needs are provided with support
services such as speech, consultant teacher, counseling, AIS and
enrichment. They also have Individual Education Plans specifically
stating the modifications and adaptations that are made to ensure their
success. Our goal is to provide each child with a prescription for
success and to adjust the methodologies to ensure that their needs are
met.

5\. The professional development program is driven by the needs of the
staff. Twice a year, the staff is given a survey developed by the
Professional Development sub-committee. (This sub-committee is part of
the School Planning and Management Team.) After it is determined in
which areas of curriculum and instruction the staff would like
additional training, presenters are arranged for during staff meetings
that are held three times per month. The presenters may be guest
speakers or in-house master teachers.

We build an atmosphere of trust, so that on-going professional
development is conducted throughout the year. This professional
development might be during faculty meetings, as stated above, or it may
be at local, state or national conferences. Many teachers attend said
conferences at the district's expense. Some of the conferences that
teachers have attended are adolescent development, study skills, New
York State standards, computer/technology training, cooperative
learning, learning styles, integrated classrooms and classroom
management. Staff members also attend state and national Middle School
conferences.

The final part of our professional development model emphasizes
supporting new teachers. This is accomplished by assigning a master
teacher as a "buddy teacher" in the same curriculum area. This affords
the new teacher opportunities to do inter-visitations, have the buddy
teacher perform informal observations and discuss issues with a
colleague in a non-threatening arena.

Because of our multi-prong approach, we feel that we offer support to
the entire spectrum of staff members, from the experienced to the new.
We also use action research in the development of methodologies,
instructional techniques, curriculum and management. Professional
Development is critical to teacher growth. Student learning has a
significant impact on student achievement.

**[NEW YORK STATE ASSESSMENT]{.underline}**

GRADE 8 Mathematics

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

  Testing month                                                      May         June                    

  SCHOOL SCORES                                                                                          

  Total                                                                                                  

  Below Average to Marginal Level 1                      23          93          90                      

  Marginal to Average Level 2                            49          82          80                      

  Average to Above Average Level 3                       118         21          30                      

  Above Average to Outstanding Level 4                   31          2           3                       

  Number of students tested                              221         198         203                     

  Percent of total students tested                       100         100         100                     

  Number of students excluded                            0           0           0                       

  Percent of students excluded                           0           0           0                       

  SUBGROUP SCORES                                                                                        

  1.\_[Special Ed.]{.underline}\_\_\_\_\_\_\_\_\_\_                                                      
  (specify subgroup)                                                                                     

  Below Average to Marginal Level 1                      3           24          17                      

  Marginal to Average Level 2                            2           4           6                       

  Average to Above Average Level 3                       19          0           0                       

  Above Advance to Outstanding Level 4                   1           0           0                       

  2.\_\_[Low Income\_ \_\_\_]{.underline} (specify                                                       
  subgroup)                                                                                              

  Below Average to Marginal Level 1                      12          62          74                      

  Marginal to Average Level 2                            26          68          50                      

  Average to Above Average Level 3                       90          14          15                      

  Above Average to Outstanding Level 4                   20          1           1                       

  Number of students tested                              157         145         140                     

  Percent of students tested                             100%        100%        100%                    

  Number of students excluded                            -0-         -0-         -0-                     

  Percent of students excluded                           -0-         -0-         -0-                     

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES (Performance Index)                       145         140         140                     

  total                                                  157         65          70                      

  Below Average to Marginal Level 1                                                                      

  State Mean Score                                       517-680     517-680     517-680                 

  At or Above Basic Level 2                                                                              

  State Mean Score                                       681-715     681-715     681-715                 

  At or Above Proficient Level 3                                                                         

  State Mean Score                                       716-759     716-759     716-759                 

  At Advanced Level 4                                                                                    

  State Mean Score                                       760-882     760-882     760-882                 
  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------

**[NEW YORK STATE ASSESSMENT]{.underline}**

GRADE 8 ENGLISH LANGUAGE ARTS

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

  Testing month                                                      May         June                    

  SCHOOL SCORES                                                                                          

  Total                                                                                                  

  Below Average to Marginal Level 1                      2           15          28                      

  Marginal to Average Level 2                            92          91          111                     

  Average to Above Average Level 3                       100         52          32                      

  Above Average to Outstanding Level 4                   16          11          8                       

  Number of students tested                              210         169         179                     

  Percent of total students tested                       86          84          100                     

  Number of students excluded                            34          32          0                       

  Percent of students excluded                           16          16          0                       

  SUBGROUP SCORES                                                                                        

  1.\_[Spec. Ed.]{.underline}\_\_\_\_\_\_\_\_\_\_                                                        
  (specify subgroup)                                                                                     

  Below Average to Marginal Level 1                      2           18          14                      

  Marginal to Average Level 2                            19          11          10                      

  Average to Above Average Level 3                       6           0           0                       

  Above Average to Outstanding Level 4                   2           0           0                       

  2.\_\_[Low Income]{.underline}\_\_\_\_\_\_(specify                                                     
  subgroup)                                                                                              

  Below Average to Marginal Level 1                      5           19          26                      

  Marginal to Average Level 2                            71          71          76                      

  Average to Above Average Level 3                       74          25          18                      

  Above Average to Outstanding Level 4                   7           10          3                       

  Number of students tested                              148         125         123                     

  Percent of total students tested                       86%         84%         86.5%                   

  Number of students excluded                            34          32          27                      

  Percent of students excluded                           16%         16%         19%                     

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES (Performance Index)                       145         140         140                     

  Total                                                  142         128         102                     

  Below Average to Marginal Level 1                                                                      

  State Mean Score                                       517-680     527-661     527-661                 

  At or Above Basic Level 2                                                                              

  State Mean Score                                       681-715     662-700     662-738                 

  At or Above Proficient Level 3                                                                         

  State Mean Score                                       716-759     701-738     701-737                 

  At Advanced Level 4                                                                                    

  State Mean Score                                       760-882     739-830     739-830                 
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