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

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

**Cover Sheet**

Name of Principal [Dr. Mirian Acosta-Sing]{.underline}

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

Official School Name [The Mott Hall School MS 223]{.underline}

(As it should appear in the official records)

School Mailing Address [71 Convent Avenue]{.underline}

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

[New York NY 10027-7556]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(212 )927-9466]{.underline} Fax [( 212 ) 491-3451]{.underline}

Website/URL [http://www.motthall.org]{.underline} E-mail
[masing85@aol.com]{.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\* [Ms. Lucille Swarms]{.underline}

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

District Name [Region 10/District Six]{.underline} Tel. [(212)
917-521-3700]{.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

(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)

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [14]{.underline} Elementary
schools

[9]{.underline} Middle schools

[0]{.underline} Junior high schools

[1]{.underline} High schools

\_\_\_\_\_ Other (Briefly explain)

[24]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$9,673]{.underline}

Average State Per Pupil Expenditure: [\$10,469]{.underline}

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

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

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

4\. [18]{.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**       30        66          **96**

  **1**                                                     **8**       35        55          **90**

  **2**                                                     **9**                             

  **3**                                                     **10**                            

  **4**       15        30                     **45**       **11**                            

  **5**       33        47                     **80**       **12**                            

  **6**       37        64                     **101**      Other                             

                                    **TOTAL                                                   **412**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [3.7]{.underline}% White

the students in the school: [10]{.underline} % Black or African American

[79]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[.4]{.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 0
              ***to*** the school after October  
              1 until the end of the year.       

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

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

  **(4)**     Total number of students in the    410
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .004
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    .4
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [1]{.underline}%

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

Number of languages represented: [2]{.underline}

Specify languages: Spanish and Chinese

9\. Students eligible for free/reduced-priced meals: [69]{.underline} %

[Approx. 283]{.underline} Total Number Students Who Qualify

> If this method does not produce 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: [10]{.underline}%

[7]{.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.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[7\_]{.underline}Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_\_\_Speech or Language Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_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) [2]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [28]{.underline} \_\_\_\_\_\_\_\_

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

Paraprofessionals [0]{.underline} \_\_\_\_\_\_\_\_

> Support staff [8]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [41]{.underline} \_\_\_\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
[25:1]{.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.)

  ------------------------ ------------------- --------------------- ----------- ----------- -----------
                           2002-2003           2001-2002             2000-2001   1999-2000   1998-1999

  Daily student attendance [97%]{.underline}   [96.4%]{.underline}   96.0%       95.5%       

  Daily teacher attendance 90%                 90%                   90%         90%         

  Teacher turnover rate    10%                 10%                   5%          5%          

  Student dropout rate     0                   0                     0           0           

  Student drop-off rate    .5%                 2%                    2%          2%          
  ------------------------ ------------------- --------------------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

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.

The Mott Hall School (MHS) is located in Harlem, New York City. The
school is dedicated to developing future leaders in Mathematics, Science
and Technology by providing a world-class education that prepares
students for college and higher learning. Our academically rigorous
curricula consists of in-depth real world investigations, elective
course studies, seminars and special enrichment electives that are
offered in a personalized, caring and child-centered environment.

The Mott Hall curricula offers students *Off-Campus Learning
Experiences* that allow them to engage in specialized, out-of-school
apprenticeships, internships, and other real world experiences in
collaboration with community based organizations and nearby
universities. For example, students participate in Mott Hall's Community
Service Learning Program and the Science Apprenticeship in Research
Program, where students work alongside professional practitioners. The
U.S. Department of Education's School-to Work Program has recognized
these two programs as models of exemplary national programs.

Mott Hall has a technology rich environment where technology integration
is a very important element to the overall instructional program. In an
effort to confront the digital divide, Mott Hall has implemented a
school wide laptop program that has placed a laptop directly into the
hands of every student and staff member. In recognition for Mott Hall's
exemplary work in technology integration, the George Lucas Education
Foundation, featured our project-based laptop learning design in their
book, Eductopia (2001) and on their web site.

MHS has ranked in the top ten percent of New York City Middle Schools in
reading and mathematics since 1987. The Mott Hall School model, which
has been replicated in other districts, has received numerous awards and
recognition for its project-based technology laptop program, chess
program, specialized science program (STARS), community service learning
program, and for its overall academic school excellence. The school's
chess team has won several national first place competitions.
Congressman Charles Rangel recognized the achievements of Mott Hall by
placing the school into the Congressional Record in 1991. In October
2002, The White House selected Mott Hall (one of only three schools in
the nation) to be part of a special international technology project
through the organization known as *Friendship through Education* which
promotes good will with Islamic countries in the aftermath of September
11^th^.

Mott Hall has hosted many open houses to educators from around the world
and across the nation to observe the school's model and specialized
programs. In particular, two world chess players, Karpov and Kasparov
actually played chess with our students. Bill Gates and his wife Melinda
Gates visited Mott Hall in 1996 to observe first hand our technology
laptop school model.

In addition, our student's acceptance rate into the specialized schools
such as Bronx Science High School and Stuyvesant High School has been as
high as 70 percent of our graduating class. A great majority of our
minority students have been awarded scholarships for full tuition at
private schools such as Dalton, Exeter and Choate Academies and have
gone on to universities such as Yale, Harvard, Columbia, and MIT.

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

1.  Describe in one page the meaning of the school's assessment results
    in reading (language arts or English) and mathematics in such a way
    that someone not intimately familiar with the tests can easily
    understand them.

The Mott Hall School culture is one of high expectations for all
students regardless of race, gender, or economic status. The Mott Hall
School achievement data was disaggregated using available student
achievement data to demonstrate the performance level of students
relevant to ethnic/racial group (Hispanic), socioeconomic group
(eligibility for free lunch), and according to gender (female). The MHS
student population is reflective of the Washington Heights community it
serves. Our student population is predominately Hispanic. Approximately
79% of our student body is of Hispanic heritage representing many
countries. As demonstrated by NYS State (see Tables) over 90% of our
Hispanic students met the performance standards in 1999, 2000, 2001,
2002, and 2003. Students eligible for Title 1 status represent about 69%
of the student body.

4^th^ grade [Hispanic]{.underline} students jumped from 95% to 100%
proficiency on the Grade 4 ELA in 2002. In 2003, 4^th^ grade Hispanic
students remained at 100% proficiency. Students demonstrating advanced
levels of achievement also rose from 54% to 73%. Seventy-three percent
of Hispanic 4^th^ graders exceeded the NYS Mathematics Performance
Standards increasing 19% from the previous year. In 2001-2002, 94% of
6^th^ grade Hispanic students achieved proficiency on the NYC CTB. In
mathematics, 96.1% meet the standards and 48% achieved advanced levels.
Likewise, 7^th^ grade Hispanic students out performed the school as a
whole in terms of acquiring proficiency levels. 92.1% met NYC
performance standards in language arts in 2001-2002. Furthermore, 68.6%
demonstrated advanced proficiency on the CTB-Mathematics Test.

[Female]{.underline} students at the MHS have established a tradition of
excellent academic performance, as well. Beginning in 4^th^ grade, 100%
of female students achieved proficiency on the NYS ELA in 2001-2002 and
2002-2003. Average of 90 % of female students in all grades achieved
proficiency in both mathematics and English language arts for all
grades. 79% of 4^th^ graders, 55% of 5^th^ graders, 48% of 6^th^
graders, 66% of 7^th^ graders, and 51% of 8^th^ graders achieved
advanced levels in mathematics.

An average of approximately 93% of [low-income]{.underline} students in
all grades at Mott Hall achieved proficiency on both the NYS and NYC ELA
and Mathematics Tests. Student performance in mathematics is 79% of
4^th^ grades, 48% of 5^th^ graders, 42% sixth graders, 61% seventh
graders, and 55% of eighth graders achieved advanced performance levels
demonstrating the effectiveness of the accelerated mathematics
instruction at Mott Hall.

2.  Show in one-half page (approximately 200 words) how the school uses
    assessment data to understand and improve student and school
    performance.

The MHS believes that it is essential to connect teaching and learning
through authentic and ongoing assessment. Teachers are expected to use
informal, as well as, formal assessments to inform their instructional
practice and target the specific needs of individual students. Informal
assessments such as teacher developed tests, student self-assessments,
and performance tests are used to give students detailed feedback
related to academic strengths and weaknesses and individual performance
level achieved based on mastery objectives. Teachers use formal student
assessment data gathered through the Grow Report (standardized test
results) are used in three major ways:

1\) To identify what students have already mastered for effective and
efficient curriculum planning

> 2\) To target specific student needs
>
> 3\) As feedback regarding the effectiveness of their instruction and
> curriculum

Informal student data generated on the school level is used to
differentiate student instruction on an on-going basis, monitor student
progress, and select the right and appropriate strategies for student
needs. The essential framework implemented by the Mott Hall School is
one of collecting student achievement data, interpreting the data, and
using the data assessment results to select appropriate strategies to
target student needs. The cycle continues on a regular basis throughout
the school year. The MHS professional development team and
administration meets on a regular basis to strategically align teacher
professional development needs with the academic needs of students.

3.  Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.

The Mott Hall School strives to extend the traditional means of
communicating student performance beyond the summative, district
mandated reports cards. In keeping with the school mission to prepare
students to be tomorrow's leaders in the field of technology, there is a
special emphasis on the use of available technology to facilitate
communication between school community members. Traditional means of
reporting students' assessment data are used (including the use of
student report cards and informal and formal parent/teacher
conferences); however, more emphasis is placed on web based
communication. The MHS Web site has been recognized by the International
Association of Web Designers through the 2002-2003 Golden Web Award in
the category of Education. It offers a wealth of resources and support
to parents, students, and teachers alike.

**Mott Hall School eChalk:** The Mott Hall School has implemented an
intranet web-based communication system to facilitate
parent/teacher/student contact and communication beyond the regular
school hours. Through this database, the school community is able to
post school events, policies, achievements, and curriculum resources.
Access is granted to all members of the MHS community. Parents,
students, and teachers are each assigned their own account. The site
administrator has created specific curriculum related links giving
parents access to specific information related to their own child.
Teachers post homework assignments, upcoming events, exam dates, and
related support resources parents can use. Everyone including
administrators and staff have personal eChalk accounts allowing
communication to take place beyond the traditional school day.

4.  Describe in one-half page how the school will share its successes
    with other schools.

The Mott Hall School is a learning community in spirit and action. All
members of the Mott Hall School are committed to sharing best practices
in an effort to improve and refine their own practice while supporting
others in their work to educate children. Teachers drawn to Mott Hall
have a commitment to professional growth and believe that professional
collaboration is an essential element of sustaining a learning
community. The MHS hosts local, national, and international visitors
interested in learning from the successes of the Mott Hall School. The
school is also involved in joint educational ventures in coordination
with Teachers' College and Barnard College at Columbia University, as
well as, the City College of New York City, CUNY.

Dr. Mirian Acosta-Sing and members of the MHS teaching staff are
dedicated to furthering the education of children through excellent
practice by willingly participating in educational conferences at local
and national levels. In keeping with the spirit of collaboration and
learning, the school welcomes inter-visitation, in-depth studies of
school programs, student teachers placements, and supports a year long
internship program focused on identifying the essential features
critical to the Mott Hall success.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  Describe in one page the school's curriculum. Outline in several
    sentences the core of each curriculum area and show how all students
    are engaged with significant content based on high standards.
    Include art and foreign languages in the descriptions (foreign
    language instruction as a part of the regular curriculum is an
    eligibility requirement for middle, junior high, high schools, and
    elementary schools in grades seven and higher).

The overall goal of the Mott Hall School's curriculum is to develop
independent, skilled students who become self-directed and reflective
thinkers. New York State's Learning Standards serve as the overall
framework for the school's core curriculum. The core curriculum, which
follows the Principles of Learning and National Standards, is modified
and enriched to offer students more opportunities to engage in in-depth
real world investigations tied directly to student needs and interests.
In addition, students are provided with a progressive and accelerated
curriculum consisting of special editions of courses, seminars, and
special enrichment electives.

An essential component of the curriculum is the integration of *critical
thinking and technology* in all subject areas including foreign language
teaching. Students are considered young scholars and learn subject
matter through project based, constructivist learning approaches. MHS
uses curriculum mapping to identify multidisciplinary themes across all
disciplines. Teachers collaboratively develop quality-integrated units
of study that connect important concepts across disciplines. Given the
school's focus on mathematics, science, and technology, the curriculum
has evolved to include off-campus apprenticeships, in-depth scientific
investigations with mathematicians and scientists in authentic settings.

All students are engaged with significant content in all subject areas,
including foreign language by working on intellectually powerful
learning experiences such as Socratic dialogues, literature circles,
writing for student publications, creating web sites, competing in
on-line national science competitions, debating in interscholastic
tournaments, designing software programs for Lego Robotics competitions,
digital filmmaking, and playing chess in local and national
competitions.

Teachers collaboratively design interdisciplinary curricular units
utilizing the *Understanding by Design* process developed by Grant
Wiggins (2000). The units place great emphasis on students'
understanding the major concepts and principles of a subject in order to
promote deep, conceptual learning. For example, the Mathematics teachers
use a cross-disciplinary approach in teaching math by having students
study Islamic art and the art of Max Escher in pursuit of understanding
geometry. In addition, 7^th^ grade math students participate in weekly
seminars given by volunteer professional investment bankers from Morgan
Stanley and Dean Witter to study the relationships between business
concepts and mathematical operations.

English speaking students at Mott Hall receive instruction in Spanish as
a foreign language. Hispanic students learn advanced Spanish and work
closely with their peers in support groups, study circles, and
conversing through web-based activities. The foreign language curriculum
addresses the importance of cultural diversity and global studies. In
summary, MHS is committed to providing an academically rigorous
curriculum that has many enriched and extended intellectual learning
experiences inside and outside the school building.

2.  **(Secondary Schools)** Describe in one-half page the school's
    English language curriculum, including efforts the school makes to
    improve the reading skills of students who read below grade level.

Mott Hall's English Language Arts curriculum embraces a school wide
focus on literacy and writing. The curriculum is aligned with best
practices and with the most recent research on literacy. Affording
numerous opportunities to read a wide range of genres including modern,
classics, anthologies of poetry, and plays inspires a love of reading
and writing. A strong literacy block has been implemented to allow for a
comprehensive and coherent English Arts curriculum. Teachers follow and
implement all the components of a balanced and comprehensive literacy
program. Moreover, all students maintain a literacy portfolio, which
demonstrates their growth in reading and writing. There is a strong
emphasis on writing in every discipline using Lucy Calkin's writing
process where students are encouraged and supported to write for
publication in various student journals. Vocabulary development is also
taught in every subject.

Utilizing Standards for the English Language Arts (1996) teachers afford
numerous learning opportunities for students to conduct research on
topics raised in various disciplines. In addition, teachers target
students who are in need of reading improvement by providing them with
individualized and differentiated instruction. Specifically, teachers
create flexible groupings to address the needs of these students by
conducting small group instruction, mini lessons, and study groups
during the school day as well as after school and lunchtime tutoring.

3.  Describe in one-half page one other curriculum area of the school's
    choice and show how it relates to essential skills and knowledge
    based on the school's mission.

An important goal at Mott Hall is to motivate and encourage our minority
students to pursue a career in the professional field of science.
Consequently, the science curriculum is designed to engage students'
curiosity of science through ongoing scientific investigations of real
world issues, problems, and phenomena. In our General, Life, and Earth
Science classes, students develop a keen sense of inquiry, formulate and
test hypotheses, learn to access information from available resources
including the internet to present their investigations in class
presentations.

A specialized program developed at Mott Hall is our Student
Apprenticeship in Research Program (STARS). This out-of-school
apprenticeship program is a collaborative project with The City College
of New York. Participating students work alongside scientists and are
engaged in the designing of science experiments, which allows them to
learn concepts and content which is not included in the standard middle
school science curriculum. Recently, our STARS student's science
investigation was launched on The Columbia Space Shuttle. This
apprenticeship program was recognized and highlighted by The George
Lucas Education Foundation in its Edutopia publication, and The U.S.
Department of Education, School-to-Work Program as an exemplary model
Science/ Technology mentoring program.

It is our hope that by providing an academically enriched and rigorous
science curriculum, our students will consider careers in the fields of
science and mathematics.

4.  Describe in one-half page the different instructional methods the
    school uses to improve student learning.

MHS employs a wide variety of instructional strategies that are based on
successful teaching practices and what the research says about powerful
teaching and learning strategies. In particular, research based
strategies that impact most on student achievement are used by teachers
such as note taking, summarizing, graphic organizers, modeling,
coaching, accountable talk discussions, simulations, role-playing,
literature circles, cooperative learning, and providing students with
quality feedback on their work. Moreover, two strategies that are
particularly effective for our students are the use of Socratic
dialogues and problem based learning.

[Socratic dialogues]{.underline} are used in almost every discipline to
involve students in in-depth discussions, problem solving, and
clarification of complex ideas. *Critical thinking* is considered the
key to learning in every content area. Consequently, this strategy is
used to foster active learning and allow students to explore and
evaluate ideas, issues, and values in a particular text. Moreover,
problem based learning is also used as a powerful teaching strategy in
every discipline to engage students in intriguing, real, and relevant
intellectual inquiry which allows them to learn from life situations and
scenarios.

[Community-Based Learning-]{.underline} Mott Hall is committed to
preparing students to become contributing members of their communities
by providing a wide range of experiences designed to engage students
actively. As part of the MHS Service Learning Program, eighth grade
students are linked with organizations within the fields of education,
geriatrics, business, and the non-profit sector. Community- based
learning contributes to students' personal growth by broadening their
awareness of the world and encouraging compassion, courtesy, altruism,
and civic pride.

5.  Describe in one-half page the school's professional development
    program and its impact on improving student achievement.

It is our strong belief that teacher expertise is the most important
factor impacting student achievement. With this in mind, the
professional development afforded to the entire staff at MHS consists of
learning experiences that significantly affect what they do in the
classroom and make a difference in their ability to help all students
reach high standards. MHS utilizes a differentiated, job-embedded model
that takes into account the different phases of a teacher's development,
needs and interests. The staff development include teacher collaborative
experiences such as analyzing student work and test scores, engaging in
curriculum mapping and Japanese lesson study, becoming well-acquainted
with content and performance standards, developing *Understand by
Design* interdisciplinary units of studies, working in study groups and
action research. All experiences are designed to support all teachers in
terms of content and pedagogy and are directly connected to the school's
mission and vision.

Our program development program emphasizes teachers acquiring a wide
repertoire of effective, research-based instructional strategies that
address the specific needs of all MHS students. Teachers are afforded
many opportunities during the school day as well as after school and
summer to learn about the most powerful teaching and learning techniques
that directly impact student achievement. Overall, the design centers on
developing, refining, and expanding teachers' pedagogical repertoire,
content knowledge, and the skill to integrate a collaborative and
collegial work model that allows teachers to work in an intellectual
environment of continuous inquiry and reflection.

> **STATE CRITERION-REFERENCED TESTS**
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade [4]{.underline}
>
> Test: [New York State Grade 4 English/Language Arts Statewide
> Assessment]{.underline}
>
> Edition/publication year [2002]{.underline} Publisher [CTB/McGraw-Hill
> LLC]{.underline}
>
> Number of students in the grade in which the test was administered
> [56]{.underline}
>
> Number of students who took the test [56]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[All groups included in]{.underline}

[testing at the Mott Hall School. All available test data was
used.]{.underline}

> Number excluded [0]{.underline} Percent excluded [0%]{.underline}
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cutpoint used by
> the state for 1) basic, 2) proficient, and 3) advanced, or similar
> categories as defined by the state. States will vary in their
> terminology and cutpoints. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> **Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.**
>
> Level 4: Students exceed the learning standards for English Language
> Arts. Their performance shows superior understanding of written and
> oral text. (Advanced)
>
> Level 3: Students meet the learning standards. Their performance shows
> through understanding of written and oral text. (Proficient)
>
> Level 2: Students show partial achievement of the learning standards.
> Their performance shows minimal understanding of written and oral
> text. (Basic)
>
> Level 1: Students do not meet the learning standards. Their
> performance shows minimal understanding of written and oral text.
>
> **STATE CRITERION-REFERENCED TESTS, Continued**

Grade 4 English Language Arts New York State Test Results

  --------------------------------------------------- ----------- ----------- ----------- ----------- -----------
                                                      2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                                       January     January     January     January     January

                                                                                                      

  **SCHOOL SCORES**                                                                                   

  \% At or Above Basic (Level 2+)                     100%        100%        100%        100%        100%

  \% At or Above Proficient (Level 3+)                100%        100%        95.5%       100%        96.2%

  \% At Advanced (Level 4)                            73.2%       54%         43.2%       45.1%       19.2%

  Number of students tested                           56          50          44          51          26

  Percent of total students tested                    100%        100%        100%        100%        100%

  Number of students excluded                         0           0           0           0           0

  Percent of students excluded                        0%          0%          0%          0%          0%

                                                                                                      

  SUBGROUP SCORES                                                                                     

  1[.                                                                                                 
  \_\_\_\_Hispanic\_\_\_\_\_\_\_\_\_\_]{.underline}                                                   

  \% At or Above Basic (Level 2+)                     100%        100%        100%                    

  \% At or Above Proficient (Level 3+)                100%        100%        95.5%                   

  \% At Advanced (Level 4)                            73%         55%         40%                     

  Number of students tested                           44          40          35                      

                                                                                                      

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

  \% At or Above Basic (Level 2+)                     100%        100%        100%                    

  \% At or Above Proficient (Level 3+)                100%        100%        100%                    

  \% At Advanced (Level 4)                            73%         55%         40%                     

  Number of students tested                           34          35          28                      

                                                                                                      

  3\. [Low-Income \_\_\_\_\_\_\_\_\_\_]{.underline}                                                   

  \% At or Above Basic (Level 2+)                     100%        100%        100%                    

  \% At or Above Proficient (Level 3+)                100%        100%        100%                    

  \% At Advanced (Level 4)                            74%         51.4%       44.4%                   

  Number of students tested                           38          35          36                      

                                                                                                      

  **STATE SCORES**                                                                                    

  \% At or Above Basic                                                                                

  State Mean Score                                                                                    

  \% At or Above Proficient and Advanced              64.3%       61.5%       60%         58.7%       48%

  State Mean Score                                                            655         648         652

  \% At Advanced                                                                                      

  State Mean Score                                                                                    
  --------------------------------------------------- ----------- ----------- ----------- ----------- -----------

> **STATE CRITERION-REFERENCED TESTS**
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade [4]{.underline}
>
> Test: [New York State Grade 4 Mathematics Statewide
> Assessment]{.underline}
>
> Edition/publication year [2002]{.underline} Publisher [CTB/McGraw-Hill
> LLC]{.underline}
>
> Number of students in the grade in which the test was administered
> [54]{.underline}
>
> Number of students who took the test [54]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[All groups included in]{.underline}

[testing at the Mott Hall School. All available test data was
used.]{.underline}

> Number excluded [0]{.underline} Percent excluded [0%]{.underline}
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cut point used by
> the state for 1) basic, 2) proficient, and 3) advanced, or similar
> categories as defined by the state. States will vary in their
> terminology and cutpoints. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cut point should
> include students scoring above the proficient and advanced cutpoints.
> For example, 100% of students are at "basic," 69% are at "proficient,"
> and 42% are at "advanced."
>
> **Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.**
>
> Level 4: Students exceed the learning standards for Mathematics. Their
> performance shows superior understanding of mathematical computations,
> concepts and theories. (Advanced)
>
> Level 3: Students meet the learning standards. Their performance shows
> through understanding of mathematical computations, concepts and
> theories. (Proficient)
>
> Level 2: Students show partial achievement of the learning standards.
> Their performance shows minimal understanding of mathematical
> computations, concepts and theories. (Basic)
>
> Level 1: Students do not meet the learning standards. Their
> performance shows minimal understanding of mathematical computations,
> concepts and theories.

Grade 4 Mathematics New York State Test Results

  ------------------------------------------------------------ ----------- ----------- ----------- ----------- -----------
                                                               2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                                                May         May         May         May         May

                                                                                                               

  **SCHOOL SCORES**                                                                                            

  \% At or Above Basic (Level 2+)                              100%        100%        100%        100%        100%

  \% At or Above Proficient (Level 3 +)                        100%        100%        95.5%       100%        96%

  \% At Advanced (Level 4)                                     75.9%       45.8%       40.9%       30%         56%

  Number of students tested                                    54          48          44          50          25

  Percent of total students tested                             100%        100%        100%        100%        100%

  Number of students excluded                                  0           0           0           0           0

  Percent of students excluded                                 0%          0%          0%          0%          0%

                                                                                                               

  SUBGROUP SCORES                                                                                              

                                                                                                               

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

  \% At or Above Basic (Level 2 +)                             100%        100%        100%                    

  \% At or Above Proficient (Level 3 +)                        100%        100%        95%                     

  \% At Advanced (Level 4)                                     75%         45%         40%                     

  Number of students tested                                    43          43          35                      

                                                                                                               

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

  \% At or Above Basic (Level 2 +)                             100%        100%        100%                    

  \% At or Above Proficient (Level 3+)                         100%        100%        95%                     

  \% At Advanced (Level 4)                                     75%         45%         40%                     

  Number of students tested                                    34          29          28                      

                                                                                                               

  3\. [Low-Income \_\_\_\_\_\_\_\_\_\_]{.underline}                                                            

  \% At or Above Basic (Level 2+)                              100%        100%        100%                    

  \% At or Above Proficient (Level 3+)                         100%        100%        95%                     

  \% At Advanced (Level 4)                                     75%         45%         40%                     

  Number of students tested                                    37          38          36                      

                                                                                                               

  **STATE SCORES**                                                                                             

  \% At or Above Basic                                                                                         

  State Mean Score (Elementary)                                            651         655         648         652

  \% At or Above Proficient                                                67.6%       69.1%       65%         66.7%

  State Mean Score (Intermediate)                                          712         703         704         701

  \% At Advanced                                                                                               

  State Mean Score                                                                                             
  ------------------------------------------------------------ ----------- ----------- ----------- ----------- -----------

> **STATE CRITERION-REFERENCED TESTS**
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade [8]{.underline}
>
> Test: [New York State Grade 4 English/Language Arts Statewide
> Assessment]{.underline}
>
> Edition/publication year [2002]{.underline} Publisher [CTB/McGraw-Hill
> LLC]{.underline}
>
> Number of students in the grade in which the test was administered
> [90]{.underline}
>
> Number of students who took the test [90]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[All groups included in]{.underline}

[testing at the Mott Hall School. All available test data was
used.]{.underline}

> Number excluded [0]{.underline} Percent excluded [0%]{.underline}
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cut point used by
> the state for 1) basic, 2) proficient, and 3) advanced, or similar
> categories as defined by the state. States will vary in their
> terminology and cutpoints. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cut point should
> include students scoring above the proficient and advanced cutpoints.
> For example, 100% of students are at "basic," 69% are at "proficient,"
> and 42% are at "advanced."
>
> **Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.**
>
> Level 4: Students exceed the learning standards for English Language
> Arts. Their performance shows superior understanding of written and
> oral text. (Advanced)
>
> Level 3: Students meet the learning standards. Their performance shows
> through understanding of written and oral text. (Proficient)
>
> Level 2: Students show partial achievement of the learning standards.
> Their performance shows minimal understanding of written and oral
> text. (Basic)
>
> Level 1: Students do not meet the learning standards. Their
> performance shows minimal understanding of written and oral text.

Grade 8 English Language Arts New York State Test Results

  ------------------------------------------------------------ ----------- ----------- ----------- ----------- -----------
                                                               2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                                                January     January     January     January     January

                                                                                                               

  **SCHOOL SCORES**                                                                                            

  \% At or Above Basic (Level 2+)                              100%        95.3%       98.9%       98.8%       

  \% At or Above Proficient (Level 3+)                         95.6%       85.8%       89.5%       82.1%       

  \% At Advanced (Level 4)                                     30%         28.3%       23.2%       9.5%        

  Number of students tested                                    90          106         95          84          

  Percent of total students tested                             100%        100%        100%        99%         

  Number of students excluded                                  0           0           0           0           

  Percent of students excluded                                 0%          0%          0%          0%          

                                                                                                               

  SUBGROUP SCORES                                                                                              

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

  \% At or Above Basic (Level 2+)                              100%        95.3%       98.7%                   

  \% At or Above Proficient (Level 3+)                         95.6%       85.8%       88.8%                   

  \% At Advanced (Level 4)                                     30%         28.3%       24%                     

  Number of students tested                                    71          84          75                      

                                                                                                               

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

  \% At or Above Basic (Level 2+)                              100%        95.3%       100%                    

  \% At or Above Proficient (Level 3+)                         95.6%       85.8%       93.7%                   

  \% At Advanced (Level 4)                                     30%         28.3%       25.4%                   

  Number of students tested                                    54          64          57                      

                                                                                                               

  3\. [Low-Income \_\_\_\_\_\_\_\_\_\_]{.underline}                                                            

  \% At or Above Basic (Level 2+)                              100%        95.3%       98.7%                   

  \% At or Above Proficient (Level 3+)                         95.6%       85.8%       87.5%                   

  \% At Advanced (Level 4)                                     30%         28.3%       19.4%                   

  Number of students tested                                    62          73          66                      

                                                                                                               

  **STATE SCORES**                                                                                             

  \% At or Above Basic                                                                                         

  State Mean Score                                                                                             

  \% At or Above Proficient                                                48.1%       44.8%       44.9%       44.3%

  State Mean Score                                                                     698         697         699

  \% At Advanced                                                                                               

  State Mean Score                                                                                             
  ------------------------------------------------------------ ----------- ----------- ----------- ----------- -----------

> **STATE CRITERION-REFERENCED TESTS**
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade [8]{.underline}
>
> Test: [New York State Grade 4 Mathematics Statewide
> Assessment]{.underline}
>
> Edition/publication year [2002]{.underline} Publisher [CTB/McGraw-Hill
> LLC]{.underline}
>
> Number of students in the grade in which the test was administered
> [92]{.underline}
>
> Number of students who took the test [92]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[All groups included in]{.underline}

[testing at the Mott Hall School. All available test data was
used.]{.underline}

> Number excluded [0]{.underline} Percent excluded [0%]{.underline}
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cut point used by
> the state for 1) basic, 2) proficient, and 3) advanced, or similar
> categories as defined by the state. States will vary in their
> terminology and cutpoints. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cut point should
> include students scoring above the proficient and advanced cutpoints.
> For example, 100% of students are at "basic," 69% are at "proficient,"
> and 42% are at "advanced."
>
> **Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.**
>
> Level 4: Students exceed the learning standards for Mathematics. Their
> performance shows superior understanding of mathematical computations,
> concepts and theories. (Advanced)
>
> Level 3: Students meet the learning standards. Their performance shows
> through understanding of mathematical computations, concepts and
> theories. (Proficient)
>
> Level 2: Students show partial achievement of the learning standards.
> Their performance shows minimal understanding of mathematical
> computations, concepts and theories. (Basic)
>
> Level 1: Students do not meet the learning standards. Their
> performance shows minimal understanding of mathematical computations,
> concepts and theories.

Grade 8 Mathematics New York State Test Results

  ------------------------------------------------------------ ----------- ----------- ----------- ----------- -----------
                                                               2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                                                May         May         May         May         May

                                                                                                               

  **SCHOOL SCORES**                                                                                            

  \% At or Above Basic                                         100%        95.2%       97.9%       100%        92.6%

  \% At or Above Proficient                                    96.7%       81.9%       79.2%       96.4%       91.3%

  \% At Advanced                                               36.6%       15.2%       24%         19.3%       17.5%

  Number of students tested                                    92          105         95          83          80

  Percent of total students tested                             100%        100%        100%        100%        100%

  Number of students excluded                                  0           0           0           0           0

  Percent of students excluded                                 0%          0%          0%          0%          0%

                                                                                                               

  SUBGROUP SCORES                                                                                              

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

  \% At or Above Basic                                         100%        100%        97.5%                   

  \% At or Above Proficient                                    97%         82%         79.0%                   

  \% At Advanced                                               37%         15%         23%                     

  Number of students tested                                    72          82          75                      

                                                                                                               

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

  \% At or Above Basic                                         100%        100%        98.4%                   

  \% At or Above Proficient                                    97%         83%         79%                     

  \% At Advanced                                               37%         15%         24%                     

  Number of students tested                                    55          63          57                      

                                                                                                               

  3\. [Low-Income \_\_\_\_\_\_\_\_\_\_]{.underline}                                                            

  \% At or Above Basic                                         100%        100%        98.6%                   

  \% At or Above Proficient                                    97%         98.4%       75.3%                   

  \% At Advanced                                               37%         54.8%       17.8%                   

  Number of students tested                                    63          72          66                      

                                                                                                               

  **STATE SCORES**                                                                                             

  \% At or Above Basic                                                                                         

  State Mean Score                                                                                             

  \% At or Above Proficient                                                            39.4%       40.3%       37.9%

  State Mean Score                                                                     703         704         701

  \% At Advanced                                                                                               

  State Mean Score                                                                                             
  ------------------------------------------------------------ ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(a) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade\_\_\_\_[4]{.underline}\_\_\_\_ Test\_[New York State Grade 4
English/Language Arts Statewide Assessment]{.underline}

Edition/publication year [2002]{.underline} Publisher [CTB/McGraw-Hill
LLC]{.underline}

Number of students in the grade in which the test was administered
[56]{.underline}

Number of students who took the test [56]{.underline}

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

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

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
[X]{.underline} Percentiles\_\_\_\_

  ----------------------------- -- --------------------- -- ----------- -- ----------- -- ----------- -- -----------
                                   2002-2003                2001-2002      2000-2001      1999-2000      1998-1999

  Testing month                    January                  January        January        January        January

  **SCHOOL SCORES**                                                                                      

  Total Score                      [707.1]{.underline}      701.5          684.7          691.1          670.8

  Number of students tested\*      56                       50             44             51             26

  Percent of total students        100%                     100%           100%           100%           100%
  tested                                                                                                 

  Number of students excluded      0                        0              0              0              0

  Percent of students excluded     0%                       0%             0%             0%             0%

  SUBGROUP SCORES\*                                                                                      

  1\. Hispanic                                                                                           

  Number of students tested                                                                              

  2\. Female                                                                                             

  Number of students tested                                                                              

  3\. Low Income                                                                                         

  Number of students tested                                                                              

                                                                                                         

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

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  **NATIONAL MEAN SCORE**                                                        

  **NATIONAL STANDARD                                                            
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------

\*Data not available

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade\_\_\_\_[4]{.underline}\_\_\_\_ Test\_[New York State Grade 4
Mathematic Statewide Assessment]{.underline}

Edition/publication year [2002]{.underline} Publisher [CTB/McGraw-Hill
LLC]{.underline}

Number of students in the grade in which the test was administered
[54]{.underline}

Number of students who took the test [54]{.underline}

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

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

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
[X]{.underline} Percentiles\_\_\_\_

  ----------------------------- -- --------------------- -- ----------- -- ----------- -- ----------- -- -----------
                                   2002-2003                2001-2002      2000-2001      1999-2000      1998-1999

  Testing month                    May                      May            May            May            May

  **SCHOOL SCORES**                                                                                      

  Total Score                      [696.0]{.underline}      676.8          678.1          673.9          686.2

  Number of students tested        54                       48             44             50             25

  Percent of total students        100%                     100%           100%           100%           100%
  tested                                                                                                 

  Number of students excluded      0                        0              0              0              0

  Percent of students excluded     0%                       0%             0%             0%             0%

  SUBGROUP SCORES\*                                                                                      

  1\. [Hispanic]{.underline}                                                                             

  Number of students tested                                                                              

  2\. [Female]{.underline}                                                                               

  Number of students tested                                                                              

  3\. [Low Income]{.underline}                                                                           

  Number of students tested                                                                              

                                                                                                         

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

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  **NATIONAL MEAN SCORE**                                                        

  **NATIONAL STANDARD                                                            
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------

\*Data not available

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade\_\_\_\_[5]{.underline}\_\_\_\_ Test\_[New York City Grade 5
English/Language Arts Assessment]{.underline}

Edition/publication year [2002]{.underline} Publisher [CTB/McGraw-Hill
LLC]{.underline}

Number of students in the grade in which the test was administered
[78]{.underline}

Number of students who took the test [78]{.underline}

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

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

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
[X]{.underline} Percentiles\_\_\_\_

  ----------------------------- -- --------------------- -- ----------- -- ----------- -- ----------- -- -----------
                                   2002-2003                2001-2002      2000-2001      1999-2000      1998-1999

  Testing month                    January                  January        January        January        January

  **SCHOOL SCORES**                                                                                      

  Total Score                      [693.1]{.underline}      695.2          694.8          681.5          682.5

  Number of students tested        78                       71             69             73             103

  Percent of total students        100%                     100%           100%           100%           100%
  tested                                                                                                 

  Number of students excluded      0                        0              0              0              0

  Percent of students excluded     0%                       0%             0%             0%             0%

  SUBGROUP SCORES\*                                                                                      

  1\. Hispanic                                                                                           

  Number of students tested                                                                              

  2\. Female                                                                                             

  Number of students tested                                                                              

  3\. Low Income                                                                                         

  Number of students tested                                                                              

                                                                                                         

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

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  **NATIONAL MEAN SCORE**                                                        

  **NATIONAL STANDARD                                                            
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------

\*Data not available

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade\_\_\_\_[5]{.underline}\_\_\_\_ Test\_[New York City Grade 5 CTB
Mathematic Statewide Assessment]{.underline}

Edition/publication year [2002]{.underline} Publisher [CTB/McGraw-Hill
LLC]{.underline}

Number of students in the grade in which the test was administered
[78]{.underline}

Number of students who took the test [78]{.underline}

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

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

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
[X]{.underline} Percentiles\_\_\_\_

  ----------------------------- -- --------------------- -- ----------- -- ----------- -- ----------- -- -----------
                                   2002-2003                2001-2002      2000-2001      1999-2000      1998-1999

  Testing month                    May                      May            May            May            May

  **SCHOOL SCORES**                                                                                      

  Total Score                      [698.1]{.underline}      693.3          693.1          705.6          685.0

  Number of students tested        78                       71             69             73             103

  Percent of total students        100%                     100%           100%           100%           100%
  tested                                                                                                 

  Number of students excluded      0                        0              0              0              0

  Percent of students excluded     0%                       0%             0%             0%             0%

  SUBGROUP SCORES\*                                                                                      

  1\. [Hispanic]{.underline}                                                                             

  Number of students tested                                                                              

  2\. [Female]{.underline}                                                                               

  Number of students tested                                                                              

  3\. [Low Income]{.underline}                                                                           

  Number of students tested                                                                              

                                                                                                         

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

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  **NATIONAL MEAN SCORE**                                                        

  **NATIONAL STANDARD                                                            
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------

\*Data not available

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade\_\_\_\_[6]{.underline}\_\_\_\_ Test\_[New York City Grade 6
English/Language Arts Statewide Assessment]{.underline}

Edition/publication year [2002]{.underline} Publisher [CTB/McGraw-Hill
LLC]{.underline}

Number of students in the grade in which the test was administered
[101]{.underline}

Number of students who took the test [101]{.underline}

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

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

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
[X]{.underline} Percentiles\_\_\_\_

  ----------------------------- -- ------------------------ -- ----------- -- ----------- -- ----------- -- -----------
                                   2002-2003                   2001-2002      2000-2001      1999-2000      1998-1999

  Testing month                    January                     January        January        January        January

  **SCHOOL SCORES**                                                                                         

  Total Score                      [Not                        701.9          696.8          701.5          697.6
                                   Available]{.underline}                                                   

  Number of students tested                                    93             101            107            106

  Percent of total students                                    100%           100%           100%           100%
  tested                                                                                                    

  Number of students excluded                                  0              0              0              0

  Percent of students excluded                                 0%             0%             0%             0%

  SUBGROUP SCORES\*                                                                                         

  1\. Hispanic                                                                                              

  Number of students tested                                                                                 

  2\. Female                                                                                                

  Number of students tested                                                                                 

  3\. Low Income                                                                                            

  Number of students tested                                                                                 

                                                                                                            

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

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  **NATIONAL MEAN SCORE**                                                        

  **NATIONAL STANDARD                                                            
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------

\*Data not available

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade\_\_\_\_[6]{.underline}\_\_\_\_ Test\_[New York City Grade 6 CTB
MathematicsAssessment]{.underline}

Edition/publication year [2002]{.underline} Publisher [CTB/McGraw-Hill
LLC]{.underline}

Number of students in the grade in which the test was administered
[101]{.underline}

Number of students who took the test [101]{.underline}

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

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

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
[X]{.underline} Percentiles\_\_\_\_

  ----------------------------- -- --------------------- -- ----------- -- ----------- -- ----------- -- -----------
                                   2002-2003                2001-2002      2000-2001      1999-2000      1998-1999

  Testing month                    January                  January        January        January        January

  **SCHOOL SCORES**                                                                                      

  Total Score                      [717.3]{.underline}      725.2          714.2          696.7          713.4

  Number of students tested        101                      93             101            73             106

  Percent of total students        100%                     100%           100%           100%           100%
  tested                                                                                                 

  Number of students excluded      0                        0              0              0              0

  Percent of students excluded     0%                       0%             0%             0%             0%

  SUBGROUP SCORES\*                                                                                      

  1\. Hispanic                                                                                           

  Number of students tested                                                                              

  2\. Female                                                                                             

  Number of students tested                                                                              

  3\. Low Income                                                                                         

  Number of students tested                                                                              

                                                                                                         

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

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  **NATIONAL MEAN SCORE**                                                        

  **NATIONAL STANDARD                                                            
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------

\*Data not available

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade\_\_\_\_[7]{.underline}\_\_\_\_ Test\_[New York City Grade 4
English/Language Arts Assessment]{.underline}

Edition/publication year [2002]{.underline} Publisher [CTB/McGraw-Hill
LLC]{.underline}

Number of students in the grade in which the test was administered
[91]{.underline}

Number of students who took the test [91]{.underline}

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

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

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
[X]{.underline} Percentiles\_\_\_\_

  --------------------------- -- ------------------------ -- ------------------------ -- ----------- -- ----------- -- -----------
                                 2002-2003                   2001-2002                   2000-2001      1999-2000      1998-1999

  Testing month                  January                     January                     January        January        January

  **SCHOOL SCORES**                                                                                                    

  Total Score                    [Not                        [Not                        704.6          708.1          707.2
                                 Available]{.underline}      Available]{.underline}                                    

  Number of students tested\*                                                            107            102            87

  Percent of total students                                                              100%           100%           100%
  tested                                                                                                               

  Number of students excluded                                                            0              0              0

  Percent of students                                                                    0%             0%             0%
  excluded                                                                                                             

  SUBGROUP SCORES\*\*                                                                                                  

  1\. Hispanic                                                                                                         

  Number of students tested                                                                                            

  2\. Female                                                                                                           

  Number of students tested                                                                                            

  3\. Low Income                                                                                                       

  Number of students tested                                                                                            

                                                                                                                       

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

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  **NATIONAL MEAN SCORE**                                                        

  **NATIONAL STANDARD                                                            
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------

\*The Department of Education and its test publishers, CTB/McGraw Hill
have excluded 7^th^ Grade ELA scores for (2003-2002) from the school
report card.

\*\*Data not available

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade\_\_\_\_[7]{.underline}\_\_\_\_ Test\_[New York City Grade 7 CTB
Mathematic Assessment]{.underline}

Edition/publication year [2002]{.underline} Publisher [CTB/McGraw-Hill
LLC]{.underline}

Number of students in the grade in which the test was administered
[91]{.underline}

Number of students who took the test [91]{.underline}

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

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

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
[X]{.underline} Percentiles\_\_\_\_

  ----------------------------- -- --------------------- -- ----------- -- ----------- -- ----------- -- -----------
                                   2002-2003                2001-2002      2000-2001      1999-2000      1998-1999

  Testing month                    May                      May            May            May            May

  **SCHOOL SCORES**                                                                                      

  Total Score                      [724.7]{.underline}      729.4          710.1          723.2          722.7

  Number of students tested        91                       96             107            102            88

  Percent of total students        100%                     100%           100%           100%           100%
  tested                                                                                                 

  Number of students excluded      0                        0              0              0              0

  Percent of students excluded     0%                       0%             0%             0%             0%

  SUBGROUP SCORES\*                                                                                      

  1\. [Hispanic]{.underline}                                                                             

  Number of students tested                                                                              

  2\. [Female]{.underline}                                                                               

  Number of students tested                                                                              

  3\. [Low Income]{.underline}                                                                           

  Number of students tested                                                                              

                                                                                                         

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

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  **NATIONAL MEAN SCORE**                                                        

  **NATIONAL STANDARD                                                            
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------

\*Data not available

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade\_\_\_\_[8]{.underline}\_\_\_ Test\_[New York State Grade 8
English/Language Arts Statewide Assessment]{.underline}

Edition/publication year [2002]{.underline} Publisher [CTB/McGraw-Hill
LLC]{.underline}

Number of students in the grade in which the test was administered
[90]{.underline}

Number of students who took the test [90]{.underline}

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

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

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
[X]{.underline} Percentiles\_\_\_\_

  ----------------------------- -- --------------------- -- ----------- -- ----------- -- ----------- -- -----------
                                   2002-2003                2001-2002      2000-2001      1999-2000      1998-1999

  Testing month                    January                  January        January        January        January

  **SCHOOL SCORES**                                                                                      

  Total Score                      [730.0]{.underline}      721.2          721.3          716.7          726.1

  Number of students tested        90                       106            95             84             86

  Percent of total students        100%                     100%           100%           100%           100%
  tested                                                                                                 

  Number of students excluded      0                        0              0              0              0

  Percent of students excluded     0%                       0%             0%             0%             0%

  SUBGROUP SCORES\*                                                                                      

  1.Hispanic                                                                                             

  Number of students tested                                                                              

  2\. Female                                                                                             

  Number of students tested                                                                              

  3\. Low Income                                                                                         

  Number of students tested                                                                              

                                                                                                         

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

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  **NATIONAL MEAN SCORE**                                                        

  **NATIONAL STANDARD                                                            
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------

\*Data not available

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade\_\_\_\_[8]{.underline}\_\_\_\_ Test\_[New York State Grade 8
Mathematics Statewide Assessment]{.underline}

Edition/publication year [2002]{.underline} Publisher [CTB/McGraw-Hill
LLC]{.underline}

Number of students in the grade in which the test was administered
[92]{.underline}

Number of students who took the test [92]{.underline}

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

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

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
[X]{.underline} Percentiles\_\_\_\_

  ----------------------------- -- --------------------- -- ----------- -- ----------- -- ----------- -- -----------
                                   2002-2003                2001-2002      2000-2001      1999-2000      1998-1999

  Testing month                                                                                          

  **SCHOOL SCORES**                                                                                      

  Total Score                      [750.3]{.underline}      732.3          738.4          741.6          744.4

  Number of students tested        92                       105            96             83             80

  Percent of total students        100%                     100%           100%           100%           100%
  tested                                                                                                 

  Number of students excluded      0                        0              0              0              0

  Percent of students excluded     0%                       0%             0%             0%             0%

  SUBGROUP SCORES\*                                                                                      

  1\. [Hispanic]{.underline}                                                                             

  Number of students tested                                                                              

  2\. [Female]{.underline}                                                                               

  Number of students tested                                                                              

  3\. Low Income                                                                                         

  Number of students tested                                                                              

  4\.                                                                                                    

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

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  **NATIONAL MEAN SCORE**                                                        

  **NATIONAL STANDARD                                                            
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------

\*Data not available