##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program Revised 3/21/05*

*U.S. Department of Education*

**Cover Sheet** Type of School: [X]{.underline} Elementary \_\_ Middle
\_\_ High \_\_ K-12

Name of Principal: [Mr. Craig Jamieson]{.underline}

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

Official School Name [Chester Barrows]{.underline}

(As it should appear in the official records)

School Mailing Address [9 Beachmont Ave.]{.underline}

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

[Cranston RI 02905-2603]{.underline}

City State Zip Code+4 (9 digits total)

County [Providence]{.underline} School Code Number\*
[07112\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [(401) 270-8160]{.underline} Fax [(401)
270-8505\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/URL [www.cpsed.net/barrows]{.underline} E-mail
[cjamieson@cpsed.net\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* \_\_\_\_\_\_\_\_\_[Mrs. Catherine
Ciarlo\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Cranston]{.underline} Tel.
[(401)270-8170\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

Name of School Board

President/Chairperson [Mr. M. Gordon
Palumbo\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

**PART 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 2004-2005 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 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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: [18\_\_]{.underline} Elementary
schools

[3\_\_\_\_]{.underline} Middle schools

[0\_\_\_\_]{.underline} Junior high schools

[3\_\_\_\_]{.underline} High schools

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

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

2\. District Per Pupil Expenditure: [\$ 9,462.00]{.underline}

Average State Per Pupil Expenditure: [\$10,438.00]{.underline}

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

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

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

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

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

  **PreK**    \-        \-                     **-**        **7**                             

  **K**       14        21                     **35**       **8**                             

  **1**       18        19                     **37**       **9**                             

  **2**       15        16                     **31**       **10**                            

  **3**       14        19                     **33**       **11**                            

  **4**       18        19                     **37**       **12**                            

  **5**       20        17                     **37**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   210
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of [75\_\_\_\_]{.underline} % White

the students in the school: [11\_\_\_\_]{.underline} % Black or African
American

[10\_\_\_\_]{.underline} % Hispanic or Latino

[3\_\_\_\_\_]{.underline} % Asian/Pacific Islander

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_[6]{.underline}\_\_%

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  9
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           3
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   12
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 210
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  12/210
            (4)                                          

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

8\. Limited English Proficient students in the school:
[\_\_2\_\_\_\_]{.underline}%

[\_\_5\_\_\_\_]{.underline}Total Number Limited English Proficient

Number of languages represented: [\_\_2\_\_\_]{.underline}

Specify languages: [Spanish, Tagalog]{.underline}

9\. Students eligible for free/reduced-priced meals:
[\_\_30%\_\_]{.underline}

Total number students who qualify: [\_\_64\_\_\_\_]{.underline}

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

10\. Students receiving special education services:
[\_\_26\_\_\_\_]{.underline}%

[\_\_54\_\_\_\_]{.underline}Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

[\_\_0\_]{.underline}Autism [\_\_0\_]{.underline}Orthopedic Impairment

[\_\_0\_]{.underline}Deafness [\_\_5\_]{.underline}Other Health Impaired

[\_\_0\_]{.underline}Deaf-Blindness [\_14\_]{.underline}Specific
Learning Disability

[\_\_0\_]{.underline}Emotional Disturbance [\_35\_]{.underline}Speech or
Language Impairment

[\_\_0\_]{.underline}Hearing Impairment [\_\_0\_]{.underline}Traumatic
Brain Injury

> [\_\_0\_]{.underline}Mental Retardation [\_\_0\_]{.underline}Visual
> Impairment Including Blindness

[\_\_0\_]{.underline}Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) \_\_[1]{.underline}\_\_\_\_
\_\_[0]{.underline}\_\_\_\_\_

Classroom teachers \_[11]{.underline}\_\_\_\_
\_\_[0]{.underline}\_\_\_\_\_

Special resource teachers/specialists \_\_[1]{.underline}\_\_\_\_
\_[15]{.underline}\_\_\_\_\_

Paraprofessionals \_\_[0]{.underline}\_\_\_\_
\_\_[2]{.underline}\_\_\_\_\_

> Support staff \_\_[2]{.underline}\_\_\_\_
> \_\_[1]{.underline}\_\_\_\_\_
>
> Total number \_[15]{.underline}\_\_\_\_ \_[18]{.underline}\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_[1:19]{.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.)

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance  95 %        95 %        95 %        95 %        96 %

  Daily teacher attendance  97 %        97 %        97 %        96 %        97 %

  Teacher turnover rate     0 %         9 %         18 %        9 %         0 %

  Student dropout rate      \- %        \- %        \- %        \- %        \- %
  (middle/high)                                                             

  Student drop-off rate     \- %        \- %        \- %        \- %        \- %
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

### PART III - SUMMARY

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

Chester Barrows Elementary School in Cranston, Rhode Island is a small,
high performing suburban neighborhood school with a population of 210
students from kindergarten through grade five. Barrows is one of
eighteen elementary schools governed by the Cranston Public Schools
District, which in turn is governed by a seven member elected school
committee. The principal, who has eighteen years of experience at the
school, leads a staff of thirty-three personnel, eleven of which are
classroom teachers. Thirty percent of the 210 students are eligible for
free or reduced lunch. Seventy-five percent of the students are White,
eleven percent are Black, ten percent are Hispanic, and three percent
are Asian/Pacific Islander. Ten percent receive special education
resource services while seventeen percent receive speech and language
servicing. There are no self-contained special education classrooms.

Barrows' vision states the following: *"We see our school as a child
centered teaching and learning enterprise where students, parents, staff
and community members interact to pursue a life of academic, social and
personal development that prepares students for the challenges of a new
century. We envision the use of flexible practices that encourage
disciplined creative thinking, fluent idea exchange, and skills
development to support inquiring methods".*

*"The mission of the Chester Barrows School, in cooperation with the
parents and the community, is to foster an educational and social
environment that prepares our students for life-long learning,
responsible citizenship and a productive workplace environment."*

Chester Barrows School implements a curriculum designed by the Cranston
Public School district that is research based. The [New Standards
Performance Standards]{.underline} (National Center on Education and the
Economy and the University of Pittsburgh) and [The Principles
of]{.underline} [Learning]{.underline} (University of Pittsburgh) are
integrated into the instructional program.

School Accountability for Learning, and Teaching (SALT) is Rhode
Island's comprehensive school accountability system. SALT is based on
using information to improve learning and teaching so that the learning
of all students in the state dramatically improves. The SALT visit and
other major SALT components are designed to aid schools in their ongoing
development and implementation of effective School Improvement Plans.

In January 2000, a six member team of professionals from the R.I.
Department of Education spent an entire week at Chester Barrows School
for the purpose of drawing conclusions about the school in the three
focus areas of SALT: student learning, teaching and the school. The
design of the SALT Visit ensures that accountability supports
improvement of schools by directly connecting judgments of quality and
recommendations for improvement to the actual life and work of a school.

The SALT team's portrait of Chester Barrows School at the time of the
visit is as follows: "Small in size but large in heart, the Chester
Barrows School pulsates with the strong beat of an engaged learning
community. This school provides an enriching, safe and nurturing
environment where children can strive to excel. Parents are welcomed
partners in this endeavor. The students show an eagerness and enthusiasm
for learning as they are challenged to do their best. Students are
actively involved in their education as they participate in creative
learning activities. Together, children, parents, teachers, staff and
administration exhibit an enthusiasm and drive for excellence, which is
challenging, contagious and safe".

The full report can be found at:

<http://www.ridoe.net/>

Chester Barrows School has been classified as "high performing" by the
R.I. Department of Education from 1998-2004. In 2002, Barrows was named
a Board of Regents' Commended School for being classified as "high
performing" and "improving" two years consecutively on the State
Assessment Testing. In 2004, Barrows ranked "second" in the entire state
out of more than two hundred elementary schools.

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

1\. **Assessment Results in Language Arts and Mathematics**

The New Standards Reference Examination testing format is used to show
academic performance in both English language arts and mathematics. The
test is subdivided into areas of reading, writing, math skills, math
concepts, and problem solving. The reading component assesses the
students' ability to understand, analyze, and interpret reading passages
of varying length and complexity. The writing portion of the examination
includes an objective test of grammar and conventions as well as a
written response to a topic. Through the writing response the students
must demonstrate that they can compose a clear and organized essay using
appropriate sentence construction and vocabulary.

The Mathematics Reference Examination is comprised of three sections
that assess the students' skills, concepts and ability to solve
problems. The problem-solving portion of the exam requires the students
to use concepts and skills to solve problems and to provide a written
explanation of their strategy.

We share the annual state testing results with all teachers, K-5, and
address areas of concern. We have established an after school math club,
a homework club, and we provide intense individual or small group
instruction utilizing our resource teacher and reading consultant in
order to close our equity gaps. Our high performing status in math
problem solving is evidence of our school wide participation and
corroboration.

The analysis of the English Language Arts data, based on an average of
scores for the past four years, indicates:

-   88% of our students achieved the standard or scored higher in Basic
    Understanding in reading

-   82% of our students achieved the standard or scored higher in
    Analysis and Interpretation in reading

-   68% of our students achieved the standard or scored higher in
    Writing Conventions

-   80% of our students achieved the standard or scored higher in
    Writing Effectiveness

The analysis of the mathematical data, based on an average of scores for
the past four years, indicates:

-   94% of our students achieved the standard or scored higher in
    Mathematical Skills

-   76% of our students achieved the standard or scored higher in
    Mathematical Concepts

-   67% of our students achieved the standard or scored higher in
    Mathematical Problem Solving

Overall, our school scores have been consistently higher than the state
scores. The Rhode Island Department of Education has recognized Chester
Barrows School as a high performing school from 1998-2004.

Additional information on the Rhode Island State Assessment Program can
be found at: <http://www.ridoe.net/.>

2\. **Assessment Data Improves Student Performance**

Chester Barrows Elementary School uses all types of assessments to
define and drive the academic programs for the students. Teachers plan
instructional programs that best fit the learning styles and performance
levels of the students. Teachers reflect on their teaching practices
once they have identified strengths and weaknesses of the students. They
make the necessary adjustments to fit the needs of the students. With
this approach, the teachers at Chester Barrows create and implement a
comprehensive program for their students.

The latest test results indicated that the students were weak in the
area of writing conventions. Each teacher took the responsibility to
make changes in their classroom strategies. For example, teachers
focused on proper grammar use, spelling and formatting across all
content areas. In addition, teachers included writing conventions in
their classroom goals to insure more accountability in this area.

Additionally, primary teachers use PALS (Phonological Awareness Literacy
Screening developed by the University of Virginia) assessments to plan
instruction for their guided reading groups. The intermediate teachers
use CARS assessments, a diagnostic tool that helps teachers plan for
remediation in specific areas of reading. This helps the teachers
determine what reading skills need reinforcement.

In writing, teachers focus on different types of writing each quarter
based on Cranston's Writing Curriculum. At the end of each quarter
teachers give the students a prompt to assess the genres addressed
during the quarter. The Rhode Island Writing Assessment rubric is
utilized to score these prompts. This is yet another type of assessment
we use to determine the strengths and weaknesses of the students in an
effort to help them achieve the writing standards.

Math assessment also plays a critical role in teaching and learning.
Teachers use The Investigations Program to teach this subject matter.
There are both formal and informal assessment tasks that allow the
teacher to examine student work. The information from these assessments
provides the teachers with the vital information they need to help their
students learn.

Chester Barrows' faculty prides itself in using both formal and informal
assessments to drive instruction. The data from these assessments help
them plan and implement a comprehensive program for the students.

3\. **Reports of Assessment Results and Student Performance**

The Chester Barrows faculty and staff work hard to fulfill their
commitment to communicate student performance to the students and to
parents. On a daily basis students are given clear expectations to meet
and exceed the standards. Both oral and written directions are given
that include the Performance Standards and Grade Level Expectations
(GLE's) being addressed by the lesson. The rubrics are aligned with
these criteria to insure the students and parents know what is expected.
Parents, in turn, appreciate the well-defined expectations and this
gives them a better understanding of the performance level of their
child.

In addition, each night teachers in the primary grades send home Chester
Barrows' folders. These folders (purchased by the parent-teacher group)
are another way to communicate progress being made. In the intermediate
grades, teachers use a Chester Barrows' daily planner to help both the
students and parents. The planner (purchased by the parent-teacher
group) is designed to give the students a place to write down their
assignments in order to stay organized. Parents are able to look at the
planner and stay informed about the work being done in the class. In
addition, teachers send home weekly folders of student work and tests.
This is intended to help parents see the progress being made by their
child on a regular basis.

To further help keep parents informed, each teacher, kindergarten
through grade five, sends home a monthly progress report. These reports
list the progress that is being made each month in the area of class
work, behavior, homework and effort. Parents use these reports to
comment about concerns, or ask ways they can help their child at home.
These reports help keep the lines of communication open with parents
between the quarterly report cards.

Furthermore, parents are kept informed about the state test results at
the annual Open House. The results of the New Standards Reference Exam
are shared with the Chester Barrows' community in a clear, state of the
art fashion. A multi-media presentation is used to highlight and inform
the community of the latest test scores. The multi-media presentation
(using Power Point) helps to display the information and keep parents
engaged as the results are explained. Parents have the opportunity to
discuss and question the information. The feedback gives the faculty a
true sense of the concerns that are important to the parents.

Last but not least, the parents are free to contact their child's
teacher to discuss their particular child's progress. Chester Barrows'
faculty welcomes the parents to discuss progress and concerns they may
have. The faculty believes that only with a true partnership with the
parents can the children of Chester Barrows' achieve the goal of being a
"life long learner."

4\. **Sharing Successful Strategies**

The teachers at Chester Barrows have shared their successes with other
schools using various avenues. The school has two math lead teachers for
the primary and intermediate grades. One of their roles is to share the
teachers' accomplishments with other schools. They bring samples of
student work or lessons that have been successful. In addition to the
lead teachers, the faculty has the opportunity to share their successes
at grade level "swap meets". The teachers throughout the district get
together at these meetings and share strategies, lessons, and ideas that
worked in their classes. The monthly faculty meeting is another place
where our principal describes the positive strategies being used
throughout the building. The teachers work closely with the support
specialists such as the literacy and resource teachers. These
specialists visit other schools in the district and relate the
strategies and programs that worked well at this school. The itinerant
staff of art, music, library, technology and physical education meets
within their departments and share ideas, lesson plans, strategies, and
rubrics that have been successful at Chester Barrows. The teachers also
participate in a teacher exchange program. They observe each other's
classes to see new teaching techniques and offer support to one another.

The teachers at Chester Barrows have a common philosophy to be partners
with each other and the surrounding schools. It is their belief that by
sharing ideas can we better promote high academic achievement and a
well-rounded student who is successful.

# PART V -- CURRICULUM AND INSTRUCTION

1\. **Core Curriculum Areas**

Knowing that literacy is essential to all learning, Chester Barrows
School makes it the core of all instruction. The reading/ language arts
curriculum, with its writing component, varies from grade to grade with
several programs overlapping. In kindergarten and grade one, the Kid
Writing Program is an integral part of daily journal writing. It allows
the teacher to focus on phonics in the context of writing. In this
program, children's writing offers personal, meaningful and effective
opportunities for phonics instruction. In addition, it is an important
component of a balanced literacy program. The 4-Square writing method,
which is used "loosely" in grades 1 and 2, is the backbone of writing in
the intermediate grades. This method provides students with critical
strategies needed to plan and organize their writing, thus transforming
reluctant writers into confident writers. The Six Traits Plus One is
another writing program used in the intermediate grades, especially in
grade five. This program allows the students to expand their writing
skills and gives their writing more depth. Writing is an important facet
of our language arts program. Both the reading and resource teachers
provide support to ensure that the needs of all students are met. The
teachers believe that it is a vital form of expression and communication
required in education and business. It is also the critical component of
authentic assessment of language arts.

The other essential component of the literacy curriculum is our reading
program. With the guidance of our reading consultant, the teachers work
diligently to develop successful, fluent readers. It is the balanced
approach, using explicit strategies. In both small group and guided
reading instruction, the teachers create a risk free environment that
enables students to thrive to meet their utmost potential.

As with the reading /language arts program, a research based mathematics
program is utilized in grades kindergarten through grade five. The
Investigations program is designed to help the children learn
mathematical concepts by exploring problems and discovering major
mathematical ideas. The uniformed approach gives the students clear
mathematical experiences through all the grade levels. Mathematical
problem solving is also a focus in each class on a daily basis. (This is
discussed in detail in part 5 \# 3.)

Science and social studies are taught with a literacy approach. The
teachers insure that each student understands the material that is
presented at their grade level. Integrating the core reading and writing
components into their lessons allows the teachers to develop important
content area reading and writing.

In order to develop a well-rounded student and citizen, the guidance
counselor at Chester Barrows delivers developmental guidance lessons.
One of the major components of the counseling curriculum centers on
career development. Students are exposed to different career
opportunities and how these careers influence their education and
life-style choices. Other essential themes include teamwork,
decision-making, responsibility, good work habits and the importance of
continuous learning and education. Many community resources, including
parents, local professionals, and other educational facilities are used
to provide an all-encompassing program.

Throughout the day, regardless of the subject, the students at Chester
Barrows are well aware of the standards and GLE's (grade level
expectations) taught in each of the core subjects. These standards
insure that the teachers are accountable for their teaching and the
students are accountable for their learning.

A key component that makes our school a model of success is the
compassionate approach of each teacher, coupled with the most up to date
instructional strategies we deliver to our students on a daily basis. We
provide a nurturing, safe environment, which encourages all of our
students to take the risk to be a successful learner.

2\. **Reading Curriculum and Instruction**

The reading curriculum at Chester Barrows School is a balanced literacy
program directly aligned to Rhode Island's grade level expectations.
Instruction and assessment are standards based. We foster a strong
literacy foundation beginning in kindergarten that focuses on phonemic
awareness, phonics, fluency, vocabulary and comprehension. This literacy
curriculum consists of integrated writing, reading, speaking and
listening disciplines. We teach in effective print-rich classroom
environments. Our balanced approach includes direct instruction where we
teach explicit concepts and guided instruction where we allow our
children to construct new concepts in a meaningful active way,
practicing what they learn. We employ both peer grouping and flexible
grouping to meet individual needs. We use literature circles and guided
reading materials throughout the school. The children at Barrows are
motivated, encouraged, and free to take risks in their learning.

This curriculum is taught in an explicit (logical), systematic and
sequential order. It is our assessment of every child that drives
instruction and enables us to meet his or her needs. Through our
Professional Development Institute we are trained in and follow the
University of Virginia's Phonemic Awareness Literacy Screening program
that pinpoints the exact area where a child is in need, as early as
kindergarten. To address these needs, we employ the "I-READ" program.
This comprehensive and balanced approach includes phonemic awareness,
(the key component to a child's ability to read), phonics, and whole
language for the primary student. Our emphasis is upon content area
reading and using informational texts for gaining understanding at the
intermediate grade levels. A summer literacy program and our after
school Literacy Academy fill in the gap for the at-risk students. We
employ Kid Writing, 4-Square and the 6 Traits of Writing strategies from
kindergarten through grade five.

This is our multi-faceted approach to meeting our goal to have every
child reading at or above grade level. This program was chosen as part
of a district wide initiative. It is based on the most current
empirical, level three research and best practice.

3.**Mathematics and Problem Solving**

Our mathematics curriculum is designed around the Rhode Island state
mathematics standards. Problem solving has been chosen as an integral
part of Chester Barrows' Mission Statement and is reflected in the goals
of the School Improvement Plan. The entire staff is committed to
enhancing the existing curriculum by emphasizing the importance of
problem solving to prepare students as life-long learners, responsible
citizens and productive workers.

Implementing problem solving strategies at Barrows is a continuous
process beginning in kindergarten. At this level, we introduce
strategies that we practice through daily routines, teaching, modeling
and acting out. The basic framework is established. In first grade, the
students begin to apply the strategies using a more formal approach. The
Problem Solver, which is a systematic instructional program designed to
help students become confident and competent problem solvers, is one of
the tools used to expand the students' problem solving abilities. This
program is continued in the second grade. At this level, the students
work in small groups to choose an appropriate strategy to help them
solve the problem. Individual binders are kept to organize and reinforce
the implementation of methods and strategies. A problem is sent home
weekly to foster family involvement. In the third grade, the process
becomes more independent and complex as students copy a problem from the
board containing grammatical, mechanical and spelling errors, which they
correct in addition to choosing an appropriate strategy and solving the
problem. They must also put their answer in a complete sentence. At the
fourth and fifth grade levels, problem solving becomes more intense.
Students need to be able to communicate their answers and show an
attention to details. Explanations should be accurate and must provide
clear information.

The success of this school wide endeavor is evidenced in our state
assessment results. Our problem solving scores have met or exceeded the
standards since 1998.

4\. **Instructional Strategies**

The staff at Chester Barrows School uses a multitude of instructional
strategies to improve student learning. A few of our most successful
teaching methods include our ability to cross the curriculum in all
subjects and to use collaborative teaching as an approach to help our
children become active, excited learners.

Our staff uses a variety of personnel, materials and activities. These
include community/ parent guest speakers, cultural arts programs, peer
tutoring and hands-on activity centers suitable for a wide range of
ability levels. These help to keep each child involved, interested and
successful.

Teachers use fiction and nonfiction selections of high interest that
incorporate all areas of the curriculum including writing. Teachers
assess strengths and weaknesses and, guided by rubrics and criteria
charts, plan various activities that focus on specific skills.

Students use the computers often to present their written work for
stories, poetry, science and social studies projects, and some classes
even exchange ideas using e-mail. Many classes use the Internet for
research and slide presentations.

Itinerant and resource teachers play a vital role in the classroom.
Materials and advice from the librarian, art, and music teachers are
used for collaborative projects.

Chester Barrows' staff members feel strongly that all the students are
ours to educate and nurture from kindergarten through grade five. We
feel that we need to work collectively to expand the previous years\'
knowledge to improve the academic ability of each child in her/his best
interest. After all -- learning is a life long process and we know that
a child who has learned to discover solutions using many different
strategies has a solid foundation and will be a life long learner and a
solid citizen.

**5. Professional Development and Student Achievement**

Professional development gives the teachers the opportunity to enhance
instruction, enrich personal growth, and develop collaboration and
interaction with our colleagues.

Often, the teachers at Chester Barrows School continue their school day
as they attend meaningful workshops that are based on literacy or
mathematics. They examine new techniques that enable them to be more
successful in their classroom and they share these new practices with
their colleagues. These research-based ideas add to sound practices
already utilized in the classroom and they also add to the excitement of
student learning.

Workshops in mathematics are designed to aid classroom teachers in the
area of problem solving. They offer new approaches that enhance student
understanding of mathematical concepts.

Cranston Public School's Professional Development Institute provides
after school workshops, all-day conferences, summer institutes and
graduate level course work. Chester Barrows' teachers very often exceed
the required eight hours of professional development mandated by the
Cranston School Department.

RHODE ISLAND STATE ASSESSMENT PROGRAM

**[NEW STANDARDS REFERENCE EXAMINATIONS]{.underline}**

English Language Arts

The Data Display Tables are illustrated on the following pages.

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

Edition/publication year [2001,2002,2003,2004]{.underline} Publisher
[Harcourt Assessment Company]{.underline}

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

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

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

The New Standards Reference Examinations assess how well students have
learned what the Performance Standards say they should have learned.
[New Standards]{.underline} (National Center on Education and the
Economy and the University of Pittsburgh) has been and continues to be a
pioneer in developing Performance Standards and assessments designed to
measure student achievement of these standards.

The level of the student's performance is determined according to the
following scale:

-   Achieved the Standard with Honors

> \* A student who "Achieved the Standards with Honors" performed at a
> higher level than the standard on a consistent basis.

-   Achieved the Standard

> \* A student who "Achieved the Standard" performed at a level of the
> standard on a consistent basis.

-   Nearly Achieved the Standard

> \* A student who "Nearly Achieved the Standard" showed some evidence
> of performing at the level of the standard, but overall the
> performance did not consistently meet the standard.

-   Below the Standard

> \* A student who obtained "Below the Standard" showed some attempt to
> respond but the number of successful responses was minimal, and all
> too often the responses were incomplete.

\* Little Evidence of Achievement

> \* A student who showed "Little Evidence of Achievement" showed almost
> no attempt to respond, as evidenced by numerous blank answers,
> entirely unsuccessful answers, and incomplete answers.

The data in this application includes the top three levels of
performance.

Data Display Table

RHODE ISLAND STATE ASSESSMENT PROGRAM

ENGLISH LANGUAGE ARTS REFERENCE EXAMINATION

READING - BASIC UNDERSTANDING

GRADE 4

+----------------------------------------+-------+------+------+------+
|                                        | 2003- | 2    | 2    | 2    |
|                                        |       | 002- | 001- | 000- |
|                                        | 2004  |      | 2002 |      |
|                                        |       | 2003 |      | 2001 |
+----------------------------------------+-------+------+------+------+
| Testing Month                          | March | M    | May  | M    |
|                                        |       | arch |      | arch |
+----------------------------------------+-------+------+------+------+
| # SCHOOL SCORES                        |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 100%  | 94%  | 100% | 100% |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 71%   | 52%  | 76%  | 76%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 20%   | 29%  | 12%  | 16%  |
+----------------------------------------+-------+------+------+------+
| Number of students tested              | 41    | 47   | 41   | 45   |
+----------------------------------------+-------+------+------+------+
| Percent of total students tested       | 100%  | 100% | 100% | 100% |
+----------------------------------------+-------+------+------+------+
| Number of students excluded            | 0     | 0    | 0    | 0    |
+----------------------------------------+-------+------+------+------+
| Percent of students excluded           | 0%    | 0%   | 0%   | 0%   |
+----------------------------------------+-------+------+------+------+
| #                                      |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| #  SUBGROUP SCORES                     |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1.  **Eligible for Free & Reduced**    |       |      |      |      |
|                                        |       |      |      |      |
| **Meals**                              |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 99%   | 100% | 100% | 98%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 77%   | 79%  | 72%  | 70%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 14%   | 16%  | 12%  | 11%  |
+----------------------------------------+-------+------+------+------+
| 1.  **Special Education**              |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 100%  | 99%  | 97%  | 100% |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 74%   | 88%  | 71%  | 73%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 12%   | 11%  | 3%   | 9%   |
+----------------------------------------+-------+------+------+------+
| 2.  **Ethnicity: Non-White**           |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 100%  | 100% | 100% | 100% |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 73%   | 88%  | 67%  | 72%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 13%   | 10%  | 25%  | 13%  |
+----------------------------------------+-------+------+------+------+
| #                                      |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| # STATE SCORES                         |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 87%   | 82%  | 88%  | 85%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 57%   | 50%  | 57%  | 56%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 16%   | 19%  | 17%  | 15%  |
+----------------------------------------+-------+------+------+------+

Data Display Table

RHODE ISLAND STATE ASSESSMENT PROGRAM

ENGLISH LANGUAGE ARTS REFERENCE EXAMINATION

READING -- ANALYSIS AND INTERPRETATION

GRADE 4

+----------------------------------------+-------+------+------+------+
|                                        | 2003- | 2    | 2    | 2    |
|                                        |       | 002- | 001- | 000- |
|                                        | 2004  |      | 2002 |      |
|                                        |       | 2003 |      | 2001 |
+----------------------------------------+-------+------+------+------+
| Testing Month                          | March | M    | May  | M    |
|                                        |       | arch |      | arch |
+----------------------------------------+-------+------+------+------+
| # SCHOOL SCORES                        |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 98%   | 98%  | 100% | 100% |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 76%   | 54%  | 83%  | 76%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 10%   | 15%  | 10%  | 2%   |
+----------------------------------------+-------+------+------+------+
| Number of students tested              | 41    | 47   | 41   | 45   |
+----------------------------------------+-------+------+------+------+
| Percent of total students tested       | 100%  | 100% | 100% | 100% |
+----------------------------------------+-------+------+------+------+
| Number of students excluded            | 0     | 0    | 0    | 0    |
+----------------------------------------+-------+------+------+------+
| Percent of students excluded           | 0%    | 0%   | 0%   | 0%   |
+----------------------------------------+-------+------+------+------+
| #                                      |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| #  SUBGROUP SCORES                     |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 3.  **Eligible for Free & Reduced**    |       |      |      |      |
|                                        |       |      |      |      |
| **Meals**                              |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 100%  | 98%  | 100% | 98%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 80%   | 63%  | 68%  | 78%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 12%   | 7%   | 21%  | 0%   |
+----------------------------------------+-------+------+------+------+
| 4.  **Special Education**              |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 96%   | 97%  | 98%  | 99%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 68%   | 63%  | 76%  | 68%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 4%    | 8%   | 2%   | 0%   |
+----------------------------------------+-------+------+------+------+
| 5.  **Ethnicity: Non-White**           |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 100%  | 100% | 100% | 100% |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 70%   | 71%  | 78%  | 75%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 2%    | 6%   | 3%   | 0%   |
+----------------------------------------+-------+------+------+------+
| #                                      |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| # STATE SCORES                         |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 86%   | 83%  | 84%  | 83%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 55%   | 49%  | 54%  | 54%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 7%    | 8%   | 6%   | 4%   |
+----------------------------------------+-------+------+------+------+

Data Display Table

RHODE ISLAND STATE ASSESSMENT PROGRAM

ENGLISH LANGUAGE ARTS REFERENCE EXAMINATION

WRITING EFFECTIVENESS

GRADE 4

+----------------------------------------+-------+------+------+------+
|                                        | 2003- | 2    | 2    | 2    |
|                                        |       | 002- | 001- | 000- |
|                                        | 2004  |      | 2002 |      |
|                                        |       | 2003 |      | 2001 |
+----------------------------------------+-------+------+------+------+
| Testing Month                          | March | M    | May  | M    |
|                                        |       | arch |      | arch |
+----------------------------------------+-------+------+------+------+
| # SCHOOL SCORES                        |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 99%   | 95%  | 93%  | 91%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 46%   | 85%  | 41%  | 53%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 51%   | 0%   | 37%  | 7%   |
+----------------------------------------+-------+------+------+------+
| Number of students tested              | 41    | 47   | 41   | 45   |
+----------------------------------------+-------+------+------+------+
| Percent of total students tested       | 100%  | 100% | 100% | 100% |
+----------------------------------------+-------+------+------+------+
| Number of students excluded            | 0     | 0    | 0    | 0    |
+----------------------------------------+-------+------+------+------+
| Percent of students excluded           | 0%    | 0%   | 0%   | 0%   |
+----------------------------------------+-------+------+------+------+
| #                                      |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| #  SUBGROUP SCORES                     |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 6.  **Eligible for Free & Reduced**    |       |      |      |      |
|                                        |       |      |      |      |
| **Meals**                              |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 100%  | 99%  | 97%  | 95%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 61%   | 68%  | 61%  | 56%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 23%   | 0%   | 17%  | 2%   |
+----------------------------------------+-------+------+------+------+
| 7.  **Special Education**              |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 98%   | 94%  | 97%  | 85%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 69%   | 64%  | 72%  | 52%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 8%    | 0%   | 0%   | 0%   |
+----------------------------------------+-------+------+------+------+
| 8.  **Ethnicity: Non-White**           |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 94%   | 80%  | 100% | 97%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 61%   | 71%  | 74%  | 42%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 19%   | 0%   | 12%  | 2%   |
+----------------------------------------+-------+------+------+------+
| #                                      |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| # STATE SCORES                         |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 87%   | 77%  | 77%  | 79%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 56%   | 60%  | 49%  | 54%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 19%   | 3%   | 10%  | 7%   |
+----------------------------------------+-------+------+------+------+

Data Display Table

RHODE ISLAND STATE ASSESSMENT PROGRAM

ENGLISH LANGUAGE ARTS REFERENCE EXAMINATION

WRITING CONVENTIONS

GRADE 4

+----------------------------------------+-------+------+------+------+
|                                        | 2003- | 2    | 2    | 2    |
|                                        |       | 002- | 001- | 000- |
|                                        | 2004  |      | 2002 |      |
|                                        |       | 2003 |      | 2001 |
+----------------------------------------+-------+------+------+------+
| Testing Month                          | March | M    | May  | M    |
|                                        |       | arch |      | arch |
+----------------------------------------+-------+------+------+------+
| # SCHOOL SCORES                        |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 97%   | 88%  | 94%  | 83%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 63%   | 67%  | 68%  | 56%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 5%    | 2%   | 2%   | 7%   |
+----------------------------------------+-------+------+------+------+
| Number of students tested              | 41    | 47   | 41   | 45   |
+----------------------------------------+-------+------+------+------+
| Percent of total students tested       | 100%  | 100% | 100% | 100% |
+----------------------------------------+-------+------+------+------+
| Number of students excluded            | 0     | 0    | 0    | 0    |
+----------------------------------------+-------+------+------+------+
| Percent of students excluded           | 0%    | 0%   | 0%   | 0%   |
+----------------------------------------+-------+------+------+------+
| #                                      |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| #  SUBGROUP SCORES                     |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 9.  **Eligible for Free & Reduced**    |       |      |      |      |
|                                        |       |      |      |      |
| **Meals**                              |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 97%   | 82%  | 96%  | 97%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 74%   | 55%  | 63%  | 78%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 2%    | 0%   | 0%   | 3%   |
+----------------------------------------+-------+------+------+------+
| 10. **Special Education**              |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 100%  | 97%  | 95%  | 97%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 78%   | 74%  | 64%  | 62%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 0%    | 0%   | 0%   | 0%   |
+----------------------------------------+-------+------+------+------+
| 11. **Ethnicity: Non-White**           |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 98%   | 96%  | 96%  | 98%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 66%   | 62%  | 64%  | 67%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 3%    | 0%   | 0%   | 5%   |
+----------------------------------------+-------+------+------+------+
| #                                      |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| # STATE SCORES                         |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 80%   | 68%  | 79%  | 75%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 54%   | 53%  | 53%  | 50%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 5%    | 3%   | 5%   | 4%   |
+----------------------------------------+-------+------+------+------+

# RHODE ISLAND STATE ASSESSMENT PROGRAM

# NEW STANDARDS REFERENCE EXAMINATIONS

## Mathematics

The Data Display Tables are illustrated on the following pages.

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

Edition/publication year [2001,2002,2003,2004]{.underline} Publisher
[Harcourt Assessment Company]{.underline}

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

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

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

The New Standards Reference Examination in Mathematics measures how well
the student is doing against standards of performance. In each area
assessed, mathematical skills, mathematical concepts, and problem
solving, students receive one of five possible scores:

-   **Achieved the Standard with Honors** -- performed at a higher level
    than the standard on a consistent basis.

-   **Achieved the Standard** -- performed at a level of the standard at
    a consistent level.

-   **Nearly Achieved the Standard** -- showed some evidence of
    performing at the level of the standard, but overall the
    performances did not consistently meet the standard.

-   **Below the Standard** -- showed some attempt to respond but the
    number of successful responses were minimal, and all too often the
    responses were incomplete.

-   **Little Evidence of Achievement** -- showed almost no attempt to
    respond, as evidenced by numerous blank answers, entirely
    unsuccessful answers, and incomplete answers.

The data includes the top three levels of performance.

Data Display Table

RHODE ISLAND STATE ASSESSMENT PROGRAM

ENGLISH LANGUAGE ARTS REFERENCE EXAMINATION

MATHEMATICAL SKILLS

GRADE 4

+----------------------------------------+-------+------+------+------+
|                                        | 2003- | 2    | 2    | 2    |
|                                        |       | 002- | 001- | 000- |
|                                        | 2004  |      | 2002 |      |
|                                        |       | 2003 |      | 2001 |
+----------------------------------------+-------+------+------+------+
| Testing Month                          | March | M    | May  | M    |
|                                        |       | arch |      | arch |
+----------------------------------------+-------+------+------+------+
| # SCHOOL SCORES                        |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 100%  | 100% | 100% | 98%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 27%   | 38%  | 44%  | 53%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 73%   | 58%  | 54%  | 27%  |
+----------------------------------------+-------+------+------+------+
| Number of students tested              | 41    | 47   | 44   | 45   |
+----------------------------------------+-------+------+------+------+
| Percent of total students tested       | 100%  | 100% | 100% | 100% |
+----------------------------------------+-------+------+------+------+
| Number of students excluded            | 0     | 0    | 0    | 0    |
+----------------------------------------+-------+------+------+------+
| Percent of students excluded           | 0%    | 0%   | 0%   | 0%   |
+----------------------------------------+-------+------+------+------+
| #                                      |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| #  SUBGROUP SCORES                     |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 12. **Eligible for Free & Reduced**    |       |      |      |      |
|                                        |       |      |      |      |
| **Meals**                              |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 100%  | 100% | 100% | 99%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 50%   | 53%  | 43%  | 63%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 50%   | 44%  | 55%  | 18%  |
+----------------------------------------+-------+------+------+------+
| 13. **Special Education**              |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 100%  | 99%  | 100% | 100% |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 60%   | 65%  | 70%  | 69%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 40%   | 30%  | 25%  | 10%  |
+----------------------------------------+-------+------+------+------+
| 14. **Ethnicity: Non-White**           |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 100%  | 100% | 100% | 82%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 45%   | 53%  | 56%  | 58%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 55%   | 47%  | 41%  | 13%  |
+----------------------------------------+-------+------+------+------+
| #                                      |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| # STATE SCORES                         |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 89%   | 84%  | 87%  | 83%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 44%   | 48%  | 43%  | 41%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 26%   | 15%  | 23%  | 19%  |
+----------------------------------------+-------+------+------+------+

Data Display Table

RHODE ISLAND STATE ASSESSMENT PROGRAM

ENGLISH LANGUAGE ARTS REFERENCE EXAMINATION

MATHEMATICAL CONCEPTS

GRADE 4

+----------------------------------------+-------+------+------+------+
|                                        | 2003- | 2    | 2    | 2    |
|                                        |       | 002- | 001- | 000- |
|                                        | 2004  |      | 2002 |      |
|                                        |       | 2003 |      | 2001 |
+----------------------------------------+-------+------+------+------+
| Testing Month                          | March | M    | May  | M    |
|                                        |       | arch |      | arch |
+----------------------------------------+-------+------+------+------+
| # SCHOOL SCORES                        |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 100%  | 96%  | 98%  | 92%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 46%   | 29%  | 54%  | 38%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 49%   | 48%  | 20%  | 18%  |
+----------------------------------------+-------+------+------+------+
| Number of students tested              | 41    | 47   | 41   | 45   |
+----------------------------------------+-------+------+------+------+
| Percent of total students tested       | 100%  | 100% | 100% | 100% |
+----------------------------------------+-------+------+------+------+
| Number of students excluded            | 0     | 0    | 0    | 0    |
+----------------------------------------+-------+------+------+------+
| Percent of students excluded           | 0%    | 0%   | 0%   | 0%   |
+----------------------------------------+-------+------+------+------+
| #                                      |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| #  SUBGROUP SCORES                     |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 15. **Eligible for Free & Reduced**    |       |      |      |      |
|                                        |       |      |      |      |
| **Meals**                              |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 100%  | 100% | 100% | 95%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 48%   | 43%  | 46%  | 62%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 52%   | 11%  | 40%  | 12%  |
+----------------------------------------+-------+------+------+------+
| 16. **Special Education**              |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 100 % | 100% | 97%  | 98%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 79%   | 73%  | 68%  | 59%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 16%   | 14%  | 10%  | 8%   |
+----------------------------------------+-------+------+------+------+
| 17. **Ethnicity: Non-White**           |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 100 % | 100% | 100% | 100% |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 49%   | 52%  | 71%  | 68%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 48%   | 39%  | 25%  | 22%  |
+----------------------------------------+-------+------+------+------+
| #                                      |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| # STATE SCORES                         |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 77 %  | 62%  | 73%  | 67%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 37%   | 26%  | 34%  | 29%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 7%    | 8%   | 6%   | 4%   |
+----------------------------------------+-------+------+------+------+

Data Display Table

RHODE ISLAND STATE ASSESSMENT PROGRAM

ENGLISH LANGUAGE ARTS REFERENCE EXAMINATION

MATHEMATICS -- PROBLEM SOLVING

GRADE 4

+----------------------------------------+-------+------+------+------+
|                                        | 2003- | 2    | 2    | 2    |
|                                        |       | 002- | 001- | 000- |
|                                        | 2004  |      | 2002 |      |
|                                        |       | 2003 |      | 2001 |
+----------------------------------------+-------+------+------+------+
| Testing Month                          | March | M    | May  | M    |
|                                        |       | arch |      | arch |
+----------------------------------------+-------+------+------+------+
| # SCHOOL SCORES                        |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 97%   | 87%  | 71%  | 65%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 29%   | 21%  | 22%  | 20%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 61%   | 60%  | 37%  | 18%  |
+----------------------------------------+-------+------+------+------+
| Number of students tested              | 41    | 47   | 41   | 45   |
+----------------------------------------+-------+------+------+------+
| Percent of total students tested       | 100%  | 100% | 100% | 100% |
+----------------------------------------+-------+------+------+------+
| Number of students excluded            | 0     | 0    | 0    | 0    |
+----------------------------------------+-------+------+------+------+
| Percent of students excluded           | 0%    | 0%   | 0%   | 0%   |
+----------------------------------------+-------+------+------+------+
| #                                      |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| #  SUBGROUP SCORES                     |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 18. **Eligible for Free & Reduced**    |       |      |      |      |
|                                        |       |      |      |      |
| **Meals**                              |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 97%   | 92%  | 94%  | 92%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 36%   | 45%  | 56%  | 37%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 41%   | 33%  | 17%  | 7%   |
+----------------------------------------+-------+------+------+------+
| 19. **Special Education**              |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 100%  | 97%  | 97%  | 94%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 65%   | 54%  | 46%  | 48%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 25%   | 21%  | 14%  | 0%   |
+----------------------------------------+-------+------+------+------+
| 20. **Ethnicity: Non-White**           |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 99%   | 98%  | 100% | 95%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 29%   | 43%  | 48%  | 28%  |
+----------------------------------------+-------+------+------+------+
| 3\. Achieved the Standard with Honors  | 52%   | 45%  | 30%  | 5%   |
+----------------------------------------+-------+------+------+------+
| #                                      |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| # STATE SCORES                         |       |      |      |      |
+----------------------------------------+-------+------+------+------+
| 1\. Nearly Achieved the Standard       | 56%   | 33%  | 46%  | 38%  |
+----------------------------------------+-------+------+------+------+
| 2\. Achieved the Standard              | 24%   | 17%  | 19%  | 16%  |
+----------------------------------------+-------+------+------+------+
| 3 Achieved the Standard with Honors    | 14%   | 9%   | 9%   | 6%   |
+----------------------------------------+-------+------+------+------+