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

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

**Cover Sheet**

Name of Principal [Ms. Nancy Sing-Bock]{.underline}

Official School Name [P.S. 51 The Elias Howe School]{.underline}

School Mailing Address [520 West 45^th^ Street]{.underline}

City [New York]{.underline} State [NY]{.underline} Zip Code
[10036-3401]{.underline}

Tel. [( 212) 757-3067]{.underline} Fax [(212) 582-8661]{.underline}

Website/URL [N/A]{.underline} E-mail <nbock@nycboe.net>

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. Barbara A. Gambino]{.underline}

District Name [Two]{.underline}\-\--Region [Nine]{.underline} Tel. [(
212 ) 356-3744]{.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. Brian V.
Ellner]{.underline}

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

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

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

*\*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: 26 Elementary schools

16 Middle schools

0 Junior high schools

6 High schools

0 Other (Briefly explain)

48 TOTAL

2\. District Per Pupil Expenditure: [\$10,933]{.underline}

Average State Per Pupil Expenditure: [\$12,265]{.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\. [Two]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**       24        22                     **46**       **7**                             

  **1**       28        22                     **50**       **8**                             

  **2**       14        27                     **41**       **9**                             

  **3**       20        24                     **44**       **10**                            

  **4**       25        15                     **40**       **11**                            

  **5**       20        14                     **34**       **12**                            

  **6**                                                     Pre K       8         10          18

                                    **TOTAL                                                   273
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 8.7 % White

the students in the school: 14.8 % Black or African American

63.5 % Hispanic or Latino

13.0 % Asian/Pacific Islander

\- 0.0 % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year: 22 %

> (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 54
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 10
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        64
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    293
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     22%
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    22%
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: 14 %

Total Number Limited English Proficient 47

Number of languages represented: 7

Specify languages: Arabic Chinese Farsi

Japanese Singhalese Spanish Tagalong

9\. Students eligible for free/reduced-priced meals: 86.1 %

Total Number Students Who Qualify 282

> 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 9%

Total Number of Students Served 34

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

\_\_0\_\_Autism \_\_0\_\_Orthopedic Impairment

\_\_0\_\_Deafness \_\_0\_\_Other Health Impaired

\_\_0\_\_Deaf-Blindness [21]{.underline} Specific Learning Disability

\_\_0\_\_Hearing Impairment [12]{.underline} Speech or Language
Impairment

\_\_0\_\_Mental Retardation \_\_0\_\_Traumatic Brain Injury

\_\_0\_\_Multiple Disabilities \_\_1\_\_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) 1 0

Classroom teachers 13 0

Special resource teachers/specialists 3 2

Paraprofessionals 6 0

> Support staff 22 0
>
> Total number 45 2

12\. Average school student-"classroom teacher" ratio: 1:25

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 [96%]{.underline}     [93.0%]{.underline}   [91.7%]{.underline}   [90.7%]{.underline}   [89.9%]{.underline}

  Daily teacher attendance [N/a]{.underline}     [95%]{.underline}     [94%]{.underline}     [94%]{.underline}     [N/a]{.underline}

  Teacher turnover rate    [20.0%]{.underline}   [20.0%]{.underline}   [15.0%]{.underline}   [N/a]{.underline}     [N/a]{.underline}

  Student dropout rate     [N/a]{.underline}     [N/a]{.underline}     [N/a]{.underline}     [N/a]{.underline}     [N/a]{.underline}

  Student drop-off rate    N/a                   N/a                   N/a                   N/a                   N/a
  ------------------------ --------------------- --------------------- --------------------- --------------------- ---------------------

**PART III ‑ SUMMARY**

P.S 51 is a small neighborhood school that strives to enrich the
educational and cultural experience of all our children in Pre-K through
fifth grade. Named after the inventor of the sewing machine, The Elias
Howe School is located in the former "Hell's Kitchen," currently renamed
Clinton Area, of Midtown Manhattan, on the west side of the borough in
New York City, in New York State. We are dedicated to meeting the needs
of our diverse and rich multicultural student population. We are a
community of learners where all children are encouraged to celebrate
their diversity, achieve academic and social success, and to develop
skills that will enable them to become active and responsible members of
society. Our standard for each child is to reach his/her maximum
potential and to emphasize the basic tenets of respect, compassion,
honesty, perseverance, and commitment to character development.

The total student population from Pre-K to grade five is 293. The
student ethnic composition consists of 63.6% Latino, 14.8%
African-American, 13.0% Asian and Middle Eastern, and 8.7% Caucasian.
Many of our newly enrolled students are recently immigrated from
Ecuador, Mexico, Pakistan, China, and Yemen. The school's average daily
attendance is 96%, and 86.1% of the school's population is eligible for
free lunch. The students are heterogeneously grouped within each grade
and supported by a pedagogical staff of 22 teachers for 13 classes. Of
the 22 teachers, 100% are certified and licensed, 40.9% have more than
five years experience, and more than 95.5% hold at least a Masters
Degree. 59.1% have been teaching in our school for at least two years.

Twenty-one students are supported by the resource room and 56 are
English Language Learners. Two part-time reading and math specialists
provide intensive instruction as needed in small-group/individual
settings. Students are supported by six paraprofessionals who are
assigned to individual students. Students are given the opportunity to
strengthen their literacy and mathematics skills during an after school
program that meets twice a week. Music, art, technology, and physical
education instruction are provided for all students.

We are fortunate to have the support of the parents who take an active
role in the education of their children. Parents volunteer in a variety
of ways in the school and participate in, workshops conducted by
teachers, on reading, writing, math and homework. Parents are our
partners in the education of our students.

The Elias Howe School collaborates with a number of arts partners
including Rosie's Broadway Kids, Studio In a School, Turtle Bay Music
School, City Lights Youth Theater, and The American Ballroom Theater. We
are also recipients of a grant through the auspices of NYU/Bellevue that
established a School Based Health Clinic. A Nurse Practitioner provides
physical exams, immunizations and prescriptions to all students whose
parents have consented to the service. The Nurse Practitioner conducts
monthly health chats for parents on a variety of topics. In addition,
Pediatrician Residents from Bellevue have been awarded a grant this
school year to implement an after school program for students in grades
3-5 on health, nutrition, self-esteem, and making choices.

In the school year 2002-2003, the Chancellor of New York City recognized
P.S. 51 as one of 209 schools that have made steady academic achievement
over the course of three years. We were awarded a Blackboard Award by
the publisher of two local newspapers: [Our Town]{.underline} and
[Westside Spirit]{.underline}. We were acclaimed as "A Rising Star
Public Elementary School." We strive to provide a nurturing environment
to meet the needs of all our students to achieve high academic
standards. P.S.. 51 is committed to improving the educational
opportunities of all our students.

> **PART IV -- INDICATORS OF ACADEMIC SUCCESS**
>
> 1\. New York City Schools are required to undertake mandated state
> assessments in English Language Arts and Mathematics in grade 4.
> Achievement is measured using a four-point scale, with Level 4
> exceeding standards, Level 3 meeting the standards, Level 2 partially
> proficient in the standards and Level 1 not proficient in the
> standards.

An analysis of the New York State English Language Arts data for our
school shows that we consistently score above the New York City average,
with increases in our overall scores each year.

The most recent available English Language Arts data shows that 31.7% of
grade 4 children exceeded the standards and scored at Level 4. 41.5% met
the standards, scoring at Level 3. This is a total of 73.2% of all grade
4 students eligible to take the English Language Arts test performing at
or above the New York State Standards. Only 2.4% of eligible students
were at Level 1. This represented one child in our cohort of grade 4
students. 24.4% of children were at Level 2. These children received
intensive support the following year to support them in achieving the
standards.

The most recent available data for the New York State Mathematics
Assessment shows that 25% of grade 4 children exceeded the standards.
52.5% of children met the standards. 22.5% of students scored at Level
2, demonstrating that they were partially proficient in the standards.
None of our grade 4 children were not proficient in the math standards.
We have made steady improvements in achievement at Level 4, exceeding
the standards, over the past several years.

> English Language Learners represent a large proportion of our student
> population. In 2002, New York State introduced a new assessment, the
> New York State English as a Second Language Achievement Test
> (NYSESLAT). The NYSESLAT tests children on speaking, listening,
> reading, and writing as discrete units and as a combination. It is
> used to determine service allotments for English Language Learners as
> well as funding for licensed teachers. Of the students who were
> tested, 7 were assessed as beginners, 20 intermediate and 10 advanced.
> Two children were assessed as beyond advanced and were no longer
> eligible for ELL servicing. Over the course of the year, the majority
> of students improved and moved from the beginner to at least the
> intermediate level. All intermediate level students either moved to
> the advanced level or graduated from the program.
>
> 2\. PS 51 uses a variety of assessments to measure the academic
> achievement of our children. These include mandated state and city
> assessments, school wide assessments and informal assessments. In
> addition to the state fourth-grade English Language Arts (ELA) and
> Mathematics tests, the Department of Education in New York City
> requires that students in Kindergarten to Grade 3 be assessed in
> reading twice a year. Grade K-3 teachers administer the ECLAS 2 (Early
> Childhood Literacy Assessment System) in fall and spring. This school
> year our new chancellor has instituted formal interim assessments
> created by Princeton Review in reading and math for Grades 3-8.
> Ongoing teacher made assessments include reading, writing and math
> conference records, running records and end of unit assessments.
> During monthly grade conferences, teachers, providers and the
> Principal meet to analyze student achievement from on-going assessment
> and class work to provide additional support and interventions to
> those children that need it. In addition Grade 2 and 3 children
> undertake the E-PAL, a citywide writing assessment that is used by
> teachers to evaluate students' comprehension of texts and writing
> competence.
>
> 3\. PS 51 communicates student performance, including assessment data,
> to parents, students, and the community in a variety of ways. Our
> School Leadership Team and PTA meetings are conducted to share
> information about student and school progress toward meeting school
> goals. Parent-teacher conferences are scheduled in November and March
> each year. In addition, both parents and teachers can schedule
> meetings to discuss the achievement of students at any time. Teachers
> are committed to maintaining close communication with the families of
> our students regarding all areas of student progress. Report cards are
> prepared and sent home to the families of our students three (3) times
> during the year. The report cards must be returned with
> parent/guardian signatures. Meet the Teacher meetings are planned
> early in the school year to inform parents of curricular expectations,
> exams, and homework policy. Suggestions on how to help their children
> at home are given to ensure that parents become active partners in the
> education of their children. Parent workshops in reading, math,
> writing, interpreting test scores, and nutrition are conducted monthly
> to help parents understand how their children are being educated. In
> addition, our school-based health clinic and parent coordinator
> conduct meetings on a variety of topics. Our Pupil Personnel Team
> meets weekly to discuss at-risk students. Parents are informed about
> academic and social intervention strategies and/or services for their
> children.
>
> 4\. PS 51 shares our successes with other schools through our monthly
> newsletters that are distributed to parents, staff and other schools
> in our region. The New York City Department of Education website posts
> the annual report card of all schools and other information about our
> school. Schools throughout the city, state and other states visit our
> school to learn about the instructional practices we use to promote
> academic achievement. We have also had teachers present innovative
> practices and methodology at District and Regional
> meetings/conferences. Regular parent tours are held where prospective
> parents can view the school and meet the principal.

**PART V -- CURRICULUM AND INSTRUCTION**

1\. The curriculum at PS51 is assessment driven and child centered. Our
expectations of all children are high. New York City and State standards
are an integral part of the planning/teaching/assessing cycle. Students
receive instruction in English Language Arts, Mathematics, Social
Studies, Science, Technology, Health, and Physical Education and the
Arts.

At PS51 we believe that a Balanced Literacy Approach is the best way for
our children to become proficient life long readers and writers. Our
literacy program is assessment driven and child centered. The
connections between reading and writing are explicit. Genre studies and
author studies are used in Reading and Writing Workshops to help
children learn how to read and write in the genre. In addition, children
write and publish work of their own topic choice and genre. Interactive
Writing is an integral part of our K-2 writing. Children are scaffolded
to support them in learning how to write. Children are matched with
books at their instructional level to help them become proficient
readers.

The teaching of spelling and wordstudy is taught through an
investigative approach. As a staff we studied the teaching of spelling
and wordstudy in 2002-2003 and developed our own curriculum. We
recognize that phonics and phonemic awareness are important and these
are taught in the context of our reading and writing curriculum.

Mathematics instruction is based on the instructional materials and
texts of *TERC Investigations* in Number, Data and Space. A daily
mathematics block of 60 minutes is taught in all classes from K-5. The
TERC program consists of a mini lesson, investigation, share and choice
time. Homework reflects the concepts taught in class. Assessment is
ongoing and drives the instruction. Classroom teachers conduct end of
unit, mid year and end of year assessments.

At PS51 we believe that children learn best when the content is taught
in context. To this end, science and social studies are taught by
classroom teachers as part of the classroom curriculum. Whenever
possible, science and social studies are integrated into the classroom
curriculum. We use the New York City Standards to select studies.
Teachers in the same grade level plan together to ensure that standards
are met and that there is a consistent approach between classes.

The Arts are an important part of the curriculum at PS51. We are located
in the heart of Broadway, America's premier arts and entertainment
community. All children attend weekly art and music sessions with
specialist teachers. In addition to school based art and music
curricula, the Elias Howe School collaborates with Rosie's Broadway
Kids, Studio In a School, Turtle Bay Music School, City Lights Youth
Theater, and The American Ballet Theater to provide a rich arts
curriculum for our children.

It is important for children to develop technology literacy. To this
end, our children attend weekly computer classes with a specialist
computer teacher. Children learn keyboarding as well as how to use
different computer programs to enhance their learning. Word processing
is used for publishing student work. We have recently purchased digital
cameras and these are being used with PowerPoint to create presentations
of children's work as well as class trips and special events.

All students receive instruction in Health and Physical Education.

2\. PS51 uses a balanced literacy approach to the teaching of reading.
Students read a variety of authentic leveled literature in varied
genres. During the 140 minute literacy block, the following components
of reading are used to instruct students on their level: shared reading,
read aloud, guided reading, and independent reading.

-   *Shared Reading*: Short texts (poems, rhymes, songs, articles) are
    carefully chosen by the teacher and presented in large text, placed
    on overhead transparency or provided for each student. The text is
    chunked by the teacher to model specific reading and writing
    strategies.

-   *Read Aloud:* The teacher chooses a text, usually grade level or one
    grade higher, and reads aloud the text to the class. The teacher
    models fluent reading behavior and the skills, strategies, and
    habits of good readers.

-   *Guided Reading:* The teacher leads small group instruction based on
    assessed needs.

Out of classroom teachers push in to classes during guided reading so
that two guided reading groups are worked with every day. Part time
teachers pull out small groups of students who need extra support. Our
reading program is designed to use differentiated instruction to address
the unique needs and learning styles of all students and to provide
additional help for students at risk, including English Language
Learners.

3\. Our curriculum is guided by the New York State Standards in all
curriculum areas. The curriculum is designed to celebrate the
multi-cultural diversity of the school population through studying the
cultures of the ethnic make-up of our students that we integrate in
social studies themes. Parents are invited to the school to be
interviewed by students about their immigration stories, and culture of
their countries. The integrated curriculum supports the mission of the
school to celebrate their diversity, achieve academic and social
success, and to develop skills that enable them to become active and
responsible members of society. We have an International Fall Festival
where parents bring food from their country and a Spring Festival where
classes perform songs and folk dances from around the world and foods
from many cultures reflect our school community.

4\. PS51 uses a variety of instructional methods to improve student
learning. For students at risk of not meeting standards and those who
have not met State Standards, the school has developed the following
Academic Intervention Service programs:

*Small Group Instruction, Push-In/Pull-Out --* This program focuses on
kindergarten to grade 5. The push-in teacher collaborates with the
classroom teacher and works with a group of 5-9 students in Guided
Reading. This allows the classroom teacher to see the lowest quartile in
reading every day. In addition, part-time teachers pull out at risk
students in small groups to work on reading and/or math.

*Extended Day twice per week for four hours --* Classes of no more than
12 identified students who need additional assistance in reading and
mathematics participate in the extended day program.

*Extensive Volunteer Program --* Students are read to one-on-one by
volunteers from local businesses and corporations during lunchtime.
America Reads college students, as well as student teachers from Fordham
University, New York Institute of Technology, New York University and
Parson's School of Design provide extra support to students.

5\. The school has a part-time literacy staff developer and a part-time
math staff developer who model lessons, coordinate study groups, assist
the staff in lesson planning, implementing the principles of learning,
and curriculum development. Teachers are encouraged to make
inter-visitations and attend conferences to further develop their
teaching practice. Professional development has a direct impact on
student achievement through the internalization of best practice and
strategies demonstrated that support differentiated learning.

In 2002-2003, PS 51 developed a school-wide spelling and word study
curriculum. As part of this initiative, staff members were asked to
reflect on their learning. Through these reflections and discussion with
teachers, it was decided to focus on developing a school wide writing
curriculum in 2003-2004. Through professional development, the staff has
been working on an in-depth study of writing, in particular writing
workshop, to strengthen and refine our practice. Professional books,
journals and videos have been utilized as well as reflection and
critically observing lessons and each other.

It should be noted, that whilst the focus has been on developing our
wordstudy and writing teaching and curriculum, the other components of
literacy have not been neglected. Individual teachers work with the
literacy staff developer to develop their own teaching and learning
based on their needs. Beginning teachers are the initial focus each
year, with the literacy staff developer working side by side with the
teacher to refine their practice. Foci have included shared reading,
independent reading conferences, guided reading, writing workshop,
wordstudy, planning and assessment, making the connections between
reading and writing explicit.

**PART VII - ASSESSMENT RESULTS**

> Grade 4
>
> New York State English Language Arts Test
>
> Edition/publication year2003 Publisher McGraw Hill
>
> Number of students in the grade in which the test was administered: 47
>
> Number of students who took the test: 41

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

> Beginning English Language Learners who had been in United States
> school for less than three years were not required to take the English
> Language Arts test as per New York State guidelines for English
> Language Learners.
>
> Number excluded 6 Percent excluded 13%
>
> New York City Schools are required to undertake mandated state
> assessments in English Language Arts and Mathematics in grades 4.
> Achievement is measured using a four-point scale, with Level 4
> exceeding standards, Level 3 meeting the standards, Level 2 partially
> proficient in the standards and Level 1 are not proficient in the
> standards.

**Reading (language arts or English)**

Please note: N/A means no data available

+-------------------------------------+-----+-----+-----+-----+-----+
|                                     | **2 | *   | *   | *   | *   |
|                                     | 002 | *20 | *20 | *19 | *19 |
|                                     | -** | 01- | 00- | 99- | 98- |
|                                     |     | 200 | 200 | 200 | 199 |
|                                     | **  | 2** | 1** | 0** | 9** |
|                                     | 200 |     |     |     |     |
|                                     | 3** |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Testing Month                       | Feb | Jan | Feb | Jan | Jan |
|                                     | 03  | 02  | 01  | 00  | 99  |
+-------------------------------------+-----+-----+-----+-----+-----+
| # SCHOOL SCORES                     |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Total -- Percent of students...     |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 1-not proficient in standards | 0   | 2   | 0   | 3   | 0   |
|                                     | .0% | .4% | .0% | .2% | .0% |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 2-partially proficient in     | 25  | 24  | 36  | 58  | 33  |
| standards                           | .9% | .4% | .4% | .1% | .3% |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 3-meeting the standards       | 59  | 41  | 59  | 38  | 66  |
|                                     | .3% | .5% | .1% | .7% | .7% |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 4-exceeding the standards     | 14  | 31  | 4   | 0   | 0   |
|                                     | .8% | .7% | .5% | .0% | .0% |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           | 41  | 41  | 31  | 21  | N/A |
|                                     |     | .22 |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Percent of total students tested    | 87% | N/A | N/A | N/A | N/A |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded         | 13% | N/A | N/A | N/A | N/A |
+-------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded        | 13% | N/A | N/A | N/A | N/A |
+-------------------------------------+-----+-----+-----+-----+-----+
| # Subgroup Scores                   |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| 1\. **Low Income**                  |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 1-not proficient in standards | 0   | 3   | 0   | N/A | N/A |
|                                     | .0% | .0% | .0% |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 2-particially proficient in   | 16  | 30  | 38  | N/A | N/A |
| standards                           | .0% | .3% | .1% |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 3-meeting the standards       | 60  | 36  | 57  | N/A | N/A |
|                                     | .0% | .4% | .1% |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 4-exceeding the standards     | 24  | 30  | 4   | N/A | N/A |
|                                     | .0% | .3% | .8% |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| 2\. **Hispanic**                    |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 1-not proficient in standards | 0   | 0   | 0   | N/A | N/A |
|                                     | .0% | .0% | .0% |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 2-particially proficient in   | 26  | 21  | 26  | N/A | N/A |
| standards                           | .6% | .1% | .7% |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 3-meeting the standards       | 60  | 42  | 66  | N/A | N/A |
|                                     | .0% | .1% | .6% |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 4-exceeding the standards     | 13  | 36  | 6   | N/A | N/A |
|                                     | .3% | .8% | .7% |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| 3\. **African American**            |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 1-not proficient in standards | 0   | 9   | 0   | N/A | N/A |
|                                     | .0% | .1% | .0% |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 2-particially proficient in   | 14  | 36  | 80  | N/A | N/A |
| standards                           | .2% | .4% | .0% |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 3-meeting the standards       | 57  | 45  | 20  | N/A | N/A |
|                                     | .1% | .4% | .0% |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 4-exceeding the standards     | 28  | 9   | 0   | N/A | N/A |
|                                     | .6% | .1% | .0% |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
|                                     |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| **State Scores**                    |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Total-- Percent of students...      |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 1-not proficient in standards | 0   | 2   | 0   | 3   | 0   |
|                                     | .0% | .4% | .0% | .2% | .0% |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 2-particially proficient in   | 25  | 24  | 36  | 58  | 33  |
| standards                           | .9% | .4% | .4% | .1% | .3% |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 3-meeting the standards       | 59  | 41  | 59  | 38  | 66  |
|                                     | .3% | .5% | .1% | .7% | .7% |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 4-exceeding the standards     | 14  | 31  | 4   | 0   | 0   |
|                                     | .8% | .7% | .5% | .0% | .0% |
+-------------------------------------+-----+-----+-----+-----+-----+

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

These are state developed and state used tests, so therefore there is no
national comparison.

Grade 4 Test New York State English Language Arts Test

Edition/publication year 2003 Publisher McGraw Hill

Number of students in the grade in which the test was administered 47

Number of students who took the test 41

What groups were excluded from testing? Why, and how were they assessed?
Beginning English Language Learners who had been in an United States of
America school for less than three years were not required to take the
English Language Arts test as per New York State guidelines for English
Language Learners.

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_\_\_

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

  Testing month                                                                                             

  **SCHOOL SCORES**                                                                                         

  Total Score                                                                                               

  Number of students tested                                                                                 

  Percent of total students tested                                                                          

  Number of students excluded                                                                               

  Percent of students excluded                                                                              

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

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

  Number of students tested                                                                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  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.

These are state developed and state used tests, so therefore there is no
national comparison.

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

  **NATIONAL MEAN SCORE**                                                        

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

> Grade 4

New York State Mathematics Test

> Edition/publication year 2003 Publisher McGraw Hill
>
> Number of students in the grade in which the test was administered 40
>
> Number of students who took the test: 40
>
> What groups were excluded from testing? Why, and how were they
> assessed?
>
> No children were excluded from this test.
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded 0 Percent excluded 0
>
> New York City Schools are required to undertake mandated state
> assessments in English Language Arts and Mathematics in grades 4.
> Achievement is measured using a four-point scale, with Level 4
> exceeding standards, Level 3 meeting the standards, Level 2 partially
> proficient in the standards and Level 1 are not proficient in the
> standards.

**Mathematics**

Please note: N/A means no data available

+-------------------------------------+-----+-----+-----+-----+-----+
|                                     | **2 | *   | *   | *   | *   |
|                                     | 002 | *20 | *20 | *19 | *19 |
|                                     | -** | 01- | 00- | 99- | 98- |
|                                     |     | 200 | 200 | 200 | 199 |
|                                     | **  | 2** | 1** | 0** | 9** |
|                                     | 200 |     |     |     |     |
|                                     | 3** |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Testing Month - May                 |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| # SCHOOL SCORES                     |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Total -- Percent of students...     |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 1-not proficient in standards | 0   | 0   | 4   | 18  | 4   |
|                                     | .0% | .0% | .8% | .8% | .8% |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 2-particially proficient in   | 6   | 24  | 9   | 59. | 23  |
| standards                           | .0% | .4% | .5% | \$% | .8% |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 3-meeting the Standards       | 72  | 51  | 71  | 21  | 57  |
|                                     | .0% | .2% | .4% | .9% | .1% |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 4-exceeding the standards     | 22  | 24  | 14  | 0   | 14  |
|                                     | .0% | .4% | .3% | .0% | .3% |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested           | 40  | 21  | 32  | N/A | N/A |
+-------------------------------------+-----+-----+-----+-----+-----+
| Percent of total students tested    | 1   | N/A | N/A | N/A | N/A |
|                                     | 00% |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded         | ..0 | N/A | N/A | N/A | N/A |
+-------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded        | 0%  | N/A | N/A | N/A | N/A |
+-------------------------------------+-----+-----+-----+-----+-----+
| # Subgroup Scores                   |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| 1\. **Low Income**                  |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 1-not proficient in standards | 0   | 0   | 5   | N/A | N/A |
|                                     | .0% | .0% | .0% |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 2-particially proficient in   | 6   | 27  | 10  | N/A | N/A |
| standards                           | .7% | .3% | .0% |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 3-meeting the Standards       | 73  | 54  | 75  | N/A | N/A |
|                                     | .3% | .5% | .0% |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 4-exceeding the standards     | 20  | 18  | 10  | N/A | N/A |
|                                     | .0% | .2% | .0% |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| 2\. **Hispanic**                    |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 1-not proficient in standards | 0   | 0   | 0   | N/A | N/A |
|                                     | .0% | .0% | .0% |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 2-particially proficient in   | 0   | 15  | 13  | N/A | N/A |
| standards                           | .0% | .8% | .3% |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 3-meeting the Standards       | 86  | 63  | 73  | N/A | N/A |
|                                     | .7% | .1% | .4% |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 4-exceeding the standards     | 13  | 21  | 13  | N/A | N/A |
|                                     | .3% | .1% | .3% |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| 3\. **African American**            |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 1-not proficient in standards | 0   | 0   | 0   | N/A | N/A |
|                                     | .0% | .0% | .0% |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 2-particially proficient in   | 12  | 50  | 55  | N/A | N/A |
| standards                           | .5% | .0% | .6% |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 3-meeting the Standards       | 75  | 20  | 22  | N/A | N/A |
|                                     | .0% | .0% | .2% |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 4-exceeding the standards     | 12  | 30  | 22  | N/A | N/A |
|                                     | .5% | .0% | .2% |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
|                                     |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| State Scores                        |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Total-- Percent of students...      |     |     |     |     |     |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 1-not proficient in standards | 0   | 0   | 4   | 18  | 4   |
|                                     | .0% | .0% | .8% | .8% | .8% |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 2-particially proficient in   | 6   | 24  | 9   | 59. | 23  |
| standards                           | .0% | .4% | .5% | \$% | .8% |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 3-meeting the Standards       | 72  | 51  | 71  | 21  | 57  |
|                                     | .0% | .2% | .4% | .9% | .1% |
+-------------------------------------+-----+-----+-----+-----+-----+
| Level 4-exceeding the standards     | 22  | 24  | 14  | 0   | 14  |
|                                     | .0% | .4% | .3% | .0% | .3% |
+-------------------------------------+-----+-----+-----+-----+-----+

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

These are state developed and state used tests, so therefore there is no
national comparison.

Grade 4 Test New York State Mathematics Test

Edition/publication year 2003 Publisher McGraw Hill

Number of students in the grade in which the test was administered 40

Number of students who took the test 40

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

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

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_\_\_

This information is unavailable.

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

  Testing month                                                                                             

  **SCHOOL SCORES**                                                                                         

  Total Score                                                                                               

  Number of students tested                                                                                 

  Percent of total students tested                                                                          

  Number of students excluded                                                                               

  Percent of students excluded                                                                              

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

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

  Number of students tested                                                                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  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.

These are state developed and state used tests, so therefore there is no
national comparison.

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

  **NATIONAL MEAN SCORE**                                                        

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