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**[PART I ELIGIBILITY
CERTIFICATION\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

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

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 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 2003-2004.

3.  If the school includes grades 7 or higher, it has foreign language
    as 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 statues. 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, ha
    violated one or more of the civil rights statues 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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

All data are the most recent year available.

DISTRICT (Questions 1-2 not applicable to private schools)

1\. Number of schools in the district: [11]{.underline} Elementary
schools

[2]{.underline} Middle schools

\_\_ Junior high schools

[2]{.underline} High Schools

\_\_ other (Briefly explain)

[15 TOTALS]{.underline}

2\. District per Pupil Expenditure: [\$9,196.00]{.underline}

Average State per Pupil Expenditure: [2001/2002]{.underline} =
\$12,265.00

Mt. Vernon = \$13,372.00

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

4\. [24]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

+--------+--------+--------+--------+--------+--------+--------+--------+
| Grade  | \# of  | #of    | Grade  | Grade  | #of    | #of    | Grade  |
|        |        |        | Totals |        |        |        |        |
|        | Males  | F      |        |        | Males  | F      | Total  |
|        |        | emales |        |        |        | emales |        |
+--------+--------+--------+--------+--------+--------+--------+--------+
| K      | 38     | 40     | 78     | 7      |        |        |        |
+--------+--------+--------+--------+--------+--------+--------+--------+
| 1      | 38     | 52     | 90     | 8      |        |        |        |
+--------+--------+--------+--------+--------+--------+--------+--------+
| 2      | 55     | 42     | 97     | 9      |        |        |        |
+--------+--------+--------+--------+--------+--------+--------+--------+
| 3      | 51     | 43     | 94     | 10     |        |        |        |
+--------+--------+--------+--------+--------+--------+--------+--------+
| 4      | 28     | 33     | 61     | 11     |        |        |        |
+--------+--------+--------+--------+--------+--------+--------+--------+
| 5      | 41     | 34     | 75     | 12     |        |        |        |
+--------+--------+--------+--------+--------+--------+--------+--------+
| 6      | 44     | 38     | 82     | Other  |        |        |        |
+--------+--------+--------+--------+--------+--------+--------+--------+

> TOTAL STUDENTS IN THE APPLY SCHOOL

6\. Racial/ethnic composition of [26 %]{.underline} White

the students in the school: [40 %]{.underline} Black or African American

[33 %]{.underline} Hispanic or Latino

[.01%]{.underline} American Indian/Alaskan Native

> [%]{.underline} American Indian/Alaskan Native
>
> [100% Total]{.underline}

7.  Student turnover, or mobility rate, during the past year:
    [19.20%]{.underline}

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

+-----------------------+-----------------------+-----------------------+
| \(1\)                 | Number of students    | 51                    |
|                       | who transferred to    |                       |
|                       | the school after      |                       |
|                       | October 1 until the   |                       |
|                       | end of the year.      |                       |
+-----------------------+-----------------------+-----------------------+
| \(2\)                 | Number of students    | 41                    |
|                       | who transferred from  |                       |
|                       | the school after      |                       |
|                       | October 1 until the   |                       |
|                       | end of the year.      |                       |
+-----------------------+-----------------------+-----------------------+
| \(3\)                 | Subtotal of all       | 92                    |
|                       | transferred students  |                       |
|                       | \[sum of rows (1) and |                       |
|                       | (2)\]                 |                       |
+-----------------------+-----------------------+-----------------------+
| \(4\)                 | Total number of       | 570                   |
|                       | students in the       |                       |
|                       | school as of October  |                       |
|                       | 1                     |                       |
+-----------------------+-----------------------+-----------------------+
| \(5\)                 | Subtotal in row (3)   | 6.2                   |
|                       | divided by total in   |                       |
|                       | row (4)               |                       |
+-----------------------+-----------------------+-----------------------+
| \(6\)                 | Amount in row (5)     | 620.0                 |
|                       |                       |                       |
|                       | Multiplied by 100     |                       |
+-----------------------+-----------------------+-----------------------+

8.  Limited English Proficient students in the school: [27
    %]{.underline}

> [153]{.underline} Total Number Limited English Proficient

Number of languages represented: [11]{.underline}

> Specify languages: Spanish, Portuguese, Chinese, Gujarati, Urdu,
> Korean, Italian, Malayalam, Hindi, Jamaican, Creole.

9.  Students eligible for free/reduced-priced meals: [73%]{.underline}

> [425]{.underline} Total Number Students Who Qualify
>
> If this method does not produce a reasonable accurate estimate of the
> percentage of students from low-income families of the school does not
> participate in 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:
    \_[3.85\_]{.underline}%

> \_[22\_]{.underline} Total Number of Students Served.

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

\_\_\_\_ Autism \_\_\_\_\_Orthopedic Impairment

\_\_\_\_ Deafness \_\_[2\_]{.underline}\_ Other Health Impaired

\_\_\_\_ Deaf-Blindness \_[22]{.underline}\_\_ Specific Learning
Disability

\_\_[2]{.underline}\_ Hearing Impairment \_\_[3]{.underline}\_\_ Speech
or Language Impairment

\_\_\_\_ Mental Retardation \_\_\_\_\_ Traumatic Brain Injury

\_\_[5]{.underline}\_ Multiple Disabilities \_\_[19\_]{.underline}Visual
Impairment Including Blindness

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

> Number of Staff

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

Administrator(s) \_\_\_[2]{.underline}\_\_\_ \_\_\_\_\_\_\_

Classrooms teachers \_\_[26\_\_\_]{.underline} \_\_\_\_\_\_\_

Special resource teachers/specialist [2\_\_\_]{.underline}
[4\_\_\_]{.underline}

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

Support staff [6\_\_]{.underline} \_\_\_\_\_\_\_

Total number [36\_\_]{.underline} \_\_\_[\_5\_\_]{.underline}

12. Average school student-"classroom teacher" ration:
    [23.08]{.underline}

13. Show the attendance patterns of teachers and students as a
    percentage. The student dropout rate 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        94          94          97          94          94
  student                                                      
  Attendance                                                   

  Daily        95          92          95          96          94
  teacher                                                      
  attendance                                                   

  Teacher      .08         0           .04         .04         0
  turnover                                                     
  rate                                                         

  Student                                                      
  dropout rate                                                 

  Student                                                      
  drop-off                                                     
  rate                                                         
  ------------ ----------- ----------- ----------- ----------- -----------

14. (High Schools Only) Show what the students who graduated in Spring
    2003 are doing as of September 2003.

> Graduating class size \_\_\_\_\_\_\_\_\_\_%
>
> Enrolled in a 4 year college or university \_\_\_\_\_\_\_%
>
> Enrolled in a community college \_\_\_\_\_\_\_\_\_\_%
>
> Enrolled in vocational training \_\_\_\_\_\_\_\_\_\_%
>
> Found employment \_\_\_\_\_\_\_\_\_\_%
>
> Military service \_\_\_\_\_\_\_\_\_\_%
>
> Other (travel, staying home, etc.) \_\_\_\_\_\_\_\_\_\_%
>
> Unknown \_\_\_\_\_\_\_\_\_\_%
>
> Total 100%

**PART III-SUMMARY**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at lease a summary of the school's
mission or vision in the statement.

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

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

2.  Show in one-half page (approximately 200 words) how the schoo9l uses
    assessment data to understand and improve student and school
    performance.

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

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

**PART V-CURRICULUM AND INSTRUCTION**

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

2.  (Elementary Schools) Describe in one-half page the school's reading
    curriculum, including a description of why the school chose this
    particular approach to reading.

> PART III - SUMMARY

Columbus School is a Pre-Kindergarten to Sixth Grade Elementary School
located in Mount Vernon, New York in Westchester County. We are a
suburban school with characteristics typical of an urban area consisting
of 570 students. The student population is a composite of 26% White, 40%
Black, 33% Hispanic or Latino, and .01 % Asian/Pacific Islander. We have
27% of our students categorized, as Limited English Proficient and 73%
of our students are eligible for free/reduced-price meals.

For over a quarter of a century, Columbus School has taken pride in its
consistent and erstwhile approach to its vision that all children can
learn and reach their potential. It appears that what remain constant
through the years are the inevitable constant changes and multiple
challenges facing our educational community and how we, as a unified
cohesive team, face these challenges and succeed in accomplishing a high
level of achievement.

A key component in the successful formula of Columbus School is the
nurturing by our veteran staff in treating our children in a humanistic
and realistic manner. We have high expectations for our children only
because every staff member is realistic in knowing that our students
must compete with the demands of society and become successful citizens.
We are obligated, almost duty-bound, to insure that every child will
experience a wholesome yet demanding curriculum to meet high
expectations. No child will be left behind.

> The staff at Columbus School implements this vision and mission by
> developing and enhancing State and local curriculum guidelines to meet
> the individual needs of the students. The students are nurtured in an
> environment in which they enjoy learning and develop responsible study
> habits in striving to achieve maximum results. Also, the staff is a
> veteran unit with many teachers making a commitment to the school for
> over twenty years. They easily could be teaching in some affluent
> community making more money, but they decide to stay at Columbus by
> choice. The satisfaction of a student from another country learning
> English and assimilating the customs of America yet not forgetting
> their own identity is awesome.
>
> Many of our students come from a low socio-economic level and need all
> the assistance they can get to direct them to good work habits.
> Teachers stress to our children the importance of proper manners and
> school etiquette. The well-respected student is a reflection of
> outstanding, dedicated and responsible teachers.
>
> Parent involvement is another key element in the success story of
> Columbus School. Every staff member reaches out to parents to afford
> them a feeling of comfort. Many of our parents who speak a language
> other than English have translators at our school available to them.
> We deem the time we meet with parents as quality time and not quantity
> time since many of our parents are single parents who work long hours.
>
> One of the most important elements of Columbus School is developing
> and sustaining a safe and disciplined learning environment. Parents
> and visitors are met at the door by a security monitor who directs
> them to the office after they sign in. All student discipline is
> handled fairly and firmly. Students learn to respect the rights of
> others. Disrespectful students are removed from the classroom or dealt
> with by a conference with parents, teachers and the principal to
> ensure that every child will have the opportunity of learning.
>
> Lastly, Columbus School recognizes the need for computer instruction
> and use to enable our students to meet the needs of a demanding work
> force. We definitely include computer skills as a necessity of
> achievement.
>
> PARTIV-l

For the last four years, Columbus School has continually sustained a
high level of proficiency on the English Language Arts New York State
4th Grade Examination and continual progress on the Mathematics New York
State 4th Grade Examination.

The New York State Examinations results are reported on four different
levels: Level 4 and 3. All students demonstrating mastery in the
learning standard, Level 2 children scoring some mastery of the learning
standards and level students demonstrate minimum mastery of learning
standards.

The following is an example of the scores of Columbus School on the
English Language Arts and the Mathematics Examinations.

For the last three (3) years, we had the following scores at or above
basic/proficient and advanced.

[English Language Art]{.underline} [2002-2003]{.underline}
[2002-2001]{.underline} [2001-2000]{.underline}

\% at or above basic 100% 100% 100%

\% at or above Proficient 44% 88% 92%

\% at Advanced 56% 12% 8%

[Math]{.underline}

\% at or above basic 100% 100% 86%

\% at or above Proficient 7% 81% 82%

\% at Advanced 93% 19% 4%

Assessment results can indicate how well students performed against
measured standards; it also can be meaningful to recognize what the
students have learned and what areas need to be improved upon.

> Basically, the student performing on Levels 3 and 4 are demonstrating
> proficiency in Mathematics and English Language Arts skills necessary
> to compete with students throughout New York State. Also, they
> demonstrate that they have mastered the skills prescribed by the New
> York State Standards and are deemed able to proceed to the next grade
> level. Under The No Child Left Behind Act, students who fall into
> levels 1 and 2 must be remediated and improve.
>
> PARTIV-2

At Columbus School we use assessment data to understand and improve
student and school performance prior to the New York State tests, each
student is identified and analyzed by the classroom teacher on his or
her strengths and weakness. The teachers used their own individualized
assessment criteria as well as standardize assessment. Children who were
identified as \"at risk\" students who would need remediation were
highlighted for additional help. At one time, Columbus School had the
use of remedial Math and Reading teachers to remediate our children. Due
to budget restraints, we were cut these services. So, following our
vision of [no child left behind,]{.underline} we devised strategies to
remediate the children in the classroom setting. We were determined to
sustain the challenge and maintain our high level of proficiency. Also,
we have a before school tutorial program.

Planning periods were coordinated to allow teachers to meet at the same
time across

grade levels to foster added collaboration of curriculum strategies. .

Also, twice a week the Principal would meet with various grade levels to
evaluate and add a helping hand to any needs the teachers might have.

> Assessment results are used to recognize what the students have
> learned and what areas need to be improved upon. Each grade level is
> familiar with the content of what needs to be covered (exit outcomes)
> and prepares the lessons accordingly. The results help us to change
> and evolve our curriculum to meet the needs of our changing students.
> The data is used to help us revise our learning strategies. This
> overview is done continually to understand and improve student and
> school performance. Although we recognize and praise our
> accomplishments, we are continually striving and recommitting
> ourselves to our goals. It is, therefore, necessary to conduct ongoing
> evaluation of our programs and our assessments help us to do this.
>
> PART IV - #3

Student performance is communicated to the parents, students and
community in several ways. At Columbus School we communicate with our
parents eight times a year - four times with official report cards, and
four times with mid-report card reports. Many teachers provide weekly
updates on daily log books for some or all students. We have ongoing
parent conferences as well. Our school and classrooms are always
welcoming of our parents and community including a formal Parent
Involvement Day. Our teachers and principal will share our successes
with other schools by inviting them to visit us, offering professional
development seminars and sharing curriculum.

At the beginning of the year, Columbus School sponsors a Meet and Greet
night to explain to parents what is expected of their children for their
particular grade level. At this time, our fourth grade teachers preview
the ELA test and explain its content and how it is reported and scored.

> When the ELA and mathematic scores are received, Columbus School makes
> copies of the results and at a celebration party distributes the
> scores to both the children and their parents.
>
> PART IV - #4
>
> Columbus School has been directed by the Superintendent of Schools to
> assist other schools in the District as well as schools outside the
> District.
>
> The administration and fourth grade staff conducted a workshop
> instructing the principal and teaching staff of the Kahili Gibran
> School in Yonkers, New York, Dr. Rossevelt J. Baker, Principal. Dr.
> Baker\'s school consequently improved drastically on his ELA scores.

Also, Mr. Ernest Gregg, Principal of Graham Elementary School in Mount
Vernon, participated in a workshop conducted by the Columbus School
administrator and staff. Mr. Gregg received valuable information about a
successful approach to improving scores and consequently he improved his
scores on the ELA State test.

> Recently, Mrs. Damaris Rau, interim Principal of the New Lebanon
> School in Greenwich, Connecticut visited Columbus School to
> participate in a workshop on the strategies of successfully
> implementing an ESL curriculum to increase student learning.
>
> As Principal of Columbus School, I have been invited to speak to the
> Board of Regents Commissioner Mills and deputy Commissioner Cadamus on
> how we succeeded in . helping children reach the New York State
> Standards despite conditions that exist that could adversely affect
> student achievement.
>
> Also, I have been selected to participate in the Harvard School of
> Education Program \"School Leadership\" sharing my successful formula
> with principals and school districts throughout the country.
>
> I have also been selected by The National Urban League to speak to
> Florida's Broward County School District on how we bridged the gap to
> improve African American and Latino students learning under the \"No
> Child Left Behind Act".
>
> Through the year, our fourth grade teachers are continually doing
> staff development for district teachers.
>
> If I become a Blue Ribbon School, I will share my ideas and strategies
> with other elementary schools in the district as well as neighboring
> districts, such as Yonkers and New Rochelle. I would make myself
> available to demonstrate the successes of the school to other
> educational forums that would benefit from my success. Further, I will
> offer the services of our fourth grade staff to conduct workshops for
> other district fourth grade teachers, if the need arises.

PART V-1

> Columbus School\'s Curriculum is based on the New York State Core
> Curriculum for Grades Kindergarten through sixth grades and the New
> York State Learning Standards. We develop a learning environment that
> is student-centered using a thematic approach to include all subject
> areas. The success of Columbus School so far can be attributed to a
> commitment to a return to the basics in a nurturing environment under
> the vision that all children can learn, achieve success and that no
> child will be left excluded. The school has been led for over two
> decades by an administration with a strong belief in laying a firm
> foundation of basic skills. Creativity and experimentation is
> encouraged in the teaching staff, but the goal centered on mastery of
> the basics. ­
>
> The core of each curriculum area and how students are engaged in
> significant content based on high standards is as follows:
>
> I. ENGLISH LANGUAGE ARTS
>
> This area centers around children developing literacy levels that
> allow them to read and write fluently in English. Instruction varies
> from whole group instruction to small groups pertaining students, and
> individualized reading. The whole language approach and sometimes
> direct instruction for some children using significant phonics
> instruction and Balanced Literacy and guided reading techniques are
> keys. High expectations are established and benchmark performance
> levels are established to foster high achievement. Our Writing
> assemblies and student recognition of exemplary work foster high
> achievement by giving role models for success.
>
> 2\. MATHEMATICS
>
> The students are expected to master basic arithmetic concepts along
> with problem solving and practical use of mathematics. The use of
> manipulative and technology are an important part of our mathematics
> program as evidence of our new district math series from the
> Houghton-Mifflin Publishing Company. Students are challenged to \"math
> problems for the day\" and individually challenged by their teacher to
> perform basic as well as conceptual and creative mathematics.
>
> 3\. SCIENCE
>
> Our Science Curriculum is inquiry based and hand-on in nature. Our
> district follows the New York State guidelines and standards recently
> adapted the Harcourt-Brace Science Series. The Science curriculum is
> heavily integrated into all curriculum areas and develops ready and
> vocabulary skills in the context of Science. Children are challenged
> to hypothesize to answer science problems and then find solutions.
>
> 4\. SOCIAL STUDIES
>
> We work toward the key concepts outlined in the New York State
> Standards for Social Studies. Our students must be exposed to a global
> existence to succeed in a global society. The Curriculum focuses on
> map and globe skills so our students will know where they live in the
> world and the importance of that. Interdependence community
> involvement, democracy, and biodiversity are woven into their daily
> language. Children are challenged in the classroom to participate in a
> variety of classroom activities fostering high expectations.
>
> 5\. MUSIC & ART
>
> The Music and Art Curriculum is a comprehensive New York State
> Standards based program, which includes art and music class once a
> week for all students in grades K-6. In addition, instrumental music,
> chorus, keyboard classes, jazz band and percussion ensemble are
> offered to students in grades 4 through 6. Our children are completely
> challenged to perform in numerous art and musical productions
> throughout the year. ­
>
> 6\. PHYSICAL EDUCATION
>
> The Physical Education Curriculum is a core curriculum mandated by New
> York State Standards. The children learn to combine physical
> coordination while integrating physical skills into all curricula
> areas. The students are challenged to participate in many sport
> activities related to all curriculum areas.
>
> PART V - 2
>
> The core of the Columbus School Reading Program is a Balanced Literacy
> Program in the Primary Grades. Children are instructed using shared
> reading, guided reading and independent reading strategies. Included
> in this program is a strong supplemental phonics program, direct
> instruction when needed, guided writing and reading, independent
> writing in journals and reading in the content area. A strong Reading
> Recovery program is in force. It is quite evident that at Columbus our
> Reading Program cannot be characterized as \"one size fits all.\" It
> is an eclectic approach using various modalities. We feel that
> learning is a process that takes many different approaches to achieve
> high achievement. These approaches need continual review and change to
> keep education fluid and interesting and rewarding for our students.
>
> We feel that a whole language approach augmented by a strong support
> phonic series and direct instruction when needed will give our
> children the basic skills necessary to become emergent readers and
> writers.
>
> Some of our students come to Columbus School not speaking English and
> some are not literate in their native language. We need the
> flexibility to use a variety of approaches to make our students
> achieve high expectations. All children must learn and we must find an
> approach that can make them learn in the best manner possible.
>
> PART V -- 3
>
> Our school mission of leaving "no child left behind" and our
> culturally diverse student body, provide a platform for our social
> studies curriculum.
>
> The beautiful faces of our children at Columbus School mirror the
> global nature of our social studies program. While employing the key
> ideas of the New York State Standards for Social Studies, teachers
> seek to honor and respect the cultural, linguistic, and geographic
> diversity of our students. Our ESL instructors work in tandem with
> classroom teachers to introduce the customs and traditions of what is
> considered typically "American" along side experiences of other
> cultures. Thanksgiving feasts and Chinese New Year banquets are both
> annual events. Our ESL teachers collaborated with music and art
> instructors to develop a multicultural assembly and an International
> Night program. Numerous staff members have become second language
> students themselves by enrolling in Spanish classes.
>
> Our students develop a sense of community by participating in
> authentic community events. Groups of children entertain senior
> citizens at a local center. Second grades plant tulips in various
> public venues each year. Classes organize, advertise and run bake
> sales to fund class trips. The Jacob Burns Film Center piloted a film
> animation program with fourth graders. The students produced original
> animations which were premiered in an actual movie theater. It was a
> fabulous career oriented experience. Fifth graders hold mock elections
> for the school to stress the rights and responsibilities of a
> democracy. In February, leading community members are invited to an
> African American role model assembly. We have participated in an
> intergenerational project with our beloved "grandmas" for many years.
> Our older students have been involved in the DARE program and with an
> abused women's shelter called "My Sister's Place".
>
> Involved and knowledgeable citizenship is the key to our mission that
> "no child be left behind". Social studies curriculum presented in a
> real world context contributes to enhanced oral and written language.
> Concrete accomplishments raise self-esteem.
>
> PART V -- 4
>
> In order to improve student learning, varied instructional methods are
> incorporated into the learning environment of the students. The staff
> is given the freedom and flexibility to pursue innovative methods in
> order to improve learning.
>
> We use an eclectic approach in our reading curriculum integrating a
> strong phonetic approach, and a direct instruction approach, along
> with the components of Balanced Literacy -- which are shared reading,
> Guided Reading and independent reading. Teachers identify student
> needs through the DRA (Developmental Reading Assessment) and focus in
> on the targeted areas. With the success students are developing in
> reading, we are fostering increased self esteem and self confidence.
> This will ultimately lead to a life long love of reading.
>
> Our Reading Recovery program is now in its fourth year. Teachers have
> seen much improvement in the development of early reading skills and
> the use of strategies in our emergent and early readers.
>
> Natural inquisitiveness promotes hands on activities in science and
> math, and allows students to work together cooperatively. This is an
> inclusive approach that enables one student to learn from another. The
> Inquiry Method stimulates students to be actively engaged in the
> Scientific Method and content can be reviewed after conclusions have
> been recorded.
>
> In social studies, Document Based Questions are used to elicit
> responses that connect historical fact to authentic experience.
> Students compare and contrast information from actual documents and
> formulate conclusions and opinions. Teachers have been trained to
> design rubrics that help evaluate their responses.
>
> PART V -- 5
>
> Our school's professional development program impacts on improving
> student achievement and makes the teachers cognizant of the newest
> practices in education.
>
> The administration holds regular grade level curriculum meetings to
> keep open the lines of communication with the staff. Teachers have
> scheduled times to discuss curriculum and problem solve specific
> student needs. Specialists attend workshops and conferences in their
> fields. They then act as turnkey coaches and conduct training
> workshops for classroom teachers. For example: our reading recovery
> teacher participated in AUSSI balanced literacy instructional
> programs, and returned to Columbus to train our primary grade
> teachers.
>
> We have also created a literacy library which the staff has been
> trained to use to support our balanced literacy program.
>
> The school's administrator is chairperson of several curriculum
> committees, and it is under his direction that the committee creates
> curriculum for the District. He is an advocate for current text books
> and technology and allows the companies to come in to provide
> professional development for the staff.
>
> We are part of the Intern Program from Fordham University where our
> Reading Recovery teacher works to train new teachers entering the
> profession. Often area colleges approach our school to have our
> teachers act as mentoring teachers. Our staff is often called upon to
> allow college students to observe in their classrooms.

In conclusion because of high quality professional development provided
by this administrator, children are the direct beneficiaries of all
these techniques. They are proficient and advanced learners as
documented by state mandated test results.

SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS

The sample Data Display Table is illustrated on the following page.

Change the sample table to fit the state's assessment system.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

[Grade 4]{.underline}

[Test New York State Testing Program -- English Language
Arts/Mathematics]{.underline}

Edition/publication year 1998[/2003]{.underline} Publisher
[McGraw-Hill]{.underline}

Number of students in the grade in which the test was administered [see
chart/data attached]{.underline}

Number of students who took the test [see chart/data
attached]{.underline}

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

[30 percentile or 3 years not in the country -- as per the
Administration Manual provided by the State.]{.underline}

Number excluded [see data]{.underline} Percent excluded [see
data]{.underline}

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cut point used by
the state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cut points. If the state does not report scores using
the categories of basic, proficient, and advanced, use the state's
categories and report data for each category. Note that the reported
percentage of students scoring above the basic cut point should include
statements scoring above the proficient and advanced cut points. For
example, 100% of students are at "basic," 69% are at "proficient," and
42% are at "advanced."

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

SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS, Continued

Sample Data Display Table for Reading [(language arts or
English)]{.underline} and Mathematics

+------------------+-------+-------+----------+----------+----------+
|                  | 2002  | 2001  | 2        | 1        | 1        |
|                  | -2003 | -2002 | 000-2001 | 999-2000 | 998-1999 |
+------------------+-------+-------+----------+----------+----------+
| Testing Month    | Feb.  | Feb.  | Feb.     | Feb.     | Feb.     |
+------------------+-------+-------+----------+----------+----------+
| SCHOOL SCORES    |       |       |          |          |          |
+------------------+-------+-------+----------+----------+----------+
| \% At or Above   | 100%  | 100%  | 100%     | 100%     | 99%      |
| Basic            |       |       |          |          |          |
+------------------+-------+-------+----------+----------+----------+
| \% At or Above   | 44%   | 88%   | 92%      | 92%      | 92%      |
| Proficient       |       |       |          |          |          |
+------------------+-------+-------+----------+----------+----------+
| \% At Advanced   | 56%   | 12%   | 8%       | 8%       | 8%       |
+------------------+-------+-------+----------+----------+----------+
| Number of        | 96%   | 84%   | 69%      | 98%      | 64%      |
| students tested  |       |       |          |          |          |
+------------------+-------+-------+----------+----------+----------+
| Number of        | 3     | 14    | 0        | 1        | 29       |
| Student excluded |       |       |          |          |          |
+------------------+-------+-------+----------+----------+----------+
| Percent of       | .04%  | 16%   | 0        | 2%       | 36%      |
| students         |       |       |          |          |          |
| excluded         |       |       |          |          |          |
+------------------+-------+-------+----------+----------+----------+
|                  |       |       |          |          |          |
+------------------+-------+-------+----------+----------+----------+
| SUBGROUP SCORES  |       |       |          |          |          |
+------------------+-------+-------+----------+----------+----------+
| 1\. Black        |       |       |          |          |          |
| (specify         |       |       |          |          |          |
| subgroup)        |       |       |          |          |          |
+------------------+-------+-------+----------+----------+----------+
| \% At or Above   | 100%  | 100%  | 100%     | 100%     | 99%      |
| Basic            |       |       |          |          |          |
+------------------+-------+-------+----------+----------+----------+
| \% At or Above   | 63%   | 90%   | 91%      | 90%      | 93%      |
| Proficient       |       |       |          |          |          |
+------------------+-------+-------+----------+----------+----------+
| \% At Advanced   | 37%   | 10%   | 9%       | 10%      | 7%       |
+------------------+-------+-------+----------+----------+----------+
| Number of        | 27    | 35    | 33       | 26       | 30       |
| students tested  |       |       |          |          |          |
+------------------+-------+-------+----------+----------+----------+
| 2\. Hispanic     |       |       |          |          |          |
| specify subgroup |       |       |          |          |          |
+------------------+-------+-------+----------+----------+----------+
| \% At or Above   | 100%  | 100%  | 100%     | 100%     | 99%      |
| Basic            |       |       |          |          |          |
+------------------+-------+-------+----------+----------+----------+
| \% At or Above   | 52%   | 91%   | 90%      | 100%     | 97%      |
| Proficient       |       |       |          |          |          |
+------------------+-------+-------+----------+----------+----------+
| \% At Advanced   | 48%   | 9%    | 10%      | -0-      | 3%       |
+------------------+-------+-------+----------+----------+----------+
| Number of        | 29    | 26    | 19       | 21       | 25       |
| students tested  |       |       |          |          |          |
+------------------+-------+-------+----------+----------+----------+
| 3\. Free &       |       |       |          |          |          |
| Reduced Meals    |       |       |          |          |          |
|                  |       |       |          |          |          |
| \* See Next Page |       |       |          |          |          |
+------------------+-------+-------+----------+----------+----------+
| STATE SCORES     |       |       |          |          |          |
+------------------+-------+-------+----------+----------+----------+
| \% At or Above   | 36    | 36    | 39       | 39       | 52       |
| Basic            |       |       |          |          |          |
+------------------+-------+-------+----------+----------+----------+
| State Mean Score | 623   | 623   | 623      | 623      | 623      |
+------------------+-------+-------+----------+----------+----------+
| \% At or Above   | 43    | 43    | 41       | 41       | 35       |
| Proficient       |       |       |          |          |          |
+------------------+-------+-------+----------+----------+----------+
| State Mean Score | 668   | 668   | 668      | 668      | 668      |
+------------------+-------+-------+----------+----------+----------+
| \% At Advanced   | 12    | 12    | 10       | 10       | 3        |
+------------------+-------+-------+----------+----------+----------+
| State Mean Score | 746   | 746   | 746      | 746      | 746      |
+------------------+-------+-------+----------+----------+----------+
|                  |       |       |          |          |          |
+------------------+-------+-------+----------+----------+----------+

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

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

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

SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS, Continued

Sample Data Display Table for Reading (language arts or English) and
Mathematics

+----------------+--------+----------+-----------+----------+---------+
|                | 200    | 2        | 2000-2001 | 1        | 19      |
|                | 2-2003 | 00102003 |           | 999-2000 | 98-1999 |
+----------------+--------+----------+-----------+----------+---------+
| Testing month  | May    | May      | May       | May      | May     |
+----------------+--------+----------+-----------+----------+---------+
| SCHOOL SCORES  |        |          |           |          |         |
+----------------+--------+----------+-----------+----------+---------+
| \% At or Above | 100%   | 100%     | 86%       | 86%      | 86%     |
| Basic          |        |          |           |          |         |
+----------------+--------+----------+-----------+----------+---------+
| \% At or Above | 7%     | 81%      | 82%       | 82%      | 82%     |
| Proficient     |        |          |           |          |         |
+----------------+--------+----------+-----------+----------+---------+
| \% At Advanced | 93%    | 19%      | 4%        | 4%       | 4%      |
+----------------+--------+----------+-----------+----------+---------+
| Number of      | 76     | 79       | 74        | 64       | 68      |
| students       |        |          |           |          |         |
| tested         |        |          |           |          |         |
+----------------+--------+----------+-----------+----------+---------+
| Percent of     | 94%    | 93%      | 86%       | 86%      | 84%     |
| total students |        |          |           |          |         |
| tested         |        |          |           |          |         |
+----------------+--------+----------+-----------+----------+---------+
| Number of      | 5      | 6        | 0         | 10       | 13      |
| students       |        |          |           |          |         |
| excluded       |        |          |           |          |         |
+----------------+--------+----------+-----------+----------+---------+
| Percent of     | .06%   | .07%     | 0         | 13%      | 16%     |
| students       |        |          |           |          |         |
| excluded       |        |          |           |          |         |
+----------------+--------+----------+-----------+----------+---------+
| SUBGROUP       |        |          |           |          |         |
| SCORES         |        |          |           |          |         |
+----------------+--------+----------+-----------+----------+---------+
| 1\. Black      | 100%   | 100%     | 86%       | 86%      | 86%     |
| specify        |        |          |           |          |         |
| subgroup       |        |          |           |          |         |
+----------------+--------+----------+-----------+----------+---------+
| \% At or Above | 63%    | 80%      | 83%       | 83%      | 82%     |
| Basic          |        |          |           |          |         |
+----------------+--------+----------+-----------+----------+---------+
| \% At or Above | 37%    | 20%      | 3%        | 3%       | 4%      |
| Proficient     |        |          |           |          |         |
+----------------+--------+----------+-----------+----------+---------+
| \% At Advanced | 27     | 35       | 33        | 26       | 30      |
+----------------+--------+----------+-----------+----------+---------+
| Number of      |        |          |           |          |         |
| students       |        |          |           |          |         |
| tested         |        |          |           |          |         |
+----------------+--------+----------+-----------+----------+---------+
| 2.Hispanic     |        |          |           |          |         |
| specify        |        |          |           |          |         |
| subgroup       |        |          |           |          |         |
+----------------+--------+----------+-----------+----------+---------+
| \% At or Above | 100%   | 100%     | 86%       | 86%      | 85%     |
| Basic          |        |          |           |          |         |
+----------------+--------+----------+-----------+----------+---------+
| \% At or Above | 52%    | 83%      | 82%       | 82%      | 85%     |
| Proficient     |        |          |           |          |         |
+----------------+--------+----------+-----------+----------+---------+
| \% At Advanced | 48%    | 7        | 4         | 4        | 4       |
+----------------+--------+----------+-----------+----------+---------+
| Number of      | 29     | 26       | 19        | 21       | 25      |
| students       |        |          |           |          |         |
| tested         |        |          |           |          |         |
+----------------+--------+----------+-----------+----------+---------+
| 3\. Free &     |        |          |           |          |         |
| Reduced Meals  |        |          |           |          |         |
|                |        |          |           |          |         |
| \* See Next    |        |          |           |          |         |
| Page           |        |          |           |          |         |
+----------------+--------+----------+-----------+----------+---------+
| STATE SCORES   |        |          |           |          |         |
+----------------+--------+----------+-----------+----------+---------+
| \% At or Above | 27     | 27       | 33        | 33       | 30      |
| Basic          |        |          |           |          |         |
+----------------+--------+----------+-----------+----------+---------+
| State Mean     | 619    | 619      | 619       | 619      | 619     |
| Score          |        |          |           |          |         |
+----------------+--------+----------+-----------+----------+---------+
| \% At or Above | 46     | 46       | 47        | 47       | 45      |
| Proficient     |        |          |           |          |         |
+----------------+--------+----------+-----------+----------+---------+
| State Mean     | 657    | 657      | 657       | 657      | 657     |
| Score          |        |          |           |          |         |
+----------------+--------+----------+-----------+----------+---------+
| \% At Advanced | 20%    | 20%      | 12%       | 12%      | 16%     |
+----------------+--------+----------+-----------+----------+---------+
| State Mean     | 744    | 744      | 744       | 744      | 744     |
| Score          |        |          |           |          |         |
+----------------+--------+----------+-----------+----------+---------+
|                |        |          |           |          |         |
+----------------+--------+----------+-----------+----------+---------+

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

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

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

PART V - 7 READING

FREE/REDUCED LUNCH INFORMATION

> (See chart -- Table State Criterion -- Referenced Tests

2003

  --------------- ------------ -------------- ------------- -------------
  Student Sub     Number       Basic          Proficient    Advanced
  Group           Tested                                    

  Free/Reduced    55           4              41            10
  Lunch                                                     

  Non-Free Lunch  13           0              10            3

  Total           68           4              51            13

                                                            

                               **2002**                     

  Free/Reduced    55           2              36            17
  Lunch                                                     

  Non-Free Lunch  16           0              10            6

  Total           71           2              46            23

                                                            

                               **2001**                     

  Free/Reduced    39           0              20            19
  Lunch                                                     

  Non-Free Lunch  30           0              10            20

  Total           69           0              30            39
  --------------- ------------ -------------- ------------- -------------

**[MATH]{.underline}**

2003

  ------------------------- -------------- ------------------------ -------------- --------------
  Student Group             Number Tested  Basic                    Proficient     Advanced

  Free/Reduced Lunch        59             0                        54             5

  Non-Free Lunch            17             0                        17             0

  Total                     76             0                        71             5

                                           **[2002]{.underline}**                  

  Free/Reduced Lunch        64             0                        26             38

  Non-Free Lunch            15             0                        8              7

  **[Total]{.underline}**   79             0                        34             45

                                           **[2001]{.underline}**                  

  Free/Reduced Lunch        63             0                        5              58

  Non-Free Lunch            11             0                        2              9

  **[Total]{.underline}**   74             0                        7              67

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

\* Please note that information presented could not be broken down into
Black or Hispanic as such data is not available.

[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}

[REFERENCED AGAINST NATIONAL NORMS]{.underline}

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

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

Edition/publication year [98-03]{.underline} Publisher
[McGraw-Hill]{.underline}

Number of students in the grade the test was administered [See attached
data sheets]{.underline}

Number of students who took the test [See attached data
sheets]{.underline}

What groups were excluded from test? Why and how were they assessed?
[Thirty percentile]{.underline}

[Or three years on in the Country -- As per the Administration Manual
provided by the State.]{.underline}

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

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

  Testing Month         Feb.        Feb.         Feb.        Feb.        Feb.

  School Scores                                                          

  Total Score           692         684          672         666         662

  Number of students    68          71           69          57          52
  tested                                                                 

  Percent of total      96%         84%          69%         98%         64%
  students tested                                                        

  Number of students    3           14                       1           29
  excluded                                                               

  Percent of students   .04%        16%                      2%          36%
  excluded                                                               

  1\. Black (specify                                                     
  subgroup)                                                              

  Number of students    27          35           33          26          30
  tested                                                                 

  2\. Hispanic (specify 29          26           19          21          25
  subgroup)                                                              

  3\. (specify                                                           
  subgroup)                                                              

  Number of students                                                     
  tested                                                                 

  4\. (specify                                                           
  subgroup)                                                              

  Number of students                                                     
  tested                                                                 

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

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

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

  National Mean                                                       
  Score                                                               

  National Standard                                                   
  Deviation                                                           
  ------------------ ----------- ----------- ------------ ----------- -----------

[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}

[REFERENCED AGAINST NATIONAL NORMS]{.underline}

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

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

Edition/publication year [98-03]{.underline} Publisher
[McGraw-Hill]{.underline}

Number of students in the grade in which the test was administered [See
attached data sheets]{.underline}

Number of students who took the test [See attached data
sheets]{.underline}

What groups were excluded from testing? Why and how were they assessed?
[Thirty percentile or three years not in the country -- as per the
Administration Manual provided by the State.]{.underline}

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

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

  Testing Month         May         May          May         May         May

  SCHOOL SCORES                                                          

  Total Score           692         675          642         652         634

  Number of students    76          79           74          64          68
  tested                                                                 

  Percent of total      94%         93%          86%         86%         84%
  students tested                                                        

  Number of students    5           6            \-          10          13
  excluded                                                               

  Percent of students   .06%        .07%         \-          13%         16%
  excluded                                                               

  SUBGROUP SCORES                                                        

  1\. Black (specify                                                     
  subgroup)                                                              

  Number of students    27          35           33          26          30
  tested                                                                 

  2\. Hispanic (specify                                                  
  subgroup)                                                              

  Number of students    29          26           19          21          25
  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.

  ------------------ ----------- ------------- ----------- ----------- -----------
  NATIONAL MEAN      2002-2003   2001-2002     2000-2001   1999-2000   1998-1999
  SCORE                                                                

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