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

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

**Cover Sheet**

Name of Principal\_\_\_\_\_\_Mrs. Judith A. Lundsten

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

Official School Name\_\_\_ Arlington Elementary School

(As it should appear in the official records)

School Mailing Address\_\_ 155 Princess Avenue

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

[Cranston]{.underline} \_\_\_\_Rhode
Island\_\_\_\_\_\_\_\_\_\_\_\_\_\_02920+2790

City State Zip Code+4 (9 digits total)

Tel. [( 401 )270-8179]{.underline} Fax [(401 )270-8139]{.underline}

Website/URL[http://cpsed.net/arling/]{.underline} Email
jlundsten@cpsed.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)

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

Name of Superintendent

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

District Name Tel. [( )]{.underline}

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

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

Name of School Board

President/Chairperson

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

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(School
Board President's/Chairperson's Signature)

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

**DISTRICT**

1\. Number of schools in the district: [18]{.underline} Elementary
schools

\_\_\_ 3\_ Middle schools

\_\_\_\_\_ Junior high schools

\_\_\_3\_ High schools

\_\_\_26\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\$9,052.00\_

Average State Per Pupil Expenditure: \_\_\_\$9,602.00\_

**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\. \_\_1\_\_\_Number of years the principal has been in her/his
position at this school.

\_\_5 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**       12        11                     **23**       **7**                             

  **1**       9         14                     **23**       **8**                             

  **2**       10        14                     **24**       **9**                             

  **3**       9         13                     **22**       **10**                            

  **4**       15        9                      **24**       **11**                            

  **5**       14        9                      **23**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   139
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of \_\_\_62\_[%]{.underline} White

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

[19]{.underline}% Hispanic or Latino

\_\_\_\_[8]{.underline}% Asian/Pacific Islander

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_10\_\_\_\_\_%

> (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 8
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 7
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        15
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    142
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .105
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    1000
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: \_\_\_\_\_5\_\_%

\_\_\_\_\_8\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_2\_\_\_\_

Specify languages: Spanish & Cambodian

9\. Students eligible for free/reduced-priced meals: \_\_\_64\_\_\_\_%

\_\_\_\_89\_\_\_Total Number Students Who Qualify

10\. Students receiving special education services: \_\_\_22 \_\_%

\_\_\_\_31\_\_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 \_\_4_Other Health Impaired

\_\_\_\_Deaf-Blindness \_20\_\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_7\_\_Speech or Language Impairment

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

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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

    **Number of Staff**

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

Administrator(s) \_\_\_\_1\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_\_6\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_1\_\_ \_\_\_8\_\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_4\_\_\_\_

> Support staff \_\_\_\_\_\_ \_\_\_10\_\_\_\_
>
> Total number \_\_\_\_8\_ \_\_ 22\_\_\_

12\. Student-"classroom teacher" ratio: \_\_1:24\_\_

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

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

  Daily student attendance 94%         94%         93%         93%         93%

  Daily teacher attendance 92%         92%         94%         Not         Not
                                                               available   available

  Teacher turnover rate    0           33%         17%         50%         0

  Student dropout rate                                                     

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

**[PART III ‑ SUMMARY]{.underline}**

Arlington Elementary School, in Cranston, Rhode Island is a 'gold mine'
according to Rhode Island's School Accountability for Learning and
Teaching (SALT) report released in April, 2001 by The Rhode Island
Department of Education. Arlington School, located in a diverse
neighborhood hardly looks like a gold mine at first glance. It's a small
school made up of 139 at risk students of which 36% are minorities and
64% of the student body receives free or reduced lunch. Teacher turnover
was significant and test scores were in the bottom percentiles. Parents
were not involved. The school climate did not support a warm, family
environment.

In the 1997-1998 school year only 36% of the fourth graders met the
standard for basic reading skills. However, by the 2000-2001 and the
2001-2002 school year, 100% of Arlington School fourth grade students
have met or achieved the standard with honors on basic reading for
understanding subtest of the state assessment. Arlington School is a
Rhode Island Regent's Commended School as for two successive years, the
fourth graders improved in six out of seven test categories, making
progress in every math and reading test. These scores reflect strong
standards based education at each grade level commencing with the
kindergarten program.

What has happened at this little elementary school in the past five
years? Five years ago, the faculty and leadership entered into a
partnership becoming a Title One School Wide school. The faculty
consisting of six full time teachers, supported by a reading team and a
strong professional development program, employs both a variety of
assessment tools that monitors and guides instruction and a tool kit of
instructional strategies that is again supported by a strong
professional development program. The reading team has developed a tool
kit of instructional strategies and is involved in modeling in the
classroom effective, research based practices and programs, such as "I
Read" developed by Dr. G.Reid Lyon at the National Institute of Health
and Feldgus and Cardonick's "Kid Writing".

The school has had effective school and district leadership. The
Superintendent of Schools works closely with Arlington. Likewise, there
is a respectful relationship between the leadership, faculty, parents
and students. There is 100 % teacher participation in the School
Improvement Plan and the Title One School Wide Plan. This year 98% of
our families agreed to support student learning by returning the family
school compact and 88% of our families returned the SALT survey. This
survey helps the school assess where it is and where it needs to go from
a parent's perspective.

As one can see, Arlington is a "gold mine" of hard working students,
parents and teachers. It is a family of learners who understand that by
working together, we can help all students and all faculty to meet high
standards. We are meeting our mission to develop a safe, consistent,
nurturing environment which promotes continuous learning for everyone.

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

**Show in one half page how the school uses assessment data to
understand and improve student and school performance.**

Continuous monitoring is part of the overall assessment plan which takes
shape in two distinctive forms: The New Standards Reference Assessment
gives us a snapshot of progress and achievement in time, while our
school based assessments facilitate informed decisions regarding
instruction and planning. This is a systematic approach that strengthens
the curriculum, points to professional development needs for teachers
and gives direction for students who need additional support. These
assessments act as a guide for the development of our school improvement
plan.

Assessment begins in kindergarten and grade one using the Phonological
Awareness Literacy Screening (PALS/ University of Virginia) identifying
student's strengths and needs. An Individual Reading Inventory is
administered to every student in grades two through five. Other areas of
the curriculum are also assessed in the form of a writing assessment for
grade three. Grade four is assessed using the New Standards Reference
Assessment for language arts and math. Grade five is assessed using
school based assessments.

The continuous assessment of prior knowledge helps teachers scaffold
their instruction. Instruction and assessment work hand in hand through
the use of the Kid Writing program, a systematic approach to phonics,
journals and writing workshop (Eileen Feldgus and Isabell Cardonick). As
children write teachers are making decisions regarding what mini lesson
is required to further student learning. Ongoing assessment is always
connected to instruction at Arlington School!

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

Student performance is the focus of Arlington School. We not only
communicate with parents and students, but we celebrate student
achievement. Upon entering the school, parents will view a large
showcase featuring the standard of the month with matching student work
and accompanying rubric and criteria chart.

Communication of performance has many aspects but we view communication
between the teacher and parent as critical. Individualized conferences
are scheduled in the fall during which time state assessment test
results as well as information gathered from an Individualized Reading
Inventory are shared and explained to parents of children in grades two
through five. Kindergarten and grade one parents discuss the results of
the Phonological Assessment Literacy Screening with the reading teachers
and respective teachers. Rubrics are explained for problem solving and
writing. Parents and teachers may schedule a conference either in person
or on the telephone.

Several meetings are scheduled such as the Open House in the early fall.
During the Open House, student performance is explained to parents using
data collected through state assessments and the School Accountability
for Learning and Teaching survey (SALT). This information is also shared
in newsletters, in the local newspaper and during individual parent
conferences. COZ, the Child Opportunity Zone program, supports
communication by making connections between the school and the family.
At Arlington performance and expectations are clearly communicated to
students, parents, and the community.

**Describe in one half pages how the school will share its success with
other schools.**

Sharing our success with other schools will occur in a natural way.
Using the University of Pittsburgh's Principles of Learning program,
monthly learning walks are scheduled. These walks have a specific focus
in which we demonstrate the conditions that impact student performance.
We share a 'snapshot' of teaching and learning with other professionals.
Through these learning walks, we have highlighted clear expectations and
accountable talk in the classroom. Professional development workshops,
such as "Kid Writing", will continue to be expanded. Recent articles in
the AFT newspaper and the Providence Journal which document Arlington's
success have encouraged educators to visit the school. Having a joint
faculty meeting with other community based schools and keeping our
website current are just a few ways Arlington School will share its
success. We will continue to share our success by cooperating with
several colleges by working with student teachers and practicum
teachers. By taking an active role in district and statewide committees,
we will communicate our accomplishments to our peers.

Sharing our success is viewed as a two way endeavor. We will learn from
the success of others and build on our own. By sharing our success we
also realize we are taking a risk. Not everyone will view our successes
through the same lens, but that feedback gives us another perspective on
which to reflect. Our success challenges us as we work to maintain and
to improve student achievement in meeting or exceeding the standards.

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

**Describe school's curriculum and show how all students are engaged
with significant content, based on high standards.**

The curriculum throughout Arlington School is based on the New Standards
and district benchmarks with high expectations for every student. Clear
expectations, accountable talk and academic rigor based on the
University of Pittsburgh's Principles of Learning are guiding us in
teaching and learning in a standards based environment. We are in a
continual process of revision and refinement as we learn more about our
teaching practices from learning walks, sharing of practices with our
colleagues and from research on how/what to teach to maximize student
learning. All teachers in grades k-5 are accountable for teaching and
assessing a core curriculum of Language Arts, Math, Science, Social
Studies and Health. Additionally, students have weekly classes in
Physical Education, Art, Music and Library with itinerant/specialist
teachers.

**LANGUAGE ARTS**: the Language Arts curriculum is built standards
developed by the National Council of Teachers of English. Using a
balanced literacy approach, reading, writing, speaking and listening are
key components in creating a well-rounded student. Arlington School
operates using a whole school approach understanding there is solid
evidence that focusing on literacy in the elementary school offers the
greatest opportunity for success and best learning for all students. A
balanced literacy approach which includes the components of phonemic
awareness, phonics, comprehension, fluency, and vocabulary ensures every
student success. Reading instructions is delivered to all students using
flexible homogeneous small groups. Our reading program demonstrates this
foundation through the use of the "I Read" model. Pre-assessment, using
the PALS, indicates those students needing immediate intervention. This
intervention is provided through the combined effort of the classroom
teacher, reading teacher and resource teacher.

Our children are taught writing skills using the "Kid Writing "program,
a systematic approach to phonics, journal, and writing workshop
beginning in Kindergarten. Students learn that writing is a process
involving generating ideas, drafting, revising, editing, proof-reading
and publishing. These writing skills are expanded upon in each grade
level.

**MATHEMATICS:** Using the National Council of Teachers of Mathematics
standards as foundation, Teachers strive to offer a hands-on and
balanced math program with exposure to specific concepts. Teachers are
actively working to integrate problem solving experiences into all units
so students make connections and apply learned concepts to real-world
situations. In addition, we are committed to engaging students in
meaningful tasks that will ensure competence in computation and other
basic skills.

**SCIENCE:** The starting point for our science curriculum is based on
the National Science Teacher's standards and national benchmarks, which
endeavors to produce students who are curious, capable, critical and
proactive thinkers. Science units explore specific themes through
problem solving, technology and activity based learning and
experimentation.

**SOCIAL STUDIES**: Children's initial introduction to social studies
begins with the study of our local community and gradually expands to
cover states, countries, and continents. By the end of Grade Five,
students will have learned about communities on every continent. Through
the study of selected themes in history, geography, and society,
students acquire the skills to research, organize, and present material.

**HEALTH**: The health curriculum stresses the importance of students
making good choices to maintain and improve their health as well as
increase their knowledge of the human body.

**Describe your school's reading curriculum and include the reasons why
you selected your present reading program**

The present reading program was selected as it best exemplifies a
balanced literacy program as it focuses on the interaction of the
learner with print. As part of a comprehensive literacy program phonemic
awareness, phonics instruction, comprehension, vocabulary and fluency
are taught in a systematic way determined by individual student needs.
Therefore, in the fall of each school year, each student is assessed
using an IRI in the intermediate grades. In the primary grades, a PALS
assessment (University of Virginia) is utilized to determine student
strengths and weaknesses. Ongoing assessment drives the reading program.
Based on the Reading Team's fall assessments, the children are placed in
flexible reading groups recognizing students need to be challenged in
their zone of proximal development. Therefore, at each grade level, the
organization of these flexible reading groups looks a little different.
For example, the fourth and fifth grade teachers have implemented cross
grade flexible groupings. All classroom teachers provide small group
instruction while the reading team supplements with research based whole
class instruction using a toolkit of strategies including the research
based AFT module "I Read" program. Using research by Moats, Foorman and
Honig, teachers understand the importance of direct instruction where
effective skills instruction must be organized, sequenced and
comprehensive while integrated into an overall language arts program. A
minimum of one hour and forty-five minutes is devoted to daily language
arts instruction in grades one through five.

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

Good writing practices at Arlington reflect a balanced approach between
product and process. Starting in kindergarten writing conventions, craft
and the use of language to communicate are introduced using the "Kid
Writing" program. This program is a model structure to develop a
student's individual strengths and to address his/her needs. Effort,
persistence, and improvement are noted for each student. Using grade
level benchmark papers, we talk to our students about what constitutes a
good piece of writing. Students establish high expectations by
developing writing models for whole class use. Students support each
other through peer conferencing by engaging in accountable talk between
students and between students and adults.

Writing is woven throughout the school day and the curriculum as
evidenced by journal writing, social studies reports, response and math
problem solving journals. Student learning is scaffolded through
teacher/student conferences, mini lessons, read alouds and the use of
visuals such as word walls and criteria charts. The faculty has
developed common instructional practices, such as leads and language
flow words, and a rubric that is used throughout the building. Immediate
feedback helps drive instruction within the student's zone of proximal
development. Assessment is used to monitor student achievement and to
drive instruction and results in students feeling safe about their
writing. The staff continues to learn about best practices as evidenced
by attendance at Kid Writing support groups and interest in training in
Six Traits +1 strategies.

**Describe in one half page the different instruction methods the school
uses to improve student learning***.*

Arlington students although alike in many ways, are individuals as well.
Therefore, learning and teaching must employ a variety of instructional
strategies and methods. Research indicates that at risk students require
one thousand exposures to learn new material. Therefore, teaching is
proactively planned and provides learning experiences which challenge
the learner with tasks that are slightly beyond the student's comfort
zone. In other words, our instructional methods are designed to meet
each student's zone of proximal development. Students are supported
through scaffolding strategies, such as, cross grade reading buddies,
the use of manipulatives, leveled reading materials for each student,
study guides, modeling, word walls, criteria charts and various graphic
organizers. Specific instructional programs, such as "Kid Writing" and
the "I Read" program, are introduced in the kindergarten and primary
grades. Flexible grouping for literacy is the norm with ongoing
assessment connected to teaching and learning.

Varied instructional groupings are employed. Teaching key concepts is
accomplished through accessing prior knowledge, modeling, small group
instruction and reinforcement activities. Small group activities, such
as think-pair and share, Roger Farr's Think Along strategies, literature
circles, cooperative groupings, student teacher conferences and mini
lessons also provide for diverse student learning. The quality of
instruction for each student is the mark of our success.

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

All professional development activities are aligned to the School
Improvement Plan and the Title One School Wide Plan which target
specific learning outcomes and high expectations for both teachers and
students. Teachers understand learning is social and needs to be
constructed with their peer group. Therefore, professional development
is embedded. This has been accomplished through the faculty's
participation in "Kid Writing Support Groups", book clubs, the piloting
a new math series, and in whole class modeling and coaching by the
reading team.. Furthermore, ongoing, meaningful professional development
is most effective when done in context and as a member of a team.
Faculty members attend workshops, conferences and graduate courses
together. Subsequently, they share learned information with the staff in
formal ways at faculty meetings and in informal discussions. Knowing
that the quality of classroom instruction makes the difference, teachers
are involved in using scientifically researched methods that have proven
to increase student achievement. This is evident in the "I Read"
initiatives, and "Thinking Math" courses.

All professional development activities are evaluated by the
participants. The teachers are beginning to assess their learning
through documentation and reflective practices. Likewise, the faculty
supports the National Standards for Staff Development (content, process
and context). This faculty believes that "when a teacher ceases to be a
learner, a teacher ceases to be a teacher" (Stead, 2002).

**[DATA DISPLAY TABLES FOR STATE ASSESSMENT TESTS]{.underline}**

**English Language Arts**

Grade\_\_\_\_4\_\_\_\_ Test_New Standards Reference Examination

#  English Language Arts

Edition/publication year_2001\_\_\_\_\_\_\_ Publisher \_Harcourt
Educational Measurement\_\_\_\_\_

What groups were excluded from testing? **No** groups were excluded from
testing.

Number excluded\_\_\_0\_\_\_\_\_ Percent excluded\_\_\_\_0\_\_\_\_

The New Standards Reference examination is a state mandated, standards
based exam this is given in grades 4, 8, and 10. Exam results are
reported as profiles. These profiles connect directly to the Performance
Standards. There are two content areas each with specific subtests:
English Language Arts and Mathematics. The English Language Arts
examination subtests are reading: basic understanding, reading: analysis
and interpretation, writing and conventions. The Reading: Basic
Understanding scores correlates to the part of the reading standard that
defines reading comprehension performance. The Reading Analysis and
Interpretation score correlates to students being able to make
interpretations, compare and contrast themes, make connections to other
texts and evaluate an author's craft. The Writing: Effectiveness score
reflects a student's ability to produce a multi-page written response to
a genre-specific writing prompt and an extended response to a question
based on a long reading passage. The Writing conventions subtest
reflects a students' control of standard written English.

The New Standards Reference Examination assesses how well students
perform relative to standards as opposed to how well they perform in
relation to other students. Standards are set by a body of teachers and
educators across the country. The scores are reported in one to five
categories (standard levels) using student performance to assess how
they are doing relative to the New Standards Performance Standards. The
New Standards *Performance Standards* developed in 1996 specify what
students at each grade level (grades 4, 8, and 10) should know and be
able to do with examples of real student work.

The five reported levels are

-   **Achieved the Student with Honors-**performs at a higher level than
    the standard consistently

-   **Achieved the Standard-**performs at standard level consistently

-   **Nearly Achieved the Standard-**performs at the level, but not
    consistently overall

-   **Below the Standard-**responses are often minimal or incomplete

-   **Little Evidence of Achievement**

On each o f the following data display tables the scores are totaled for
students who achieved the standard with honors and achieved the
standard. These scores meet the criteria as set forth by the Department
of Education. Also listed on the data display table in *italics* are the
percentage scores for students who nearly achieved the standard. These
students did not perform consistently. However, when looking at the data
it is important to know these percentages as they show growth of student
achievement over time. The 'nearly achieved the standard' scores are not
calculated in the total scores.

Data Display Table for English Language Arts: Reading Basic
Understanding Grade 4

**New Standards Reference Examination**

**Data Display Table for English Language Arts: Analysis &
Interpretation Grade 4**

**New Standards Reference Examination**

**Data Display Table for English Language Arts: Writing Conventions**

**New Standards Reference Examination**

**Data Display Table for English Language Arts: Writing Effectiveness
Grade 4**

**New Standards Reference Examination**

**[DATA DISPLAY TABLES FOR STATE ASSESSMENT TESTS]{.underline}**

**Mathematics**

Grade\_\_\_\_4\_\_\_\_ Test_New Standards Reference Examination

**[Mathematics]{.underline}**

Edition/publication year\_\_\_\_2001\_\_\_\_ Publisher \_Harcourt
Educational Measurement

What groups were excluded from testing? **No** groups were excluded from
testing.

Number excluded\_\_\_0\_\_\_\_\_ Percent excluded\_\_\_\_0\_\_\_\_

The New Standards Reference examination is a state mandated, standards
based exam this is given in grades 4, 8, and 10. Exam results are
reported as profiles. There are two content areas each with specific
subtests.: English Language Arts and Mathematics. The Mathematics
examinations subtests are skills, conceptual understanding and problem
solving. The Skills subtest represent the basic core skills in each area
of mathematics. The concepts subtest emphasizes mathematical ideas and
asks a student to use concepts to solve problems and to represent the
concept in important ways. The Problem Solving subtest asks students to
tackle a realistic situation where they are not provided ready-made
steps to follow.

The New Standards Reference Examination assesses how well students
perform relative to standards as opposed to how well they perform in
relation to other students. Standards are set by a body of teachers and
educators across the country. The scores are reported in one to five
categories (standard levels) using student performance to assess how
they are doing relative to the New Standards Performance Standards. The
New Standards *Performance Standards* developed in 1996 specify what
students at each grade level (grades 4, 8, and 10) should know and be
able to do with examples of real student work.

The five reported levels are

-   **Achieved the Standard with Honors-**performs at a higher level
    than the standard consistently

-   **Achieved the Standard-**performs at standard level consistently

-   **Nearly Achieved the Standard-**performs at the level, but not
    consistently overall

-   **Below the Standard-**responses are often minimal or incomplete

-   **Little Evidence of Achievement**

On each o f the following data display tables the scores are totaled for
students who achieved the standard with honors and achieved the
standard. These scores meet the criteria as set forth by the Department
of Education. Also listed on the data display table in *italics* are the
percentage scores for students who nearly achieved the standard. These
students did not perform consistently. However, when looking at the data
it is important to know these percentages as they show growth of student
achievement over time. The 'nearly achieved the standard' scores are not
calculated in the total scores.

**Data Display Table for Mathematics: Skills Grade 4**

**New Reference Standards Examination**

**Data Display Table for Mathematics: Problem Solving Grade 4**

**New Reference Standards Examination**