##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) [X]{.underline}
Elementary \_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mr. George C. Albano]{.underline}

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

Official School Name [Lincoln Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [170 East Lincoln Avenue]{.underline}

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

[Mount Vernon NY 10552-2410]{.underline}

City State Zip Code+4 (9 digits total)

County [Westchester]{.underline} State School Code Number\*
[66-09-00-01-006]{.underline}

Telephone [( 914 ) 665-5031]{.underline} Fax [( 914 )
665-5378]{.underline}

Website/URL [www.georgealbano.com]{.underline} E-mail
[mail@georgealbano.com]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Mrs. Brenda Smith]{.underline}

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

District Name [Mount Vernon City School District]{.underline} Tel. [(
914 ) 665-5201]{.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 [Ms. Carol Ben Reuben]{.underline}

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

**MOUNT VERNON SCHOOL DISTRICT**

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

[2]{.underline} Middle schools

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

[1]{.underline} High schools

[1]{.underline} Other

[15]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$13,807.00]{.underline}

Average State Per Pupil Expenditure: [\$13,085.00]{.underline}

**LINCOLN ELEMENTARY SCHOOL**

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\. [26]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

  **PreK**                                                  **7**                             

  **K**       50        54                     **104**      **8**                             

  **1**       73        55                     **128**      **9**                             

  **2**       74        53                     **127**      **10**                            

  **3**       48        60                     **108**      **11**                            

  **4**       40        40                     **80**       **12**                            

  **5**       57        51                     **108**      **Other**                         

  **6**       37        62                     **99**                                         

                                    **TOTAL                                                   754
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [23]{.underline} % White

the students in the school: [50]{.underline} % Black or African American

[25]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[1%]{.underline}

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      51
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      29
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    80
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 754
                            the school as of October 1  

  **(5)**                   Total transferred students  1%
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           11%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [28]{.underline}
%

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

Number of languages represented: [13]{.underline}

Specify languages: Spanish, Portuguese, French, Haitian Creole, Twi,
Japanese, Korean, Chinese,

Italian, Arabic, Swahili, Hindi, and Jamaican Creole

9\. Students eligible for free/reduced-priced meals: [54]{.underline} %

Total number students who qualify: [405]{.underline}

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

10\. Students receiving special education services: [1]{.underline} %

[42]{.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. Do not add additional categories.

[7]{.underline} Autism [1]{.underline} Orthopedic Impairment

\_\_\_\_Deafness [4]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [11]{.underline} Specific Learning Disability

[1]{.underline} Emotional Disturbance [14]{.underline} Speech or
Language Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> [2]{.underline} Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> [2]{.underline} Multiple Disabilities

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

    **Number of Staff**

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

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

Classroom teachers [37]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [13]{.underline} [1]{.underline}

Paraprofessionals [16]{.underline} \_\_\_\_\_\_\_\_

> Support staff [9]{.underline} [1]{.underline}
>
> Total number [77]{.underline} [2]{.underline}

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
[20:1]{.underline}

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

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance   95 %        93 %        97 %        97 %        96 %

  Daily teacher attendance   96 %        96 %        98 %        98 %        97 %

  Teacher turnover rate      0 %         1 %         1 %         0 %         1 %

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

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

**[Part III. Summary]{.underline}**

Lincoln School is the largest K-6 elementary school in Mount Vernon, New
York. It is an urban school located approximately 20 miles from
Manhattan. The mission of Lincoln School is to provide every student
with an equal opportunity for an excellent education by consistently
acting on the belief that all students [can]{.underline},
[must]{.underline}, and [will]{.underline} learn. While providing
students with a solid academic foundation, we are deeply committed to
developing the "whole child." Our goal is to ensure that every student
becomes a lifelong learner and a socially responsible, productive member
of our society.

Lincoln School sustains a nurturing, secure, and stimulating environment
that fosters a love of learning. By maximizing on individual talents and
abilities, every student and member of our staff is respected and
valued. A positive climate and tremendous pride in our school's
diversity pervades throughout the building. At Lincoln every student is
provided with countless opportunities to grow through educational
experiences that are both challenging and rewarding. It is a school of
budding writers, scientists, musicians, actors, athletes, and chess
players. It is also a place where meeting and exceeding the State
Standards is a top priority. It is a team effort accomplished with great
enthusiasm, dedication, and cooperation. A true sense of community and
of a shared mission prevails at all times.

Under the dynamic and devoted leadership of our Principal of 26 years,
Lincoln School has been continuously profiled as a school of academic
excellence and equity. Traditionally, we have been called upon to assist
other schools in our district as well as in surrounding districts. We
take pride in our school's reputation and always welcome opportunities
to share our successes. On any given day, educators from other schools
come to Lincoln to observe our exemplary staff sharing their "best
practices" and to experience our students enthusiastically engaged in
meaningful activities. Others come to review our innovative programs or
to participate in our informative staff development initiatives. Lincoln
also encourages strong partnerships with parents and community members.
They are invited to attend our science fair, musical productions,
multicultural events, and holiday celebrations. They are also asked to
support our school-wide reading incentives and chess tournaments.
Everyone who visits our meticulously maintained building, in which
bulletin boards and displays of our students' creative and written
expression take center stage, realizes our strong commitment to
learning.

In response to the NYS Learning Standards, the Principal, in
collaboration with his staff, has worked diligently to develop
curriculum frameworks in all subject areas that are aligned to the
Standards. As a result, we have experienced dramatic gains in student
achievement on all NYS Assessments. In more recent years, we have become
one of the top performing schools in New York State, successfully
closing the achievement gap. We have received national recognition in
the media. People from around the nation have come to Lincoln, including
a special visit from New York State Commissioner of Education, Richard
P. Mills (Nov. 2004), administrators and teaching staff from all over
the country, United Nation dignitaries, members of the media, and book
authors. Our willingness to share our accomplishments has provided us
with positive feedback, and more importantly, it has resulted in the
successful replication of our practices in other schools, of which we
are truly proud!

The culture we have created in our school has had significant impact on
other educators, inspiring them to "leave no child behind." As a Blue
Ribbon School, we will continue to welcome opportunities to share our
formula for success:

**S**etting high standards

**U**nconditional commitment

**C**urriculum alignment with the standards

**C**ommunication and collaboration

**E**ffective leadership

**S**taff, student, and parent accountability

**S**taff and student support

**[Part IV - 1. Assessment Results]{.underline}**

In 2001, President George Bush issued a challenge to all United States
schools to leave no child behind. Lincoln School welcomed this challenge
and has created a school that has successfully closed the achievement
gap. It is also a school where students achieve at very high levels.
Consistently, Lincoln's 4^th^ graders have met or exceeded the State
Standards in all test subjects - English Language Arts, Mathematics, and
Science. Reaching an impressive level of accomplishment in 2005, 52% of
our 4^th^ graders achieved Level 4 on the NYS English Language Arts
Assessment by "consistently demonstrating understanding of written and
oral text beyond the literal level." Also in 2005, 44% of our 4^th^
graders earned a Level 3 on the ELA showing that they met the State
Standards by being able to "demonstrate understanding of written and
oral texts at a literal level." Comprehensively, 96% of Lincoln's 4^th^
graders met or exceeded the State Standards on the ELA Assessment. This
high level of performance on the 2005 ELA at Lincoln School was not an
exception. In 2004, 99% of our students met or exceeded the State ELA
Standards. In equivalent New York State schools, only 10% achieved Level
4 and 47% achieved Level 3 on the 2004 NYS ELA. In 2003, 97% of
Lincoln's 4^th^ graders achieved either Level 3 or 4.

On the NYS Mathematics Assessment, Lincoln's students also performed
exceptionally well. To achieve Level 4 on this exam, students must be
able to demonstrate "ordering decimals; identifying place value; using
percents; estimating; applying graphical data; predicting effect of
biased samples; describing patterns; explaining reasoning; drawing
conclusions; and analyzing situations." In 2005, 84% of Lincoln's 4^th^
graders achieved this high level and 16% achieved Level 3. The students
who received Level 3 "consistently solved multi-step problems;
identified odds/evens; ordered fractions; applied mathematics in
real-world settings; and solved problems through integrated study of
number systems, geometry, algebra, data analysis, and probability."
Therefore, 100% of Lincoln's 4^th^ grade students met or exceeded the
State Standards on the NYS Mathematics Assessment. This high level of
achievement in math is consistent at Lincoln School. In 2004, 100% of
students tested achieved either Level 3 or 4. In 2003, 97% of Lincoln's
4^th^ graders met or exceeded the State Standards on the NYS Mathematics
Assessment. Again, it is important to note that only 76% of students in
similar New York schools met or exceeded the State Standards on the NYS
Mathematics Assessment.

At Lincoln School the student population is diverse ethnically,
socioeconomically, and through the inclusion of students with
disabilities in all classes. Yet, this diversity does not impinge on
testing results. All student subgroups achieved similarly high levels on
state assessments. In 2005, 104 children were administered the NYS ELA
-- 47 of these students were Black, 23 were Hispanic, and 33 were
Caucasian, including 4 with disabilities (Asian or Pacific Islander not
reported by state). Of these students 96% met or exceeded the State
Standards. In the subgroups, economically disadvantaged and advantaged,
95% of the disadvantaged students and 97% of the advantaged students,
met or exceeded the State Standards on this assessment. In a state like
New York, where achievement gaps between Caucasian students and their
Black and Hispanic classmates are estimated to be 35 percentage points,
at Lincoln School these gaps are nonexistent. In the years since the No
Child Left Behind Act, 4^th^ graders were given the NYS Assessments with
two exceptions: students identified with severe disabilities were
assessed using the NYS Alternative Assessment and students regarded as
having Limited English Proficiency were assessed using the NYS English
as a Second Language Achievement Test. Additional information on the NYS
Assessments and Lincoln School's performance may be found online at
<http://emsc33.nysed.gov/irts/>.

**[Part IV - 2. Using Assessment Results]{.underline}**

Data derived from assessment results is crucial in improving student and
school performance at Lincoln School. A variety of assessments is
presently being utilized. Beginning in Kindergarten and continuing
through Grade 3, the Developmental Reading Assessment is administered
biannually. The results of this individually administered assessment
drives classroom reading instruction, initiates intervention services,
and assures proper placement of our students in guided reading groups.
The NYS ELA and Math Assessments are presently being administered in
Grades 3-6. Less formal assessments in use at Lincoln include: portfolio
assessments, program assessments, diagnostic tests, and specifically
designed rubrics that are correlated to the NYS Standards. Ongoing NYS
Replica Tests have proven extremely successful in monitoring students'
progress, as well as familiarizing them with the format of the state
assessments to reduce anxiety and build confidence in their test-taking
abilities.

The results of all our assessments are used to drive instruction toward
the Standards, help students progress in the Standards, and identify
students "at risk" in order to provide appropriate academic
intervention. For example, Reading and Support Specialists work directly
in classrooms as co-teachers, targeting their assistance to struggling
learners. Standards-based lessons are modeled on prototypes of the NYS
Assessments to assure that the required skills and strategies are being
developed. Student office folders, containing individual student
assessment profiles, are updated regularly and can be accessed by staff
members in order to monitor progress and adjust interventions.

In addition, the Principal in collaboration with the staff also analyzes
such assessment data to make decisions and plans for the school such as
creating instructional policies, directing resources and expenditures,
revising curricula, adopting instructional programs, and instituting
academic and support services to ensure that the mission and goals of
our school are accomplished.

**[Part IV - 3. Communicating Assessment Results]{.underline}**

The communication of student performance and assessment data to all
concerned is paramount to Lincoln's success. First, it is the custom at
Lincoln to require the parents/guardians of each child to attend
conferences each quarter to receive their child's report card and
discuss their child's progress with teachers, support staff, and even
the Principal. Recognizing that many of our students come from working
families or single parent households, Lincoln's staff adjusts and adapts
their schedules by holding meetings before and after school, in the
evenings, or even on weekends. Teachers also communicate with parents
through five-week progress reports, telephone conversations, and in
special cases, daily updates in logbooks. Additionally, parent meetings
are held throughout the year such as Meet and Greet Night and Standards
meetings for parents of children taking state assessments. New Compact
meetings, monthly PTA meetings, Child Study Team meetings, CSE meetings,
and IEP annual reviews are also held. Parents are invited to attend Open
School Week, Class Visitation Day, and are encouraged to volunteer in
the classrooms.

Students are made aware of their progress and assessment results through
weekly test folders that are sent home and signed by parents/guardians.
They are also called upon to give themselves self-assessments based on
specifically structured rubrics. Student conferences with teachers are
constantly held in order to make students aware of their areas of
strength and where improvements are necessary.

Lincoln also uses local cable stations to inform parents and our
community of special events, student accomplishments, and other relevant
information. Lincoln issues press releases and schedules on-site visits
from media to keep our community aware of the school's mission and
progress. After the results of the NYS Assessments are received and
analyzed by the Lincoln School Principal and staff, presentations are
prepared for parents. School results are presented at the PTA meeting
and provided in Lincoln's newsletter ([The Lincoln Log]{.underline}).
Individual student profiles are sent home to parents. In addition, the
results of NYS Assessments are routinely reported in both local and
state newspapers. At the end of the school year, the Principal presents
a "State of the School" report to the Board of Education at a meeting
that is open to the public and televised on our local cable station. The
presentation includes all NYS Assessment results, awards received by
students, and special initiatives that took place throughout the school
year.

**[Part IV -- 4. Sharing Success]{.underline}**

In recent years, Lincoln School has ushered in a new phase of sharing
our successes. As a result of our consistent, outstanding performance on
all NYS Assessments, our success in closing the achievement gap, and our
deep commitment to developing the "whole child," we have received
recognition throughout the country in newspapers, professional journals,
and on National television (CBS, FOX, PBS -- Jim Lehrer NewsHour, 60
Minutes, etc.). Lincoln has been described as:

> "...a school that is a shining example of educational excellence,
> crossing racial barriers and economic obstacles" -- Westchester Parent
> Magazine, 10/2002
>
> "...he (Mr. Albano) made it his mission to insure that success cuts
> across lines of race and income." --
>
> PBS-TV -- Jim Lehrer NewsHour, 11/12/03
>
> "...a very special school in Mount Vernon where everyone succeeds" --
> CBS-TV News, 4/26/02
>
> "...Lincoln is a school with Ordinary Kids, Extraordinary Achievement,
> a Stunning Success Rate\...how they do it will amaze and inspire you."
> -- CBS-TV Half-Hour News Special, 2/22/03

Numerous on-site visitations from educators across the nation have been
scheduled continuously. Open discussions after each visit have led to
the sharing of our ideas, practices, and valuable information such as
our "Success" booklet which includes our most effective strategies for
improving student performance levels on the NYS Assessments.

The Principal continues to share Lincoln's success through numerous
presentations at various professional conferences, including State and
National Associations such as:

-   The International Center for Leadership in Education -- The 13^th^
    Annual Model Schools Conference, June 26-29, 2005 -- Nashville, TN

-   Phi Delta Kappa International 2004 Conference, October 21-24, 2004 -
    Las Vegas, NV

-   The 14^th^ Educational Trust National Conference, November 6-8, 2003
    -- Washington, DC

-   Columbia University, Hechinger Institute on Education and the Media
    Conference, March 6-7, 2004 -- Washington, DC

-   National Education Association (NEA) "On the Wings of Change"
    Conference, March 21-23, 2004 - Colorado Springs, CO

-   The Texas State Teachers' Association (TSTA) and the National
    Education Association (NEA) of Dallas -- Annual "Challenge to
    Change" Conference. "Each Child's Success is Our Victory."
    Conference, August 6-7, 2004 -- Dallas, TX

-   "A Celebration of the Art and Science of Life" Discovery Forum,
    4/29/05 -- Peoria, IL

The outcome of sharing our success has led to generous donations to
Lincoln, such as the funding of our award-winning chess program; a gift
of more than 40 computers for our technology lab; and sponsorships from
local businesses, corporations, and private benefactors. The Principal
encourages this support so that we may better serve our students.

The Principal has also created a website
([www.georgealbano.com](http://www.georgealbano.com/)), highlighting
Lincoln School's accomplishments and "recipe for success."

**[Part V -- 1. Curriculum]{.underline}**

The Lincoln School Staff has worked diligently to develop curriculum
frameworks that are aligned to the NYS Standards in all subject areas.
These frameworks are used as tools for organizing and planning
Standards-based instruction. To ensure that all of our students meet or
exceed the State Learning Standards, several strategies have been
implemented, including the development of effective and equitable
scheduling, the use of current and comprehensive instructional programs,
and the planning of staff development initiatives. Flexible grouping
within the classrooms, academic intervention and support services, as
well as after school tutoring programs and enrichment clubs based on
students' needs and/or interests, are instrumental in meeting the
federal requirements of the NCLB Act. In addition, the Principal and
Assistant Principal carefully monitor the planning and delivery of
instruction of all staff members throughout the school year by formal
and informal visitations to further ensure that instruction is
appropriate to the development of each child and incorporates a variety
of strategies and learning styles.

The core of Lincoln's language arts curriculum is our Balanced Literacy
Program which focuses on using language for "information and
understanding, literary response and expression, critical analysis and
evaluation, and social interaction." Speaking, reading, writing,
listening, and thinking are integrated into all subjects and at every
grade level. Students listen to and read a variety of literary genres
including fables, myths, poetry, newspaper articles, novels, and
non-fiction books. Students write in a variety of genres such as
friendly letters to pen pals in other school districts and to soldiers
stationed in Iraq, persuasive letters to local officials, seasonal
poems, personal narratives, daily journal entries, research papers, and
document-based essays. Grade level benchmarks and rubrics aligned to the
Standards are the foundation for instruction and assessment.

Lincoln's math curriculum requires students not only to master basic
computation skills, but to think mathematically and to use a vast array
of strategies to solve problems. Students are learning to communicate
and reason mathematically by keeping journals, by writing their own word
problems about real-life situations and solutions, and by sharing their
ideas through cooperative learning lessons in decision making.
Motivational activities and hands-on strategies using a variety of
manipulatives and technology are some of the ways we help our students
develop confidence in their ability to understand math skills and
concepts.

Lincoln's science curriculum was developed to meet the goals of the
National Science Education Standards and includes the study of Life,
Earth, and Physical Science. The tools and processes of scientific
inquiry and hands-on investigations are incorporated into every lesson
to enhance our students' understanding of the concepts and skills
described in the NYS Learning Standards for Math, Science, and
Technology. Our extensive science inventory includes a multitude of
materials for conducting experiments, an inflatable planetarium, and a
traveling library to assist students in developing science projects. The
extent of our accomplishments is reflected by the confidence,
enthusiasm, and competence our students demonstrate during our annual
science fair and on the NYS Science Assessment.

Lincoln's social studies curriculum follows the content understandings
recommended by the NYS Education Department. In Grades K-3 students
learn about themselves, their family, and their community. In Grades 4-6
our curriculum focuses on the history of New York State, American
History, and World History. During the last five years, 97-100% of our
students have met or exceeded the Standards on the NYS Social Studies
Assessment. Interrelationships between geography, economics, and
government are explored. Field trips are an integral part of our
curriculum and enable students to extend and enhance their studies. In
addition, the staff is deeply committed to developing an appreciation
for the cultural diversity of our student population. Multicultural
events are scheduled throughout the school year. We take great pleasure
in sharing the many ethnic customs and traditions of our school
community and the world during holiday celebrations. We have created a
school store run by the ESL students, which provides them with hands-on
experience in the way American business is conducted.

The integration of academic content into art, music, and physical
education provides students with creative ways to enjoy what is learned
in the classroom. Literature from our reading programs is

integrated into our art and music classes on every grade level. For
example, in art class, fourth grade students created their own
illustrations for a chapter in [Van Gogh Café]{.underline} by Cynthia
Rylant. In physical education classes, students enhance their
understanding of scientific concepts such as participating in physical
exercises combining velocity and force.

In conclusion, the success of our rigorous curriculum and motivational
instruction in all subject areas is reflected in our students'
consistently high levels of performance on **all** the NYS ELA, Math,
Science, and Social Studies Assessments.

**[Part V -- 2a. Reading]{.underline}**

At Lincoln School the NYS ELA Standards influence every aspect of
literacy -- skills, instruction, diagnosis, and assessment. As a result,
a comprehensive Balanced Literacy Program has been implemented which
enables teachers to continually engage students in a variety of
meaningful literacy experiences to help them develop into successful
readers, writers, listeners, and thinkers. It consists of six major
processes: teacher read aloud, shared reading, guided reading and
writing, and independent reading and writing, which occur during
uninterrupted literacy blocks. It combines teacher-directed instruction
with student-centered activities. Based on data collected from the
individually administered Developmental Reading Assessment, students in
the primary grades are placed in small guided reading groups at their
level of success. Literacy centers provide students with numerous
opportunities to read, write, explore, and create independently and
efficiently while teachers are working with groups. Additional support
for struggling readers is provided through special intervention programs
such as Reading Recovery and Preventing Academic Failure, as well as
after school ELA tutoring/enrichment programs.

Classrooms are rich literate environments where instructional materials
include trade books, leveled readers, multicultural anthologies, and
supplementary workbooks. Strong emphasis is placed on vocabulary
development, phonemic awareness, word analysis, and comprehension skills
and strategies. An on-site Teacher Resource Center provides teachers
with additional materials. We have also instituted a very successful
"Book-in-a-Bag" take-home reading program and a Summer Reading Program
(available to parents on our district's website), which provide students
with appropriate books to read, and include written or creative
responses, a log, and a parent sign-off. All of our reading programs and
instructional practices are chosen to meet the diverse needs and
developmental differences of our students in order to help them progress
in the Standards.

At Lincoln School, we are deeply committed to fostering the love and
habit of reading in all our students in hopes that they will become
lifelong active readers. Throughout the year, we stage numerous
school-wide reading incentive programs such as "Reading is a Gift You
Give Yourself" in December, "Reading is at the Heart of Everything We
Do" in February, and "Read and Race Across America" in June, which
reward students who accomplish goals that are set. These programs are
sponsored by the PTA and/or local businesses such as McDonalds and
Domino's Pizza, and organizations such as Reading is Fundamental. The
creation of a "Book Swap Shop" in the school and the scheduling of
"Celebrate Reading" activities such as designing T-shirts with reading
slogans, further support our efforts to promote literacy.

**[Part V -- 3. Technology]{.underline}**

Technology is an integral part of education at Lincoln. We believe that
technology is a critical teaching and learning tool for a twenty-first
century education. All classrooms are computer equipped, and they are
used daily by students and teachers. In addition, every student uses the
computer lab, which has 40 eMAC computers, for a minimum of 60 minutes a
week. The availability of computers allows students to support their
learning with technology. Our classrooms and computer lab feature the
latest hardware and software, including supervised Internet access and
integration of technology throughout the curriculum. Students learn to
develop web pages, conduct research on the Internet, and create
multimedia presentations. Lincoln students can explore "how people
create, use, and control technology; apply knowledge in mathematics,
language arts, social studies, science, health, and fine arts; in
solving problems associated with technology; use tools and materials to
explore personal interests with technology; exhibit self-confidence
through the use of technology." Technology is of great assistance to our
students with special needs for whom learning, reading, and writing
often come easier when presented through multisensory activities.

The Lincoln Staff receives training on a regular basis by attending
workshops in and out of district. Their expertise in using technology
with instruction allows students to take virtual field trips to any
place in the world and at any time period, to create their own projects
retrieving necessary facts while discarding extraneous information, use
word processing, and to conduct research projects. For example, in the
upper grades students are required to complete extensive research
projects, often related to social studies and science. Computer use in
the classroom and the lab allows students to delve deeper into certain
aspects of their studies such as visiting the NASA website when studying
astronomy. All students taking the NYS Assessments are exposed to online
activities that support their preparation for these assessments. In
addition, the computer lab provides a wealth of information that would
not be available to many of our students.

**[Part V -- 4. Instructional Methods]{.underline}**

At Lincoln School we are deeply committed to meeting the needs of all
our students. Due to the cultural and socioeconomic diversity of our
student population, we are faced with the ever growing challenge of
reaching every child. To meet this challenge, differentiated instruction
is incorporated into every subject area. Precise tools and instructional
programs are utilized to help students of all ages, learning styles,
abilities, and backgrounds meet or exceed the NYS Standards.

Through differentiation of instruction, teachers first diagnose
individual needs and then employ a variety of strategies to address
those needs. Hands-on activities using manipulatives, audio visual aids,
supplementary workbooks for practice, and the use of computers for
reinforcement and enrichment are some of the materials and strategies
that are utilized. Instructional format varies: modeled instruction,
whole group instruction, small and individualized direct instruction,
take place as needed. Flexible groups; cooperative learning groups; and
learning centers based on ability, interest, and/or choice further
develop academic as well as social skills that are essential for
success. The Principal continually encourages teachers to embrace more
innovative instructional strategies that stimulate and engage students
in the learning process.

In developing study units and plans, teachers use Bloom's Taxonomy to
develop higher order thinking skills. In addition, specifically designed
rubrics tied to the Standards are created to enable students to
understand what is expected of them and to help them reach their highest
level of performance.

Careful attention is given to students having special challenges --
academically, socially, and/or emotionally. Academic intervention
programs are provided such as Preventing Academic Failure, which employs
a multisensory approach to learning to read and write. Counseling and
support groups such as the "Banana Splits" are offered by the school
psychologist and social worker. Additionally, after-school homework
clubs for English as a Second Language learners and tutoring programs in
ELA and Math are also provided.

**[Part V -- 5. Professional Development]{.underline}**

At Lincoln School high quality professional development is provided
throughout the year to empower teachers with the knowledge of current
research and practice in order to maintain effective teaching and
improve student performance. Before the Principal embarks on a
professional development initiative, he gathers information such as
assessment data, and with input from the staff, develops a plan.
Implementation of the plan and evaluation of the results are part of the
process.

Administrators and specialists support professional development by
attending workshops, conferences, and training sessions in their field.
They share their newly acquired knowledge with the rest of the staff. As
a result, on-site curriculum meetings and workshops are held on a wide
variety of relevant topics such as NYS Standards/Assessments, curriculum
mapping, Balanced Literacy, flexible grouping, learning centers, and
technology. For example, the reading specialists participated in the
AUSSIE Balanced Literacy Workshop and, in turn, trained teachers on
guided reading strategies. The Principal also capitalizes on the
expertise of our talented staff members to share their "Best Practices."
For example, one of our sixth grade teachers, a former chemical engineer
for NASA, had a profound influence on our faculty. He provided training
in cognitive strategies, in which teachers acting as facilitators,
allowed students to teach themselves through guided inquiry and
investigations.

In addition, monthly faculty meetings routinely address educational
issues and allow time for sharing of ideas. New teachers attend district
orientation programs and also receive support from mentor teachers
throughout their first year. Specialists (called Curriculum Coaches) are
assigned a specific grade level. They are required to monitor and assist
all teachers with the planning and delivery of instruction, to
facilitate testing and analysis of data, and to provide support services
to students in need. Our effective scheduling affords grade level
teachers the opportunity to meet with their coaches during common prep
time.

Staff members are encouraged to establish networks outside the school
and district. These include partnerships with local teacher centers,
universities, and professional organizations. In addition, visitations
to other schools enable staff members to bring back innovative ideas,
programs, and strategies that have a significant impact on our school.
For example, after investigating the Blind Brook School District Support
Service Program, we were able to minimize interruptions and maximize
teacher class time by learning the mechanics of developing common
pull-out times. After observing the PAF multisensory reading program in
another district's first grade class, we decided to pilot it; after
proven success, we adopted it. Several teachers attended training
sessions over the summer in order to effectively implement the program.

Lincoln School's professional development has been extremely effective
as reflected by our students' outstanding performance on all NYS
Assessments.

**[DATA DISPLAY TABLE]{.underline}**

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

**Edition/Publication Year** [2000-2005]{.underline} **Publisher** [CTB/
McGraw- Hill]{.underline}

+----------------------+--------+--------+--------+--------+--------+
|                      | *      | *      | *      | *      | *      |
|                      | *2004- | *2003- | *2002- | *2001- | *2000- |
|                      | 2005** | 2004** | 2003** | 2002** | 2001** |
+----------------------+--------+--------+--------+--------+--------+
| Testing Month        | Fe     | Fe     | Fe     | Fe     | Fe     |
|                      | bruary | bruary | bruary | bruary | bruary |
+----------------------+--------+--------+--------+--------+--------+
| # School Scores      |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| **% meeting and      | *      | *      | *      | *      | *      |
| exceeding State      | *96%** | *99%** | *97%** | *99%** | *87%** |
| Standards (Levels 3  |        |        |        |        |        |
| and 4)**             |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| \% exceeding state   | 52%    | 27%    | 58%    | 60%    | 30%    |
| standards (Level 4)  |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| Number of students   | 104    | 90     | 79     | 85     | 101    |
| tested               |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| Percent of total     | 99%    | 100%   | 100%   | 98%    | 100%   |
| students tested      |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| Number of students   | 1      | 0      | 0      | 2\*    | 0      |
| alternatively        |        |        |        |        |        |
| assessed             |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| Percent of students  | 1%\*   | 0%     | 0%     | 2%\*   | 0%     |
| alternatively        |        |        |        |        |        |
| assessed             |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| **SUBGROUP SCORES**  |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| **1. Economically    |        |        |        |        |        |
| Disadvantaged**      |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| **% meeting and      | *      | **     | *      | *      | *      |
| exceeding State      | *95%** | 100%** | *94%** | *97%** | *88%** |
| Standards (Levels 3  |        |        |        |        |        |
| and 4)**             |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| \% exceeding State   | 45%    | 22%    | 68%    | 53%    | 27%    |
| Standards (Level 4)  |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| Number of students   | 66     | 41     | 34     | 36     | 52     |
| tested               |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| **2. Not             |        |        |        |        |        |
| Disadvantaged**      |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| **% meeting and      | *      | *      | **     | **     | *      |
| exceeding State      | *97%** | *98%** | 100%** | 100%** | *86%** |
| Standards (Levels 3  |        |        |        |        |        |
| and 4)**             |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| \% exceeding State   | 63%    | 31%    | 51%    | 65%    | 33%    |
| Standards (Level 4)  |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| Number of students   | 38     | 49     | 45     | 49     | 49     |
| tested               |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| **3. Black**         |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| **% meeting and      | *      | **     | *      | *      | *      |
| exceeding State      | *96%** | 100%** | *97%** | *98%** | *85%** |
| Standards (Levels 3  |        |        |        |        |        |
| and 4)**             |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| \% exceeding State   | 45%    | 19%    | 46%    | 52%    | 23%    |
| Standards (Level 4)  |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| Number of students   | 47     | 48     | 39     | 42     | 52     |
| tested               |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| **4. Hispanic**      |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| **% meeting and      | **     | **     | **     | **     | **     |
| exceeding State      | 100%** | 100%** | 100%** | 100%** | 100%** |
| Standards (Levels 3  |        |        |        |        |        |
| and 4)**             |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| \% exceeding State   | 74%    | 30%    | 67%    | 56%    | 17%    |
| Standards (Level 4)  |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| Number of students   | 23     | 11     | 10     | 18     | 6      |
| tested               |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| **5. White**         |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| **% meeting and      | *      | **     | *      | **     | *      |
| exceeding State      | *94%** | 100%** | *97%** | 100%** | *88%** |
| Standards (Levels 3  |        |        |        |        |        |
| and 4)**             |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| \% exceeding State   | 45%    | 40%    | 69%    | 76%    | 40%    |
| Standards (Level 4)  |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| Number of students   | 33     | 30     | 29     | 25     | 42     |
| tested               |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+
| **6. Asian or        |        |        |        |        |        |
| Pacific              |        |        |        |        |        |
| Islander\*\***       |        |        |        |        |        |
+----------------------+--------+--------+--------+--------+--------+

\* The state and local assessments that were administered to general
education students were not appropriate for these students. The
student's disabilities required the use of alternate performance
indicators to appropriately assess abilities and needs.

\*\* Asian or Pacific Islander population not reported by state.

**[DATA DISPLAY TABLE]{.underline}**

**Subject** [Math]{.underline} **Grade** [4]{.underline} **Test**
[Mathematics]{.underline}

**Edition/Publication Year** [2000-2005]{.underline} **Publisher** [CTB/
McGraw- Hill]{.underline}

  ------------------------ --------------- --------------- --------------- --------------- ---------------
                           **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  Testing Month            May             May             May             May             May

  **School Scores**                                                                        

  **% meeting and          **100%**        **100%**        **97%**         **99%**         **92%**
  exceeding State                                                                          
  Standards (Levels 3 and                                                                  
  4)**                                                                                     

  \% exceeding State       84%             56%             67%             68%             57%
  Standards (Level 4)                                                                      

  Number of students       109             97              98              81              112
  tested                                                                                   

  Percent of total         99%             100%            100%            98%             100%
  students tested                                                                          

  Number of students       1               0               0               2\*             0
  alternatively assessed                                                                   

  Percent of students      1%\*            0               0               2%\*            0
  alternatively assessed                                                                   

  **SUBGROUP SCORES**                                                                      

  **1. Economically                                                                        
  Disadvantaged**                                                                          

  **% meeting and          **100%**        **100%**        **100%**        **97%**         **93%**
  exceeding State                                                                          
  Standards (Levels 3 and                                                                  
  4)**                                                                                     

  \% exceeding State       83%             45%             70%             49%             54%
  Standards (Level 4)                                                                      

  Number of students       66              47              47              35              57
  tested                                                                                   

  **2. Not Disadvantaged**                                                                 

  **% meeting and          **100%**        **100%**        **94%**         **100%**        **91%**
  exceeding State                                                                          
  Standards (Levels 3 and                                                                  
  4)**                                                                                     

  \% at exceeds State      86%             66%             65%             83%             60%
  Standards (Level 4)                                                                      

  Number of students       42              50              51              46              55
  tested                                                                                   

  **3. Black**                                                                             

  **% meeting and          **100%**        **100%**        **95%**         **98%**         **89%**
  exceeding state                                                                          
  standards (Levels 3 and                                                                  
  4)**                                                                                     

  \% exceeding State       72%             44%             60%             63%             46%
  Standards (Level 4)                                                                      

  Number of students       46              48              40              41              57
  tested                                                                                   

  **4. Hispanic**                                                                          

  **% meeting and          **100%**        **100%**        **100%**        **100%**        **100%**
  exceeding state                                                                          
  standards (Levels 3 and                                                                  
  4)**                                                                                     

  \% at exceeds State      88%             43%             56%             76%             40%
  Standards (Level 4)                                                                      

  Number of students       26              14              18              17              10
  tested                                                                                   

  **5. White**                                                                             

  **% meeting and          **100%**        **100%**        **97%**         **100%**        **98%**
  exceeding State                                                                          
  Standards (Levels 3 and                                                                  
  4)**                                                                                     

  \% at exceeds State      97%             75%             79%             70%             75%
  Standards (Level 4)                                                                      

  Number of students       33              32              39              23              44
  tested                                                                                   

  **6. Asian or Pacific                                                                    
  Islander\*\***                                                                           
  ------------------------ --------------- --------------- --------------- --------------- ---------------

\* The state and local assessments that were administered to general
education students were not appropriate for these students. The
student's disabilities required the use of alternate performance
indicators to appropriately assess abilities and needs.

\*\* Asian or Pacific Islander population not reported by state.