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

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

**Cover Sheet**

Name of Principal [Mr. Michael R. Forbush]{.underline}

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

Official School Name [Deal Island Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [23275 Lola Wheatley Road]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Deal Island Maryland 21821-1617]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 410 ) 784-2449]{.underline} Fax [( 410 ) 784-2411]{.underline}

Website/URL [www.somerset.k12.md.us]{.underline} Email
[mforbush@somerset.k12.md.us]{.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)

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

Name of Superintendent [Dr. Karen-Lee Brofee]{.underline}

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

District Name [Somerset County Public Schools]{.underline} Tel. [( 410 )
621-6226]{.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 Mr. Richard F. Scott

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** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: \_\_**[6]{.underline}**\_\_
Elementary schools

\_\_**[2]{.underline}**\_\_ Middle schools

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

\_\_**[2]{.underline}**\_\_ High schools

\_\_**[1]{.underline}**\_\_ Vocational school

\_\_**[11]{.underline}**\_ TOTAL

2\. District Per Pupil Expenditure:
\_\_\_**[\$8,465]{.underline}\_\_\_\_\_**

Average State Per Pupil Expenditure:
\_\_\_**[\$7,971]{.underline}**\_\_\_\_\_

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

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

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

4\. [**1**]{.underline} Number of years the principal has been in
her/his position at this school.

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

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

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

  **K**       **7**     **7**                  **14**       **7**                             

  **1**       **5**     **8**                  **13**       **8**                             

  **2**       **9**     **8**                  **17**       **9**                             

  **3**       **12**    **8**                  **20**       **10**                            

  **4**       **7**     **9**                  **16**       **11**                            

  **5**       **12**    **7**                  **19**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   **105**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

**\*\* total includes 6 Pre-K students**

6\. Racial/ethnic composition of [**87**]{.underline} % White

the students in the school: **[10]{.underline}** % Black or African
American

\% Hispanic or Latino

> **[3]{.underline}** % Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[**7.8**]{.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 transferred **1**
              ***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        **8**
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    **102**
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     **.078**
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    **7.8**
              100                                
  ----------- ---------------------------------- ------------------------

1.  Limited English Proficient students in the school:
    \_\_\_**[0]{.underline}**\_\_\_%

\_\_\_**[0]{.underline}**\_\_\_Total Number Limited English Proficient

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

Specify languages:

2.  Students eligible for free/reduced-priced meals:
    \_\_**[47]{.underline}**\_\_\_%

\_\_**[49]{.underline}**\_\_\_Total Number Students Who Qualify

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

10\. Students receiving special education services:
\_\_\_**[14]{.underline}**\_\_\_%

\_\_\_**[15]{.underline}**\_\_\_Total Number of Students Served

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

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

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

\_\_\_\_\_Deaf-Blindness \_\_**[7]{.underline}**\_\_Specific Learning
Disability

\_\_\_\_\_Hearing Impairment \_\_**[3]{.underline}**\_\_Speech or
Language Impairment

\_\_**[3]{.underline}**\_\_Mental Retardation \_\_\_\_\_Traumatic Brain
Injury

\_\_**[2]{.underline}**\_\_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]{.underline}**\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_**[7]{.underline}**\_\_\_
\_\_\_**[1]{.underline}**\_\_\_\_

Special resource teachers/specialists \_\_\_**[2]{.underline}**\_\_\_
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_**[3]{.underline}**\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_**[5]{.underline}**\_\_\_
> \_\_\_**[1]{.underline}**\_\_\_\_
>
> Total number \_\_**[18]{.underline}**\_\_\_
> \_\_\_**[2]{.underline}**\_\_\_\_

12\. Student-"classroom teacher" ratio: \_\_**[15:1]{.underline}**\_\_

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 **95.7%**   **95.9%**   **96.1%**   **95.0%**   **95.9%**

  Daily teacher attendance **98.4%**   **98.7%**   **97.7%**   **97.4%**   **98.1%**

  Teacher turnover rate    **0%**      **0%**      **0%**      **0%**      **22%**

  Student dropout rate                                                     

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

**[Explanation of Data]{.underline}**

During the 1997-98 school year, we had a teacher turnover rate of
twenty-two percent. Although this number may seem high, the actual
number of teachers who left the school was two. We have a small faculty
of only nine teachers.

[PART III -- SUMMARY]{.underline}

Deal Island Elementary School is located in Deal Island, Maryland, a
small rural community on the Lower Eastern Shore. Deal Island, only
three miles in length, is situated along the Chesapeake Bay in Somerset
County and is home to many watermen who harvest its waters. It is safe
to say that Deal Island Elementary is as unique and special as the
community it serves. Accessible to most children only by bridge, the
school has an enrollment of one hundred five students in grades
pre-kindergarten through five.

The mission of Deal Island Elementary School focuses primarily on three
vital areas. The first area, and the most important, is student
achievement. Our goal is to provide an educational program that
contributes to the success of all students and results in children who
are self-motivated to learn and committed to high quality work. The
faculty and staff also believe strongly in promoting the positive
self-esteem of each child and providing students with an environment
that is conducive to learning. We take great pride in making each child
feel a part of our "learning family." The final critical area is
parental and community involvement. Our school has strong support and is
continuously searching for ways to involve parents and the entire
community in the learning process through shared learning experiences.

Deal Island's commitment to excellence, as well as the commitment of
Somerset County, is mirrored in the programs and activities that are
offered. In recent years, two new programs implemented by the county
have had a tremendous impact on our success. A new Reading program,
developed with the assistance of educational consultant Dr. Peter
DeWitz, has helped to dramatically increase the reading levels of the
majority of our students. A new Math program, designed under the
supervision of consultants Dan Nuzzi and Joe Mills, has helped to align
our Math curriculum with the Maryland Content Standards and has given us
a means of consistently assessing our students' progress. This year, our
computer lab was also updated to supplement these programs and now
includes math and reading software appropriate for all grade levels.

The learning environment at Deal Island Elementary School is one of
close positive relationships and high morale. The rapport between
teachers and students is conducive to effective learning and contributes
to a love for learning by our children. We are currently in the process
of implementing a "Helping Hands" program to benefit students by
providing them with a network of relationships within the school.
Utilizing this program, elementary students are given the opportunity to
act as mentors, and primary students receive help from them and have the
chance to develop a positive relationship with an older child. Staff
members act as role models to selected students to add additional
individuals to their network. In addition, we have increased student
morale by implementing clubs that meet twice per month. These clubs,
which provide the students with a variety of activities, help them to
develop alternative talents, skills, and interests.

Deal Island Elementary has a tradition of strong support from the
community, and parents as a whole truly value education. Our P.T.A. is
extremely active and provides activities and funds which help to afford
our children the best education possible. Most of our parent activities
are well-attended, and we often draw more people than schools three
times our size. This consistent interest and support displayed by
parents and the community is no doubt one of the major reasons for our
success.

Despite being located in the poorest county in Maryland and in a high
poverty area (nearly half of our students receive free and reduced
meals), the students at Deal Island

Elementary School continues to achieve high levels of performance. This
is a genuine tribute to the students, parents, and staff who work
extensively to make our school such a success.

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

1.  An explanation of state tests

The state accountability system for Maryland since 1993 has been the
Maryland School Performance Assessment Program (MSPAP). These annual
tests require students in grades 3, 5, and 8 to apply what they know
about reading, writing, language usage, mathematics, science, and social
studies. Unlike functional tests, which measure basic knowledge, the
MSPAP tests set high expectations and demand high levels of performance.
MSPAP tests require students to apply knowledge across subject areas.
Students must show that they understand reading selections, and that
they can develop written responses, solve multi-step mathematics
problems, conduct science investigations, and demonstrate their
understanding of social studies concepts.

Maryland reports scores for individual schools, school systems, and the
state as standards or measures of performance. Standards help to examine
critical aspects of instructional programs, help to ensure that all
students receive quality instruction, hold educators accountable for
quality instruction, and help guide efforts toward school improvement.
Maryland divides its standards into three areas:

-   Excellent -- a highly challenging and exemplary level of achievement
    indicating outstanding accomplishment in meeting the needs of
    students. Twenty-five percent of students must achieve at least a
    Level 2 (excellent) proficiency.

-   Satisfactory -- a realistic and rigorous level of achievement
    indicating proficiency in meeting the needs of students. Seventy
    percent of students must achieve a Level 3 (satisfactory)
    proficiency.

-   Not Met -- a level of achievement indicating that more work is
    needed to attain proficiency in meeting the needs of students.

Disaggregated data are reported by the State of Maryland as well.
Student performance data are reported by gender and race/ethnicity if
five or more students are included in a category. Statistics for
students receiving a variety of special services are also reported if
applicable. Due to the nature of our student body, the amount of
disaggregated data is limited, but we have included those figures that
are available to our school: gender (male/female), race/ethnicity, and
students receiving free/reduced price meals.

Beginning in March of 2003, Maryland began administering the new
Maryland School Assessment (MSA). This new state test will contain both
criterion and norm-referenced questions and will give scores and data
for individual students. This will allow us to identify the needs of
each student and to receive disaggregated data on a more consistent
basis. Our School Improvement Team examines all data very carefully. A
significant positive trend can be seen with our scores for the past two
years. The scores for students receiving free/reduced meals, for the
most part, have continued to rise uniformly with our total scores. This
trend can also be observed across the other subgroups.

2.  **Show how the school uses assessment data to understand and improve
    student and school performance.**

Deal Island Elementary School is constantly using assessment data as a
means of improving student learning. The data gathered from formal
assessments such as the CTBS and MSPAP (MSA) is analyzed by our school
improvement team, and an annual plan is developed by our staff which
targets the needs of our school and our students.

Our math and reading curriculums are designed to include quarterly
assessments that provide ongoing information concerning the performance
of our students. The reading assessment data is used to target students
who are reading below grade level and to provide them with an
intervention program. The reading program provides small group
instruction and teaches children a variety of strategies and techniques
that have been proven to greatly increase students' reading levels. The
math assessments provide the school with data regarding student progress
in achieving proficiency in the mathematical learning outcomes. These
assessment tools have been very helpful in guiding the teachers to tier
their instruction as a means of targeting the individual needs of our
students.

At Deal Island Elementary School, we also utilize a process called team
auditing. During these weekly meetings, the focus is on analyzing
student work and developing strategies or activities we can utilize to
target needed areas. The team uses data such as class work, county
assessment results, and state assessment results to identify students
who are not making satisfactory achievement and to design individual
student learning plans to ensure learning success. Currently, we have
twenty-six students who have individual plans and receive additional
help with specific math or reading skills.

3.  **Describe how the school communicates student performance,
    including assessment data, to parents, students, and the
    community.**

Deal Island Elementary School regularly communicates student performance
in various ways to students, parents, and the community. We take pride
in our daily announcements and weekly newsletters that keep our children
and parents aware of special events, achievements, and rewards. In
addition, regular parent-teacher conferences, monthly P.T.A. reports,
and a range of family involvement activities all provide a venue for
communicating critical information to parents such as student
performance and assessment results. With the implementation of the new
Maryland School Assessment this year, individual performance scores on
state assessments will also become part of our regular communication.

As for informing the community of student performance at Deal Island
School, we place pictures and articles in two local newspapers and have
occasional coverage on two local television stations. Among the
information reported are results from CTBS and Maryland School
Performance assessments. We are also in the process of updating our
school website which will provide another effective means of
communicating with the school community.

Communication has been, is, and always will be the driving force behind
our school. We believe that positive communication directly correlates
with our increased parent and community involvement over the past
several years.

**4. Describe how the school will share its successes with other
schools.**

Winning the Blue Ribbon Award of Excellence for the State of Maryland,
along with the chance for national recognition, has been a significant
and exciting accomplishment for our small school. The announcement has
generated enthusiasm and boosted morale not only in our own community,
but also throughout the entire school district. This award serves as a
complement to the great programs that have been implemented in Somerset
County.

At Deal Island Elementary School, we feel it is essential to share the
successes of our entire school community. Recently, our accomplishments
have been shared locally by newspapers and television stations.
Congratulations from individuals, including educators and politicians,
have come in the form of phone calls and letters from all over the
state.

Our administrators and teachers have always shared the successes of our
school community at the local level. It is our hope that this
recognition will open other doors and lead to partnerships with area
schools where information can be shared in a collaborative manner.
Although we have had a significant degree of success over the past
several years, our staff is committed to excellence and continuous
learning, and we are constantly looking for ways to improve our program.

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

1.  **Describe the school's curriculum.**

Deal Island School has a dynamic curriculum which includes required
county components designed by consultants that are knowledgeable in
major content areas. Dr. Peter Dewitz, a research consultant from
Virginia, helped to design the reading curriculum in 1999, and Mr. Dan
Nuzzi and Mr. Joe Mills, who have worked in this area across the
country, recently supervised the development of our new math curriculum.
Our reading and math curriculums are well-designed and comprehensive,
and both work to guide teaching and learning while helping students to
achieve content knowledge and mastery of state standards. Assessments
are included in both programs to frequently measure student progress.
The overall curriculum also includes integrated components, developed by
teachers using Maryland State Content Standards, which provide
opportunities for the students in all subject areas and assist teachers
in helping children to develop meaning from the material and related
experiences.

In addition to these new reforms, students are provided with classes
such as Computer, Art, Music, Media, Physical Education, and a Grammar
Lab in order to make our curriculum comprehensive. Although our
resources are sometimes limited, our staff makes up for this deficiency
in several ways. The staff at Deal Island Elementary is committed to the
success of our students, and they willingly contribute their time and
effort wherever needed. As an example, our instructional assistants do
an exceptional job in providing our children with special subjects such
as Computer, Art, and Media. Our Physical Education teacher is dually
certified as a reading specialist and serves in both capacities.
Finally, as a complement to the overall instructional program, each
faculty member continually develops and plans for extra-curricular
activities and nearly half provide after-school programs that include
tutoring for math and reading.

Deal Island School follows the curriculum framework that has been set
forth by the county but tiers the instruction to accommodate having
students grouped homogenously for reading and math. Although the
curriculum is structured, the design of the programs allows teachers the
flexibility to incorporate an array of activities based on the learning
rates of their students. Learning activities and teaching procedures are
included in each program which take into account the gifted learner as
well as the student who requires intervention. Teachers are able to
connect the standards and the content by providing students with
real-life problems, which allows students to become independent and
self-reflective learners. This type of instruction provides students
with an intellectual and social environment that support effective
learning. Teachers also utilize backward mapping in the area of math to
ensure that instructional activities are appropriate and relevant. In
this type of planning, the assessment is created first, and then
instructional activities are aligned with the assessment.

In addition to utilizing effective instructional strategies, teachers
maintain portfolios in a variety of subjects to provide on-going
documentation. They also track their students' growth and improvement in
each content area of the curriculum. The high standards held by our
teachers can easily be seen in the quality of work that is created by
their students.

**2. Describe the school's reading curriculum.**

The reading program at Deal Island Elementary School is a blended
program using pieces of instruction from a variety of already existing
programs. Four years ago, Somerset County hired a consultant, and with
the expertise of both the consultant and the teachers in the county, a
program was developed. There are two main components to our program:
reading intervention and reading comprehension. Motivation is also a
major key to our reading program; the children have to want to learn to
read, and they need to see their progress.

Reading intervention classes consist of three to five students who are
grouped by reading level and an instructor. Every instructional staff
member takes part in implementing our program: the reading
specialist/physical education teacher, the special education teacher,
the classroom teacher, and the instructional assistants. They work
extensively for a period of forty-five minutes focusing on direct
instruction in phonemic awareness, word recognition, and fluency.

In the comprehension group, teachers stress developing and using the
knowledge necessary to understand the text, using the text structure as
a guide, and building specific comprehension strategies to help the
children make sense of the material they are reading. Comprehension
instruction for students at or above grade level takes place at the same
time as intervention for students working significantly below grade
level. Once again, a vital piece of our program is motivation, which has
to be implemented effectively to ensure student success.

3\. Describe one other curriculum area and show how it relates to
essential skills and knowledge based on the school's mission (Math).

The mission of Deal Island Elementary School, and the mission of
Somerset County, focuses on high levels of student achievement and the
promotion of positive self-esteem in each child. The implementation of
our new math curriculum provides us another means of achieving these
goals.

The math curriculum was designed by two well-known math specialists and
other local educators that utilized research to develop this data-driven
program. The curriculum has resulted in high student achievement by
allowing teachers to utilize best teaching practices in math, providing
ongoing documentation in the way of math portfolios, promoting inclusion
through tiered instruction, and increasing the use of highly engaging
instruction to teach the Maryland State Content Standards. The
curriculum is based on the content standards and promotes the use of
real-life concepts and problems to teach problem-solving and critical
thinking. Each teacher utilizes backward mapping techniques in the
planning process. Hence, the math lesson is created by developing the
assessment first, and instructional strategies and activities evolve
from the assessment. In addition, rubrics are created by teachers that
define exactly what is to be learned and how it will be assessed.

One of the keys to the program's effectiveness is the administering of
milestone assessments. Quarterly assessments were created to ensure that
each of the standards is being taught by teachers and learned by
students. They also provide the school with individual data concerning
the progress of each student and give us information that is used to
develop individualized instruction. Therefore, we are able to challenge
the gifted child and offer math strategies for the struggling learner.
This attention to each individual child helps us to increase achievement
and promote positive self-esteem in our students.

**4. Describe the different instructional methods the school uses to
improve student learning.**

At Deal Island Elementary School, our staff is well aware that students
learn in a variety of ways and at different rates. Therefore, one
primary concern we have with improving student learning is to provide
alternative strategies for students who are experiencing difficulties in
specific areas of the curriculum and to provide enrichment activities to
challenge advanced learners. Due to its unique size, our school has only
one class of students at each grade level. Naturally, the students'
abilities vary, and teachers are forced to use an assortment of
techniques and strategies to guarantee their understanding of the
material and standards being taught. We ensure student success by
utilizing an array of instructional methods and presenting material
using the different learning modalities that will both improve and
challenge all of the ability levels of our students.

A variety of teaching methods are incorporated throughout our
instructional program. Teachers utilize direct large group instruction,
small group instruction (intervention), extensive modeling, cooperative
learning, and hands-on activities, which enable our students to be
proficient in the skills and concepts being assessed. One-to-one
instruction for reading and math skills is also provided for nearly
thirty percent of our student body. In addition, the teaching of
problem-solving strategies and critical thinking is commonplace in our
classrooms. Students are encouraged to decide what strategies to use
when confronted with unfamiliar concepts and to apply these strategies
across the content areas. Although we have had much success, our staff
continues to seek out the latest methods and techniques to keep our
students interested and prepared for future instruction and learning.

**5. Describe the school's professional development program and its
impact on improving student achievement.**

During the summer of 1999, our reading curriculum was introduced at a
two-week workshop for all primary and elementary teachers in Somerset
County. Content and teaching strategies were introduced, and low-ability
reading students were invited to a central location where teachers put
these strategies into action. Since that time, annual summer
professional development has been part of our county program. Each year,
teachers gather together to strengthen their teaching skills and
knowledge in the area of reading. Our reading consultant also conducts
in-services throughout the school year to develop a particular skill or
strategy.

Math has become part of our annual summer professional development as
well. Last summer, teachers gathered to align our new textbook with the
Maryland Content Standards and to set milestones that would be assessed
on a quarterly basis. Teaching methods and planning strategies were also
introduced and developed by our consultants. Likewise, our math
consultants conduct workshops for our school throughout the year.

At the school level, our reading specialist conducts training after
school to review an existing teaching strategy or to introduce a new
one. Our technology leader provides demonstrations at every staff and
school improvement meeting for incorporating technology into daily
instruction. All of these educational opportunities have contributed
significantly to our success over the past four years.

**[SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS]{.underline}**

The Data Display Table is illustrated on the following page.

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

Grade **[3 Math]{.underline}** Test **[Maryland School Performance
Assessment Program]{.underline}**

Edition/publication year **[1997-2002]{.underline}** Publisher
**[Maryland State Department of Education]{.underline}**

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

**[None \_]{.underline}**

Number excluded **[0]{.underline}** Percent excluded **[0
\_]{.underline}**

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

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

**See Part IV, question 1**

**[SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS]{.underline}**

The Data Display Table is illustrated on the following page.

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

Grade **[3 Reading]{.underline}** Test **[Maryland School Performance
Assessment Program]{.underline}**

Edition/publication year **[1997-2002]{.underline}** Publisher
**[Maryland State Department of Education]{.underline}**

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

**[None \_]{.underline}**

Number excluded **[0]{.underline}** Percent excluded **[0
\_]{.underline}**

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

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

**See Part IV, question 1**

**[SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS]{.underline}**

The Data Display Table is illustrated on the following page.

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

Grade **[5 Math]{.underline}** Test **[Maryland School Performance
Assessment Program]{.underline}**

Edition/publication year **[1997-2002]{.underline}** Publisher
**[Maryland State Department of Education]{.underline}**

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

**[None \_]{.underline}**

Number excluded **[0]{.underline}** Percent excluded **[0
\_]{.underline}**

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

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

**See Part IV, question 1**

**[SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS]{.underline}**

The Data Display Table is illustrated on the following page.

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

Grade **[5 Reading]{.underline}** Test **[Maryland School Performance
Assessment Program]{.underline}**

Edition/publication year **[1997-2002]{.underline}** Publisher
**[Maryland State Department of Education]{.underline}**

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

**[None \_]{.underline}**

Number excluded **[0]{.underline}** Percent excluded **[0
\_]{.underline}**

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

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

**See Part IV, question 1**

**[SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS,
Continued]{.underline}**

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

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

  Testing month                      **May**     **May**     **May**     **May**     **May**

  SCHOOL SCORES -- **Grade 3                                                         
  Reading**                                                                          

  Total                                                                              

  At or Above Satisfactory           **62.5%**   **73.7%**   **44.4%**   **20.0%**   **50.0%**

  At Excellent                       **6.3%**    **5.3%**    **0%**      **0%**      **0%**

  Number of students tested          **17**      **21**      **17**      **24**      **25**

  Percent of total students tested   **61%**     **58%**     **44%**     **48%**     **49%**

  Number of students excluded        **0**       **0**       **0**       **0**       **0**

  Percent of students excluded       **0**       **0**       **0**       **0**       **0**

                                                                                     

  SUBGROUP SCORES                                                                    

  1.\_\_\_**[Free/Reduced                                                            
  Meals]{.underline}**\_(specify                                                     
  subgroup)                                                                          

  At or Above Satisfactory           **37.5%**   **75.0%**   **40.0%**   **18.2%**   **20.0%**

  At Excellent                       **12.5%**   **8.3%**    **\-\--**   **\-\--**   **\-\--**

                                                                                     

                                                                                     

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Satisfactory                                                           

  State Mean Score                   **30.7%**   **36.5%**   **39.2%**   **41.2%**   **41.6%**

  At Excellent                                                                       

  State Mean Score                                                                   

                                                                                     

                                                                                     

                                                                                     

                                                                                     

                                                                                     

                                                                                     

                                                                                     

                                                                                     

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

**\* Fewer than 5 students \-\-- Not reported**

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

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

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

**[SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS,
Continued]{.underline}**

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

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

  Testing month                      **May**     **May**     **May**     **May**     **May**

  SCHOOL SCORES -- **Grade 3                                                         
  Mathematics**                                                                      

  Total                                                                              

  At or Above Satisfactory           **75.0%**   **80.0%**   **44.4%**   **16.7%**   **50.0%**

  At Excellent                       **31.3%**   **20.0%**   **5.6%**    **0%**      **0%**

  Number of students tested          **17**      **21**      **17**      **24**      **25**

  Percent of total students tested   **61%**     **58%**     **44%**     **48%**     **49%**

  Number of students excluded        **0**       **0**       **0**       **0**       **0**

  Percent of students excluded       **0**       **0**       **0**       **0**       **0**

                                                                                     

  SUBGROUP SCORES                                                                    

                                                                                     

  1\. \_\_**[Free/Reduced                                                            
  Meals]{.underline}**\_ (specify                                                    
  subgroup)                                                                          

  At or Above Satisfactory           **62.5%**   **66.7%**   **30.0%**   **7.7%**    **0.0%**

  At Excellent                       **12.5%**   **16.7%**   **\-\--**   **\-\--**   **\-\--**

                                                                                     

                                                                                     

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Satisfactory           **28.7%**   **37.8%**   **40.1%**   **38.9%**   **41.6%**

  State Mean Score                                                                   

  At Excellent                                                                       

  State Mean Score                                                                   

                                                                                     

                                                                                     

                                                                                     

                                                                                     

                                                                                     

                                                                                     

                                                                                     

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

**\* Fewer than 5 students \-\-- Not reported**

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

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

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

**[SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS,
Continued]{.underline}**

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

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

  Testing month                      **May**     **May**     **May**     **May**     **May**

  SCHOOL SCORES -- **Grade 5                                                         
  Reading**                                                                          

  Total                                                                              

  At or Above Satisfactory           **81.8%**   **40.0%**   **42.9%**   **20.8%**   **43.5%**

  At Excellent                       **27.3%**   **0%**      **4.8%**    **8.3%**    **4.3%**

  Number of students tested          **11**      **15**      **22**      **26**      **26**

  Percent of total students tested   **39%**     **42%**     **56%**     **52%**     **51%**

  Number of students excluded        **0**       **0**       **0**       **0**       **0**

  Percent of students excluded       **0**       **0**       **0**       **0**       **0**

                                                                                     

  SUBGROUP SCORES                                                                    

                                                                                     

  1\. \_\_**[Free/Reduced                                                            
  Meals]{.underline}**\_ (specify                                                    
  subgroup)                                                                          

  At or Above Satisfactory           **87.5%**   **42.9%**   **50.0%**   **9.1%**    **40.0%**

  At Excellent                       **25.0%**   **0%**      **\-\--**   **\-\--**   **\-\--**

                                                                                     

                                                                                     

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Satisfactory                                                           

  State Mean Score                   **42.1%**   **44.6%**   **44.6%**   **41.4%**   **40.4%**

  At Excellent                                                                       

  State Mean Score                                                                   

                                                                                     

                                                                                     

                                                                                     

                                                                                     

                                                                                     

                                                                                     

                                                                                     

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

**\* Fewer than 5 students \-\-- Not reported**

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

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

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

**[SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS,
Continued]{.underline}**

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

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

  Testing month                      **May**     **May**     **May**     **May**     **May**

  SCHOOL SCORES --**Grade 5                                                          
  Mathematics**                                                                      

  Total                                                                              

  At or Above Satisfactory           **100%**    **93.3%**   **66.7%**   **20.0%**   **56.5%**

  At Excellent                       **81.8%**   **46.7%**   **4.8%**    **4.0%**    **8.7%**

  Number of students tested          **11**      **15**      **22**      **26**      **26**

  Percent of total students tested   **39%**     **42%**     **56%**     **52%**     **51%**

  Number of students excluded        **0**       **0**       **0**       **0**       **0**

  Percent of students excluded       **0**       **0**       **0**       **0**       **0**

                                                                                     

  SUBGROUP SCORES                                                                    

                                                                                     

  1\. \_\_**[Free/Reduced                                                            
  Meals]{.underline}** \_(specify                                                    
  subgroup)                                                                          

  At or Above Satisfactory           **100%**    **100%**    **87.5%**   **9.1%**    **50.0%**

  At Excellent                       **75.0%**   **42.9%**   **\-\--**   **\-\--**   **\-\--**

                                                                                     

                                                                                     

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Satisfactory                                                           

  State Mean Score                   **39.8%**   **42.6%**   **46.7%**   **46.2%**   **47.9%**

  At Excellent                                                                       

  State Mean Score                                                                   

                                                                                     

                                                                                     

                                                                                     

                                                                                     

                                                                                     

                                                                                     

                                                                                     

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

**\* Fewer than 5 students \-\-- Not reported**

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

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

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