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

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

**Cover Sheet**

Name of Principal [Mr. Vincent P. Tumminello]{.underline}

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

Official School Name [Turtle Hook Middle School]{.underline}

(As it should appear in the official records)

School Mailing Address [975 Jerusalem Avenue]{.underline}

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

[Uniondale New York 11553-3099]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(516) 918-1300]{.underline} Fax [(516) 505-2533]{.underline}

Website/URL [uniondale.k12.ny.us]{.underline} Email
<mcannie@mail.nasboces.org>

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\_\_[March 31, 2003]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

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

Name of Superintendent [Dr. Mary R. Cannie]{.underline}

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

District Name [Uniondale Public Schools]{.underline} Tel. [(516)
560-8824]{.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\_\_\_[April 1, 2003]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Neville G. Georges]{.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\_\_\_[March 31, 2003]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

(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:
\_\_[5]{.underline}\_\_\_Elementary schools

\_\_[2]{.underline}\_\_\_Middle schools

\_\_[0]{.underline}\_\_\_Junior high schools

\_\_[1]{.underline}\_\_\_High schools

\_\_[8]{.underline}\_\_\_TOTAL

2\. District Per Pupil Expenditure: \_\_[\$15,243]{.underline}\_\_\_\_

Average State Per Pupil Expenditure: \_\_[\$11,040]{.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

\[ X \] Suburban

\[ \] Small city or town in a rural area

\[ \] Rural

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

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**       122       145         267

  **1**                                                     **8**       107       121         228

  **2**                                                     **9**                             

  **3**                                                     **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**       130       107                    237          Other                             

                                    **TOTAL                                                   732
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [2.5]{.underline} % White

the students in the school: [67.5]{.underline} % Black or African
American

[30]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[12]{.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 30
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 55
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        85
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    700
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     12
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    1200
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_\_\_\_[7]{.underline}\_\_%

\_\_\_[49]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_[4]{.underline}\_\_\_\_\_

Specify languages: Spanish, Haitian-Creole, Russian, Turkish

9\. Students eligible for free/reduced-priced meals:
\_\_\_[41]{.underline}\_\_%

[302]{.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:
\_\_\_\_[9]{.underline}\_\_\_\_%

\_\_\_[66]{.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.

\_\_[0]{.underline}\_\_Autism \_\_[1]{.underline}\_\_Orthopedic
Impairment

\_\_[0]{.underline}\_\_Deafness \_\_[3]{.underline}\_\_Other Health
Impaired

\_\_[0]{.underline}\_\_Deaf-Blindness \_[59]{.underline}\_\_Specific
Learning Disability

[0]{.underline} Hearing Impairment \_\_[1]{.underline}\_\_Speech or
Language Impairment

\_\_[1]{.underline}\_\_Mental Retardation
\_\_[1]{.underline}\_\_Traumatic Brain Injury

\_\_[0]{.underline}\_\_Multiple Disabilities
\_\_[0]{.underline}\_\_Visual Impairment Including Blindness

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

    **Number of Staff**

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

Administrator(s) \_\_\_[2]{.underline}\_\_\_\_
\_\_\_\_[0]{.underline}\_\_\_\_

Classroom teachers \_\_[68]{.underline}\_\_\_\_
\_\_\_\_[7]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_[5]{.underline}\_\_\_\_
\_\_\_\_[1]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[1]{.underline}\_\_\_\_
\_\_\_\_[7]{.underline}\_\_\_\_

Support staff \_\_\_[6]{.underline}\_\_\_\_
\_\_\_\_[0]{.underline}\_\_\_\_

Total number \_\_[82]{.underline}\_\_\_\_ \_\_\_[15]{.underline}\_\_\_\_

12\. Student-"classroom teacher" ratio: \_[10:1]{.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 95.8 %      97.1 %      96.3 %      93.6 %      95.2 %

  Daily teacher attendance 96.5 %      96.3 %      96.9 %      93.4 %      93.5 %

  Teacher turnover rate    8 %         3 %         18 %        11 %        15 %

  Student dropout rate     N/A         N/A         N/A         N/A         N/A

  Student drop-off rate    N/A         N/A         N/A         N/A         N/A
  ------------------------ ----------- ----------- ----------- ----------- -----------

N/A = Not Applicable

**[PART III -- SUMMARY]{.underline}**

Turtle Hook Middle School, located in Uniondale, New York, is a
comprehensive, standards-based middle school consisting of grades 6
through 8. All stakeholders have a shared vision and mission to provide
for the personal and academic development of each child. The overall
goal of Turtle Hook and the Uniondale School District is to meet and
then exceed the New York State mandated performance index levels.

Turtle Hook Middle School has implemented the "Essential Elements of
Standards-Focused Middle Level Schools and Programs," a research study
released in the spring of 2000 by the New York State Education
Department. Turtle Hook's substantial yearly improvement of student
scores on New York State tests is directly correlated to congruency with
the Essential Elements.

Turtle Hook Middle School is committed to developing the whole child,
intellectually and academically as well as personally, emotionally,
socially and physically. The organization and structure of our school
focus on teacher teams that utilize common planning time to maximize
student development and deliver state standards through aligned
curriculum and effective classroom instruction. A deep understanding of
the state assessment system, learning standards, performance indicators
and annual goals, along with a shared vision by all Turtle Hook staff,
has resulted in the improvement of student achievement for the last four
school years.

Turtle Hook's educational program includes all the components of an
exemplary middle school. Interdisciplinary teaming, advisor-advisee,
exploratory and enrichment programs are fully implemented.
Interdisciplinary teaming on each grade level assigns core teachers to
the same groups of students. Ten sixth grade two-teacher teams, two
seventh grade four-teacher teams and two eighth grade four-teacher teams
plan and deliver instruction. The mandated common teacher planning
period allows for a greater response to individual learner needs through
collaboration, increased parent contacts and creation of thematic units
that increase relevance among the disciplines. A daily advisory program
enables small groups of students to establish an adult advocate
relationship with a teacher or staff member increasing feelings of
belonging and self esteem that support increased engagement with
learning. A full exploratory program exposes Turtle Hook students in the
sixth grade to French and Spanish, computers, music, art, home careers
and technology education. Enrichment classes address the ELA and math
needs of the individual learners commencing at their achievement level.
A multifaceted Academic Intervention Services (AIS) Program provides
support for identified students that have scored below state proficiency
levels. This program targets all students in need of remediation. Our
More Able Learners (MAL) Program meets the needs of the talented and
gifted students. Technology integration is evidenced throughout the
entire school program. Turtle Hook has three computer labs, a library
computer center and four to six computers in each classroom. Starting in
sixth grade, students become proficient in Microsoft Word, Internet
research and PowerPoint presentations as an exit outcome to be applied
in seventh and eighth grade programs. An accelerated foreign language
program culminating in high school credit at the end of eighth grade has
a success rate of 96%. A full intramural and interscholastic sports
program, as well as extra-curricular clubs and student government
organization, further assists in the development of the middle school
student.

Turtle Hook Middle School has realized a shared vision accepted by
students, parents and administration. Educators committed to young
adolescents communicate high expectations of learning through the
delivery of a curriculum that is standards-based. Classroom instruction
is differentiated to meet the needs of all learners. Assessment of
learning and evaluation of growth in student achievement is on-going. A
positive school climate exists focused on the development of the whole
child resulting in improved student outcomes. The gains in student
achievement have been reported in Turtle Hook's New York State Report
Card published each spring since 1999.

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

**Question 1**

The System of Accountability for Student Success (SASS), adopted by the
New York State Board of Regents in May 2000, established the state
standards for schools. To raise school performance statewide the
Commissioner of Education established an accountability mechanism to
measure the performance of every student and each school in our state.
Students at Turtle Hook and all other middle schools take the Grade 8
English Language Arts (ELA) and mathematics performance tests. The
results for all students are reported out as achieving Levels 1 through
4. A Level 1 student is not achieving at the state standard proficiency
level. Students demonstrating some of the Learning Standards are at
Level 2. Students demonstrating all of the assessed Learning Standards
are at Levels 3 and 4. (Please note: Level 4 equals mastery above
standard -- a score of distinction.)

Turtle Hook's yearly school performance as well as all other New York
State school test results are summarized in the New York State Report
Cards published each spring starting with the 1998-1999 school year to
the present. The Commissioner established the School Performance Index
in ELA and mathematics for all schools commencing with the first
administration of the grade 8 ELA and mathematics assessment tests
during the 1998-1999 school year. Each school's baseline performance was
set as well as each school's performance of adequate yearly improvement
of test scores. As a guide to understanding the Performance Index, New
York State determines that ". . . the Performance Index may be
understood as the sum of the percentage of students performing at or
above Level 2 plus the percentage of students performing at or above
Level 3." A school's Adequate Yearly Progress (AYP) index is determined
by New York State as a goal for bridging the achievement gap on the road
to the attainment of the state standard index.

The results summarized on each Turtle Hook New York State Report Card
illustrate definitively that our school has made substantial and
significant progress in closing this achievement gap both in ELA and
mathematics. Since the setting of Turtle Hook's baseline performance in
1998-1999 the Adequate Yearly Progress (AYP) index has been attained or
exceeded for each school year including 2001-2002. The AYP projection
from the school performance index of 120 in ELA from 1998-1999 was the
attainment of 140 (state standard) for the 2000-2001 school year. Turtle
Hook students achieved a 148 school performance in 2000-2001 resulting
in the designation of a most improved middle school by New York State in
ELA. The AYP projection from the school performance index of 69 in
mathematics from 1998-1999 was the attainment of a 92 school performance
in 2000-2001. Again our school achieved substantially higher by reaching
128 for the 2000-2001 school year. All sub-groups show improvement in
achievement without statistical significance. This year Turtle Hook
Middle School was placed on New York State's Most Improved List in
Mathematics.

Limited English Proficient students are not required to take the ELA
assessment because of insufficient proficiency in English. The ELA test
is the only assessment from which these students are excluded. The
forty-nine Limited English Proficient students make up 7% of the school
population. Limited English Proficient students at Turtle Hook are
administered the state-approved Language Assessment Battery (LAB) that
is utilized as the assessment to determine if these students are making
appropriate progress in learning English. The scores from this test are
sent to the New York State Education Department and are reported in
Turtle Hook's New York State Report Card.

**Question 2**

Assessment data to understand and improve student performance comes from
a variety of sources. The state school report card issued each spring is
the baseline. Turtle Hook administers and utilizes student scores from
the Test of New York State Standards and local unit exams that are
directly aligned to the skills and standards required in New York State.
The Test of New York State Standards is administered in grade 5 (spring,
prior to entering Turtle Hook) through grades 6 and 7. The 8^th^ Grade
State Tests are the final assessments. At Turtle Hook Middle School the
monitoring of assessment data begins with the analysis of state-reported
scores. Administration meets collectively to examine and disaggregate
data. District level data analysis has directly resulted in programmatic
decisions such as the creation of curriculum guides for teachers,
adoptions of new math and ELA programs, and institution of after school
Learning Academies for targeted students. Summer Learning Academies are
established for grades 6 through 8. Instruction in both ELA and
mathematics is delivered to targeted students determined by using data
from the Test Of New York State Standards.

Data is disaggregated by teacher and individual learners. Item analysis
correlated to each student begins with the development of diagnostic
planning for skills development. The principal meets with each content
team of teachers to assess data, identify student weaknesses and devise
plans to address improvement of individual student performance. After
each unit skills test and quarterly grades, teachers are required to
specify student skills improvement in each area. During common planning
team time, the principal and teacher team meet to review new data and
analyze teacher predictions for individual student progress. The
assessment specifications of Levels 1, 2, 3 and 4 from New York State
are utilized. Support teachers, special education and ESL teachers are
included in the process at full team and grade level meetings required
weekly. Yearly goals are formulated to address areas deemed as a
weakness. As an example, this year disaggregated data from item analysis
indicated that our students needed skills development in reading
comprehension, specifically the high level thinking skills of making
inferences and drawing conclusions. A school-wide program attacking this
reading deficiency was coordinated throughout the grades and selected
disciplines.

**Question 3**

Communication of student performance relative to the attainment of state
standards begins with the administration and scoring of the Test of New
York State Standards (TONYSS) chosen by the Uniondale School District as
a predictor and skills level diagnostic assessment for students in
grades 5 through 8. The test scores on all skills levels in ELA and math
are recorded on a student's permanent academic record. Printed scores
are mailed home and are reviewed by the student, parent, guidance
counselor and teacher teams commencing in grade 6. This is an annual
process that continues in seventh and eighth grades. Final achievement
levels are measured after the scoring of the eighth grade state
assessment tests. Each student's yearly improvement and assessment data
is utilized to formulate academic intervention plans, remediation and
scheduling, depending on individual student needs.

Parent workshops on ELA and mathematics curriculums, standards and state
assessments are planned and presented at key intervals during the school
year. For example, our ELA parent workshop was conducted two months
prior to the mandated eighth grade ELA test administered in January
2003. The Turtle Hook Principal's Newsletter, published quarterly,
informs students, parents and community of our school's progress and
initiatives. Monthly PTA executive board and PTA parent meetings are a
further source for defining data and progress. Strategies for parents to
utilize with their children at home are disseminated at these workshops,
at parent teacher conferences and through newsletter updates.

The principal of Turtle Hook Middle School holds a parent and community
meeting each spring after the publishing of the state report card for
Turtle Hook. PowerPoint presentations help parents to understand the
performance of Turtle Hook students measured to the attainment of
standards, overall school performance, Adequate Yearly Progress (AYP)
and student achievement at Levels 1 to 4. A school profile indicates
grade range, count of teachers and staff, total per pupil expenditures
and student enrollment. The entire System of Accountability for Student
Success (SASS) is explained in depth. Hard copies of this state report
are distributed to all stakeholders. Additionally, the principal of
Turtle Hook presented "Middle School Initiatives to Improve Student
Performance" for the Uniondale Council of Parent Teacher Associations
(PTA). Assessment data (Levels 1 -- 4), curriculums, supervision, staff
development, learning academies and state assessment analysis are
detailed. These initiatives include assessment data analysis, staff
development planning and learning academies established with the goal of
increasing student scores.

**Question 4**

The Uniondale School District has established an excellent partnership
with many local colleges and universities. Hofstra University, located
within the geographic boundaries of our school district, is a center of
teacher and educational programs for our county. Regional and state
meetings, workshops and conferences are hosted several times during the
year. Turtle Hook Middle School, representing the Uniondale School
District, plans to make presentations and lead appropriate workshops and
seminars on the middle school level at Hofstra University and other
educational institutions.

Staff development is an annual process for all school districts. We will
contact school districts through their staff development offices and
chief coordinators as to the availability of Turtle Hook presenter
groups to share at their staff development day workshops. Contacts will
also be made through the regional director of the New York State Middle
Schools Association to schedule dates for presentations. On a local
level, the Nassau County Principals' Association meets monthly to share
collegial efforts and other information. An administrative team will
disseminate information of the No Child Left Behind -- Blue Ribbons
Schools Program at a future meeting.

Turtle Hook has already formed a presentation committee in anticipation
of being selected as a Blue Ribbon School. Our vision is that we would
be chosen to make a presentation in Washington, D.C. in the fall 2003.
The development of our presentation will prepare us for the sharing of
successes on a local, county, state and national level as detailed
above.

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

**Question 1**

Turtle Hook Middle School is committed to the supervision and evaluation
of our academic programs by insuring the alignment of the written,
taught and tested curriculum to the achievement of New York State
Standards for all learners. Core curriculum mandated by New York State
is required for each grade and serves as a foundation for the creation
of local up-to-date curriculum in all subject content areas. Curriculum
guides for teacher use have been developed for middle school subjects.
Turtle Hook teachers utilize daily individual lesson preparation and
common teacher planning time to effectively design and create lessons.
Curriculum guides contain scope and sequence charts, pacing charts
aligned to state standards and performance indicators, abstract charts
providing vertical alignment of units, vocabulary building lists and
technology integration activities. These standards-based curriculum
guides address all intermediate indicators for student achievement at
mastery levels specified by New York State.

Delivery of instruction to insure that all students are engaged with
significant content begins with the supervision of the taught curriculum
from lesson design through implementation of classroom learning
activities. Teacher lesson plans are evaluated and critiqued twice a
month by the principal, assistant principal and district curriculum
directors relative to standards alignment, modes of instructional
delivery and adherence to curriculum guides. Classroom visitation
reports are written from a student learning outcomes approach. They
serve to monitor student engagement in curriculum learning activities.
In addition to this process, a daily walk-through supervision model has
been adopted. The principal makes daily visits to all teachers to assess
a snapshot observation of learner-centered activities focused on
curriculum implementation, effective teaching practices and usage of
newly adopted instructional program materials.

Course offerings for grades 6, 7 and 8 are described in depth in the
Uniondale Public Schools Educational Opportunities book published each
school year. This information is sent to all middle school parents and
is carefully reviewed at annual student-parent meetings with guidance
counselors. All middle school students' plans for study include the core
subjects: ELA, math, science and social studies; and special areas: home
careers, technology education, music, art and physical education. A full
exploratory and enrichment program is available to incoming sixth
graders. Academic intervention, remediation, special education, English
learners and computer technology programs are provided on all grade
levels.

Foreign language instruction begins in grade 6 with an exploratory
program in French and Spanish. Sixth grade students study each language
in introductory mini-courses. After this exposure and experience in each
language, parents and students make informed decisions to select the
language of choice for study in grades 7 and 8. Grade 7 begins the
accelerated program in foreign languages for Turtle Hook students. In
grade 8, upon successful passing of the New York State Second Language
Proficiency Examination (SLPE), students receive one years' credit in
foreign language toward their New York State Board of Regents High
School Diploma. Additionally, they are accelerated to Level Two
coursework in ninth grade. At the end of the 1999-2000 school year 85%
of the students passed the SLPE. Three years later, at the end of the
2001-2002 school year 96% of Turtle Hook students passed this
proficiency examination.

Diagnostic assessments of delivered curriculum instruction monitor and
measure student learning progress. These assessments take the form of
ELAP, TONYSS, unit and authentic assessment tests that are centered on
skills development required by the state standards and are directly
reflective of the manner in which students will be assessed on the
individual New York State assessments. The levels of student achievement
are measured and reported to students and parents several times each
grading quarter. The disaggregated data from these various assessments
is the source of programmatic decisions utilized in curriculum
development for Turtle Hook Middle School and the Uniondale School
District.

**Question 2**

Turtle Hook Middle School's English Language Arts (ELA) curriculum has
been designed so that the written plan, the delivered program, and the
assessments are tightly aligned to the content and context of the New
York State intermediate benchmark exam. The program, which is
periodically reviewed and updated, uses varied and active instructional
strategies that invite students to experience the educational and
enjoyable powers of literature. The grade 6 through 8 program is
organized into six themes. Each theme includes a variety of genres but
also provides focus on one particular genre. Approximately 40% of the
presented literature is non-fiction, a feature that aligns with the
content of the current ELA 8 benchmark assessment. A pacing chart is in
use for each grade level to ensure that the curriculum is completed in a
timely fashion.

Students receive direct instruction on the use of reading strategies and
engage in responsive reading, interpretation and literary analysis
through encounters with a myriad of texts. Teachers utilize the four New
York State ELA Standards to develop students' abilities as readers,
writers, listeners, speakers, viewers, and critical and creative
thinkers. Instructional activities are based on the notion that reading
is "transactional" -- that is, a conversation between a reader and text
resulting in the creation of meaning. Our program distinguishes itself
by its use of active reading strategies and models that provide prompts
to help readers engage in conversations with the presented material and
each other. Response journals, drama and art support students as engaged
readers who relate to characters and other story elements. Students
analyze literary elements in tandem with using reading as a constructive
act. Students are provided with opportunities to address specific skills
through the use of "skill mini-lessons" and the use of an interactive
reading handbook. This framework allows students to develop reading and
vocabulary skills within the context of their literature study as well
as to develop proficiency with key elements of the writing process,
including grammar and style.

An Academic Intervention Services program is in place to address
students who are one year or more below grade level in reading. This
pull-out program is strategy-based and has broad application across
different genres. The reading process is carefully addressed in these
support classes and students are given structured models, guided
practice, and reading tools required for growth.

Assessment is authentic and reflects what, how and why the curriculum is
taught. Assessments are back-loaded and developed based on the construct
designed by the New York State Education Department. They create
opportunities for students to demonstrate growth, apply their knowledge,
and reflect on their development as learners.

**Question 3**

All stakeholders have a shared vision and mission to provide for the
personal and academic development of each child. The math curriculum
offers Turtle Hook Middle School students the opportunity to learn
through a structured standards-based curriculum that is well defined in
the *District's Math Curriculum Guides* for each grade level. This
document contains a variety of instructional strategies built into a
strong academic math program. To best meet the needs of all math
learners, a teamed approach provides support as well as enrichment
opportunities as math units of study are addressed. Common planning time
affords the teachers the daily opportunity to focus and meet the
individual needs of every student. At the core of the math program in
the middle school is a tightly structured spiraling approach in which
topics are consistently reviewed, enriched and expanded. In addition to
interdisciplinary projects that are developed by the entire core subject
team, the math teachers also have a scheduled time to plan for their
grade level content lessons. They use this time to design activities
that result in a hands-on learning environment, permitting every student
to soar. The math curriculum contains the context and content of the New
York State mathematics assessment embedded into the well-paced scope and
sequence of the middle school math courses. As a result, Turtle Hook
Middle School has moved from 19% of the students scoring at proficiency
levels in May of 2000 to 59% scoring at proficiency in May 2002. We are
focused on continued sustained improvement for all of our students as
they are afforded the opportunity to learn through projects that
simulate "real world" applications.

The math teacher delivers the curriculum with a focus on preparing the
students for the format of the high stakes tests. An emphasis on writing
in the content area provides the needed skills to answer extended
response and performance-based assessment questions. Students are
routinely expected to answer questions and support every answer with a
rationale to defend their mathematical approach. Previously identified
weaknesses in solving word problems have been addressed by the teaching
of reading comprehension strategies during math lessons.

As a result of the mathematics initiatives that were implemented in
September 1999, Turtle Hook Middle School was just designated by the New
York State Department of Education to be on the New York State Most
Improved School List in mathematics. Disaggregated data from this most
improved list ranked Turtle Hook Middle School as the third most
improved school of the 55 school districts in Nassau County.

**Question 4**

Turtle Hook Middle School's instructional methodology is diagnostic and
prescriptive in its approach to lesson design and delivery. Learning
activities are student-centered and are rooted in middle level
educational philosophy, addressing the various learning modalities of
each learner. Teacher-designed lessons are modeled after the Uniondale
middle school's lesson plan outline that emphasizes co-operative
learning, interdisciplinary strategies, technology integration and
hands-on student-centered tasks. Differentiated instruction is employed
to meet the needs of all learners at Turtle Hook Middle School.

Methodologies for classroom instruction are monitored closely by the
principal and assistant principal within their roles as strong
instructional leaders in a successful standards-focused middle school.
Delivery of instruction emphasizes in-depth projects and learning that
are tied to the standards and interdisciplinary units of study. Lesson
activities are not centered on drill and practice, repetitive approaches
or test preparation. Data analysis of the state assessment is the
cornerstone of utilizing new initiatives in instructional methods that
improve individual and school test scores.

The employment of higher level thinking skills is integrated throughout
instructional methodologies. Bloome's Taxonomy is utilized in the
development of lesson goals and objectives. The integration of improved
reading comprehension skills in all content areas has been coordinated
through common teacher planning. The use of the writing process as
taught by the ELA teachers is required throughout the various
disciplines and reinforces this essential skill measured in the state
assessment tests. Graphic organizers requiring students to gather,
classify and organize information serve to further strengthen learning
across the content areas. Turtle Hook students' increased skills in
making connections through graphic organizers have assisted in the
sustained growth in student achievement. Varying and coordinating
instructional methodologies by the teachers of Turtle Hook have
contributed significantly to the improvement of student learning.

**Question 5**

Turtle Hook Middle School participates in a multifaceted staff
development program. Each staff member participates in three
Superintendent Conference Days. The district goals established by the
Board of Education determine the content of the workshops. The goals are
based on the school report card, the disaggregation of assessment data
and informal assessment measures. The principal, as the instructional
leader of the building, in conjunction with the content area director,
determines the workshop each staff member will attend. Workshops are
organized so teachers work collaboratively in grade level groups to
facilitate horizontal coordination or by departments to insure vertical
articulation. Some workshops are lead by a person viewed as an authority
in the field, especially when the content of the workshop is a
completely new concept for the staff and the theory is being introduced
for the first time. Some workshops are lead by resident experts. These
are staff members who have grown professionally and have the ability to
instruct colleagues in an area that needs to be incorporated in the
instructional practices of his/her peers. The district may send staff
members to receive training on theories, strategies or concepts that
will increase teaching capacity. The staff members turn-key the
information at workshops during superintendent conference days.

In the process of continued staff development, teachers are encouraged
to participate in conferences to enhance their professional growth. Part
of each faculty meeting consists of some time devoted to increasing the
knowledge of staff on how to improve student achievement. Common
planning time is incorporated into each teacher's schedule to provide
opportunities for teachers to work together as a community to develop
the continuity of instruction across subject areas and within the
content area by grade level. The district has a professional library to
support staff members' individual areas of professional interest.
District in-service courses are provided as another avenue to increase
teacher instructional capacity.

All district professional development opportunities are evaluated based
on the Effective Components of Training. Evaluation of staff includes
the ability of staff to transfer the knowledge learned at workshops,
gained at conferences and acquired during independent research into
instructional practices. Student achievement based on performance on
tests is reviewed as the final evaluation to determine what is working
and what is not. The results of this data are reviewed annually to
determine the goals and the content of workshops for the next school
year.

**New York State Report Card for Turtle Hook Middle School**

**Middle Level School Performance**

English Language Arts Performance of Students in Grade 8

  -------------------- ---------------- ----------------- ----------------
                       1998-99          1999-00           2000-01

  School Performance   120              123               148
  Index                                                   

  School AYP Target                     124               

  State Standard                        140               140

  School Baseline                       122               135

  Count of Students    177              193               183

  This school achieved                                    
  the State standard                                      
  for 2000-01.                                            
  -------------------- ---------------- ----------------- ----------------

Mathematics Performance of Students in Grade 8

  -------------------- ---------------- ----------------- ----------------
                       1998-99          1999-00           2000-01

  School Performance   69               81                124
  Index                                                   

  School AYP Target                     80                92

  State Standard                        140               140

  School Baseline                       75                102

  Count of Students    185              195               184

  This school did not                                     
  achieve the State                                       
  standard for                                            
  2000-01, but has                                        
  made adequate yearly                                    
  progress.                                               
  -------------------- ---------------- ----------------- ----------------

**New York State Report Card for Turtle Hook Middle School**

**Middle Level**

**English Language Arts**

<table>
<colgroup>
<col style="width: 8%" />
<col style="width: 0%" />
<col style="width: 18%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 11%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="3" rowspan="3"><p>Performance at</p>
<p>This School</p></td>
<td colspan="8">Counts of Students</td>
<td rowspan="3">Mean Score</td>
</tr>
<tr class="even">
<td colspan="3">Not Tested</td>
<td colspan="5">Tested</td>
</tr>
<tr class="odd">
<td>AA<sup>1</sup></td>
<td>ELL<sup>2</sup></td>
<td>Absent<sup>3</sup></td>
<td>Level 1</td>
<td>Level 2</td>
<td>Level 3</td>
<td>Level 4</td>
<td>Total</td>
</tr>
<tr class="even">
<td rowspan="3"><strong>June 1999</strong></td>
<td colspan="2">General Education</td>
<td></td>
<td>9</td>
<td>7</td>
<td>10</td>
<td>87</td>
<td>53</td>
<td>0</td>
<td>150</td>
<td>693</td>
</tr>
<tr class="odd">
<td colspan="2">Students with Disabilities</td>
<td>6</td>
<td>0</td>
<td>2</td>
<td>7</td>
<td>18</td>
<td>0</td>
<td>0</td>
<td>25</td>
<td>670</td>
</tr>
<tr class="even">
<td colspan="2"><h1 id="all-students">All Students</h1></td>
<td><strong>6</strong></td>
<td><strong>9</strong></td>
<td><strong>9</strong></td>
<td><strong>17</strong></td>
<td><strong>105</strong></td>
<td><strong>53</strong></td>
<td><strong>0</strong></td>
<td><strong>175</strong></td>
<td><strong>690</strong></td>
</tr>
<tr class="odd">
<td rowspan="3"><strong>May 2000</strong></td>
<td colspan="2">General Education</td>
<td></td>
<td>14</td>
<td>4</td>
<td>7</td>
<td>88</td>
<td>57</td>
<td>10</td>
<td>162</td>
<td>697</td>
</tr>
<tr class="even">
<td colspan="2">Students with Disabilities</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>12</td>
<td>12</td>
<td>1</td>
<td>0</td>
<td>25</td>
<td>663</td>
</tr>
<tr class="odd">
<td colspan="2"><h1 id="all-students-1">All Students</h1></td>
<td><strong>0</strong></td>
<td><strong>14</strong></td>
<td><strong>4</strong></td>
<td><strong>19</strong></td>
<td><strong>100</strong></td>
<td><strong>58</strong></td>
<td><strong>10</strong></td>
<td><strong>187</strong></td>
<td><strong>692</strong></td>
</tr>
<tr class="even">
<td rowspan="3"><strong>May 2001</strong></td>
<td colspan="2">General Education</td>
<td></td>
<td>14</td>
<td>3</td>
<td>6</td>
<td>64</td>
<td>72</td>
<td>23</td>
<td>165</td>
<td>709</td>
</tr>
<tr class="odd">
<td colspan="2">Students with Disabilities</td>
<td>2</td>
<td>0</td>
<td>0</td>
<td>3</td>
<td>8</td>
<td>3</td>
<td>0</td>
<td>14</td>
<td>682</td>
</tr>
<tr class="even">
<td colspan="2"><h1 id="all-students-2">All Students</h1></td>
<td><strong>2</strong></td>
<td><strong>14</strong></td>
<td><strong>3</strong></td>
<td><strong>9</strong></td>
<td><strong>72</strong></td>
<td><strong>75</strong></td>
<td><strong>23</strong></td>
<td><strong>179</strong></td>
<td><strong>707</strong></td>
</tr>
<tr class="odd">
<td colspan="12"><h2
id="grade-8-english-language-arts-levels-listening-reading-and-writing-standards">Grade
8 English Language Arts Levels – Listening, Reading and Writing
Standards</h2></td>
</tr>
<tr class="even">
<td colspan="2"><strong>Level 4</strong></td>
<td colspan="10">These students <strong>exceed the standards</strong>
and are moving toward high performance on the Regents examination. All
students scoring from <strong>739 to 830</strong> are in this
level.</td>
</tr>
<tr class="odd">
<td colspan="2"><strong>Level 3</strong></td>
<td colspan="10">These students <strong>meet the standards</strong> and,
with continued steady growth, should pass the Regents examination. All
students scoring from <strong>701 to 738</strong> are in this
level.</td>
</tr>
<tr class="even">
<td colspan="2"><strong>Level 2</strong></td>
<td colspan="10">These students <strong>need extra help</strong> to meet
the standards and pass the Regents examination. All students scoring
from <strong>662 to 700</strong> are in this level.</td>
</tr>
<tr class="odd">
<td colspan="2"><strong>Level 1</strong></td>
<td colspan="10">These students have <strong>serious academic
deficiencies</strong>. All students scoring from <strong>527 to
661</strong> are in this level.</td>
</tr>
</tbody>
</table>

**Performance of English Language Learners (ELL)**

ELL are students for whom English is a second language. Schools teach
these students English so they can participate effectively in the
academic program. ELL students without sufficient proficiency in English
are not required to take the grade 8 ELA test. Their progress in
learning English is measured, using standardized tests, and reported.

+---------+------------------------------------+----------------------+
| **Grade | **English Proficiency Below**      | **Making Appropriate |
| 8**     |                                    | Progress**           |
|         | **Effective Participation Level**  |                      |
+---------+------------------------------------+----------------------+
| June    | 14                                 | 6                    |
| 2001    |                                    |                      |
+---------+------------------------------------+----------------------+

1 For 2001, these students were eligible for the Alternate Assessment
(AA). For 2000 and 1999, these

students were exempt from this test because of disability as stated in
their Individualized Educational

Program.

2 These students were not required to take the grade 8 ELA test because
they were English Language

Learners (ELL) who performed below the 30^th^ percentile on another
appropriate English reading

assessment.

3 These students were enrolled at the time of testing but were not
present to complete some part of the

ELA assessment.

**New York State Report Card for Turtle Hook Middle School**

**Middle Level**

**Mathematics**

<table>
<colgroup>
<col style="width: 8%" />
<col style="width: 0%" />
<col style="width: 18%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 11%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="3" rowspan="3"><p>Performance at</p>
<p>This School</p></td>
<td colspan="8">Counts of Students</td>
<td rowspan="3">Mean Score</td>
</tr>
<tr class="even">
<td colspan="3">Not Tested</td>
<td colspan="5">Tested</td>
</tr>
<tr class="odd">
<td>AA<sup>1</sup></td>
<td>ELL<sup>2</sup></td>
<td>Absent<sup>3</sup></td>
<td>Level 1</td>
<td>Level 2</td>
<td>Level 3</td>
<td>Level 4</td>
<td>Total</td>
</tr>
<tr class="even">
<td rowspan="3"><strong>June 1999</strong></td>
<td colspan="2">General Education</td>
<td></td>
<td>0</td>
<td>0</td>
<td>62</td>
<td>88</td>
<td>17</td>
<td>0</td>
<td>167</td>
<td>687</td>
</tr>
<tr class="odd">
<td colspan="2">Students with Disabilities</td>
<td>2</td>
<td>0</td>
<td>1</td>
<td>18</td>
<td>7</td>
<td>0</td>
<td>0</td>
<td>25</td>
<td>672</td>
</tr>
<tr class="even">
<td colspan="2"><h1 id="all-students-3">All Students</h1></td>
<td><strong>2</strong></td>
<td><strong>0</strong></td>
<td><strong>1</strong></td>
<td><strong>80</strong></td>
<td><strong>95</strong></td>
<td><strong>17</strong></td>
<td><strong>0</strong></td>
<td><strong>192</strong></td>
<td><strong>685</strong></td>
</tr>
<tr class="odd">
<td rowspan="3"><strong>May 2000</strong></td>
<td colspan="2">General Education</td>
<td></td>
<td>0</td>
<td>1</td>
<td>62</td>
<td>79</td>
<td>34</td>
<td>4</td>
<td>179</td>
<td>691</td>
</tr>
<tr class="even">
<td colspan="2">Students with Disabilities</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>20</td>
<td>5</td>
<td>0</td>
<td>0</td>
<td>25</td>
<td>666</td>
</tr>
<tr class="odd">
<td colspan="2"><h1 id="all-students-4">All Students</h1></td>
<td><strong>0</strong></td>
<td><strong>0</strong></td>
<td><strong>1</strong></td>
<td><strong>82</strong></td>
<td><strong>84</strong></td>
<td><strong>34</strong></td>
<td><strong>4</strong></td>
<td><strong>204</strong></td>
<td><strong>688</strong></td>
</tr>
<tr class="even">
<td rowspan="3"><strong>May 2001</strong></td>
<td colspan="2">General Education</td>
<td></td>
<td>0</td>
<td>1</td>
<td>36</td>
<td>74</td>
<td>67</td>
<td>4</td>
<td>181</td>
<td>704</td>
</tr>
<tr class="odd">
<td colspan="2">Students with Disabilities</td>
<td>2</td>
<td>0</td>
<td>0</td>
<td>1</td>
<td>8</td>
<td>5</td>
<td>0</td>
<td>14</td>
<td>710</td>
</tr>
<tr class="even">
<td colspan="2"><h1 id="all-students-5">All Students</h1></td>
<td><strong>2</strong></td>
<td><strong>0</strong></td>
<td><strong>1</strong></td>
<td><strong>37</strong></td>
<td><strong>82</strong></td>
<td><strong>72</strong></td>
<td><strong>4</strong></td>
<td><strong>195</strong></td>
<td><strong>704</strong></td>
</tr>
<tr class="odd">
<td colspan="12"><h2
id="grade-8-mathematics-levels-knowledge-reasoning-and-problem-solving-standards">Grade
8 Mathematics Levels – Knowledge, Reasoning and Problem-Solving
Standards</h2></td>
</tr>
<tr class="even">
<td colspan="2"><strong>Level 4</strong></td>
<td colspan="10">These students <strong>exceed the standards</strong>
and are moving toward high performance on the Regents examination. All
students scoring from <strong>760 to 882</strong> are in this
level.</td>
</tr>
<tr class="odd">
<td colspan="2"><strong>Level 3</strong></td>
<td colspan="10">These students <strong>meet the standards</strong> and,
with continued steady growth, should pass the Regents examination. All
students scoring from <strong>716 to 759</strong> are in this
level.</td>
</tr>
<tr class="even">
<td colspan="2"><strong>Level 2</strong></td>
<td colspan="10">These students <strong>need extra help</strong> to meet
the standards and pass the Regents examination. All students scoring
from <strong>681 to 715</strong> are in this level.</td>
</tr>
<tr class="odd">
<td colspan="2"><strong>Level 1</strong></td>
<td colspan="10">These students have <strong>serious academic
deficiencies</strong>. All students scoring from <strong>517 to
680</strong> are in this level.</td>
</tr>
</tbody>
</table>

1 For 2001, these students were eligible for the Alternate Assessment
(AA). For 2000 and 1999, these

students were exempt from this test because of disability as stated in
their Individualized Educational

Program.

2 These students are not required to take this test because they are
English Language Learners (ELL)

who perform below the 30^th^ percentile on an appropriate English
reading assessment and there is no

test form available in their native language. Other ELL students must
take this test, but may take an

alternative language form if such is available.

3 These students were enrolled at the time of testing but were not
present to complete some part of the

mathematics assessment.

Turtle Hook Middle School

**2001-2002 School Year Grade 8**

# ELA Assessment

+-----------------+--------+--------+--------+--------+--------+--------+
| ## Level        | #      |        | #      |        | #      |        |
|                 | # Tota |        | # Pove |        |  Non-p |        |
|                 | l Popu |        | rty St |        | overty |        |
|                 | lation |        | udents |        |        |        |
+-----------------+--------+--------+--------+--------+--------+--------+
| 4               | 17     | 9%     | 7      | 9%     | 10     | 8%     |
+-----------------+--------+--------+--------+--------+--------+--------+
| 3               | 71     | 36%    | 21     | 26%    | 50     | 42%    |
+-----------------+--------+--------+--------+--------+--------+--------+
| 2               | 108    | 54%    | 51     | 64%    | 57     | 48%    |
+-----------------+--------+--------+--------+--------+--------+--------+
| 1               | 3      | 2%     | 1      | 1%     | 2      | 2%     |
+-----------------+--------+--------+--------+--------+--------+--------+
| Total           | 199    |        | 80     |        | 119    |        |
+-----------------+--------+--------+--------+--------+--------+--------+

## Math Assessment

+-----------------+--------+--------+--------+--------+--------+--------+
| ## Level        | #      |        | #      |        | #      |        |
|                 | # Tota |        | # Pove |        |  Non-p |        |
|                 | l Popu |        | rty St |        | overty |        |
|                 | lation |        | udents |        |        |        |
+-----------------+--------+--------+--------+--------+--------+--------+
| 4               | 18     | 8%     | 4      | 5%     | 14     | 1%     |
+-----------------+--------+--------+--------+--------+--------+--------+
| 3               | 105    | 50%    | 42     | 48%    | 63     | 51%    |
+-----------------+--------+--------+--------+--------+--------+--------+
| 2               | 66     | 32%    | 33     | 38%    | 33     | 27%    |
+-----------------+--------+--------+--------+--------+--------+--------+
| 1               | 21     | 10%    | 8      | 9%     | 13     | 11%    |
+-----------------+--------+--------+--------+--------+--------+--------+
| Total           | 210    |        | 87     |        | 123    |        |
+-----------------+--------+--------+--------+--------+--------+--------+

**2000-2001 School Year Grade 8**

# ELA Assessment

+-----------------+--------+--------+--------+--------+--------+--------+
| ## Level        | #      |        | #      |        | #      |        |
|                 | # Tota |        | # Pove |        |  Non-p |        |
|                 | l Popu |        | rty St |        | overty |        |
|                 | lation |        | udents |        |        |        |
+-----------------+--------+--------+--------+--------+--------+--------+
| 4               | 24     | 14%    | 5      | 7%     | 19     | 18%    |
+-----------------+--------+--------+--------+--------+--------+--------+
| 3               | 75     | 42%    | 27     | 39%    | 48     | 44%    |
+-----------------+--------+--------+--------+--------+--------+--------+
| 2               | 70     | 39%    | 32     | 46%    | 38     | 35%    |
+-----------------+--------+--------+--------+--------+--------+--------+
| 1               | 8      | 5%     | 5      | 7%     | 3      | 3%     |
+-----------------+--------+--------+--------+--------+--------+--------+
| Total           | 177    |        | 69     |        | 108    |        |
+-----------------+--------+--------+--------+--------+--------+--------+

## Math Assessment

+-----------------+--------+--------+--------+--------+--------+--------+
| ## Level        | #      |        | #      |        | #      |        |
|                 | # Tota |        | # Pove |        |  Non-p |        |
|                 | l Popu |        | rty St |        | overty |        |
|                 | lation |        | udents |        |        |        |
+-----------------+--------+--------+--------+--------+--------+--------+
| 4               | 4      | 2%     | 1      | 1%     | 3      | 3%     |
+-----------------+--------+--------+--------+--------+--------+--------+
| 3               | 72     | 37%    | 26     | 33%    | 46     | 40%    |
+-----------------+--------+--------+--------+--------+--------+--------+
| 2               | 82     | 42%    | 35     | 44%    | 47     | 41%    |
+-----------------+--------+--------+--------+--------+--------+--------+
| 1               | 37     | 19%    | 17     | 22%    | 20     | 17%    |
+-----------------+--------+--------+--------+--------+--------+--------+
| Total           | 195    |        | 79     |        | 116    |        |
+-----------------+--------+--------+--------+--------+--------+--------+

**1999-2000 School Year Grade 8**

## ELA Assessment

+-----------------+--------+--------+--------+--------+--------+--------+
| ## Level        | #      |        | #      |        | #      |        |
|                 | # Tota |        | # Pove |        |  Non-p |        |
|                 | l Popu |        | rty St |        | overty |        |
|                 | lation |        | udents |        |        |        |
+-----------------+--------+--------+--------+--------+--------+--------+
| 4               | 10     | 5%     | 3      | 4%     | 7      | 6%     |
+-----------------+--------+--------+--------+--------+--------+--------+
| 3               | 60     | 32%    | 23     | 31%    | 37     | 32%    |
+-----------------+--------+--------+--------+--------+--------+--------+
| 2               | 101    | 53%    | 38     | 51%    | 63     | 55%    |
+-----------------+--------+--------+--------+--------+--------+--------+
| 1               | 19     | 10%    | 11     | 14%    | 8      | 7%     |
+-----------------+--------+--------+--------+--------+--------+--------+
| Total           | 190    |        | 75     |        | 115    |        |
+-----------------+--------+--------+--------+--------+--------+--------+

## Math Assessment

+-----------------+--------+--------+--------+--------+--------+--------+
| ## Level        | #      |        | #      |        | #      |        |
|                 | # Tota |        | # Pove |        |  Non-p |        |
|                 | l Popu |        | rty St |        | overty |        |
|                 | lation |        | udents |        |        |        |
+-----------------+--------+--------+--------+--------+--------+--------+
| 4               | 4      | 2%     | 1      | 1%     | 3      | 3%     |
+-----------------+--------+--------+--------+--------+--------+--------+
| 3               | 34     | 17%    | 7      | 8%     | 27     | 23%    |
+-----------------+--------+--------+--------+--------+--------+--------+
| 2               | 84     | 41%    | 38     | 43%    | 46     | 40%    |
+-----------------+--------+--------+--------+--------+--------+--------+
| 1               | 82     | 40%    | 42     | 48%    | 40     | 34%    |
+-----------------+--------+--------+--------+--------+--------+--------+
| Total           | 204    |        | 88     |        | 116    |        |
+-----------------+--------+--------+--------+--------+--------+--------+

**1998-1999 School Year Grade 8**

## ELA Assessment

+-----------------+--------+--------+--------+--------+--------+--------+
| ## Level        | #      |        | #      |        | #      |        |
|                 | # Tota |        | # Pove |        |  Non-p |        |
|                 | l Popu |        | rty St |        | overty |        |
|                 | lation |        | udents |        |        |        |
+-----------------+--------+--------+--------+--------+--------+--------+
| 4               | 0      | 0%     | 0      | 0%     | 0      | 0%     |
+-----------------+--------+--------+--------+--------+--------+--------+
| 3               | 53     | 30%    | 24     | 35%    | 29     | 27%    |
+-----------------+--------+--------+--------+--------+--------+--------+
| 2               | 106    | 60%    | 40     | 57%    | 66     | 62%    |
+-----------------+--------+--------+--------+--------+--------+--------+
| 1               | 17     | 10%    | 5      | 8%     | 12     | 11%    |
+-----------------+--------+--------+--------+--------+--------+--------+
| Total           | 176    |        | 69     |        | 107    |        |
+-----------------+--------+--------+--------+--------+--------+--------+

Math Assessment

+-----------------+--------+--------+--------+--------+--------+--------+
| ## Level        | #      |        | #      |        | #      |        |
|                 | # Tota |        | # Pove |        |  Non-p |        |
|                 | l Popu |        | rty St |        | overty |        |
|                 | lation |        | udents |        |        |        |
+-----------------+--------+--------+--------+--------+--------+--------+
| 4               | 0      | 0%     | 0      | 0%     | 0      | 0%     |
+-----------------+--------+--------+--------+--------+--------+--------+
| 3               | 17     | 9%     | 6      | 9%     | 11     | 9%     |
+-----------------+--------+--------+--------+--------+--------+--------+
| 2               | 95     | 49%    | 31     | 45.5%  | 64     | 51%    |
+-----------------+--------+--------+--------+--------+--------+--------+
| 1               | 81     | 42%    | 31     | 45.5%  | 50     | 40%    |
+-----------------+--------+--------+--------+--------+--------+--------+
| Total           | 193    |        | 68     |        | 125    |        |
+-----------------+--------+--------+--------+--------+--------+--------+