##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mr. Sam Penceal]{.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} E-mail
spenceal@uniondaleschools.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 [February 4, 2004]{.underline}

(Principal's Signature)

Name of Superintendent\* [Dr. William Lloyd]{.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 [February 4, 2004]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairperson [Ms. Patricia Kopystianskyj]{.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 [February 4, 2004]{.underline}

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

*\*Private Schools: If the information requested is not applicable,
write 0 in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1998.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**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

\_\_\_\_\_ Other (Briefly explain)

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

[5]{.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**       135       112         247

  **1**                                                     **8**       126       140         266

  **2**                                                     **9**                             

  **3**                                                     **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**       110       124                    234          Other                             

                                    **TOTAL                                                   747
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [2.6]{.underline} % White

the students in the school: [69.0]{.underline} % Black or African
American

[28.0]{.underline} % Hispanic or Latino

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

[0.0]{.underline} % American India0laskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[13.3]{.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 31
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 69
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        100
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    732
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.137
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    137
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [7.9]{.underline}
%

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

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

Specify languages:

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

[307]{.underline} Total Number Students Who Qualify

> If this method does not produce 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: [10]{.underline} %

[76]{.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 [1]{.underline} Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness [68]{.underline} Specific Learning Disability

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

[1]{.underline} Mental Retardation [1]{.underline} Traumatic Brain
Injury

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

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

    **Number of Staff**

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

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

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

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

Paraprofessionals [1]{.underline} [8]{.underline}

> Support staff [8]{.underline} [1]{.underline}
>
> Total number [84]{.underline} [17]{.underline}

12\. Average school student-"classroom teacher" ratio:
[10:1]{.underline}

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

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

  Daily student attendance 95.8%       95.8%       97.1%       96.3%       93.6%

  Daily teacher attendance 95.3%       96.5%       96.3%       96.9%       93.4%

  Teacher turnover rate    5%          8%          3%          18%         11%

  Student dropout rate     0           0           0           0           0

  Student drop-off rate    0           0           0           0           0
  ------------------------ ----------- ----------- ----------- ----------- -----------

0=Not Applicable

Part III -- Summary

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 five
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. Five 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 thus 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 specific
instructional 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 two mobile labs
containing 16 laptop computers each, two computer labs, a library
computer center and four to six computers in most classrooms. 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 91%. A full intramural and interscholastic sports
program, as well as extra-curricular clubs such as law club, chess,
woodworking, art and jazz band plus a 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, administration and community stakeholders. 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**

**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 NYS ELA 8
and Math 8 assessments. The results for all students are reported as
achieving a performance level score of 1 -- 4. Level 1 students are 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 is mastery level performance, a score of
distinction.)

Turtle Hook's yearly school performance, as well as all other New York
State school test results, is 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 2002-2003. 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. Last year Turtle Hook
Middle School was placed on New York State's Most Improved List in
Mathematics and was awarded the Blue Ribbon for the 2001-2002 school
year.

Limited English Proficient students are not required to take the NYS
ELA-8 assessment because of insufficient proficiency in English. This
ELA test is the only assessment from which these students are excluded.
Fifty-eight Limited English Proficient students make up 8% 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.

**Part IV -- Indicators of Academic Success**

**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 (TONYSS) and local unit exams that
are directly aligned to the skills and standards required by 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 NYS ELA 8 and Math 8 are the state's intermediate
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 have been established for
grades 6 through 8. Remedial 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 mandatory weekly full team and grade level
meetings. Yearly goals are formulated to address deficit areas. As an
example, last 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.

**Part IV -- Indicators of Academic Success**

**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 students' permanent academic records. 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 assessments. Each
student's yearly improvement and assessment data is utilized to
formulate academic intervention plans, remediation and schedules.

Parent workshops on ELA and mathematics curriculums, standards and state
assessments are planned and presented at key intervals during the school
year. For example, comprehensive workshops in math and ELA were
presented for parents in October and November 2003 prior to the
administration of these mandated exams. In addition, a day-long program
of parent workshops covering such topics as [Helping York Child Achieve
Success in School]{.underline}, [Parenting for Violence
Prevention]{.underline}, [Parents Who Care]{.underline} [(Relating to
Your Teen, Identifying Risks and Reducing Them, Bonding With Your Teen,
Being]{.underline} [Involved)]{.underline}, [Building Self Esteem In
Your Child]{.underline} and [Succeeding As a Single Parent]{.underline}
was offered in September 2003. The day began with a well-received
keynote address by motivational speaker Paul Chandler from the Jackie
Robinson Program. Plans are in place to repeat this program in the
spring of 2004. 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 state report card for Turtle Hook has been
published. 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. 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.

**Part IV -- Indicators of Academic Success**

**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 ongoing 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. Mr. Vincent Tumminello, our
former principal, and Mr. Frank Farino, a sixth grade teacher at Turtle
Hook, made a presentation to the Bridgehampton Public School District at
a staff development conference last year. An administrative team has
prepared information on the No Child Left Behind -- Blue Ribbon Schools
Program to disseminate at a future meeting.

Turtle Hook has a presentation committee in place in anticipation of
being selected as a Blue Ribbon School again. Mr. Tumminello was chosen
to make a presentation in Washington, D.C. in the fall 2003. The
development of our presentation has prepared us for sharing our
successes on a local, county, state and national level as detailed
above.

**Part V -- Curriculum and Instruction**

**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 the most up-to-date curriculum in all 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, charts
demonstrating 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 assessment 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 visits all teachers daily so that a "snapshot" observation of
learner-centered activities focused on curriculum implementation,
effective teaching practices and usage of newly adopted instructional
program materials can be assessed.

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, special education, English language
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. Four years later, at the end of the
2002-2003 school year, 91% 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
TONYSS, unit and authentic assessments that are centered on skills
development required by the state standards and are directly parallel to
the format 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.

**Part V -- Curriculum and Instruction**

**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.

**Part V -- Curriculum and Instruction**

**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 80.3% scoring at proficiency in May 2003. 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. Students
receive additional support in remedial math classes that offer lessons
designed to complement the material covered on a daily basis. Class size
is limited to ten to twelve students. Classes are taught by teachers who
are expert at presenting appropriate alternative teaching strategies
that are compatible with each student's learning modality.

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 for the
2001-2002 school year.

**Part V -- Curriculum and Instruction**

**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 cooperative
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.

A major emphasis is placed on increasing literacy -- reading, writing,
speaking, listening as well as critical thinking skills. Comprehension
strategies are taught across the curriculum to enhance this effort.
Language arts skills are infused in each subject area and practiced in
each classroom. The blackboard configuration consisting of the homework,
the "do now" and the learning objective written in measurable terms
accompanied by several steps to be employed during the lesson is
required in every classroom. Teachers are required to use verbs from the
upper level of Bloom's Taxonomy when writing learning objectives. The
principal monitors unit tests and quizzes to ensure that inference
questions and high level comprehension questions are included. 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.

**Part V -- Curriculum and Instruction**

**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. A recent
district-wide staff development needs assessment allows teachers input
in determining which staff development workshops meet their needs most
appropriately. 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

  ------------------- ----------------- ----------------- ----------------
                      1999-00           2000-01           2001-02

  School Performance  123               148               142
  Index                                                   

  School AYP Target   124                                 

  State Standard      140               140               145

  School Baseline     122               135               145

  Count of Students   193               183               199

  This school                                             
  achieved the state                                      
  standard for                                            
  2001-02.                                                
  ------------------- ----------------- ----------------- ----------------

Mathematics Performance of Students in Grade 8

  ------------------- ----------------- ----------------- ----------------
                      1999-00           2000-01           2001-02

  School Performance  81                124               153
  Index                                                   

  School AYP Target   80                92                103

  State Standard      140               140               145

  School Baseline     75                102               139

  Count of Students   195               184               206

  This school                                             
  exceeded the state                                      
  standard for                                            
  2001-02.                                                
  ------------------- ----------------- ----------------- ----------------

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

> **Middle Level**

**English Language Arts**

<table>
<colgroup>
<col style="width: 10%" />
<col style="width: 15%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 7%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="2" 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>May 2001</strong></td>
<td>General Education</td>
<td>0</td>
<td><p>14</p>
<p>8%</p></td>
<td><p>3</p>
<p>2%</p></td>
<td><p>6</p>
<p>3%</p></td>
<td><p>64</p>
<p>39%</p></td>
<td><p>72</p>
<p>44%</p></td>
<td><p>23</p>
<p>14%</p></td>
<td>165</td>
<td>709</td>
</tr>
<tr class="odd">
<td>Students with Disabilities</td>
<td><p>2</p>
<p>13%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td><p>3</p>
<p>22%</p></td>
<td><p>8</p>
<p>57%</p></td>
<td><p>3</p>
<p>22%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td>14</td>
<td>682</td>
</tr>
<tr class="even">
<td><strong>All Students</strong></td>
<td><p><strong>2</strong></p>
<p><strong>1%</strong></p></td>
<td><p><strong>14</strong></p>
<p><strong>8%</strong></p></td>
<td><p><strong>3</strong></p>
<p><strong>1%</strong></p></td>
<td><p><strong>9</strong></p>
<p><strong>5%</strong></p></td>
<td><p><strong>72</strong></p>
<p><strong>40%</strong></p></td>
<td><p><strong>75</strong></p>
<p><strong>42%</strong></p></td>
<td><p><strong>23</strong></p>
<p><strong>14%</strong></p></td>
<td><strong>179</strong></td>
<td><strong>707</strong></td>
</tr>
<tr class="odd">
<td rowspan="3"><strong>March 2002</strong></td>
<td>General Education</td>
<td><p>0</p>
<p>0%</p></td>
<td><p>17</p>
<p>8%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td><p>3</p>
<p>2%</p></td>
<td><p>108</p>
<p>54%</p></td>
<td><p>72</p>
<p>36%</p></td>
<td><p>17</p>
<p>9%</p></td>
<td>200</td>
<td>699.75</td>
</tr>
<tr class="even">
<td>Students with Disabilities</td>
<td><p>0</p>
<p>0%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td><p>4</p>
<p>12%</p></td>
<td><p>26</p>
<p>76%</p></td>
<td><p>4</p>
<p>12%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td>34</td>
<td>686.88</td>
</tr>
<tr class="odd">
<td><strong>All Students</strong></td>
<td><p><strong>0</strong></p>
<p><strong>0%</strong></p></td>
<td><p><strong>17</strong></p>
<p><strong>7%</strong></p></td>
<td><p><strong>0</strong></p>
<p><strong>0%</strong></p></td>
<td><p><strong>7</strong></p>
<p><strong>3%</strong></p></td>
<td><p><strong>134</strong></p>
<p><strong>57%</strong></p></td>
<td><p><strong>76</strong></p>
<p><strong>32%</strong></p></td>
<td><p><strong>17</strong></p>
<p><strong>7%</strong></p></td>
<td><strong>234</strong></td>
<td><strong>699.6</strong></td>
</tr>
<tr class="even">
<td rowspan="3"><p><strong>January</strong></p>
<p><strong>2003</strong></p></td>
<td>General Education</td>
<td><p>0</p>
<p>0%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td><p>5</p>
<p>2%</p></td>
<td><p>92</p>
<p>44%</p></td>
<td><p>87</p>
<p>42%</p></td>
<td><p>25</p>
<p>12%</p></td>
<td>209</td>
<td>697.75</td>
</tr>
<tr class="odd">
<td>Students with Disabilities</td>
<td><p>0</p>
<p>0%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td><p>6</p>
<p>17%</p></td>
<td><p>27</p>
<p>75%</p></td>
<td><p>3</p>
<p>8%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td>36</td>
<td>674.24</td>
</tr>
<tr class="even">
<td><strong>All Students</strong></td>
<td><strong>0</strong></td>
<td><strong>0</strong></td>
<td><strong>0</strong></td>
<td><strong>11</strong></td>
<td><strong>119</strong></td>
<td><strong>90</strong></td>
<td><strong>25</strong></td>
<td><strong>245</strong></td>
<td><strong>699.6</strong></td>
</tr>
<tr class="odd">
<td colspan="11"><h1
id="grade-8-english-language-arts-levels-listening-reading-and-writing-standards">Grade
8 English Language Arts Levels – Listening, Reading and Writing
Standards</h1></td>
</tr>
<tr class="even">
<td><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 760 to 882 are in this level.</td>
</tr>
<tr class="odd">
<td><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 716 to 759 are in this level.</td>
</tr>
<tr class="even">
<td><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 681 to 715 are in this level.</td>
</tr>
<tr class="odd">
<td><strong>Level 1</strong></td>
<td colspan="10">These students have <strong>serious academic
deficiencies</strong>. All students scoring from 517 to 680 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 2002 | 15                               | 2                     |
+-----------+----------------------------------+-----------------------+

1.  For 2003, these students were eligible for the Alternative
    Assessment (AA). For 2002 and 2001, 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 the grade 8 ELA test because
    they are 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: 10%" />
<col style="width: 15%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 7%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="2" 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>May 2001</strong></td>
<td>General Education</td>
<td><p>0</p>
<p>0%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td><p>1</p>
<p>½%</p></td>
<td><p>36</p>
<p>20%</p></td>
<td><p>74</p>
<p>41%</p></td>
<td><p>67</p>
<p>37%</p></td>
<td><p>4</p>
<p>2%</p></td>
<td>181</td>
<td>704</td>
</tr>
<tr class="odd">
<td>Students with Disabilities</td>
<td><p>2</p>
<p>14%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td><p>1</p>
<p>7%</p></td>
<td><p>8</p>
<p>57%</p></td>
<td><p>5</p>
<p>36%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td>14</td>
<td>710</td>
</tr>
<tr class="even">
<td><strong>All Students</strong></td>
<td><p><strong>2</strong></p>
<p><strong>1%</strong></p></td>
<td><p><strong>0</strong></p>
<p><strong>0%</strong></p></td>
<td><p><strong>1</strong></p>
<p><strong>½%</strong></p></td>
<td><p><strong>37</strong></p>
<p><strong>19%</strong></p></td>
<td><p><strong>82</strong></p>
<p><strong>42%</strong></p></td>
<td><p><strong>72</strong></p>
<p><strong>37%</strong></p></td>
<td><p><strong>4</strong></p>
<p><strong>2%</strong></p></td>
<td><strong>195</strong></td>
<td><strong>704</strong></td>
</tr>
<tr class="odd">
<td rowspan="3"><strong>May 2002</strong></td>
<td>General Education</td>
<td><p>0</p>
<p>0%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td><p>1</p>
<p>½%</p></td>
<td><p>21</p>
<p>10%</p></td>
<td><p>66</p>
<p>31%</p></td>
<td><p>105</p>
<p>50%</p></td>
<td><p>18</p>
<p>9%</p></td>
<td>210</td>
<td>721.5</td>
</tr>
<tr class="even">
<td>Students with Disabilities</td>
<td><p>3</p>
<p>19%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td><p>4</p>
<p>25%</p></td>
<td><p>11</p>
<p>69%</p></td>
<td><p>1</p>
<p>6%</p></td>
<td>16</td>
<td>705.5</td>
</tr>
<tr class="odd">
<td><strong>All Students</strong></td>
<td><strong>3</strong></td>
<td><strong>0</strong></td>
<td><strong>1</strong></td>
<td><strong>21</strong></td>
<td><strong>70</strong></td>
<td><strong>116</strong></td>
<td><strong>19</strong></td>
<td><strong>226</strong></td>
<td><strong>721.5</strong></td>
</tr>
<tr class="even">
<td rowspan="3"><p><strong>May</strong></p>
<p><strong>2003</strong></p></td>
<td>General Education</td>
<td><p>0</p>
<p>0%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td><p>17</p>
<p>9%</p></td>
<td><p>46</p>
<p>24%</p></td>
<td><p>157</p>
<p>82%</p></td>
<td><p>9</p>
<p>5%</p></td>
<td>192</td>
<td>722.25</td>
</tr>
<tr class="odd">
<td>Students with Disabilities</td>
<td><p>0</p>
<p>0%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td><p>9</p>
<p>24%</p></td>
<td><p>10</p>
<p>27%</p></td>
<td><p>18</p>
<p>49%</p></td>
<td><p>0</p>
<p>0%</p></td>
<td>37</td>
<td>709.11</td>
</tr>
<tr class="even">
<td><strong>All Students</strong></td>
<td><p><strong>0</strong></p>
<p><strong>0%</strong></p></td>
<td><p><strong>0</strong></p>
<p><strong>0%</strong></p></td>
<td><p><strong>0</strong></p>
<p><strong>0%</strong></p></td>
<td><p><strong>26</strong></p>
<p><strong>11%</strong></p></td>
<td><p><strong>56</strong></p>
<p><strong>24%</strong></p></td>
<td><p><strong>175</strong></p>
<p><strong>76%</strong></p></td>
<td><p><strong>9</strong></p>
<p><strong>4%</strong></p></td>
<td><strong>229</strong></td>
<td><strong>722.25</strong></td>
</tr>
<tr class="odd">
<td colspan="11"><h1
id="grade-8-mathematics-levels-knowledge-reasoning-and-problem-solving-standards">Grade
8 Mathematics Levels – Knowledge, Reasoning and Problem-Solving
Standards</h1></td>
</tr>
<tr class="even">
<td><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 760 to 882 are in this level.</td>
</tr>
<tr class="odd">
<td><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 716 to 759 are in this level.</td>
</tr>
<tr class="even">
<td><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 681 to 715 are in this level.</td>
</tr>
<tr class="odd">
<td><strong>Level 1</strong></td>
<td colspan="10">These students have <strong>serious academic
deficiencies</strong>. All students scoring from 517 to 680 are in this
level.</td>
</tr>
</tbody>
</table>

1.  For 2003, these students were eligible for the Alternate Assessment
    (AA). For 2002 and 2001, 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 who enrolled at the time of testing but were not
    present to complete some part of the mathematics assessment.