##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: \[ \] Elementary \[ **X** \] Middle \[
\] High \[ \] K-12 \[ \] Charter

Name of Principal [Ms. Gail Kipper]{.underline}

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

Official School Name [Farragut Middle School]{.underline}

(As it should appear in the official records)

School Mailing Address [­]{.underline} [27 Farragut
Avenue]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Hastings-on-Hudson]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[New
York]{.underline}\_\_\_\_\_\_\_\_[10706-2306]{.underline}\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
[Westchester]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number \*[660404030002]{.underline}\_\_\_\_\_\_

Telephone [( 914 ) 478-6230]{.underline} Fax [( 914 )
478-6314]{.underline}

Web site/URL [www.hastings.k12.ny.us]{.underline} E-mail
<Kipperg@hastings.k12.ny.us>\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. Robert Shaps]{.underline}

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

District Name [Hastings-on-Hudson Union Free School
District]{.underline} Tel. [( 914 )478-6200]{.underline}

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

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

Name of School Board

President/Chairperson Mrs. Mary Wirth

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

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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

*\*Private Schools: If the information requested is not applicable,
write N/A 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 for Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    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: [1]{.underline} Elementary
schools

[1]{.underline} Middle schools

[0]{.underline} Junior high schools

[1]{.underline} High schools

[0]{.underline} Other

[3]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$18,627]{.underline}

Average State Per Pupil Expenditure: \$[15,035]{.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\. [8]{.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 as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**    N/A       N/A                    N/A          **7**       63        63          126

  **K**       N/A       N/A                    N/A          **8**       83        60          143

  **1**       N/A       N/A                    N/A          **9**       N/A       N/A         N/A

  **2**       N/A       N/A                    N/A          **10**      N/A       N/A         N/A

  **3**       N/A       N/A                    N/A          **11**      N/A       N/A         N/A

  **4**       N/A       N/A                    N/A          **12**      N/A       N/A         N/A

  **5**       60        64                     124          **Other**   N/A       N/A         N/A

  **6**       64        61                     125                                            

                                    **TOTAL                                                   518
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [81]{.underline} % White

the school: [3]{.underline} % Black or African American

[9]{.underline} % Hispanic or Latino

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

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

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

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

> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      6
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      11
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    17
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 518
                            the school as of October 1  

  **(5)**                   Total transferred students  .033
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           3%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [2]{.underline} %

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

Number of languages represented: [3]{.underline}

Specify languages: [Spanish, Malayalam, Twi]{.underline}

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

Total number students who qualify: [13]{.underline}

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

10\. Students receiving special education services: [13]{.underline} %

[70]{.underline} Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

[1]{.underline} Autism [0]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [12]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [34]{.underline} Specific Learning
Disability

[2]{.underline} Emotional Disturbance [21]{.underline} Speech or
Language Impairment

[0]{.underline} Hearing Impairment [0]{.underline} Traumatic Brain
Injury

> [0]{.underline} Mental Retardation [0]{.underline} Visual Impairment
> Including Blindness
>
> [0]{.underline} Multiple Disabilities

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

    **Number of Staff**

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

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

Classroom teachers [36]{.underline} [14]{.underline}

Special resource teachers/specialists [7]{.underline} [0]{.underline}

Paraprofessionals [0]{.underline} [0]{.underline}

> Support staff [3]{.underline} [1]{.underline}
>
> Total number [48]{.underline} [15]{.underline}

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [22:1]{.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. Also
explain a high teacher turnover rate.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

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

  Daily teacher attendance   98%         98%         98%         99%         98%

  Teacher turnover rate      8%          4%          6%          5%          7%

  Student dropout rate       0%          0%          0%          0%          0%
  (middle/high)                                                              

  Student drop-off rate      N/A         N/A         N/A         N/A         N/A
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

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

## Farragut Middle School overlooks the Hudson River just fifteen miles north of New York City. The school forms the heart and soul of the small but diverse community of Hastings-on-Hudson. Our school's excellent reputation attracts new families from nearby New York City. Not coincidentally, our community has such deep roots that many of our students learn in the same classrooms as their parents and grandparents; and several alumni have returned as teachers, eager to remain a part of the community that nurtured them. 

Farragut Middle School merges philosophy with practice. Our district's
mission statement articulates that philosophy and establishes an ideal:
"all students can learn; we can teach them to be productive responsible
citizens in a democratic society; we model a safe caring community; and
we instill a lifelong love of learning and the ability to live
cooperatively in society." Our practice, guided by this philosophy,
allows our students to grow and excel.

We understand that middle school students have emotional and
intellectual needs that vary from year to year, day to day, and even
hour to hour. We discuss those needs in weekly team meetings where we
share information gleaned from frequent contacts with students*,*
parents*,* teachers, counselors, and administrators. We brainstorm
strategies to nurture each student. This team structure ensures that
caring adult eyes are able to spot the tears, ecstatic giggles, or
worried brows that signal significant events. Our students master
algebra and world languages, create art and music, respond to
literature, value history, cultivate team spirit, and think like
scientists because our classrooms are safe, supportive places where
students inquire, take risks, set goals and assess their own work.

Our programs address the intellectual, emotional, and cultural needs of
our students. Our vibrant arts program feeds the soul. Artwork in every
media enlivens learning with a kaleidoscope of constantly changing
images. So many students play and sing that we have a band, orchestra,
jazz band, and chorus for each grade. Many students participate in more
than one ensemble. Our enrichment program offers a variety of electives,
such as currents in news, world geography, medieval history, opera,
debate, and beginning Italian. Already exposed to world language from
kindergarten, our fifth graders study French and Spanish. Next year,
students will have the opportunity to study two languages in sixth
grade. Underlying all of our intellectual activity is our school wide
commitment to social emotional learning. Each grade level has a program
tailored to the developmental needs of the students. Part of this
curriculum integrates aspects of Mel Levine's Schools Attuned program
and the precepts of Habits of Mind. Equally important is our sports
program. Every student is invited to participate through intramurals or
modified sports. This program has been expanded to before school hours
to accommodate everyone's participation.

Our outstanding test scores have come, not by "teaching to the test,"
but by challenging our students with rich curricula and thoughtful,
learner-centered lessons that recognize and support a myriad of learning
styles and academic abilities.

Administrators and faculty view parents as partners. Parents participate
in the academic and extra-curricular life of the school. They take an
active interest in their children's independent reading through informal
book clubs and home reading time. They become involved in grade level
interdisciplinary celebrations, such as the sixth grade Grecian
Festival, and work on shared-decision-making committees.

Our school hums with the growth our children experience during their
middle school years and with the nurturing attention of our
administrators, faculty, and staff. This atmosphere instills camaraderie
among adults and children, and it creates a place for all to learn and
grow together.

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

**1. Assessment Results**

New York State public school students in grades three through eight are
tested annually in English-Language Arts (ELA) and mathematics. The ELA
assessments measure students' abilities to read and listen for
comprehension, to compare themes in different literary pieces, to write
formal essays, and to edit passages to demonstrate an understanding of
Standard English. Students respond to multiple choice questions,
complete graphic organizers, and write short and extended responses.
These tasks increase in complexity and difficulty each year.

The ELA assessments classify students into one of four levels of
performance. Level 1 or 2 on the ELA test indicates minimal to partial
understanding of intermediate-level texts and writing that is brief,
sometimes repetitive, and showing only a basic vocabulary. At level 2,
students write more extended answers that make only basic connections
and give cursory support to their arguments. Spelling, grammar, and
punctuation are basic and can interfere with the clarity of the writing.
Any student scoring at level 1or 2 immediately receives academic
intervention services (AIS). Students scoring at level 3 meet learning
standards in reading, listening and writing, while students scoring at
level 4 perform with distinction by exceeding state standards.

Although no two groups of students perform identically from year to
year, an unusually high percentage of our students consistently
demonstrate that they meet and exceed national and state-referenced
norms for reading and writing. In all of the last five years students'
scores were measurably ahead of regional averages; moreover, in four of
the last five years our students placed our district as the best
performing or one of the top five performing districts in the State. An
important measure of success is that, as the exams increase in
difficulty, cohort data indicate similar levels of achievement were
maintained as students progressed. On the 8^th^ grade ELA assessment, a
test that measures students' readiness for high school, 87% of the 670
students who have taken the test over the past 5 years scored at level 3
or 4, and 38% of them exceeded standards.

The math assessments measure students' abilities with word-problems and
computation skills as well as their understanding of geometry, algebra,
probability, and statistics. Students must show all computations, read
and create tables and graphs, and explain their thinking in paragraph
form. Performance results in math are also divided into four levels: a
level 1 or 2 indicates that students minimally or partially met the
learning standards for number sense and for applying mathematical
concepts. Like the ELA assessment, these students are given academic
intervention services (AIS). Achieving a level 3 indicates that students
met all the learning standards, and a level 4, that students exceeded
these standards.

From 1998 (where only 73% of our students met or exceeded the then
current state standards) to 2004 (where 85% met them), our students have
improved in math as well. For the 8^th^ grade test, of the 673 students
who have taken the exam over the past five years, 87% scored at level 3
or 4 with 28% exceeding standards.

Our numbers of English language learners and minority students are
growing, but these cohorts remain small. One measurable subgroup is
students with special needs. The percentage of these students meeting or
exceeding ELA state standards has risen from a low of 7% in 2002 to a
high of 42% in 2005 but continues to vary in math without a discernible
pattern of steady improvement. Although vacillations might result from
the few students involved, no more than 15 in any given year, the
progress made has stemmed from strategies developed by teachers to vary
instruction to accommodate the different learning needs of all students
in the classroom. Equally important has been the creation of
collaborative classes in all content areas. In these classes a special
education teacher team teaches with a content area specialist and both
attend to the needs of each child.

Further information on New York State assessments can be found at
<http://www.emsc.nysed.gov/>and
[http://www.hastings.k12.ny.us](http://www.hastings.k12.ny.us/).

**2. Using Assessment Results**

State assessments are an external measure of achievement. They provide a
shared goal that should develop a need for collaboration and on-going
improvement. Although in Farragut Middle School teachers do not consider
them the only measure of learning, they use results to inform
instruction and cultivate reflective teaching. They use test results to
note areas of particular strengths and weaknesses in their own
instruction and to identify them in the development of individual
students. Where clear patterns emerge, they adjust the emphasis in the
curriculum for the following year. If scores are lower in critical
thinking in mathematics, for example, teachers review the program to
increase direct instruction and guided practice in this skill. Reading
selections in language arts have been modified and expanded in response
to identified needs in students. In addition, individual student results
are used to design academic intervention support as well as enrichment
opportunities. School administrators and department chairs also use
assessment results to gauge the overall strength of the program and to
recommend modifications. In department meetings where teachers in grades
6-12 review test results, studying trends in Middle School performance
allows high school teachers to anticipate the needs of future students
and to adjust programs accordingly.

We also celebrate the test results in the Superintendent's publications
to the community, in presentations to the Board of Education, and in
seeking continued support from the community for all our academic
programs.

**3. Communicating Assessment Results**

The Farragut Middle School staff communicates information on student
performance and assessment results to parents and students in a variety
of ways: through parent conferences; report cards; mid-quarter progress
reports; and detailed letters to parents that explain their child's
state assessment performance on each skill measured. Parents are advised
about academic intervention services through letters and contact with
guidance counselors. Our teachers review individual student performances
on state assessments at grade level team meetings and in department
meetings that include teachers in grades 6-12.

The New York State Report Card is reviewed annually at a Board of
Education meeting which is also broadcasted on a local cable station,
WHOH. These results and all school activities are publicized in a
quarterly newsletter, *Your Schools,* which is distributed to our entire
community. A third medium that is used to communicate information is our
website [http://www.hastings.k12.ny.us](http://www.hastings.k12.ny.us/).

4\. **Sharing Success**

We share our successes with colleagues in other schools through our
membership in the International Teaching and Learning Consortium and the
Tri-State Consortium, a group of high performing public school districts
in New York, New Jersey, and Connecticut. Our teachers and
administrators visit fellow Tri-State members' schools as critical
friends where they review an area of the K-12 instructional program. The
visiting committee responds to a series of questions formulated by the
host school and evaluates the extent to which the program succeeds in
its goals. The visiting team develops a detailed report identifying the
schools strengths and weakness. The major strength of this review is
that all claims of success must be verified through measurable and
observable data: the visiting committee reviews everything from
standardized tests to essays and projects that students complete in
every grade. Teachers, administrators, students, and community members
are interviewed so that a thorough understanding of the school system
can be developed. In the 2005--2006 school year, a group of consortium
members visited our school to review and make recommendations to the
special education program working with the language arts program.
Teachers and administrators shared everything from sound ideas for
student projects to troubleshooting solutions to apparently intractable
problems with disaffected students.

A number of faculty members have made presentations at professional
conferences. These seminars focused on topics including Mel Levine's
*Schools Attuned Program,* literature circles at the New York State
English Council annual conference, and contemporary American young adult
literature at the Clifden Community Arts Week in Clifden, County Galway,
Ireland. In addition, our faculty members share their best practices
through courses they lead at the Edith Winthrop Teacher Center, the
College of New Rochelle and Herbert H. Lehman College.

In addition, both administrators in Farragut Middle School maintain
memberships in professional groups. Communication among participants is
primarily electronic. Through these emails, ideas and successes are
shared and questions are asked and answered. Lastly, our school's
broadcast email serves as an efficient tool in transmitting timely and
pertinent information to the Hastings' community.

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

**1. Curriculum**

The Farragut Middle School curriculum is aligned with the New York State
learning standards and provides a program that emanates from a community
whose beliefs value the intellectual as well as the social and emotional
growth of each student.

The language arts program uses writing to think and learn. Students
write analytically and creatively and also use writing to brainstorm and
explore ideas. Each grade has a core of required writing activities
assuring an extensive variety of writing Reading is a daily activity and
reflects the belief that a shared literacy is as important as selecting
titles on one's own. Interdisciplinary projects, organized with other
subject teachers, occur each year. Activities and enrichment classes
complement the program: the school newspaper and yearbook; classes in
creative writing; developing a literature and art magazine; and studying
movies and music.

Students build their understanding of mathematics through a mix of
practice and exploration. They work through increasingly complex ideas
of mathematical reasoning as they learn to represent their ideas
visually, numerically, and graphically. In grades 5-8, essential ideas
and relationships in algebra and geometry are introduced and reinforced.
The practice of mathematics in the classroom is a combination of
worksheet, experiment, and discovery, and uses the National Council of
Teachers of Mathematics focal points to establish the pacing of
instruction.

The social studies program covers ancient world history and the history
of New York and the United States. Students learn fundamentals of
historical research and understand the world around them by comparing
historic events to current events. Working with our library program that
focuses on the skills, knowledge, and strategies students need to become
independent learners, students formulate essential questions and then
research answers to their questions, leading them to formulate informed
opinions. They write research papers using primary and secondary
sources; create annotated timelines; use journal entries and mapping
exercises; participate in debates, interviews, and simulations; and
develop presentations.

The science program incorporates chemistry, Earth science, physics and
living environment to introduce students to science and its methods. By
the end of 8th grade, students have learned to think critically about
science through a perspective that develops from hands-on laboratory
work, long term projects, scientific writing exercises, 2D and 3D
modeling exercises, and presentations that require students to
demonstrate what they learn.

The world language program requires 5th grade students to take ten weeks
of French and ten of Spanish, after which they choose one language to
study for a second semester and beyond. Fifth graders have 20 minutes of
world language study each day. After 5th grade, students receive 40
minutes each day of world language study. They learn through speaking,
listening, reading, and writing in the world language; they also learn
through music, skits, presentations, and student-centered activities
that include learning about the cultures of the different countries
where the language is spoken.

The arts program uses the elements of art and principles of design to
shape personal expression through deliberate and skillful use of
materials and concepts. Students learn to draw, paint, sketch, and
sculpt with clay and ceramics. They also study the works of influential
artists, such as Matisse and Kandinsky.

The health and physical education program emphasizes individual growth
and development. Each year the students' fitness levels are evaluated
through a series of different fitness tests. Individual and team
sport\'s skills are practiced and applied in game situations.
Multicultural games (such as Takow an Indonesian game) are introduced
and played. Lifetime sports are played at the upper grade levels and
movement exercises are played on the lower levels. Dance is continued
and new dance forms are performed.

Technology literacy infuses all curriculum areas preparing our students
to be life long learners.

**2b. Curriculum for Secondary Schools English**

Throughout grades 5-8, students are immersed in reading, writing,
listening, and speaking. The pedagogy of student-centered learning
demands that students write informally and formally-as well as
creatively and analytically -about the literature they study. Each grade
gains experience reading and writing in many genres. Fifth graders, for
example, read historical fiction, memoirs, autobiographies, realistic
fiction, and study and perform Shakespearean plays. Instruction becomes
departmentalized in 6th grade. To adjust to the transition from the
elementary classroom, students are given 80 minutes every day to immerse
themselves in reading and writing throughout their 6th grade experience.
Also students still struggling with reading are given an additional 40
minute period where decoding strategies and skills of inference can be
reinforced. Grades 6-8 have a core of assured writing activities and
reading assignments that guarantee a shared literacy while allowing
teachers the freedom to select additional kinds of reading and writing
activities. Each grade also has a select group of topics in grammar and
usage that it introduces and reinforces throughout the year. Writing
skills are honed through an emphasis on drafting and revision, working
on strategies to develop arguments logically and persuasively. Creative
writing activities provide ways of understanding the different forms of
literature as well as ways to respond to literature read in class.

Writing is also used to learn in other subjects. In science, for
example, students are taught to accurately record and reflect upon the
results of experiments. They write about scientific ideas and develop
similes and metaphors to explain scientific principles.

The progression through grades 5-8 is one of increasing complexity whose
goals are to prepare students for the challenges that face them in high
school and, more importantly, to give them the voice and acumen to
understand the increasingly complex world in which they live.

**3. Additional Curriculum Area**

The FMS Arts program exposes students to a range of artistic expression.
Individual students are asked to be reflective and creative art makers,
and to develop a trusting relationship with their peers for coaching,
advice, and informal assessment. The program shapes personal expression
through deliberate and skillful use of materials and concepts. The art
program also develops the student's right and responsibility to look
inward and to use personal characteristics and interests for their
visual expression.

Our program is as varied as it is rich. Electives offer students the
chance to explore arts ranging from acting to digital photography. Our
music program offers chorus and instruction in a wide range of musical
instruments. Our community values the arts, and many of its members are
professional artists themselves. The school and community come together
each year for our 8^th^ grade Arts Extravaganza. During this day, local
artists lead workshops in a broad range of activities. Last year's
Extravaganza offered workshops in cooking, photography, hip-hop,
ballroom dancing, folk dancing, animation, African drumming, acting,
circus arts, drawing, video jazz productions, improvisation, creating
mosaics, and musical theater.

In response to a recent assessment of the program, we are considering a
theater program that would include more classes in the theater arts and
a dance program that would be integral to it. Fundamental to our
philosophy is the understanding that there are many forms of
intelligence, from the linguistic and interpersonal on one end of the
spectrum to the kinesthetic on the other end, and that our program must
provide an education that nurtures all the intelligences of our
children.

**4. Instructional Methods**

The driving principles for our methodology are that all learning
activities must be developmentally appropriate as well as sufficiently
diversified to ensure the success of all students. FMS also adheres to
the educational theory that students learn best when encouraged to
construct their own meaning from educational activities. Given these
critical guides, teachers are allotted broad autonomy to shape lessons.
From language arts to mathematics, teachers use writing to have students
explain what they have learned, and they use a broad range of practices
(such as think, pair, share to jig sawing) to have children work
collaboratively in their learning. Students are given choices in reading
texts and in the kinds of projects they will create to be assessed on
what they have learned. Additionally, there is a belief that learning is
most meaningful when it is applied in a variety of contexts and
translates to other subjects. Each grade has interdisciplinary projects.
The 5^th^ grade, "Math is Everywhere," explores mathematical connections
with science, language arts, art, and the world around us. The 6^th^
grade project, "Invention Dimension," researches the ancient world to
discover and write about the origins of humankind's first good ideas.
The 7^th^ grade studies science through physical education, health, and
medical discoveries in their unit entitled, "Sports Medicine." The 8^th^
grade explores the connections between literature and history through
the "Roaring Twenties." Given the diversity of our students' learning
styles and abilities, the methodology is crafted and adjusted
accordingly.

**5. Professional Development**

A seminal development that set our district in its current successful
direction was the introduction of our faculty to the then new models of
learning that brain research uncovered. In the mid 1990s, David Sousa
taught our faculty how the new understanding of brain functions made
obsolete so many of the traditional practices of teaching. His work led
us to Howard Gardner whose emphasis on the multiple intelligences
allowed our faculty to value different ways of learning and of
expressing what has been learned. The thirst for varieties of learning
activities led us to "Arts Genesis," which demonstrated how music and
dance can be used to advance students' learning in science and
language-based subjects. The work of Maurice Elias, with an emphasis on
the social and emotional intelligence of students, furthered our
understanding of a successful learning community. Mel Levine's "Schools
Attuned" program and Bena Kalick's "Habits of Mind" provided further
material on how to address the complex needs of different learning
styles. These staff development initiatives have encouraged teachers to
reflect on their practice and differentiate instruction.

Complementing these essential developments in the science of education,
our professional development program offers a variety of selected topics
targeting unique needs. Barry McNamara trained our faculty about the
role of bullying in a K-12 community. Our regional services group,
B.O.C.E.S., and our regional Teachers Center, offers a range of
programs, from learning about certain kinds of teaching methods (such as
Socratic dialogues) to programs leading to licensing in related fields.
For the teacher newly hired, a senior teacher becomes a mentor to help
navigate the intricacies of a unique school culture and to bring them up
to date on the initiatives and expectations of the school. Most
recently, consultants have been hired to direct assessments in science,
music, art and world language so that our self reviews are comprehensive
and avoid complacency.

The single objective in our program is to maintain a pattern of
continuous improvement for all our teachers so that we continue to be
reflective practitioners and active learners.

**[PART VII - ASSESSMENT RESULTS]{.underline}**

The test data on this application derives from two sources: The Test of
New York State Standards (TONYSS) and the New York State English
Language Arts (ELA) and mathematics assessments. The reason for the
change in assessments is that prior to the 2005-2006 school year, New
York State school districts were at liberty to select which assessment
they administered to grades three through eight. Hastings-on-Hudson
selected the TONYSS because the format was consistent with the statewide
8^th^ grade assessment. In addition, the data gleaned from the TONYSS
proved a useful measurement of reading, writing and math skills. When
the 2005-2006 school year began, all New York State districts were
required to administer uniform assessments, the New York State Tests of
English Language Arts and Mathematics.

The data below is organized by subjects:

-   ELA tests - grades five through eight

-   Math tests -- grades five through eight

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

  **Subject [English Language   **Grade 5**                                     
  Arts]{.underline}**                                                           

                                                                                

                                **2005-2006**   **2004-2005**   **2003-2004**   **2002-2003**

  **Testing Month**             January         February        February        February

  **Name of Test**              NYS English     Test of New     Test of New     Test of New
                                Language Arts   York State      York State      York State
                                Assessment      Standards       Standards       Standards
                                                (TONYSS) in     (TONYSS) in     (TONYSS) in
                                                English         English         English
                                                Language Arts   Language Arts   Language Arts

  **Publisher**                 CTB McGraw Hill Riverside       Riverside       Riverside
                                                Publishing      Publishing      Publishing

  **Edition/Publication Year**  Grade 5 - 2006  Level 5/6-2000  Level 5/6-2000  Level 5/6-2000

                                                                                

  **SCHOOL SCORES\***                                                           

  \% \"Meeting\" plus           88%             79%             74%             84%
  \"Exceeding\" State Standards                                                 

  \% "Exceeding" State          34%             24%             25%             36%
  Standards                                                                     

  Number of students tested     126             120             142             134

  Percent of total students     100%            99%             100%            97%
  tested                                                                        

  Number of students            N/A             N/A             N/A             N/A
  alternatively assessed                                                        

  Percent of students           N/A             N/A             N/A             N/A
  alternatively assessed                                                        

                                                                                

  **SUBGROUP SCORES**                                                           

  1\. **[Students with                                                          
  Disabilities]{.underline}**                                                   

  \% \"Meeting\" plus           68%             30%             40%             35%
  \"Exceeding\" State Standards                                                 

  \% "Exceeding" State          0%              0%              4%              4%
  Standards                                                                     

  Number of students tested     22              14              25              23
  ----------------------------- --------------- --------------- --------------- ---------------

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

  **Subject [English Language   **Grade 6**                                                                          
  Arts]{.underline}**                                                                                                

                                                                                                                     

                                **2005-2006**   **2004-2005**             **2003-2004**              **2002-2003**   

  **Testing Month**             January         February                  February                   February        

  **Name of Test**              NYS English     Test of New               Test of New                Test of New     
                                Language Arts   York State                York State                 York State      
                                Assessment      Standards                 Standards                  Standards       
                                                (TONYSS) in               (TONYSS) in                (TONYSS) in     
                                                English                   English                    English         
                                                Language Arts             Language Arts              Language Arts   

  **Publisher**                 CTB McGraw Hill Riverside                 Riverside                  Riverside       
                                                Publishing                Publishing                 Publishing      

  **Edition/Publication Year**  Grade 6 - 2006  Level 6/7-2000            Level 6/7-2000             Level 6/7-2000  

                                                                                                                     

  **SCHOOL SCORES\***                                                                                                

  \% \"Meeting\" plus           86%             77%                       70%                        80%             
  \"Exceeding\" State Standards                                                                                      

  \% "Exceeding" State          43%             24%                       17%                        17%             
  Standards                                                                                                          

  Number of students tested     125             144                       140                        118             

  Percent of total students     100%            100%                      97%                        95%             
  tested                                                                                                             

  Number of students            N/A             N/A                       N/A                        N/A             
  alternatively assessed                                                                                             

  Percent of students           N/A             N/A                       N/A                        N/A             
  alternatively assessed                                                                                             

                                                                                                                     

  **SUBGROUP SCORES**                                                                                                

  1\. **[Students with                                                                                               
  Disabilities]{.underline}**                                                                                        

  \% \"Meeting\" plus           36%             56%                       17%                        40%             
  \"Exceeding\" State Standards                                                                                      

  \% "Exceeding" State          9%              1%                        0%                         0%              
  Standards                                                                                                          

  Number of students tested     11              18                        24                         15              
  ----------------------------- --------------- --------------- --------- --------------- ---------- --------------- ----------

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

  **Subject [English Language   **Grade 7**                                     
  Arts]{.underline}**                                                           

                                                                                

                                **2005-2006**   **2004-2005**   **2003-2004**   **2002-2003**

  **Testing Month**             January         February        February        February

  **Name of Test**              NYS English     Test of New     Test of New     Test of New
                                Language Arts   York State      York State      York State
                                Assessment      Standards       Standards       Standards
                                                (TONYSS) in     (TONYSS) in     (TONYSS) in
                                                English         English         English
                                                Language Arts   Language Arts   Language Arts

  **Publisher**                 CTB McGraw Hill Riverside       Riverside       Riverside
                                                Publishing      Publishing      Publishing

  **Edition/Publication Year**  Grade 7 - 2006  Level 7/8-2000  Level 7/8-2000  Level 7/8-2000

                                                                                

  **SCHOOL SCORES\***                                                           

  \% \"Meeting\" plus           86%             83%             91%             90%
  \"Exceeding\" State Standards                                                 

  \% "Exceeding" State          36%             28%             39%             48%
  Standards                                                                     

  Number of students tested     143             145             121             152

  Percent of total students     99%             100%            95%             97%
  tested                                                                        

  Number of students            N/A             N/A             N/A             N/A
  alternatively assessed                                                        

  Percent of students           N/A             N/A             N/A             N/A
  alternatively assessed                                                        

                                                                                

  **SUBGROUP SCORES**                                                           

  1\. **[Students with                                                          
  Disabilities]{.underline}**                                                   

  \% \"Meeting\" plus           65%             45%             60%             45%
  \"Exceeding\" State Standards                                                 

  \% "Exceeding" State          12%             9%              7%              0%
  Standards                                                                     

  Number of students tested     25              23              15              9
  ----------------------------- --------------- --------------- --------------- ---------------

+-------------------------+--------+--------+--------+--------+--------+
| **Subject [English      | *      |        |        |        |        |
| Language                | *Grade |        |        |        |        |
| Arts]{.underline}**     | 8**    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
|                         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
|                         | *      | *      | *      | *      | *      |
|                         | *2005- | *2004- | *2003- | *2002- | *2001- |
|                         | 2006** | 2005** | 2004** | 2003** | 2002** |
+-------------------------+--------+--------+--------+--------+--------+
| **Testing Month**       | J      | J      | J      | March  | March  |
|                         | anuary | anuary | anuary |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| **Name of Test**        | NYS    | NYS    | NYS    | NYS    | NYS    |
|                         | E      | E      | E      | E      | E      |
|                         | nglish | nglish | nglish | nglish | nglish |
|                         | La     | La     | La     | La     | La     |
|                         | nguage | nguage | nguage | nguage | nguage |
|                         | Arts   | Arts   | Arts   | Arts   | Arts   |
|                         |        |        |        |        |        |
|                         | Grade  | Grade  | Grade  | Grade  | Grade  |
|                         | 8      | 8      | 8      | 8      | 8      |
|                         | Asse   |        |        |        |        |
|                         | ssment | Asse   | Asse   | Asse   | Asse   |
|                         |        | ssment | ssment | ssment | ssment |
+-------------------------+--------+--------+--------+--------+--------+
| **Publisher**           | CTB    | CTB    | CTB    | CTB    | CTB    |
|                         | McGraw | McGraw | McGraw | McGraw | McGraw |
|                         | Hill   | Hill   | Hill   | Hill   | Hill   |
+-------------------------+--------+--------+--------+--------+--------+
| **Edition/Publication   | 2006   | 2005   | 2004   | 2003   | 2002   |
| Year**                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
|                         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| **SCHOOL SCORES\***     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% \"Meeting\" plus     | 80%    | 88%    | 90%    | 87%    | 89%    |
| \"Exceeding\" State     |        |        |        |        |        |
| Standards               |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% "Exceeding" State    | 13%    | 42%    | 50%    | 33%    | 52%    |
| Standards               |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 138    | 128    | 152    | 128    | 124    |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Percent of total        | 98%    | 100%   | 99%    | 99%    | 99%    |
| students tested         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | N/A    | N/A    | N/A    | N/A    | N/A    |
| alternatively assessed  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Percent of students     | N/A    | N/A    | N/A    | N/A    | N/A    |
| alternatively assessed  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
|                         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| **SUBGROUP SCORES**     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 1\. **[Students with    |        |        |        |        |        |
| Disa                    |        |        |        |        |        |
| bilities]{.underline}** |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% \"Meeting\" plus     | 28%    | 33%    | 42%    | 22%    | 33%    |
| \"Exceeding\" State     |        |        |        |        |        |
| Standards               |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% "Exceeding" State    | 6%     | 7%     | 0%     | 0%     | 7%     |
| Standards               |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 15     | 12     | 9      | 14     | 15     |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+

  ----------------------------- --------------- --------------- --------------- ---------------
  **Subject                     **Grade 5**                                     
  [Math]{.underline}**                                                          

                                                                                

                                **2005-2006**   **2004-2005**   **2003-2004**   **2002-2003**

  **Testing Month**             January         February        February        February

  **Name of Test**              NYS Math        Test of New     Test of New     Test of New
                                Assessment      York State      York State      York State
                                                Standards       Standards       Standards
                                                (TONYSS) in     (TONYSS) in     (TONYSS) in
                                                Mathematics     Mathematics     Mathematics

  **Publisher**                 CTB McGraw Hill Riverside       Riverside       Riverside
                                                Publishing      Publishing      Publishing

  **Edition/Publication Year**  Grade 5 - 2006  Level 5/6 -     Level 5/6-2000  Level 5/6-2000
                                                2000                            

                                                                                

  **SCHOOL SCORES\***                                                           

  \% \"Meeting\" plus           83%             69%             72%             68%
  \"Exceeding\" State Standards                                                 

  \% "Exceeding" State          32%             12%             17%             17%
  Standards                                                                     

  Number of students tested     126             121             142             132

  Percent of total students     100%            100%            100%            96%
  tested                                                                        

  Number of students            N/A             N/A             N/A             N/A
  alternatively assessed                                                        

  Percent of students           N/A             N/A             N/A             N/A
  alternatively assessed                                                        

                                                                                

  **SUBGROUP SCORES**                                                           

  1\. **[Students with                                                          
  Disabilities]{.underline}**                                                   

  \% \"Meeting\" plus           59%             22%             28%             26%
  \"Exceeding\" State Standards                                                 

  \% "Exceeding" State          14%             0%              0%              4%
  Standards                                                                     

  Number of students tested     22              14              25              23
  ----------------------------- --------------- --------------- --------------- ---------------

  ----------------------------- --------------- --------------- --------------- ---------------
  **Subject                     **Grade 6**                                     
  [Math]{.underline}**                                                          

                                                                                

                                **2005-2006**   **2004-2005**   **2003-2004**   **2002-2003**

  **Testing Month**             January         February        February        February

  **Name of Test**              NYS Math        Test of New     Test of New     Test of New
                                Assessment      York State      York State      York State
                                                Standards       Standards       Standards
                                                (TONYSS) in     (TONYSS) in     (TONYSS) in
                                                Mathematics     Mathematics     Mathematics

  **Publisher**                 CTB McGraw Hill Riverside       Riverside       Riverside
                                                Publishing      Publishing      Publishing

  **Edition/Publication Year**  Grade 6 - 2006  Level 6/7 -     Level 6/7 -     Level 6/7-2000
                                                2000            2000            

                                                                                

  **SCHOOL SCORES\***                                                           

  \% \"Meeting\" plus           81%             84%             81%             86%
  \"Exceeding\" State Standards                                                 

  \% "Exceeding" State          20%             40%             35%             49%
  Standards                                                                     

  Number of students tested     125             144             139             117

  Percent of total students     100%            100%            97%             95%
  tested                                                                        

  Number of students            N/A             N/A             N/A             N/A
  alternatively assessed                                                        

  Percent of students           N/A             N/A             N/A             N/A
  alternatively assessed                                                        

                                                                                

  **SUBGROUP SCORES**                                                           

  1\. **[Students with                                                          
  Disabilities]{.underline}**                                                   

  \% \"Meeting\" plus           36%             46%             38%             27%
  \"Exceeding\" State Standards                                                 

  \% "Exceeding" State          0%              1%              0%              7%
  Standards                                                                     

  Number of students tested     10              18              24              15
  ----------------------------- --------------- --------------- --------------- ---------------

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

  **Subject                     **Grade 7**                                     
  [Math]{.underline}**                                                          

                                                                                

                                **2005-2006**   **2004-2005**   **2003-2004**   **2002-2003**

  **Testing Month**             January         February        February        February

  **Name of Test**              NYS Math        Test of New     Test of New     Test of New
                                Assessment      York State      York State      York State
                                                Standards       Standards       Standards
                                                (TONYSS) in     (TONYSS) in     (TONYSS) in
                                                Mathematics     Mathematics     Mathematics

  **Publisher**                 CTB McGraw Hill Riverside       Riverside       Riverside
                                                Publishing      Publishing      Publishing

  **Edition/Publication Year**  Grade 7 -2006   Level 7/8 -     Level 7/8 -     Level 7/8 -
                                                2000            2000            2000

                                                                                

  **SCHOOL SCORES\***                                                           

  \% \"Meeting\" plus           85%             60%             71%             76%
  \"Exceeding\" State Standards                                                 

  \% "Exceeding" State          15%             6%              16%             13%
  Standards                                                                     

  Number of students tested     144             144             121             152

  Percent of total students     99%             99%             95%             97%
  tested                                                                        

  Number of students            N/A             N/A             N/A             N/A
  alternatively assessed                                                        

  Percent of students           N/A             N/A             N/A             N/A
  alternatively assessed                                                        

                                                                                

  **SUBGROUP SCORES**                                                           

  1\. **[Students with                                                          
  Disabilities]{.underline}**                                                   

  \% \"Meeting\" plus           65%             9%              7%              1%
  \"Exceeding\" State Standards                                                 

  \% "Exceeding" State          0%              0%              0%              0%
  Standards                                                                     

  Number of students tested     26              23              15              9
  ----------------------------- --------------- --------------- --------------- ---------------

+-------------------------+-------+--------+---+-------+---+------+---+------+
| **Subject               | **    |        |   |       |   |      |   |      |
| [Math]{.underline}**    | Grade |        |   |       |   |      |   |      |
|                         | 8**   |        |   |       |   |      |   |      |
+-------------------------+-------+--------+---+-------+---+------+---+------+
|                         |       |        |   |       |   |      |   |      |
+-------------------------+-------+--------+---+-------+---+------+---+------+
|                         | **2   | *      | * |       | * |      | * |      |
|                         | 005-2 | *2004- | * |       | * |      | * |      |
|                         | 006** | 2005** | 2 |       | 2 |      | 2 |      |
|                         |       |        | 0 |       | 0 |      | 0 |      |
|                         |       |        | 0 |       | 0 |      | 0 |      |
|                         |       |        | 3 |       | 2 |      | 1 |      |
|                         |       |        | - |       | - |      | - |      |
|                         |       |        | 2 |       | 2 |      | 2 |      |
|                         |       |        | 0 |       | 0 |      | 0 |      |
|                         |       |        | 0 |       | 0 |      | 0 |      |
|                         |       |        | 4 |       | 3 |      | 2 |      |
|                         |       |        | * |       | * |      | * |      |
|                         |       |        | * |       | * |      | * |      |
+-------------------------+-------+--------+---+-------+---+------+---+------+
| **Testing Month**       | March | May    | M |       | M |      | M |      |
|                         |       |        | a |       | a |      | a |      |
|                         |       |        | y |       | y |      | r |      |
|                         |       |        |   |       |   |      | c |      |
|                         |       |        |   |       |   |      | h |      |
+-------------------------+-------+--------+---+-------+---+------+---+------+
| **Name of Test**        | NYS   | NYS    | N |       | N |      | N |      |
|                         | Math  | Math   | Y |       | Y |      | Y |      |
|                         | Grade |        | S |       | S |      | S |      |
|                         | 8     | Grade  | M |       | M |      | M |      |
|                         |       | 8      | a |       | a |      | a |      |
|                         | Asses |        | t |       | t |      | t |      |
|                         | sment | Asse   | h |       | h |      | h |      |
|                         |       | ssment |   |       |   |      |   |      |
|                         |       |        | G |       | G |      | G |      |
|                         |       |        | r |       | r |      | r |      |
|                         |       |        | a |       | a |      | a |      |
|                         |       |        | d |       | d |      | d |      |
|                         |       |        | e |       | e |      | e |      |
|                         |       |        | 8 |       | 8 |      | 8 |      |
|                         |       |        |   |       |   |      |   |      |
|                         |       |        | A |       | A |      | A |      |
|                         |       |        | s |       | s |      | s |      |
|                         |       |        | s |       | s |      | s |      |
|                         |       |        | e |       | e |      | e |      |
|                         |       |        | s |       | s |      | s |      |
|                         |       |        | s |       | s |      | s |      |
|                         |       |        | m |       | m |      | m |      |
|                         |       |        | e |       | e |      | e |      |
|                         |       |        | n |       | n |      | n |      |
|                         |       |        | t |       | t |      | t |      |
+-------------------------+-------+--------+---+-------+---+------+---+------+
| **Publisher**           | CTB   | CTB    | C |       | C |      | C |      |
|                         | M     | McGraw | T |       | T |      | T |      |
|                         | cGraw | Hill   | B |       | B |      | B |      |
|                         | Hill  |        | M |       | M |      | M |      |
|                         |       |        | c |       | c |      | c |      |
|                         |       |        | G |       | G |      | G |      |
|                         |       |        | r |       | r |      | r |      |
|                         |       |        | a |       | a |      | a |      |
|                         |       |        | w |       | w |      | w |      |
|                         |       |        | H |       | H |      | H |      |
|                         |       |        | i |       | i |      | i |      |
|                         |       |        | l |       | l |      | l |      |
|                         |       |        | l |       | l |      | l |      |
+-------------------------+-------+--------+---+-------+---+------+---+------+
| **Edition/Publication   | 2006  | 2005   | 2 |       | 2 |      | 2 |      |
| Year**                  |       |        | 0 |       | 0 |      | 0 |      |
|                         |       |        | 0 |       | 0 |      | 0 |      |
|                         |       |        | 4 |       | 3 |      | 2 |      |
+-------------------------+-------+--------+---+-------+---+------+---+------+
|                         |       |        |   |       |   |      |   |      |
+-------------------------+-------+--------+---+-------+---+------+---+------+
| **SCHOOL SCORES\***     |       |        |   |       |   |      |   |      |
+-------------------------+-------+--------+---+-------+---+------+---+------+
| \% \"Meeting\" plus     | 84%   | 87%    | 9 |       | 9 |      | 8 |      |
| \"Exceeding\" State     |       |        | 0 |       | 0 |      | 6 |      |
| Standards               |       |        | % |       | % |      | % |      |
+-------------------------+-------+--------+---+-------+---+------+---+------+
| \% "Exceeding" State    | 13%   | 34%    | 2 |       | 2 |      | 4 |      |
| Standards               |       |        | 9 |       | 3 |      | 0 |      |
|                         |       |        | % |       | % |      | % |      |
+-------------------------+-------+--------+---+-------+---+------+---+------+
| Number of students      | 140   | 130    | 1 |       | 1 |      | 1 |      |
| tested                  |       |        | 5 |       | 2 |      | 2 |      |
|                         |       |        | 4 |       | 8 |      | 1 |      |
+-------------------------+-------+--------+---+-------+---+------+---+------+
| Percent of total        | 99%   | 100%   | 9 |       | 9 |      | 1 |      |
| students tested         |       |        | 8 |       | 9 |      | 0 |      |
|                         |       |        | % |       | % |      | 0 |      |
|                         |       |        |   |       |   |      | % |      |
+-------------------------+-------+--------+---+-------+---+------+---+------+
| Number of students      | N/A   | N/A    | N |       | N |      | N |      |
| alternatively assessed  |       |        | / |       | / |      | / |      |
|                         |       |        | A |       | A |      | A |      |
+-------------------------+-------+--------+---+-------+---+------+---+------+
| Percent of students     | N/A   | N/A    | N |       | N |      | N |      |
| alternatively assessed  |       |        | / |       | / |      | / |      |
|                         |       |        | A |       | A |      | A |      |
+-------------------------+-------+--------+---+-------+---+------+---+------+
|                         |       |        |   |       |   |      |   |      |
+-------------------------+-------+--------+---+-------+---+------+---+------+
| **SUBGROUP SCORES**     |       |        |   |       |   |      |   |      |
+-------------------------+-------+--------+---+-------+---+------+---+------+
| 1\. **[Students with    |       |        |   |       |   |      |   |      |
| Disa                    |       |        |   |       |   |      |   |      |
| bilities]{.underline}** |       |        |   |       |   |      |   |      |
+-------------------------+-------+--------+---+-------+---+------+---+------+
| \% \"Meeting\" plus     | 17%   | 20%    | 5 |       | 4 |      | 4 |      |
| \"Exceeding\" State     |       |        | 0 |       | 4 |      | 3 |      |
| Standards               |       |        | % |       | % |      | % |      |
+-------------------------+-------+--------+---+-------+---+------+---+------+
| \% \"Exceeding\" State  | 0%    | 0%     | 8 |       | 0 |      | 7 |      |
| Standards               |       |        | % |       | % |      | % |      |
+-------------------------+-------+--------+---+-------+---+------+---+------+
| Number of students      | 15    | 15     | 1 |       | 9 |      | 1 |      |
| tested                  |       |        | 1 |       |   |      | 4 |      |
+-------------------------+-------+--------+---+-------+---+------+---+------+