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

*U.S. Department of Education*

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

Name of Principal [Mrs. Susan P Zigler]{.underline}

Official School Name [Joseph M. McVey Elementary School]{.underline}

School Mailing address 908 Janice Drive

[Newark Delaware 19713- 4099]{.underline}

City State Zip Code+4 (9 digits total)

County [New Castle]{.underline} State School
Number\*\_\_326\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [(302) 454-2145]{.underline} Fax([302) 454-3486]{.underline}

Website/URL [www.christina.k12.de.us/]{.underline}

E-mail [ziglers@christina.k12.de.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* Dr. Lillian Lowery

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

District Name Christina Tel. [( 302 552-2600 )]{.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: Mr. James R. Durr

(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)

**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: \_18\_\_\_\_ Elementary schools

\_ \_3\_\_ Middle schools

\_\_0\_\_\_ Junior high schools

\_\_3\_\_\_ High schools

\_\_4\_\_\_ Other

\_\_28\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\$4,388\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\$7,569\_\_\_\_\_\_\_\_\_\_\_

**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\. 11 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**    17        14                     **31**       **7**                             

  **K**       48        49                     **97**       **8**                             

  **1**       67        48                     **115**      **9**                             

  **2**       61        42                     **103**      **10**                            

  **3**       51        54                     **105**      **11**                            

  **4**       58        47                     **105**      **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   556
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of 64 % White

the school: 24 % Black or African American

[8]{.underline} % Hispanic or Latino

4 % Asian/Pacific Islander

0 % 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:
\_\_20\_\_\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      52
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      53
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    105
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 522
                            the school as of October 1  

  **(5)**                   Total transferred students  .2
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           20
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: \_\_\_0\_\_\_\_%

\_\_\_\_0\_\_\_Total Number Limited English Proficient

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

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_43.9\_\_\_\_\_\_%

Total number students who qualify: \_229\_\_\_\_\_\_\_

> 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: \_\_15\_\_\_\_\_\_%

\_\_\_83\_\_\_\_\_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.

\_\_0\_\_Autism \_\_2\_\_Orthopedic Impairment

\_\_0_Deafness \_\_12\_\_Other Health Impaired

\_\_0\_\_Deaf-Blindness \_\_49\_\_Specific Learning Disability

\_\_1\_\_Emotional Disturbance \_\_5\_\_Speech or Language Impairment

\_\_0\_\_Hearing Impairment \_0\_\_\_Traumatic Brain Injury

> \_4\_\_\_Mental Retardation \_\_0\_\_Visual Impairment Including
> Blindness
>
> \_0\_\_\_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) \_\_\_\_1\_\_\_ \_\_\_\_0\_\_\_\_

Classroom teachers \_\_\_30\_\_\_\_ \_\_\_\_0\_\_\_\_

Special resource teachers/specialists \_\_\_6\_\_\_\_ \_\_\_\_1\_\_\_\_

Paraprofessionals \_\_\_\_4\_\_\_ \_\_\_\_0\_\_\_\_

> Support staff \_\_\_1\_\_\_\_ \_\_\_\_5\_\_\_\_
>
> Total number \_\_\_\_41\_\_\_ \_\_\_\_6\_\_\_\_

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\_\_\_\_\_

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   95%         95%         94.%        95%         \%

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

  Teacher turnover rate      4%          16%         4%          12%         6%

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

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

**[PART III ‑ Summary]{.underline}**

The mission of McVey Elementary School, a diverse, child-centered and
technologically progressive community, is to prepare each student to
become an independent, critical thinker, a successful life-long learner
and a contributing citizen in a changing world by implementing a
challenging curriculum using technology and a variety of instructional
skills and strategies.

Our school motto; "I want to learn and be the BEST that I can be" is
repeated every morning by a group of students during our morning
announcements and Pledge of Allegiance. This personal reminder of our
expectation is a positive way to start the day.

Most of our 576 students arrive by bus at approximately 8:00 am. They
are encouraged to take part in the universal breakfast offered by our
wonderful cafeteria staff. It's a good way to start the day.

As you walk through the hallways, you will find students lined up for
the school store run by our PTA. The open library is busy with students
checking out and returning books and the music room has third grade
chorus practice. In each classroom students are doing their morning work
and preparing for a great day. Community and college tutors and mentors
are signing in at the front desk to work with our students. Our
wonderful nurse is taking care of a nose bleed, muddy pants or a parent
with a question. Our chief custodian is cleaning up a spill in the
cafeteria or delivering an extra roll of paper towels to a kindergarten
classroom. The bustling atmosphere of our school is positive and warm
.It's a good place to be as a child or adult. Good things are going to
happen at McVey today!

Our secretary is working with a new parent on a day care problem. Our
speech therapist is greeting a new pre- k student and parent to go over
some home activities. The gym teacher is outside in the front of the
building making sure all of our walkers and car riders are coming safely
into the building. A teacher and paraprofessional are outside in the
back where the busses arrive, checking them off and taking care of the
children as they enter the cafeteria for breakfast. It's going to be a
great day at McVey!

Our counselor, although part-time, has a full-time load of children and
parents with emotional problems. She handles them with a smile. The
teacher of the gifted and talented, another part-time person, has
full-time lesson plans filled with science and math that have the
students clamoring to come into to her tiny closet of a space .Every
nook and cranny is filled with learning at McVey. Our computer lab is
located in the old locker room. It works!

Our reading resource teachers are getting ready for small group
instruction through out the day and our pre-k teachers are working
diligently on language and fine motor with our 2, 3 and 4 year olds. Our
TAM (Team Approach to Mastery) classes are providing small group and
large group instruction to our regular and special education students
and our many of our autistic students are being mainstreamed
successfully into regular or TAM, or LRE classrooms. It's going to be a
great day at McVey!

Our 4 paraprofessionals are working in small groups or one-on --one
throughout the building. One of our special education teachers provides
extra support in our pre-k and TAM classrooms.

Our morning is off to a great start! McVey's staff provides a warm,
nurturing environment in which to grow and learn. Our teachers are ready
with the day's lesson plans prepared to help each child do their best.
We have an excellent staff that goes the extra mile to do whatever it
takes to provide a safe, clean, caring learning environment for our
students .Our University of Delaware and Wilmington College student
teachers have exceptional placements.

As the principal, I have the best job in the morning. I greet our
students as they come in the door and get over 500 hundred hugs! It's
another a great day at McVey!

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

**1. Assessment Results:** At McVey, student data determines the use of
all programs and efforts so that the alignment to outcomes is clear. It
begins with the students' assessments. We use all current data from the
classroom teacher's assessments, DSTP scores, DIBELS, writing prompts,
STAR reading scores, and Measures of Academic Progress (MAP) scores. We
are very proud of our Delaware Student Testing Program (DSTP) scores. It
has taken a lot of work but we have made steady progress. Our
consistency within our grade levels in reading, math and writing has
helped a great deal. No one group makes great gains nor declines
greatly. Compared to the district and state scores, we score above their
averages most of the time. We share this information with the staff and
applaud them. We are constantly looking at ways to improve our
instruction. We share our assessments with parents during PTA meetings
and conferences. In the 2005-06 DSTP, 86% of our 3^rd^ grade students
achieved a 3(Meets the Standard) or better in Reading; 84%achieved a 3
or better in Math and 64% achieved a 3 or better in Writing. The
district writing score was 65% and the state score was 61%. Writing
continues to be a main focus for us in our Pathways to Excellence Plan.
Comparatively, in Reading the district score was 84% and the state score
was 84%; the district Math was 80% and state Math was 79%.Our 4^th^
grade Science and Social Studies DSTP scores have been st3eadily
climbing since 2002 until this year We began in 2002 and 2003 at 94% of
our 3^rd^ grade students meeting or above the standard in Science 95% in
2004, 98% in 2005 and 94% in 2006. Our Social Studies DSTP scores for
third grade students meeting or above the standard were 65% in 2002, 67%
in2003, 79% in 2004, 80% in2005 and 75% in 2006. We're not exactly sure
why our scores declined this year. We attribute some of it to a major
shift in staffing by the district. Our Hispanic population has increased
this year. We will be monitoring their progress on the DSTP and other
assessments to make sure they receiving the support they might need, All
of our sub groups have made gains in Science since 2003. There was a
slight drop in Social Studies from 2004(66%) 2005(65%) for our African
American 3^rd^ grade students. I don't know why. We will continue to
look at our data to help us plan interventions, as needed

**2. Using Assessment Results:** Our Literacy Team uses this information
to create a matrix of our students who need interventions and the
interventions we can offer. Our Literacy Team meets with the teachers of
our at-risk student to discuss the possible interventions.

The interventions we can offer are; reading resource with small group
work, one-on-one tutoring with a college student or community volunteer
or flexible grouping with another teacher.

Discussing the data at grade level meetings translates into more focused
lessons in the areas in which a majority of our students are at risk.

Teacher collaboration and sharing is an integral part of the success of
our program. Professional development on how to use the data is a key
component. Testing is useless unless we use it to improve things for our
children. As we see the needs of our children we try to make sure our
teachers have the tools to help them. Using the assessment pieces and
teacher in-put, we have provided teacher training in such areas as
fluency, explicit phonics, reading comprehension, and writing. Training
the teachers to use the MAP (Measures of Academic Progress) and DIBELS
data to determine the needs of their students was critical. This
information makes all of our intervention groups fluid and provides the
students with the support they need. Communication between teachers is
extremely important. Everyone needs to share information regarding our
at risk students. Parents need to be included in the information sharing
,too.

**3. Communicating Assessment Results:** We have an open door policy at
McVey. We encourage our parents to be active participants in their
children's education. As a team, we can offer their children the best
education possible. We communicate to our parents through the monthly
news letter, classroom newsletters, phone calls, conferences and PTA
meetings Interim reports are mailed home to alert parents of
commendations or academic warnings. Evening conferences are held to
increase parent participation. Our staff makes every effort to keep open
communication with parents. Some of our staff members have made home
visits when necessary. Our community is made aware of our school's
progress through the newspaper, district communicator, displays in our
adoptive, local store and our newly- installed, prominently- displayed
school sign! We want our parents to feel welcome in our school. We know
how important their perception is of our school. We want them to know we
are working hard to provide the best education for their children, but
we need their support to succeed. We have held evening workshops
(Partners in Learning) for K-3 parents in math, reading and writing to
help them understand what their child is doing in school. They bring
their children and participate in three 20-minute activities taught by
our teachers. They finish with a snack, fill out a survey and are given
the manipulatives to do the activities at home. It's very successful.
The parents, students and teachers enjoy it!

Communication is something we are always striving to improve with our
parents and the community.

**4. Sharing Success:** We have shared our successes with other schools
through our teachers. The teachers are the ones making great things
happen in the classroom. Who, better than they, should share it with
other teachers? In order to share it, we really have to look at what we
do. That, in itself, can be an eye-opening experience. Teachers
differentiate and instruct their students to insure success. They revamp
and revise to meet their needs. They share, cut and paste, purchase and
make things to benefit their students but rarely do they toot their own
horns. They don't dissect it. They just do it. When they do look at
their interventions and lessons closely, they realize how much they
differentiate. They give each student what they need. Sharing success
with others starts with looking at it closely. Once they see what an
impact they can have, they want to share it with others. We share in
grade level meetings and across grade levels. We share with other
schools through professional development days. Our Reading Specialists
have provided workshops for other schools in fluency, explicit phonics
and writing.. Many of our staff members have provided workshops in
technology and data analysis with other schools. We are happy to share
and are always looking for others who are improving in our areas of
need.

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

**1. Curriculum:** Our Houghton Mifflin reading program was chosen by
the district. We have used that curriculum with all of our children to
expose them to the literature involved. All of our students are part of
our balanced literacy program. They read the anthology and receive
interventions in reading when appropriate. Our reading resource teachers
offer interventions and support for our teachers who have struggling
students. Our special education students also receive direct instruction
in reading, if it is an IEP goal. We use Accelerated Reader to encourage
our students to read and challenge them to meet their AR goals. Each
grade level has a goal to reach and many students are achieving and
surpassing their individual goals. Reading is an important part of our
state test and finding motivational challenges for our students makes it
fun! We are part of RIF (Reading Is Fundamental) and our reading teacher
has done a fantastic job in this area. Due to her dedication, we were
Delaware's first place winners for large sites 3 years in a row.

Our math Trailblazers program has been used in the district for many
years. Our children are meeting success because of the consistency of
the program from year to year and our teachers' reinforcing skills as
needed. Using our tutor volunteers to reinforce math skills has been
very helpful. Promoting math through our parent involvement activities
also helps. Often, our parents are unsure of math so providing take-home
activities makes it less stressful another part of success last year was
our ability to provide math tutors as an intervention for struggling
students. The extra 30 minutes with an adult once or twice a week made a
huge difference for many of our at risk children in math. Unfortunately,
we can no longer provide that to many students. Our staffing was cut and
our mentor/tutor coordinator works part- time this year.

Writing is a primary focus for us in our Pathways to Excellence Plan.
Every school in our district has a PEP which focuses on the needs of the
students as indicated by our DSTP scores and other data .Each grade
level uses the district writing curriculum and prompts to focus on
improving writing for our children. Writing is incorporated throughout
the curriculum. Our teachers use rubrics and anchor papers to evaluate
their students' writing. Students learn how to evaluate their own
writing so they are able to improve. Last year we were able to provide
extra writing support from our Reading Specialists. This year, our staff
has been cut. Our teachers must provide any extra support within the
classroom

Our teachers are trained at each grade level in Smithsonian kits for
science. Our students love science and are involved with Science
Explorers, a wonderful program for K-3 students paid for by a local
company. It's hands- on science at it's best.

**2a. Reading:** Our reading program was chosen by the district. It is
Houghton Mifflin. We use a balanced literacy approach to reading across
the district. Phonics and writing are heavily involved in our reading
program. We stress both as important components and use a variety of
instructional strategies to reinforce both.

Our reading resource teachers work in small groups to teach these
skills. Accelerated Reader has helped tremendously. It has increased our
library circulation and created grade- level challenges in reading. We
often use our tutors to reinforce reading skills. Many of our first
grade teachers offer take- home packets to their students. We stress
fluency, explicit phonics and reading comprehension through out the
grade levels. Our Reading Specialists have provided workshops for our
staff(paraprofessionals included) to help our students in reading. Our
physical education teacher, art teacher, music teacher and librarian all
work with students individually or small group during their open blocks.
Some work in reading others in writing or math.

Our writing curriculum has just been recently developed by our district
to achieve fidelity in the curriculum across the district. Writing has
been an area we need to strengthen for sometime. We continue to work on
it using variety of strategies. Making writing important to the students
has played a major part in our improvement. Showing them how much fun
writing can be and what a difference descriptive words can make in their
writing has been exciting. Using writing across the curriculum has also
helped. It allows the students to see the importance of writing in all
areas. Consistency in teaching writing has been one of the most
important factors. Teaching the students how to use a rubric and what a
3 might look like in writing helps the students understand where they
need to be to meet the standard. Each grade level has a stand alone
writing prompt they use in the spring to compare with the state rubric
and grade level anchor paper.

**3. Other Curriculum:** Our social studies curriculum is slowly
evolving through the district. Class trips to local historic sites add
excitement to our social studies curriculum. Team teaching and guest
speakers supplement classroom studies .Our social studies lead teacher
keeps our teachers up to date on information that is available on line.
Our teacher of the gifted and talented often uses social studies and
science activities, as well as others, to challenge her students.

Our music teacher has a third grade chorus and fourth grade chorus and
works with small groups doing some musical ensembles. He has concerts 3
times a year and has staff members working with him to provide the
students with fun yet challenging pieces. Our art teacher has wonderful
displays of our students' artwork in the hall, at district office and at
legislative hall in Dover. She has also displayed our students' work in
our local BJ's store for the community to see! It's amazing to watch her
in the classroom. She brings out the best in each student by
conferencing with them and encouraging them.

**4. Instructional Methods:** At McVey we use small group instruction
for interventions and instruction. Our tutors provide one-on-one
instruction for those students who are struggling in reading or math.
Reading Assist is another intervention that is used for a few students.
Team teaching provides our teachers support for each other in core
areas. They collaborate and develop great lessons to meet the needs of
their students. Paraprofessionals work in small groups providing help in
the areas of reading, writing, fine motor or math. Special Education
teachers work with their identified students and other at risk students
who need small group instruction. Our TAM (Team Approach to Mastery)
classrooms provide our special education and at risk students the
opportunity to be successful because of small group instruction. They
are all part of meeting students' needs Our Expressive Arts teachers
also provide extra help for our at- risk students. They work with them
individually or in small groups during their extra planning blocks Our
teacher of the gifted and talented works with large and small groups
because she is only here part time. Our Reading Resource teachers all
provide small group instruction for our students struggling in reading.
They also work with them in writing. to improve our students' learning.
Providing Partners in Learning workshops in the evening for our parents
enable them to work with their children on homework. This improves
communication between parents and school and helps our students.

**5. Professional Development:** We base our professional development on
the needs of the students. We use our data to determine what areas we
need to work on. Our teachers work together in monthly grade- level
meetings to share some ideas, lessons and successes. Our school wide
professional development is both school wide and grade level specific.
We achieve our best results using our data and teacher input to
determine our specific needs.

We have many talented teachers who can provide meaningful staff
development. We have also used district cadres as necessary. Information
that is useful and readily available has the best impact on teacher and
students. Teaching our teachers how to retrieve the data, interpret it
and use it to develop lessons for their students has made a big impact
on the staff. Teaming, collaborating so it's not overwhelming, fluid
movement in grouping in interventions and using every staff member has
enabled us to help our students achieve success. We have made an impact
on our students by empowering our teachers with training that drills
down to the needs of the students using the data from our assessments.

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

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

\[*Data Display Table for Reading -- McVey Elementary*\]

Subject\_\_\_Reading\_\_\_\_\_ Grade\_\_\_3\_\_\_
Test\_\_\_\_\_\_DSTP\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication
Year\_\_\_\_2006\_\_\_Publisher\_\_Harcourt\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES\***                                                                  

  \% Meets the Standard or better      85          86          90          79          73

  \% Exceeds the Standard plus         30          28          31          25          14
  Distinguished                                                                        

  Number of students tested            86          93          112         106         113

  Percent of total students tested     99          99          100         100         \-

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Low Income                                                                       

  \% Meets the Standard or better      76          77          88          70          64

  \% Exceeds the Standard plus         16          2           21          12          0
  Distinguished                                                                        

  Number of students tested            37          43          34          50          42

  2\. African American                                                                 

  \% Meets the Standard or better      71          75          84          71          61

  \% Exceeds the Standard plus         24          3           27          28          13
  Distinguished                                                                        

  Number of students tested            21          28          37          31          23

  3\. Title I                                                                          

  \% Meets the Standard or better      85          86          90          80          38

  \% Exceeds the Standard plus         30          28          31          15          0
  Distinguished                                                                        

  Number of students tested            86          93          112         46          26

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

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

\[*Data Display Table for Mathematics -- McVey Elementary*\]

Subject\_\_\_Mathematics\_\_\_\_\_ Grade\_\_\_3\_\_\_
Test\_\_\_\_\_\_DSTP\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication
Year\_\_\_\_2006\_\_\_Publisher\_\_Harcourt\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES\***                                                                  

  \% Meets the Standard or better      83          81          80          71          61

  \% Exceeds the Standard plus         38          30          22          16          18
  Distinguished                                                                        

  Number of students tested            96          110         130         122         114

  Percent of total students tested     100         100         100         100         \-

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Low Income                                                                       

  \% Meets the Standard or better      78          79          71          63          52

  \% Exceeds the Standard plus         28          18          0           5           0
  Distinguished                                                                        

  Number of students tested            41          52          45          57          42

  2\. African American                                                                 

  \% Meets the Standard or better      77          68          70          53          33

  \% Exceeds the Standard plus         32          3           0           8           0
  Distinguished                                                                        

  Number of students tested            22          34          40          36          24

  3\. Title I                                                                          

  \% Meets the Standard or better      83          81          80          80          42

  \% Exceeds the Standard plus         38          30          22          15          4
  Distinguished                                                                        

  Number of students tested            96          110         130         46          26

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

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

\[*Data Display Table for Reading -- McVey Elementary*\]

Subject\_\_\_Reading\_\_\_\_\_ Grade\_\_\_4\_\_\_
Test\_\_\_\_\_\_DSTP\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication
Year\_\_\_\_2006\_\_\_Publisher\_\_Harcourt\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES\***                                                                  

  \% Meets the Standard or better      90          \-          \-          \-          \-

  \% Exceeds the Standard plus         34          \-          \-          \-          \-
  Distinguished                                                                        

  Number of students tested            97          \-          \-          \-          \-

  Percent of total students tested     100         \-          \-          \-          \-

  Number of students alternatively     0           \-          \-          \-          \-
  assessed                                                                             

  Percent of students alternatively    0           \-          \-          \-          \-
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Low Income                                                                       

  \% Meets the Standard or better      83          \-          \-          \-          \-

  \% Exceeds the Standard plus         26          \-          \-          \-          \-
  Distinguished                                                                        

  Number of students tested            42          \-          \-          \-          \-

  2\. African American                                                                 

  \% Meets the Standard or better      77          \-          \-          \-          \-

  \% Exceeds the Standard plus         17          \-          \-          \-          \-
  Distinguished                                                                        

  Number of students tested            30          \-          \-          \-          \-

  3\. Title I                                                                          

  \% Meets the Standard or better      90          \-          \-          \-          \-

  \% Exceeds the Standard plus         34          \-          \-          \-          \-
  Distinguished                                                                        

  Number of students tested            97          \-          \-          \-          \-

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

The 2005-2006 school year was the first year that McVey Elementary
students received scores using the five levels of performance standards
for tested grade 4 in Reading.

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

\[*Data Display Table for Mathematics -- McVey Elementary*\]

Subject\_\_\_Mathematics\_\_\_\_\_ Grade\_\_\_4\_\_\_
Test\_\_\_\_\_\_DSTP\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication
Year\_\_\_\_2006\_\_\_Publisher\_\_Harcourt\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES\***                                                                  

  \% Meets the Standard or better      86          \-          \-          \-          \-

  \% Exceeds the Standard plus         46          \-          \-          \-          \-
  Distinguished                                                                        

  Number of students tested            102         \-          \-          \-          \-

  Percent of total students tested     100         \-          \-          \-          \-

  Number of students alternatively     0           \-          \-          \-          \-
  assessed                                                                             

  Percent of students alternatively    0           \-          \-          \-          \-
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Low Income                                                                       

  \% Meets the Standard or better      86          \-          \-          \-          \-

  \% Exceeds the Standard plus         35          \-          \-          \-          \-
  Distinguished                                                                        

  Number of students tested            43          \-          \-          \-          \-

  2\. African American                                                                 

  \% Meets the Standard or better      74          \-          \-          \-          \-

  \% Exceeds the Standard plus         29          \-          \-          \-          \-
  Distinguished                                                                        

  Number of students tested            31          \-          \-          \-          \-

  3\. Title I                                                                          

  \% Meets the Standard or better      86          \-          \-          \-          \-

  \% Exceeds the Standard plus         46          \-          \-          \-          \-
  Distinguished                                                                        

  Number of students tested            102         \-          \-          \-          \-

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

The 2005-2006 school year was the first year that McVey Elementary
students received scores using the five levels of performance standards
for tested grade 4 in Mathematics.

The Delaware Student Testing Program (DSTP) has five levels of
performance standards for tested grades 3 through 10 in Reading,
Mathematics and Writing: Well Below the Standard, Below the Standard,
Meets the Standard, Exceeds the Standard and Distinguished. For the
grade 2 DSTP, there are only three possible performance levels: Below
the Standard, Meets the Standard, and Exceeds the Standard. The
performance level that demonstrates meeting the standard is PL3 and is
determined by a different cut-off score at each grade level. For more
information about the Delaware Student Testing Program, click
[www.doe.k12.de.us/AAB](http://www.doe.k12.de.us/AAB).