##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: \_\_ Elementary **[X]{.underline}**
Middle \_\_ High \_\_ K-12

Name of Principal [Mr. David Zimbler]{.underline}

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

Official School Name [Howard T. Herber Middle School]{.underline}

(As it should appear in the official records)

School Mailing Address [75 Ocean
Avenue\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Malverne\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_NY\_\_\_\_\_\_\_\_\_\_11565-2245\_\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County \_\_
[Nassau\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}School
Code
Number\*\_[28021203006\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [( 516) 887-6444]{.underline} Fax [(516)
255-1007\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/URL [http://Malverne.K12.NY.US]{.underline} E-mail
[DZIMBLER@Malverne.K12.NY.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. Mary Ellen Freeley]{.underline}

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

District Name [Malverne Union Free School District
Tel]{.underline}.[(516)887-6405\_\_\_\_\_\_\_]{.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 Mrs. Phyllis Wright

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

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

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

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

*\*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 of Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 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 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [2]{.underline} Elementary
schools

[1]{.underline} Middle schools

Junior high schools

[1]{.underline} High schools

Other

[4]{.underline} TOTAL

2\. District Per Pupil Expenditure: [16,158]{.underline}

Average State Per Pupil Expenditure: [13,051]{.underline}

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

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

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

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

[2]{.underline} 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**                                                  **7**       85        62          147

  **K**                                                     **8**       67        48          115

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**       69        65                     134          **Other**                         

  **6**       83        64                     147                                            

                                    **TOTAL                                                   **543**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of [22]{.underline} % White

the students in the school: [66]{.underline} % Black or African American

[11]{.underline} % Hispanic or Latino

[1]{.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:
\_\_\_\_\_\_\_[9]{.underline}\_%

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  22
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           31
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   53
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 585
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .09
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          9.0
  --------- -------------------------------------------- ------------------

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

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

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

Specify languages: [Spanish, Russian and Haitian]{.underline}

9\. Students eligible for free/reduced-priced meals: [38%]{.underline}

Total number students who qualify: [205]{.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: [20]{.underline} %

[109]{.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.

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

Deafness [22]{.underline} Other Health Impaired

Deaf-Blindness [71]{.underline} Specific Learning Disability

[5]{.underline} Emotional Disturbance [6]{.underline} Speech or Language
Impairment

Hearing Impairment Traumatic Brain Injury

> \_\_\_\_ Mental Retardation Visual Impairment Including Blindness

[3]{.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} \_

Classroom teachers [59]{.underline} \_

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

Paraprofessionals [3]{.underline} \_

> Support staff [4]{.underline} \_
>
> **[Total number]{.underline} [68]{.underline} [1]{.underline}**

12\. Average school student-"classroom teacher" ratio:
[11:1]{.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.)

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

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

  Daily teacher attendance   92%         94%         94%         92%         95%

  Teacher turnover rate      N/A         N/A         N/A         N/A         N/A

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

**PART III ‑ SUMMARY**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 600 words). Include at least a summary of the school's
mission or vision in the statement.**

Howard T. Herber Middle School, a grades 5-8 multi-cultural middle
school in the Malverne Union Free School District, located in Nassau
County, prides itself in striving towards educational excellence.
"Dedicated to Strive for Excellence" is the shared belief, the shared
philosophy, and the shared vision that motivates and unites all the
members of our school. Our mission statement is posted on our school
letterhead, the student agenda and our school website.

The children in our school are guided towards educational excellence
each and every day. Through the varied and plentiful programs our school
offers, children are given many opportunities to learn all day, all
week, and all year round. A variety of programs keep our children both
enriched and enlightened. Within each program, committed teachers work
tirelessly and efficiently to bring models of excellence to their
students and to guide them through the many educational levels of
achievement. Our teachers provide encouragement so that the students
reach their educational best.

Our school also recognizes that educational excellence cannot occur
without personal beliefs in excellence for every child. In our school,
our administrators, guidance counselors, social workers and support
staff are committed to helping our children reach their personal best.
During the middle school years, children often are faced with
frustration, self-doubt and insecurities. It is our hope to help our
children, as best as all of us can, through these difficult years and
during difficult times, emerge as successful young adults. A truly
intelligent and nurturing staff provides all necessary counseling and
support.

The spirit and aim of our school is to benefit, to the utmost degree,
every student who enters.  Each child is given the opportunity to
cultivate character, scholarship, and good health.  Active citizenship
is stressed, extra-curricular activities encouraged, and a school life
fostered. The principal of Howard T. Herber, David Zimbler, recognizes
the importance of examining the organization of the school district and
school and adjusting the traditional system to accommodate the
challenges presented by the state assessments.

While teachers and instruction are at the heart of our success, the
parents and community members are the life support of the school.
School, family, and community partnerships work together to best meet
the needs of our students. Parents and community members offer their
time and assistance on a daily basis. Together, we strive to provide the
best educational opportunities possible for our students.

The Howard T. Herber school community is dedicated to excellence. There
is a positive focus on the individual child with his or her unique
learning style and ability. Visitors to our school often mention the
warmth of the community and the buzz of enthusiasm, joy, and friendship
that permeates our school. As a result, our students go through the
education process feeling valued and recognized for their own abilities.

Dedication to striving for excellence is certainly not an easy mission,
however, it is certainly one that brings about great successes, both
educationally and personally, for all of us.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

1.  **Describe in one page the meaning of the school's assessment
    results in reading (language arts or English) and mathematics in
    such a way that someone not intimately familiar with the tests can
    easily understand them. Explain disparities among subgroups. If the
    school participates in the state assessment system, briefly explain
    the state performance levels and the performance level that
    demonstrates meeting the standard. Provide the website where
    information on the state assessment system may be found.**

New York State English Language Arts and Mathematics assessments for
middle schools are given in grade eight. These assessments measure how
well students are progressing toward mastery of the state's higher
learning standards in various subject areas.

The English Language Arts assessment measures students' skills in the
areas of reading, listening and writing. The Mathematics assessment
measures applications, mathematical reasoning, concepts and procedures.

The performance levels for both assessments are reported as follows:

-   Level 4 -- Above average to outstanding

-   Level 3 -- Average to above average

-   Level 2 -- Marginal to average

-   Level 1 -- Below average to marginal

Information on the math state assessment can be found on the following
website:

<http://emsc33.nysed.gov/osa/inform/informarch/stoamemo901.pdf>

A passing score on the English Language Arts assessment is a level 3 or
a level 4. In 2001, we had 46% of our eighth graders pass. In 2002, 48%
of our students received a level 3 or 4. In 2003, we increased our
passing percentage to 50% and last year 64% of our eighth graders
received a passing performance level on the New York English Assessment.

A passing score on the mathematical assessment is a level 3 or a level
4. In 2001, we had 47% of our eighth graders pass. Thirty-five percent
of the students received proficiency and 12% received mastery. In our
special education population 25% received proficiency. In 2002, 68% of
our students received a level 3 or 4, 43% received proficiency and 25%
received mastery. Again, 25% of the special education passed with
proficiency. In 2003, we increased our passing percentage to 73%. Of
this 73%, 56% passed with proficiency and 15% passed with mastery. Our
special education population increased to 50% proficiency level. Last
year, 85% of our eighth graders received a passing performance level on
the New York Math Assessment. This broke down to 62% passing with
proficiency and 23% passing with mastery. Our special education
population had 41% pass with proficiency and 5% pass with mastery.

For the 2002-2003 school year, 40% of our Black population scored at
levels 3/4 and 5% at level 4. 25% of the Hispanic population scored at
levels 3/4. 80% of our White population scored at levels 3/4 and 17% at
level 4. For the 2003-4 school year, 56% of the Black population scored
at levels3/4 and 16 % scored at level 4. 56% of the Hispanic population
scored at levels 3/4 and 13% scored at level 4. 75% of our White
population scored at levels 3/4 and 38% at level 4.

1.  **Show in one-half page (approximately 300 words) how the school
    uses assessment data to understand and improve student and school
    performance.**

Howard T. Herber recognizes that assessment data is an essential tool in
measuring school effectiveness, individual student achievement, and
alignment of curriculum content. These three principles guide the use of
assessment data to improve student and school performance. Herber
continually collects assessment data with the intent to understand and
improve student and school performance. The targeted areas for
improvement provide a focus for professional development, and
adjustments are made in the instructional program to fit the diverse
academic needs of specific groups of students. We use assessment data to
understand and improve student and school performance by the following:

-   The District uses longitudinal data housed in the BOCES Data
    Warehouse to improve decision-making and planning at the school and
    district level. The data also gives the district the opportunity to
    measure our school against neighboring districts and other schools
    in the state.

-   Grade level teachers meet to analyze results in terms of strengths
    and weaknesses in the area of instructional effectiveness and
    content coverage.

-   Teachers analyze individual student achievement and write action
    plans for students who are performing "below expectations".

> Additionally, assessment data is used for:

-   Monitoring the performance levels of our special needs students to
    measure their progress in comparison with the general student
    population.

-   Making instructional modifications in the curriculum delivery for
    individuals and small groups.

-   Differentiating instruction to create flexible grouping of students
    for specific skills or interests.

-   Involving specialized support staff to meet children's needs (small
    group and one-on-one instruction).

-   Aligning the curriculum more closely in meeting state standards.

2.  **Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.**

We regularly communicate student performance, including assessment data,
to parents, students, and the community. We are committed to being
accountable for our practice as we work together to promote public
understanding of the objectives and achievements of our school. We use a
number of methods to communicate student performance including:

-   Student report cards/progress reports are sent home eight times
    during a school year.

-   A report is given to parents providing their child's individual
    results on state assessments.

-   There are two scheduled parent/teacher conferences to discuss
    student progress, in which we share samples of student work, and
    establish goals for each child.

-   Presentations at local school meetings, Board of Education meetings,
    and PTA meetings to share student achievement results and goals for
    future achievement.

-   Grade level information meetings are conducted to let parents know
    how the grade level as a whole is performing academically and
    behaviorally.

-   Principal sends home monthly newsletter to parents updating them on
    results as well as upcoming events.

-   Local newspapers play a role in helping to keep the community
    informed of what is going on in the schools.

-   Local realtors share the successes of Howard T. Herber with their
    clients and bring customers to the school for a tour and interview
    with the principal.

-   The School Report Card, which provides information to parents and
    the community about student achievement on State assessments as well
    as school and district comparisons, which is sent to every parent
    and posted on the school and District website.

-   Every student is given a student agenda book which is an effective
    tool of communication regarding the state standards, delivery of
    instruction, description of classes, and assessments.

3.  **Describe in one-half page how the school has shared and will
    continue to share its successes with other schools.**

Administrators from the high school, middle school, and elementary
schools meet on a monthly basis to share ideas, concerns, and
opportunities related to individual school success. Classroom teachers
and administrators often visit other schools that have implemented
innovative programs. This fall the Deputy Superintendent, Principal of
Howard T. Herber and a group of teachers visited the Rockville Centre
School District to see how we can improve our math curriculum. Many of
these schools, in return, visit Howard T. Herber because of our success.
Discussions center on "best practices" related to student achievement,
school administration, classroom management, and parental involvement.
Members of our teaching staff are part-time instructors at local
colleges and universities. They use their experiences of success with
graduate level students from school districts in the Tri-State area. We
also have a teacher center that offers teachers workshops that will help
them familiarize themselves with the new learning standards and how they
pertain to specific curriculum areas. They learn how to integrate
technology into each lesson to assist them in creating lessons,
managing, planning and organizing record keeping. Herber teachers are
committed to work as leaders and collaborators in the professional
community to improve programs and practices for children and their
families.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Describe in one page the school's curriculum. Outline in several
    sentences the core of each curriculum area and show how all students
    are engaged with significant content based on high standards.
    Include art and foreign languages in the descriptions (foreign
    language instruction as a part of the core curriculum is an
    eligibility requirement in grades seven and higher).**

Howard T. Herber Middle School is committed to the supervision and
evaluation of our academic programs by insuring the alignment of the
written, taught and tested curriculum to the achievement of New York
State Standards for all learners. Core curriculum mandated by New York
State is required for each grade and serves as a foundation for the
creation of the most up-to-date curriculum in all content areas.
Curriculum guides contain scope and sequence charts, pacing charts
aligned to state standards and performance indicators, charts
demonstrating vertical alignment of units, vocabulary building lists and
technology integration activities. These standards-based curriculum
guides address all intermediate indicators for student achievement
mastery levels specified by New York State.

The English Language Arts Curriculum is a standards based curriculum
that spirals the four threads of reading, writing, listening and
speaking. Critical thinking skills development reflects the NYS
Standards in those areas as students learn to read, write, and analyze
works of fiction and nonfiction. The use of language and ability to
communicate with others assure our students of success throughout their
school careers and beyond them. Writing emphasizes a mastery of
organizational skills and the use of precise language to accurately
present ideas. Listening and speaking skills are developed and honed in
order for our students to clearly express themselves to others. The
state assessment is administered to the 8^th^ grade in January.

In Science, students take part in laboratory based hands-on curriculum.
Critical thinking and analytical skills are addressed throughout the
course. The curriculum for all science classes is aligned with the New

York State Standards. Assessment questions are incorporated into lessons
ensuring that assessment preparation is an ongoing process. Students in
grade eight take the state performance exam in January and the written
component in June.

The Mathematics curriculum aligns with the New York State Learning
Standards; it is a mixture of content of seven key ideas, mathematical
reasoning, number and numeration, operations, modeling/multiple
representation, measurement, uncertainty and patterns/functions.
Students will be able to communicate and reason mathematically by
applying mathematics to real world settings. It spirals concepts through
succeeding grade levels and includes real world problem solving
strategies. Students in the eighth grade take the state assessment in
May.

The Social Studies curriculum is structured so that students can analyze
history from a variety of perspectives. Students will experience the
cultures of the world, analyzing patterns and relationships within and
among world cultures such as economic competition and interdependence.
They will evaluate the decisions and policies of world leaders and
examine possible alternatives. Through the study of history, students
will develop an understanding of chronological thinking, the connection
between causes and effects, and between continuity and change. The state
assessment for the eighth grade is given in June.

Foreign Language classes are offered in Spanish and Italian to grades
seven and eight. The focus of the language program is on enabling
students to attain a measurable degree of communicative competency and
proficiency in each of the four language skills: listening, speaking,
reading and writing while developing an accurate and up to date
awareness of the culture in which the language is spoken. A variety of
instructional methods are used to meet the individual learning styles of
all youngsters. The Language Proficiency Exam is administered at the end
of grade eight in June.

The Arts education contributes to education that reaches beyond the
students intrinsic value. An education in the arts helps students learn
to identify, appreciate, and participate in the traditional art forms of
their own communities. As students imagine, create, and reflect, they
are developing both the verbal and nonverbal abilities necessary for
school progress. At the same time, the intellectual demands that the
arts place on students help them develop problem-solving abilities and
such powerful thinking skills as analyzing, synthesizing, and
evaluating. A comprehensive, articulated arts education program also
engages students in a process that helps them develop the self-esteem,
self-discipline, cooperation, and self-motivation necessary for success
in life.

Delivery of instruction to ensure that all students are engaged with
significant content begins with the supervision of the taught curriculum
from lesson design through assessment of classroom learning activities.
Teacher lesson plans are evaluated and discussed with department chair
people relative to standards alignment, modes of instructional delivery
and adherence to curriculum guides. Classroom observations, post
observations and the written reports are focused on improving
instruction.

Our curriculum engages children in significant content, based on State
Learning Standards that form the foundation for our integrated
curriculum. Using these standards, current research, and best practice,
we have developed programs and materials to support an environment
encouraging each child to achieve high expectations and find success in
learning. This approach enables every child to make connections between
subject matter and real world applications. Our curriculum provides
multiple opportunities to develop oral and written language skills, as
well as critical thinking skills. All students are engaged in
significant content based on high standards. There are numerous support
personnel in the building who provide students with remediation,
enrichment and alternative strategies. These professionals include but
are not limited to the Academic Intervention, Enrichment, Study Skills,
Resource Room and Consultant Teachers. These teachers reinforce and
enrich the academic program. Integrating a variety of techniques, in all
modalities, the teachers meet the needs of each and every student at the
Middle School.

2.  **(Secondary Schools) Describe in one-half page the school's English
    language curriculum, including efforts the school makes to improve
    the reading skills of students who read below grade level.**

All grade level teachers at Howard T. Herber, who teach English or
Reading (including 5^th^ and 6^th^ grade core teachers) from grades 5
through grade 8, align instruction to the New York State Standards for
English Language Arts. The 5^th^ through 8^th^ grade ELA curriculum has
four strands including reading, writing, listening and speaking. These
strands are spiraled throughout the four years and regularly repeated as
students learn specific skills and build upon that knowledge. Reading
classes support the English and core classrooms. Generally, lessons rely
heavily on engaging students in highly motivating activities, such as
poetry presentations that incorporate elements from all of the English
Standards and motivate greater student ownership and responsibility for
learning. Writing takes prominence in all classes. Students are required
to write daily in all classes. Students are expected to recognize and to
construct responses that incorporate topic sentences, details and
supporting ideas in relation to all reading material and in responsive
written work. Student work is reviewed and evaluated by the class with
regard to the writing rubric. Much student work is edited and revised.
Data is gathered weekly in English and Reading classrooms in order to
adjust and drive instruction and to help teachers to differentiate that
instruction and provide additional support where it is needed. In
addition to providing instruction in how to approach, read and analyze
fiction such as the novel and poetry genres, a great deal of non
fiction, social studies and science material is incorporated into our
curriculum so that students develop as critical thinkers who possess the
necessary skills to read, gather and apply that information.

3.  **Describe in one-half page one other curriculum area of the
    school's choice and show how it relates to essential skills and
    knowledge based on the school's mission.**

Howard T. Herber's mission statement is "Dedicated to Strive for
Excellence," which enables our students to achieve their fullest
potential. The social studies department is committed to achieving this
goal through motivational, thought provoking activities that will
facilitate the growth of a disciplined intellect and sensitive
character. Our goal is not to simply meet state based requirements but
it is to help all students achieve mastery level in social studies. This
past fall 94% of our students passed the 2005 New York State 5^th^ Grade
Assessment. Our commitment to strive for excellence is evident through
our level of mastery on this assessment in which 53% of our students
attained mastery level. Mastery level is attained when a student
receives a grade of 85% or better. It is through daily instruction that
we prepare students for success and ultimately provide them with the
necessary skills to excel at the high school level. Teachers will:

-   Develop activities that engage students in working collectively to
    solve a presented problem.

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-   Help students think through problems that confront them by gathering
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-   Ask pivotal questions that encourage free and open discussion. Where
    there is a difference of opinion, students will determine whether
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-   Foster an environment where each student will be respected and
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-   Create an environment that allows students to develop an
    understanding and appreciation of different people and
    civilizations.

```{=html}
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```
-   Use data feedback from assessments to determine student
    comprehension.

```{=html}
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```
-   Develop new strategies to reteach material in which students showed
    a lack of understanding.

```{=html}
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```
-   Expose students to state assessment questions on a daily basis.

4.  **Describe in one-half page the different instructional methods the
    school uses to improve student learning.**

How the curriculum is delivered, or how students will be involved in the
learning, is another essential aspect of improving student achievement.
Teachers at Howard T. Herber use a wide variety of techniques to engage
children in their schoolwork. The State Learning Standards form the
foundation of our instructional program to improve student learning. By
aligning our curricula with these standards, we maintain high
expectations for our children's learning and academic success. Within
this framework, we use many research-based methods to help all children
learn. Some of the instructional methods employed at Howard T. Herber
Middle School include:

-   Problem-based learning experiences help children connect and apply
    concepts to the real world.

-   Cooperative learning experiences incorporated into all curricula to
    promote learning and build strong social skills.

-   Direct instruction helps children build background knowledge and
    develop the necessary skills they need to become independent
    learners.

-   The use of manipulatives, modeling, guided practice, reflections,
    and feedback.

-   A variety of flexibly structured groupings are used to provide
    appropriate, differentiated instruction.

-   A system of support services link classrooms and specialized staff
    in designing instruction for children with Individual Education
    Plans (IEP).

-   The use of the writing process as taught by the ELA teachers is
    required throughout the various disciplines and reinforces this
    essential skill measured in the state assessment tests.

-   Varying and coordinating instructional methodologies by the teachers
    have contributed significantly to the improvement of student
    learning.

-   Science classes support student success in ELA and mathematics by
    integrating reading of materials other than text in class and on
    assessments and using mathematical examples in class and on other
    assessments.

-   Provide opportunities in class and on assessments for writing.

-   Apply and review assessment questions during the do now assignments
    and summary activities.

-   Attendance at after school homework assistance program.

-   Attendance at Saturday Assessment Preparation Academy.

-   Athletes Assisting Athletes -- Students from the high school tutor
    middle school students.

-   Teachers provide students with extra-help sessions both before and
    after-school.

-   The school provides students with after-school academic intervention
    services.

5.  **Describe in one-half page the school's professional development
    program and its impact on improving student achievement.**

As highlighted in the district's Professional Development Plan (PDP),
whose committee represented teachers, administrators, parents, and a
representative from higher education, a process was employed to
determine the needs of the district in order to analyze data to govern
our professional development for teachers. The goal of our Professional
Development Plan is to improve student achievement, which is one of the
main goals of the district. Using assessment data, a School Improvement
Plan is created that identifies areas for professional development and
guides instructional practices. Through a sustained effort, rather than
a one-time in-service class, staff develop and practice strategies to
differentiate instruction.

Professional development occurs through staff collaboration and teamwork
focused on refining, developing and reflecting upon instructional
strategies. Prior to the school year starting the teachers meet with
supervisors and administrators for two days of staff development. The
following are some of the workshops that are offered to our teachers:
Writing Across The Curriculum, Handwriting Without Tears, Lesson
Planning: The Foundation of Effective Instruction, and the Development
of Departmental Goals and Objectives. The staff also meets for one day
in November for a District Staff Development Day. The following
workshops are offered on this day: Discipline with Dignity, Classroom
Management, Microsoft Power Point, Effective Strategies through the use
of Regent's and Assessment Questions, Microsoft Excel, and Reading &
Writing Across Curriculum Areas.

Professional development is not just for our teachers. In order to
support ongoing professional development, the district has developed a
cadre of supervisors and administrators who are skilled instructional
leaders. The District provided these administrators with three days of
professional development to assist both new and experienced
administrators to become outstanding leaders: "teachers of teachers."
Supportive Supervision is a step-by-step program that will enable school
leaders to create a culture that supports a comprehensive professional
development program designed to meet individual teacher needs, while
focusing on school goals. During the professional development, the
observation process was fully explored by having the administrators
participate in an actual observation, discussing effective instructional
practices, and writing the observation report.

The commitment to professional development has a significant, positive
impact on instructional practices and student achievement. The ideas
generated by these programs and shared among staff members have
definitely helped produce the positive climate of teaching and learning
which has been extremely instrumental in the great success and
achievement of Howard T. Herber students.

**PART VII - ASSESSMENT RESULTS**

MIDDLE LEVEL

English Language Arts 8

<table>
<colgroup>
<col style="width: 30%" />
<col style="width: 7%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 5%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td><strong>2003-2004</strong></td>
<td><strong>%</strong></td>
<td><strong>2002-2003</strong></td>
<td><strong>%</strong></td>
<td><strong>2001-2002</strong></td>
<td><strong>%</strong></td>
<td><strong>2000-2001</strong></td>
<td><strong>%</strong></td>
<td><strong>1999-2000</strong></td>
<td><strong>%</strong></td>
</tr>
<tr class="even">
<td>Testing month</td>
<td>1/2004</td>
<td></td>
<td>1/2003</td>
<td></td>
<td>3/2002</td>
<td></td>
<td>3/2001</td>
<td></td>
<td>3/2000</td>
<td></td>
</tr>
<tr class="odd">
<td><h3 id="school-scores">SCHOOL SCORES</h3></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><h2 id="level-1-527-661">Level 1 527-661</h2></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><blockquote>
<p>General Education</p>
</blockquote></td>
<td>2</td>
<td>1%</td>
<td>2</td>
<td>1%</td>
<td>2</td>
<td>1%</td>
<td>8</td>
<td>5%</td>
<td>2</td>
<td>1%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>Students with Disabilities</p>
</blockquote></td>
<td>8</td>
<td>6%</td>
<td>6</td>
<td>4%</td>
<td>4</td>
<td>3%</td>
<td>9</td>
<td>6%</td>
<td>2</td>
<td>1%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p><strong>Total</strong></p>
</blockquote></td>
<td><strong>10</strong></td>
<td><strong>7%</strong></td>
<td><strong>8</strong></td>
<td><strong>6%</strong></td>
<td><strong>6</strong></td>
<td><strong>4%</strong></td>
<td><strong>17</strong></td>
<td><strong>11%</strong></td>
<td><strong>4</strong></td>
<td><strong>3%</strong></td>
</tr>
<tr class="even">
<td><strong>Level 2 662-700</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><blockquote>
<p>General Education</p>
</blockquote></td>
<td>27</td>
<td>19%</td>
<td>60</td>
<td>41%</td>
<td>58</td>
<td>38%</td>
<td>61</td>
<td>40%</td>
<td>56</td>
<td>41%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>Students with Disabilities</p>
</blockquote></td>
<td>13</td>
<td>7%</td>
<td>4</td>
<td>3%</td>
<td>18</td>
<td>12%</td>
<td>10</td>
<td>7%</td>
<td>13</td>
<td>10%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p><strong>Total</strong></p>
</blockquote></td>
<td><strong>40</strong></td>
<td><strong>28%</strong></td>
<td><strong>64</strong></td>
<td><strong>43%</strong></td>
<td><strong>76</strong></td>
<td><strong>50%</strong></td>
<td><strong>71</strong></td>
<td><strong>46%</strong></td>
<td><strong>69</strong></td>
<td><strong>51%</strong></td>
</tr>
<tr class="even">
<td><strong>Level 3 701-738</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><blockquote>
<p>General Education</p>
</blockquote></td>
<td>57</td>
<td>40%</td>
<td>63</td>
<td>43%</td>
<td>60</td>
<td>39%</td>
<td>57</td>
<td>37%</td>
<td>50</td>
<td>37%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>Students with Disabilities</p>
</blockquote></td>
<td>1</td>
<td>1%</td>
<td>2</td>
<td>1%</td>
<td>1</td>
<td>1%</td>
<td>0</td>
<td>0%</td>
<td>0</td>
<td>0%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p><strong>Total</strong></p>
</blockquote></td>
<td><strong>58</strong></td>
<td><strong>41%</strong></td>
<td><strong>65</strong></td>
<td><strong>44%</strong></td>
<td><strong>61</strong></td>
<td><strong>40%</strong></td>
<td><strong>57</strong></td>
<td><strong>37%</strong></td>
<td><strong>50</strong></td>
<td><strong>37%</strong></td>
</tr>
<tr class="even">
<td><h2 id="level-4-739-830">Level 4 739-830</h2></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><blockquote>
<p>General Education</p>
</blockquote></td>
<td>33</td>
<td>23%</td>
<td>11</td>
<td>7%</td>
<td>10</td>
<td>7%</td>
<td>8</td>
<td>5%</td>
<td>13</td>
<td>10%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>Students with Disabilities</p>
</blockquote></td>
<td>0</td>
<td>0%</td>
<td>0</td>
<td>0%</td>
<td>0</td>
<td>0%</td>
<td>0</td>
<td>0%</td>
<td>0</td>
<td>0%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p><strong>Total</strong></p>
</blockquote></td>
<td><strong>33</strong></td>
<td><strong>23%</strong></td>
<td><strong>11</strong></td>
<td><strong>7%</strong></td>
<td><strong>10</strong></td>
<td><strong>7%</strong></td>
<td><strong>8</strong></td>
<td><strong>5%</strong></td>
<td><strong>13</strong></td>
<td><strong>10%</strong></td>
</tr>
<tr class="even">
<td><h1 id="similar-schools">SIMILAR SCHOOLS</h1></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><h2 id="level-1-527-661-1">Level 1 527-661</h2></td>
<td></td>
<td><strong>4%</strong></td>
<td></td>
<td><strong>5%</strong></td>
<td></td>
<td><strong>3%</strong></td>
<td></td>
<td><strong>8%</strong></td>
<td></td>
<td><strong>6%</strong></td>
</tr>
<tr class="even">
<td><strong>Level 2 662-700</strong></td>
<td></td>
<td><strong>43%</strong></td>
<td></td>
<td><strong>42%</strong></td>
<td></td>
<td><strong>43%</strong></td>
<td></td>
<td><strong>42%</strong></td>
<td></td>
<td><strong>42%</strong></td>
</tr>
<tr class="odd">
<td><strong>Level 3 701-738</strong></td>
<td></td>
<td><strong>42%</strong></td>
<td></td>
<td><strong>44%</strong></td>
<td></td>
<td><strong>41%</strong></td>
<td></td>
<td><strong>39%</strong></td>
<td></td>
<td><strong>41%</strong></td>
</tr>
<tr class="even">
<td><h2 id="level-4-739-830-1">Level 4 739-830</h2></td>
<td></td>
<td><strong>11%</strong></td>
<td></td>
<td><strong>8%</strong></td>
<td></td>
<td><strong>11%</strong></td>
<td></td>
<td><strong>11%</strong></td>
<td></td>
<td><strong>10%</strong></td>
</tr>
</tbody>
</table>

Middle Level English Language Arts Levels

Listening, Reading, and Writing Standards

+-----------+----------------------------------------------------------+
| # Level 4 | These students **exceed the standards** and are moving   |
|           | toward high performance on the Regents examination       |
+-----------+----------------------------------------------------------+
| **Level   | These students **meet the standards** and, with          |
| 3**       | continued steady growth, should pass the Regents         |
|           | examination.                                             |
+-----------+----------------------------------------------------------+
| **Level   | These students **need extra help** to meet the standards |
| 2**       | and pass the Regents examination.                        |
+-----------+----------------------------------------------------------+
| **Level   | These students have **serious academic deficiencies.**   |
| 1**       |                                                          |
+-----------+----------------------------------------------------------+

MIDDLE LEVEL

English Language Arts 8

<table style="width:100%;">
<colgroup>
<col style="width: 31%" />
<col style="width: 7%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 4%" />
<col style="width: 7%" />
<col style="width: 5%" />
</colgroup>
<tbody>
<tr class="odd">
<td><p><strong>Subgroup:</strong></p>
<h4 id="ethnicity"><u>Ethnicity</u></h4></td>
<td><strong>2003-2004</strong></td>
<td><strong>%</strong></td>
<td><strong>2002-2003</strong></td>
<td><strong>%</strong></td>
<td><strong>2001-2002</strong></td>
<td><strong>%</strong></td>
<td><strong>2000-2001</strong></td>
<td><strong>%</strong></td>
<td><strong>1999-2000</strong></td>
<td><strong>%</strong></td>
</tr>
<tr class="even">
<td>Testing month</td>
<td>1/2004</td>
<td></td>
<td>1/2003</td>
<td></td>
<td>3/2002</td>
<td></td>
<td>3/2001</td>
<td></td>
<td>3/2000</td>
<td></td>
</tr>
<tr class="odd">
<td><h3 id="school-scores-1">SCHOOL SCORES</h3></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><h2 id="level-1-527-661-2"> Level 1 527-661</h2></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><blockquote>
<p>BLACK</p>
</blockquote></td>
<td>7</td>
<td>9%</td>
<td>7</td>
<td>8%</td>
<td>5</td>
<td>6%</td>
<td>NA</td>
<td></td>
<td>14</td>
<td>15%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>HISPANIC</p>
</blockquote></td>
<td>1</td>
<td>7%</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>NA</td>
<td></td>
<td>1</td>
<td>10%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>WHITE</p>
</blockquote></td>
<td>2</td>
<td>5%</td>
<td>1</td>
<td>2%</td>
<td>0</td>
<td>0</td>
<td>NA</td>
<td></td>
<td>2</td>
<td>4%</td>
</tr>
<tr class="even">
<td><strong>Level 2 662-700</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><blockquote>
<p>BLACK</p>
</blockquote></td>
<td>27</td>
<td>34%</td>
<td>48</td>
<td>58%</td>
<td>54</td>
<td>60%</td>
<td>NA</td>
<td></td>
<td>48</td>
<td>53%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>HISPANIC</p>
</blockquote></td>
<td>5</td>
<td>33%</td>
<td>12</td>
<td>75%</td>
<td>7</td>
<td>58%</td>
<td>NA</td>
<td></td>
<td>7</td>
<td>70%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>WHITE</p>
</blockquote></td>
<td>7</td>
<td>16%</td>
<td>8</td>
<td>19%</td>
<td>12</td>
<td>26%</td>
<td><strong>NA</strong></td>
<td></td>
<td>16</td>
<td>33%</td>
</tr>
<tr class="even">
<td><strong>Level 3 701-738</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><blockquote>
<p>BLACK</p>
</blockquote></td>
<td>32</td>
<td>41%</td>
<td>24</td>
<td>29%</td>
<td>28</td>
<td>31%</td>
<td>NA</td>
<td></td>
<td>26</td>
<td>53%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>HISPANIC</p>
</blockquote></td>
<td>7</td>
<td>47%</td>
<td>4</td>
<td>25%</td>
<td>4</td>
<td>33%</td>
<td>NA</td>
<td></td>
<td>2</td>
<td>20%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>WHITE</p>
</blockquote></td>
<td>17</td>
<td>39%</td>
<td>26</td>
<td>62%</td>
<td>28</td>
<td>61%</td>
<td>NA</td>
<td></td>
<td>26</td>
<td>53%</td>
</tr>
<tr class="even">
<td><h2 id="level-4-739-830-2">Level 4 739-830</h2></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><blockquote>
<p>BLACK</p>
</blockquote></td>
<td>13</td>
<td>17%</td>
<td>4</td>
<td>5%</td>
<td>3</td>
<td>3%</td>
<td>NA</td>
<td></td>
<td>3</td>
<td>3%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>HISPANIC</p>
</blockquote></td>
<td>2</td>
<td>13%</td>
<td>0</td>
<td>0</td>
<td>1</td>
<td>8%</td>
<td>NA</td>
<td></td>
<td>0</td>
<td>0</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>WHITE</p>
</blockquote></td>
<td>18</td>
<td>41%</td>
<td>7</td>
<td>17%</td>
<td>6</td>
<td>13%</td>
<td>NA</td>
<td></td>
<td>5</td>
<td>10%</td>
</tr>
</tbody>
</table>

Middle Level English Language Arts Levels

Listening, Reading, and Writing Standards

+-----------+----------------------------------------------------------+
| # Level 4 | These students **exceed the standards** and are moving   |
|           | toward high performance on the Regents examination       |
+-----------+----------------------------------------------------------+
| **Level   | These students **meet the standards** and, with          |
| 3**       | continued steady growth, should pass the Regents         |
|           | examination.                                             |
+-----------+----------------------------------------------------------+
| **Level   | These students **need extra help** to meet the standards |
| 2**       | and pass the Regents examination.                        |
+-----------+----------------------------------------------------------+
| **Level   | These students have **serious academic deficiencies.**   |
| 1**       |                                                          |
+-----------+----------------------------------------------------------+

MIDDLE LEVEL

Mathematics 8

+---------------------+------+----+-----+----+-----+---+------+----+
|                     | *    | *  | *   | *  | *   | * | *    | *  |
|                     | *200 | *% | *20 | *% | *20 | * | *200 | *% |
|                     | 3-20 | ** | 02- | ** | 01- | % | 0-20 | ** |
|                     | 04** |    | 200 |    | 200 | * | 01** |    |
|                     |      |    | 3** |    | 2** | * |      |    |
+---------------------+------+----+-----+----+-----+---+------+----+
| Testing month       | 5/   |    | 5/2 |    | 5/2 |   | 5/   |    |
|                     | 2004 |    | 003 |    | 002 |   | 2001 |    |
+---------------------+------+----+-----+----+-----+---+------+----+
| ### SCHOOL SCORES   |      |    |     |    |     |   |      |    |
|  {#school-scores-2} |      |    |     |    |     |   |      |    |
+---------------------+------+----+-----+----+-----+---+------+----+
| #                   |      |    |     |    |     |   |      |    |
| # Level 1 527-661 { |      |    |     |    |     |   |      |    |
| #level-1-527-661-3} |      |    |     |    |     |   |      |    |
+---------------------+------+----+-----+----+-----+---+------+----+
| > General Education | 4    | 3% | 5   | 4% | 3   | 2 | 12   | 9% |
|                     |      |    |     |    |     | % |      |    |
+---------------------+------+----+-----+----+-----+---+------+----+
| > Students with     | 9    | 4  | 4   | 3  | 2   | 1 | 4    | 1  |
| > Disabilities      |      | 1% |     | 3% |     | 0 |      | 7% |
|                     |      |    |     |    |     | % |      |    |
+---------------------+------+----+-----+----+-----+---+------+----+
| **Total**           | **   | ** | **  | ** | **  | * | **   | *  |
|                     | 13** | 9% | 9** | 6% | 5** | * | 16** | *1 |
|                     |      | ** |     | ** |     | 3 |      | 0% |
|                     |      |    |     |    |     | % |      | ** |
|                     |      |    |     |    |     | * |      |    |
|                     |      |    |     |    |     | * |      |    |
+---------------------+------+----+-----+----+-----+---+------+----+
| **Level 2 662-700** |      |    |     |    |     |   |      |    |
+---------------------+------+----+-----+----+-----+---+------+----+
| > General Education | 6    | 5% | 27  | 2  | 30  | 2 | 55   | 4  |
|                     |      |    |     | 0% |     | 3 |      | 0% |
|                     |      |    |     |    |     | % |      |    |
+---------------------+------+----+-----+----+-----+---+------+----+
| > Students with     | 3    | 1  | 2   | 1  | 13  | 6 | 14   | 5  |
| > Disabilities      |      | 4% |     | 7% |     | 5 |      | 8% |
|                     |      |    |     |    |     | % |      |    |
+---------------------+------+----+-----+----+-----+---+------+----+
| **Total**           | *    | ** | **2 | *  | **4 | * | **   | *  |
|                     | *9** | 6% | 9** | *1 | 3** | * | 69** | *4 |
|                     |      | ** |     | 9% |     | 2 |      | 3% |
|                     |      |    |     | ** |     | 9 |      | ** |
|                     |      |    |     |    |     | % |      |    |
|                     |      |    |     |    |     | * |      |    |
|                     |      |    |     |    |     | * |      |    |
+---------------------+------+----+-----+----+-----+---+------+----+
| **Level 3 701-738** |      |    |     |    |     |   |      |    |
+---------------------+------+----+-----+----+-----+---+------+----+
| > General Education | 78   | 6  | 82  | 6  | 60  | 4 | 51   | 3  |
|                     |      | 5% |     | 0% |     | 6 |      | 7% |
|                     |      |    |     |    |     | % |      |    |
+---------------------+------+----+-----+----+-----+---+------+----+
| > Students with     | 9    | 4  | 6   | 5  | 5   | 2 | 6    | 2  |
| > Disabilities      |      | 1% |     | 0% |     | 5 |      | 5% |
|                     |      |    |     |    |     | % |      |    |
+---------------------+------+----+-----+----+-----+---+------+----+
| **Total**           | **   | *  | **8 | *  | **6 | * | **   | *  |
|                     | 87** | *6 | 8** | *5 | 5** | * | 57** | *3 |
|                     |      | 1% |     | 9% |     | 4 |      | 5% |
|                     |      | ** |     | ** |     | 3 |      | ** |
|                     |      |    |     |    |     | % |      |    |
|                     |      |    |     |    |     | * |      |    |
|                     |      |    |     |    |     | * |      |    |
+---------------------+------+----+-----+----+-----+---+------+----+
| #                   |      |    |     |    |     |   |      |    |
| # Level 4 739-830 { |      |    |     |    |     |   |      |    |
| #level-4-739-830-3} |      |    |     |    |     |   |      |    |
+---------------------+------+----+-----+----+-----+---+------+----+
| > General Education | 32   | 2  | 23  | 1  | 37  | 2 | 20   | 1  |
|                     |      | 7% |     | 7% |     | 8 |      | 4% |
|                     |      |    |     |    |     | % |      |    |
+---------------------+------+----+-----+----+-----+---+------+----+
| > Students with     | 1    | 5% | 0   | 0% | 0   | 0 | 0    | 0% |
| > Disabilities      |      |    |     |    |     | % |      |    |
+---------------------+------+----+-----+----+-----+---+------+----+
| **Total**           | **   | *  | **2 | *  | **3 | * | **   | *  |
|                     | 33** | *2 | 3** | *1 | 7** | * | 20** | *1 |
|                     |      | 3% |     | 5% |     | 2 |      | 2% |
|                     |      | ** |     | ** |     | 5 |      | ** |
|                     |      |    |     |    |     | % |      |    |
|                     |      |    |     |    |     | * |      |    |
|                     |      |    |     |    |     | * |      |    |
+---------------------+------+----+-----+----+-----+---+------+----+
| # SIMILAR SCHOOLS { |      |    |     |    |     |   |      |    |
| #similar-schools-1} |      |    |     |    |     |   |      |    |
+---------------------+------+----+-----+----+-----+---+------+----+
| #                   |      | ** |     | ** |     | * |      | *  |
| # Level 1 527-661 { |      | 7% |     | 7% |     | * |      | *1 |
| #level-1-527-661-4} |      | ** |     | ** |     | 9 |      | 4% |
|                     |      |    |     |    |     | % |      | ** |
|                     |      |    |     |    |     | * |      |    |
|                     |      |    |     |    |     | * |      |    |
+---------------------+------+----+-----+----+-----+---+------+----+
| **Level 2 662-700** |      | *  |     | *  |     | * |      | *  |
|                     |      | *2 |     | *2 |     | * |      | *3 |
|                     |      | 5% |     | 9% |     | 3 |      | 7% |
|                     |      | ** |     | ** |     | 2 |      | ** |
|                     |      |    |     |    |     | % |      |    |
|                     |      |    |     |    |     | * |      |    |
|                     |      |    |     |    |     | * |      |    |
+---------------------+------+----+-----+----+-----+---+------+----+
| **Level 3 701-738** |      | *  |     | *  |     | * |      | *  |
|                     |      | *5 |     | *5 |     | * |      | *4 |
|                     |      | 5% |     | 3% |     | 4 |      | 3% |
|                     |      | ** |     | ** |     | 8 |      | ** |
|                     |      |    |     |    |     | % |      |    |
|                     |      |    |     |    |     | * |      |    |
|                     |      |    |     |    |     | * |      |    |
+---------------------+------+----+-----+----+-----+---+------+----+
| #                   |      | *  |     | *  |     | * |      | ** |
| # Level 4 739-830 { |      | *1 |     | *1 |     | * |      | 6% |
| #level-4-739-830-4} |      | 3% |     | 0% |     | 1 |      | ** |
|                     |      | ** |     | ** |     | 2 |      |    |
|                     |      |    |     |    |     | % |      |    |
|                     |      |    |     |    |     | * |      |    |
|                     |      |    |     |    |     | * |      |    |
+---------------------+------+----+-----+----+-----+---+------+----+

Middle Level Mathematics Levels

Knowledge, Reasoning, and Problem-Solving Standards

+-----------+----------------------------------------------------------+
| # Level 4 | These students **exceed the standards** and are moving   |
|           | toward high performance on the Regents examination       |
+-----------+----------------------------------------------------------+
| **Level   | These students **meet the standards** and, with          |
| 3**       | continued steady growth, should pass the Regents         |
|           | examination.                                             |
+-----------+----------------------------------------------------------+
| **Level   | These students **need extra help** to meet the standards |
| 2**       | and pass the Regents examination.                        |
+-----------+----------------------------------------------------------+
| **Level   | These students have **serious academic deficiencies.**   |
| 1**       |                                                          |
+-----------+----------------------------------------------------------+

MIDDLE LEVEL

Mathematics 8

+---------------------+------+---+------+---+------+----+------+----+
| **Subgroup:**       | *    | * | *    | * | *    | *  | *    | *  |
|                     | *200 | * | *200 | * | *200 | *% | *200 | *% |
| ####                | 3-20 | % | 2-20 | % | 1-20 | ** | 0-20 | ** |
| [Ethnicity]{.underl | 04** | * | 03** | * | 02** |    | 01** |    |
| ine} {#ethnicity-1} |      | * |      | * |      |    |      |    |
+---------------------+------+---+------+---+------+----+------+----+
| Testing month       | 5/   |   | 5/   |   | 5/   |    | 5/   |    |
|                     | 2004 |   | 2003 |   | 2002 |    | 2001 |    |
+---------------------+------+---+------+---+------+----+------+----+
| ### SCHOOL SCORES   |      |   |      |   |      |    |      |    |
|  {#school-scores-3} |      |   |      |   |      |    |      |    |
+---------------------+------+---+------+---+------+----+------+----+
| #                   |      |   |      |   |      |    |      |    |
| # Level 1 527-661 { |      |   |      |   |      |    |      |    |
| #level-1-527-661-5} |      |   |      |   |      |    |      |    |
+---------------------+------+---+------+---+------+----+------+----+
| > BLACK             | 7    | 9 | 7    | 9 | 5    | 6% | NA   |    |
|                     |      | % |      | % |      |    |      |    |
+---------------------+------+---+------+---+------+----+------+----+
| > HISPANIC          | 1    | 6 | 0    | 0 | 0    | 0  | NA   |    |
|                     |      | % |      |   |      |    |      |    |
+---------------------+------+---+------+---+------+----+------+----+
| WHITE               | 3    | 7 | 2    | 5 | 0    | 0  | **   |    |
|                     |      | % |      | % |      |    | NA** |    |
+---------------------+------+---+------+---+------+----+------+----+
| **Level 2 662-700** |      |   |      |   |      |    |      |    |
+---------------------+------+---+------+---+------+----+------+----+
| > BLACK             | 8    | 1 | 20   | 2 | 32   | 3  | NA   |    |
|                     |      | 0 |      | 5 |      | 6% |      |    |
|                     |      | % |      | % |      |    |      |    |
+---------------------+------+---+------+---+------+----+------+----+
| > HISPANIC          | 1    | 6 | 3    | 1 | 3    | 2  | NA   |    |
|                     |      | % |      | 9 |      | 5% |      |    |
|                     |      |   |      | % |      |    |      |    |
+---------------------+------+---+------+---+------+----+------+----+
| WHITE               | 0    | 0 | 4    | 1 | 8    | 1  | **   |    |
|                     |      |   |      | 0 |      | 7% | NA** |    |
|                     |      |   |      | % |      |    |      |    |
+---------------------+------+---+------+---+------+----+------+----+
| **Level 3 701-738** |      |   |      |   |      |    |      |    |
+---------------------+------+---+------+---+------+----+------+----+
| > BLACK             | 52   | 6 | 50   | 6 | 38   | 4  | NA   |    |
|                     |      | 5 |      | 2 |      | 3% |      |    |
|                     |      | % |      | % |      |    |      |    |
+---------------------+------+---+------+---+------+----+------+----+
| > HISPANIC          | 12   | 7 | 13   | 8 | 7    | 5  | NA   |    |
|                     |      | 5 |      | 1 |      | 8% |      |    |
|                     |      | % |      | % |      |    |      |    |
+---------------------+------+---+------+---+------+----+------+----+
| WHITE               | 23   | 5 | 19   | 4 | 17   | 3  | **   |    |
|                     |      | 2 |      | 5 |      | 6% | NA** |    |
|                     |      | % |      | % |      |    |      |    |
+---------------------+------+---+------+---+------+----+------+----+
| #                   |      |   |      |   |      |    |      |    |
| # Level 4 739-830 { |      |   |      |   |      |    |      |    |
| #level-4-739-830-5} |      |   |      |   |      |    |      |    |
+---------------------+------+---+------+---+------+----+------+----+
| > BLACK             | 13   | 1 | 4    | 5 | 13   | 1  | NA   |    |
|                     |      | 6 |      | % |      | 5% |      |    |
|                     |      | % |      |   |      |    |      |    |
+---------------------+------+---+------+---+------+----+------+----+
| > HISPANIC          | 2    | 1 | 0    | 0 | 2    | 1  | NA   |    |
|                     |      | 3 |      |   |      | 7% |      |    |
|                     |      | % |      |   |      |    |      |    |
+---------------------+------+---+------+---+------+----+------+----+
| WHITE               | 18   | 4 | 17   | 4 | 22   | 4  | **   |    |
|                     |      | 1 |      | 1 |      | 7% | NA** |    |
|                     |      | % |      | % |      |    |      |    |
+---------------------+------+---+------+---+------+----+------+----+

Middle Level Mathematics Levels

Knowledge, Reasoning, and Problem-Solving Standards

+-----------+----------------------------------------------------------+
| # Level 4 | These students **exceed the standards** and are moving   |
|           | toward high performance on the Regents examination       |
+-----------+----------------------------------------------------------+
| **Level   | These students **meet the standards** and, with          |
| 3**       | continued steady growth, should pass the Regents         |
|           | examination.                                             |
+-----------+----------------------------------------------------------+
| **Level   | These students **need extra help** to meet the standards |
| 2**       | and pass the Regents examination.                        |
+-----------+----------------------------------------------------------+
| **Level   | These students have **serious academic deficiencies.**   |
| 1**       |                                                          |
+-----------+----------------------------------------------------------+