##### REVISED -- MARCH 22, 2005

##### *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. Rodney G. Strait]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address\_\_[25 School District
Road]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_\_\_[Canajoharie]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[New
York]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[13317-1599]{.underline}\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_[Montgomery]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
School Code Number\*\_\_[270301040003]{.underline}\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 518 ) 673-6321]{.underline} Fax [( 518 )
673-5557]{.underline}

Website/URL [http://www.canajoharieschools.org/]{.underline} E-mail
[rstrait@canajoharie.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\_\_\_\_\_[January 27, 2005]{.underline}\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mr. Richard G. Rose]{.underline}

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

District Name [Canajoharie Central School]{.underline} Tel. [( 518 )
673-6301]{.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 [January 27, 2005]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairperson Dr. Peter Liljeberg

(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 [January 27, 2005]{.underline}

(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: \_\_[1]{.underline}\_\_
Elementary schools

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

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

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

\_\_\_\_\_ Other

\_\_[3]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: [\$12,996.00]{.underline}

Average State Per Pupil Expenditure: [\$12,265.00]{.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
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ X\] Rural

4\. [\_\_\_3]{.underline} Number of years the principal has been in
her/his position at this school.

\_\_\_[8]{.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**       37        33          70

  **K**                                                     **8**       40        44          84

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**       44        43                     87                                             

                                    **TOTAL                                                   241
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of \_\_ [98.3]{.underline} % White

the students in the school: [\_\_\_ 1.6]{.underline} % Black or African
American

\% Hispanic or Latino

[\_\_\_\_\_.1]{.underline} % Asian/Pacific Islander

\% 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:
\_\_[6]{.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***  5
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           9
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   14
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 250
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  0.056
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          5.6
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_\_[0]{.underline}\_\_%

\_\_\_\_[0]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_[0]{.underline}\_\_\_\_\_

Specify languages:

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

Total number students who qualify: \_\_\_[102]{.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: \_ [15]{.underline}
%

[\_\_\_35]{.underline} Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness \_[24]{.underline} Specific Learning Disability

\_\_[2]{.underline}\_Emotional Disturbance \_\_[4]{.underline}\_Speech
or Language Impairment

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

> \_\_[2]{.underline} Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness

\_\_\_\_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]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_[17]{.underline}\_\_\_
\_\_\_[9]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_[3]{.underline}\_\_\_
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[1]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[22]{.underline}\_\_\_ \_\_\_[9]{.underline}\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_[17]{.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  96 %        95 %        96 %        95 %        95 %

  Daily teacher attendance  95 %        95 %        95 %        na %        na %

  Teacher turnover rate     10 %        3 %         10 %        3 %         7 %

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

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

**Part III -- Summary**

Canajoharie Middle School is a grade 6 to 8 public school located in
rural upstate New York. Once a prosperous village, Canajoharie is now
designated as part of the New York State Empire Economic Zone as an
economically depressed area. Despite being located in one of the poorest
counties in the state, our residents provide overwhelming support to our
school district.

The mission of the Canajoharie Middle School is to build a community of
life long-learners in an environment where close, trusting relationships
with adults and peers create a climate for personal growth and
intellectual development. Middle level students are a developmentally
unique age group with special educational, physical, social, and
emotional needs. The goal of the Canajoharie Middle School is to make
the transitional period from the elementary grades to the high school a
positive period of intellectual and personal development. Faculty,
staff, students, parents, and community members working as a team
maintain a supportive setting where the uniqueness and importance of
each individual is recognized. The total emphasis is on the development
of students who have a healthy self-concept, and respect for themselves
and others. Students must develop confidence in their abilities and
their individual talents as they learn the basic skills they need to
become responsible members of their community.

The exploratory nature of the middle school curriculum addresses the
need for the student to acquire background knowledge and experiences in
many areas. Interdisciplinary teaming at each grade level assigns core,
exploratory, and special education teachers to the same group of
students. The mandated daily planning period allows for a greater
response to individual learner needs through collaboration, increased
parent contacts and creation of thematic units that increase relevance
among the disciplines. By working in teams and in small groups, teachers
utilize common planning time to maximize student development and deliver
the New York State learning standards. Our teachers have participated in
a systematic staff development program to align curriculum and to learn
researched-based instructional strategies to improve classroom
performance. Teachers provide instruction that is purposeful,
challenging, relevant, integrated and standards-based and use classroom
assessments that are useful indicators of individual student growth.
This intense understanding of districts's standards, assessment system,
performance indicators, and annual goals, along with a shared vision by
all Canajoharie staff, has resulted in improvement of student
achievement over the last five years.

The Canajoharie Middle School offers a rigorous curriculum that includes
language arts, math, science, technology, social studies, art, music,
home and careers, health, aquatics, word processing, and physical
education. We offer Spanish and French, and accelerated classes in
eighth grade; Math A and Earth Science. A comprehensive Academic
Intervention Services Program (AIS) provides support for identified
students that have scored below state proficiency levels. Our guidance
services are readily available to offer the assistance many students
need in negotiating their lives both in and out of school. A daily
advisee/advisor program enables small groups of students to increase the
feeling of belonging and self-esteem that result in an increase
engagement in learning. Through an Enhancing Education Through
Technology grant, we have integrated technology into the curriculum and
assessment process. Up-to-date learning aids, instructional materials,
and instructional technology are used to support the educational
program. Our teachers and students hold themselves and each other to
high expectations and provide positive attitudes toward challenging
learning activities. Canajoharie Middle School students participate in
chorus, orchestra, band, bell choir, drama, yearbook, and an
interscholastic modified sports' program. In addition, we have a very
active National Junior Honor Society and student government
organization. The Character Helps Improve Personal Success (CHIPS)
program is a school wide character education program. Coupled with the
other components of our school we have developed a highly successful
school wide positive rewards program. Reward activities include such
things as Middle School Student Council assemblies, dances, activity
nights, movies, sports events, and other school events. The Canajoharie
Middle School Community recognizes the uniqueness of each student and
tries to foster an environment where each child will grow to his or her
potential.

**Part IV -- 1 Assessment**

In New York State the Commissioner of Education established the
accountability instrument to measure the performance of every eighth
grade student in the state. Schools are expected to meet or exceed the
state standards. Middle level tests are given in English language arts,
mathematics, science, and social studies. 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 results for all
students are reported as achieving a performance level score of 1 -- 4.
Level 1 students are not achieving at the state standard proficiency
level. Students demonstrating some of the Learning Standards are at
Level 2. Students demonstrating all of the assessed Learning Standards
are at Levels 3 and 4. (Please note: Level 4 is mastery level
performance, a score of distinction.) All assessments are designed to
determine whether students have reached the NYS learning standards that
were adopted by the NYS Board of Regents. In January 2003, U.S.
Secretary of Education approved the state's plan for NCLB
accountability. The tests also indicate students are getting the
foundation knowledge they need to succeed in later grades. Each school's
baseline performance was set. A school's performance index is used to
assess school performance relative to the standards for English language
arts and mathematics. The school accountability performance index ranges
from 0-200 and is calculated by adding the percentage of students who
perform at or above Level 2, Level 3, and Level 4, to the percentage of
students who perform Level 3 and Level 4. Students not achieving at the
state standard proficiency fall into Level 1. Students at Level 4 exceed
the state standard. In addition, during the 1998-1999 school year each
school's performance was measured and the adequate yearly improvement
index was set. The Adequate Yearly Progress (AYP) indicates the amount
of progress that each school must make. The goal is proficiency for all
students.

Like all the schools in New York State, Canajoharie Middle School's
yearly results are summarized in the New York State Report Cards
published each spring. Over the last five years the data indicates that
our students have made consistent and significant progress in closing
the achievement gap in English language arts. Beginning in the 1999-2000
school year and ending with the 2003-2004 school year, an average of 94
percent of our students have performed at or above Level 2 which
indicates that students are at or above basic proficiency. In 2000-2001
our AYP was 140 while in 2003-2004 our AYP rose to 157 with 64 percent
of our students scoring at Level 3 or above.

In mathematics, substantial gains have been made in the AYP. In
2000-2001, our AYP was 116 with 36 percent of our students performing at
level 3 or above. Over the next three years our AYP steadily improved to
167. In 2003-2004, 79 percent of the students performed at Level 3 or
above; with 23 percent of our students exceeding state standards at
Level 4. In addition, all students take these assessments.

Disaggregating the subgroup data over four years reveals that the number
of economically disadvantaged students at or above Level 3 has increased
in both ELA and math. It is also apparent that the number of special
education students has increased over this time period and their scores
are improving at a slower rate. This has led to the development of a new
parallel curriculum that concentrates on the essential skills necessary
to meet proficiency standards. Information on the NYS Assessments and
the NYS Report Cards may be found at:
<http://www.emsc.nysed.gov/irts/reportcard/>.

**Part IV -- 2 Uses of Assessment**

The Canajoharie Middle School believes that assessment and evaluation
promote quality learning and improve student performance. A data analyst
and support staff from the Hamilton-Fulton-Montgomery Board of
Cooperative Educational Services (BOCES) analyzes state assessments on
the regional, district, and building levels. District student
performance reports are developed. The information is conveyed to our
instructional staff and the principal to help develop short and
long-term interventions plans. District student performance reports are
developed and disseminated. Areas of strength and weaknesses are
identified for each student. Simultaneously, as part of our district's
curriculum initiative, teachers work with turnkey trainers and in teams
to make adjustments in curriculum and instructional strategies.
Assessment data is housed in cumulative record folders so that
individual student progress can be monitored form year to year.

Students who are in need of AIS services are provided assistance based
on the analysis of the state assessment. Teachers study the results and
develop individualized plans that will meet the needs of each student.
Periodic assessment helps teachers adjust their lessons in order to meet
the needs of each student.

##### Part IV - 3 Communicating School Performance

State assessments comparing neighboring schools and comparisons to state
averages are published in our local newspapers, district newsletter, and
NYS Report Card. Parents are sent letters explaining the results of the
tests. The principal reports the information to middle-level teams and
special area teachers at faculty meetings. The Principal and
Superintendent of Schools provide local, regional, and state results and
comparisons on all of assessments at a public Board of Education
meeting. Classroom assessments are communicated to parents in four
progress and four quarterly report cards. Information is shared at
parent and teacher initiated conferences during daily team planning
times and after school. Principal Lists, Honor Rolls, and other
successful accomplishments are acknowledged at quarterly Recognition
Assemblies and reported in the local media. Our Character Helps Improve
Personal Success (CHIPS) program recognizes community service deeds with
weekly activities. Middle level teachers meet with elementary and high
school staff during Superintendent Conference Days to share information
and analyze curriculum. The purpose of communicating all of this data is
to keep the entire school community informed about the school's overall
performance and to identify areas in need of improvement.

**Part IV -- 4 Sharing Success**

The Canajoharie School District has established an excellent
relationship with our local BOCES and area colleges. Regional and state
meetings, workshops and conferences are hosted several times a year at
these facilities. Our middle school, representing the Canajoharie School
District, plans on making presentations and giving workshops on our
successful middle school practices of interdisciplinary instruction,
special education inclusion, and engaging students in learning. Our
teachers will continue providing student teaching opportunities and
training for future educators from the State University at Albany and
Oneonta. In addition, members of our professional staff will continue to
make presentations at local, regional and national conferences. Our new
web site,
[www.canajoharieschools.org](http://www.canajoharieschools.org/), will
showcase our achievements and provide contact information. We will
continue to welcome visitors to observe our middle school program. Our
ongoing professional development process will place our teachers and
staff members in positions to share our successes. We would be willing
to share and communicate our successes with other districts if we are
privileged enough to win this award.

**Part V -- 1 School's Curriculum**

Canajoharie Middle School is dedicated to giving every student the best
possible education through an intense core curriculum supported by the
exploratory subjects. Three years ago the Board of Education set a goal
of aligning the district curriculum both vertically and horizontally
based on the NYS Learning Standards and Assessments. Outside consultants
aided with the process of developing a meaningful, understandable, and
measurable articulated curriculum. Through intensive staff development
during the summer, on conference days, and at faculty meetings all areas
of our curriculum were and continue to be addressed. As a result,
courses are aligned to conform to our standards and students are engaged
with content based on these standards. Additionally, at the middle
school level, the curriculum work led the way to the development of
interdisciplinary learner-centered activities focused on curriculum
implementation, effective teaching practices, and instructional
materials. Academic intervention, special education, and computer
technology programs are provided at each grade level.

The English language arts curriculum focuses on the skills of reading,
writing, listening, and speaking for information and understanding,
literary response and expression, critical analysis and evaluation, and
social interaction. Instruction and practice in writing, vocabulary,
reading, and analysis of literature are stressed. Sixth grade students
are provided a double period block for ELA as they transition from the
elementary school. Seventh and eighth grade courses have consultant
teachers available to assist the primary teacher in the delivery and
support of instruction. Students who have failed to meet the assessment
standards are given academic intervention services that include
remediation and pre-teaching.

Mathematics is delivered in a sequential curriculum approach. Students
are introduced to and taught concepts, skills, and problem solving.
Individualized opportunities are provided for remediation, enrichment,
and acceleration. Accelerated math courses are offered in grades seven
and eight.

Students investigate the concepts of physical, earth, and life sciences
through hands-on classroom instruction that emphasizes laboratory
experiences, scientific tools and technologies. Scientific methods,
thinking, and communication skills are reinforced in written lab reports
and presentations. Organizational and study skills are stressed.
Students in the advanced earth science course are able earn high school
credit by successfully taking the NYS Regents exam.

Geography, history, civics, government, and economics are explored in
our social studies curriculum. Sixth grade students concentrate on world
geography through a historical perspective. Seventh and eighth graders
study American history and government from colonial times to the
present, focus is on the essential ideas as they examine the
relationships of issues, cultures, and geography.

All students are required to take one year of Spanish or French.
Successfully passing the NYS Second Language Proficiency Examination
allows our students to receive one year of high school credit in foreign
language towards graduation. Ninety percent of our students pass the
proficiency test. These students are accelerated to Spanish II and
French II in ninth grade.

The NYS Learning Standards for the Visual Arts serve as a framework for
creative lessons that combine art history, aesthetics, art criticism,
technology, and literacy. A strong collaboration with classroom teachers
ensures an interdisciplinary approach that combines with other subject
areas. Key questions and big ideas encourage critical thinking skills.
Eighty-three percent of our students take these art courses. General
music is offered to all sixth and eighth grade students. In addition,
chorus, orchestra, band, and bell choir are available for academic
credit during the school day. 62% of our student body participates in
the music activities.

**Part V -- 2 English Language Arts Curriculum**

Canajoharie Middle School's English language arts curriculum is aligned
to the NYS Learning Standards. Coupled with the district's previous
initiatives for *Writing Across the Curriculum*, our program is
integrated, standard-based, and filled with appropriate activities that
focus on student performance. Students are expected to read and
experience a wide range of genre as part of the learning process. Using
best practices, students are actively engaged in developing and
demonstrating their skills. Though district-wide professional
development activities, teachers have developed topic lists and concept
maps that plan out the entire years curriculum complete with performance
indicators. Workshops on integrating proven instructional strategies
have improved instruction. Emphasis on vocabulary, graphic organizers,
writing patterns, and pre-teaching in all core subjects has improved
comprehension across all curricula. All students are placed in
heterogeneous, collaborative writing and reading classrooms.

Efforts to identify students who are reading below grade level are
comprehensive. Results from the NYS Grade 4 ELA Assessments, report card
grades, standardized tests, classroom assessments, and teacher and
parent recommendations are used. Once identified, parents are notified,
and students begin receiving academic intervention services in a number
of ways. Reading specialists and special education teachers push into
classrooms to co-teach, monitor, evaluate, and provide additional
instructional time to students. Other students are given additional
instruction during directed studies. At all times the reading process is
addressed and students are given guided practice and support. New
technology is allowing for individualized instruction and an increase in
more timely assessments. As part of our Enhancing Teaching Through
Technology grant, we have trained all teachers working with below grade
level students to use the technology. Students can be working on
particular skills and concepts and teachers can get an immediate
appraisal to focus their instruction on areas of student weakness. Other
software programs are used emphasizing comprehension, phonics, and the
development of strategies through reading and writing based on authentic
literature.

**Part V -- 3 Mathematics Curriculum**

The mathematics program at the Canajoharie Middle School follows both
the NYS Core Curriculum and a prioritized curriculum developed by BOCES
and our staff. It focuses on our mission to empower students to become
successful problem solvers. Mathematics is viewed as a whole body of
knowledge, not a set of individual components or isolated skills.
Through our professional development activities all middle school
mathematics, remedial, and special education teachers were given the
task of developing a rigorous curriculum that prioritized grade level
and course expectations on essential concepts. Lessons, assignments, and
periodic assessments parallel the curriculum. Within daily classes,
students use their knowledge of math concepts and apply this knowledge
to answer extended response and multiple-choice questions. Teachers
recognized that an emphasis on writing was critical in providing
students the necessary skills to answer extended response and
performance-based assessment questions. Students must explain and
support every answer they produce. In many cases, to improve
comprehension in solving word problems reading strategies were
addressed. The program follows a vertical progression from grades six to
eight that allows gaps in the curriculum to be eliminated and
repetitions practicing the same skills are reduced. Seventh and eighth
graders have the opportunity to take accelerated math courses.

The mathematics team then decided on emphasizing three key instructional
strategies that would assist in differentiated assignments that would
promote learning at all levels. One particularly successful strategy was
previewing or pre-teaching. The pre-teaching class was offered at each
grade level. Sixty percent of the time was focused on the next day's
math lesson. Students were introduced to key components of the lesson,
as well as any key terms students will need to know. The remainder of
the class was spent reinforcing concepts to which students had
previously been exposed. Eighty percent of the continuously enrolled
students who had scored at a Level 1 or Level 2 on their fourth grade
state assessment scored at Level III or IV on the eighth grade
assessment in 2003-2004. No one scored at a Level 1. The investment in
the time and resources that were focused on our mathematics curriculum
was instrumental in raising our AYP from 116 in 1999-2000 to 167 in
2003-2004. Twenty-three percent scored at the

Level 4 mastery level performance.

**Part V -- 4 Instructional Methods**

Through our district and building level initiatives, we have allocated
time and resources to analyze our state and local assessments to improve
student learning. Our entire middle school philosophy of providing
assistance during our advisee/advisor program, grade level teaming, and
guidance program recognizes the diversity of our students. Grouping in
all classes, with the exception of accelerated courses, is heterogeneous
to provide demanding learning environments for all students. Our small
school allows us to maintain small class sizes in order to monitor our
students' successes and weaknesses. Teachers become more aware of the
individual learning styles of their students. These factors have
supported the efforts to differentiate instruction to meet the needs of
our students. Interdisciplinary units, integrated technology,
previewing, cooperative learning, modeling, co-teaching, vocabulary
walls, and using graphic organizers are a few of the instructional
methods our staff has been trained in and are using to improve learning.
Our inclusion program allows special education students to work in
regular classrooms with support from special education, reading or math
specialists, to accommodate and support their needs. Accelerated courses
in Math A and Earth Science challenge students' abilities. Teachers
consistently emphasis the connection the curriculum has to the real
world in their lessons.

**Part V -- 5 Professional Development Program**

In 2002, the Canajoharie Board of Education set as a district goal to
align the pre-kindergarten through twelfth grade curriculum to the NYS
Learning Standards in the hopes of improving student learning measured
by the NYS Assessments. To achieve this goal a plan was developed to
provide professional development with the help of educational
consultants using the Understanding By Design model. The entire district
teaching staff focused on key elements of student achievement that led
to the creation of a prioritized curriculum in core content areas tested
by state exams. The prioritized curriculums were compared to existing
curricula to find gaps in instruction. A new articulated curriculum
defining all skills essential to successfully meeting the standards was
developed. Curriculum maps were created that led to the writing of topic
and concept maps for all key instructional areas. To assist
administrators in this endeavor, interested grade-level teachers were
asked to serve as turnkey trainers and coaches for the rest of the
faculty. These trainers received additional training to support their
colleagues. In the middle school, the ratio of turnkey trainers to
teachers was 4 to 1. Once the articulated curriculum was in place, the
task of providing teachers with proven instructional strategies was
started. Consultants and turnkey trainers were again used to provide the
training on introducing and improving instructional methods. Using
formal and informal observations the principal regularly observes these
strategies in practice on a weekly basis. The impact of this initiative
has been great. The Canajoharie Middle School met our AYP's goals for
all four core academic subjects in eighth grade in 2003-2004. The
nomination for this prestigious award serves to recognition our labors.

NEW YORK STATE CRITERION-REFERENCED TESTS

Data Display Table for English Language Arts

Subject **[English Language Arts]{.underline}** Grade
**[8]{.underline}** Test **[New York State ELA 8
Assessment]{.underline}**

Edition/Publication Year **[1999-2004]{.underline}** Publisher **[CTB
McGraw Hill]{.underline}**

+-------+---------------------------+------+------+------+------+-----+---+
|       |                           | *    | *    | *    | *    | *   |   |
|       |                           | *200 | *200 | *200 | *200 | *19 |   |
|       |                           | 3-20 | 2-20 | 1-20 | 0-20 | 99- |   |
|       |                           | 04** | 03** | 02** | 01** | 200 |   |
|       |                           |      |      |      |      | 0** |   |
+-------+---------------------------+------+------+------+------+-----+---+
| Te    |                           | Jan  | Jan  | M    | May  | May |   |
| sting |                           |      |      | arch |      |     |   |
| month |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| **C   |                           |      |      |      |      |     |   |
| ANAJO |                           |      |      |      |      |     |   |
| HARIE |                           |      |      |      |      |     |   |
| ASSES |                           |      |      |      |      |     |   |
| SMENT |                           |      |      |      |      |     |   |
| SCO   |                           |      |      |      |      |     |   |
| RES** |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 91   | 93   | 98   | 95   | 97  |   |
| or    |                           |      |      |      |      |     |   |
| Above |                           |      |      |      |      |     |   |
| Basic |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 2     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 72   | 52   | 66   | 45   | 66  |   |
| or    |                           |      |      |      |      |     |   |
| Above |                           |      |      |      |      |     |   |
| Profi |                           |      |      |      |      |     |   |
| cient |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 3     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 17   | 15   | 22   | 9    | 31  |   |
| Adv   |                           |      |      |      |      |     |   |
| anced |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 4     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| N     |                           | 92   | 103  | 85   | 87   | 96  |   |
| umber |                           |      |      |      |      |     |   |
| of    |                           |      |      |      |      |     |   |
| stu   |                           |      |      |      |      |     |   |
| dents |                           |      |      |      |      |     |   |
| t     |                           |      |      |      |      |     |   |
| ested |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| Pe    |                           | 100  | 100  | 100  | 100  | 100 |   |
| rcent |                           |      |      |      |      |     |   |
| of    |                           |      |      |      |      |     |   |
| total |                           |      |      |      |      |     |   |
| stu   |                           |      |      |      |      |     |   |
| dents |                           |      |      |      |      |     |   |
| t     |                           |      |      |      |      |     |   |
| ested |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| N     |                           | 0    | 0    | 0    | 0    | 0   |   |
| umber |                           |      |      |      |      |     |   |
| of    |                           |      |      |      |      |     |   |
| stu   |                           |      |      |      |      |     |   |
| dents |                           |      |      |      |      |     |   |
| alt   |                           |      |      |      |      |     |   |
| ernat |                           |      |      |      |      |     |   |
| ively |                           |      |      |      |      |     |   |
| ass   |                           |      |      |      |      |     |   |
| essed |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| Pe    |                           | 0    | 0    | 0    | 0    | 0   |   |
| rcent |                           |      |      |      |      |     |   |
| of    |                           |      |      |      |      |     |   |
| stu   |                           |      |      |      |      |     |   |
| dents |                           |      |      |      |      |     |   |
| alt   |                           |      |      |      |      |     |   |
| ernat |                           |      |      |      |      |     |   |
| ively |                           |      |      |      |      |     |   |
| ass   |                           |      |      |      |      |     |   |
| essed |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| Mean  |                           | 707  | 701  | 711  | 700  | 709 |   |
| Score |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| **SUB |                           |      |      |      |      |     |   |
| GROUP |                           |      |      |      |      |     |   |
| SCO   |                           |      |      |      |      |     |   |
| RES** |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| **1.  |                           |      |      |      |      |     |   |
| Ec    |                           |      |      |      |      |     |   |
| onomi |                           |      |      |      |      |     |   |
| cally |                           |      |      |      |      |     |   |
| Disad |                           |      |      |      |      |     |   |
| vanta |                           |      |      |      |      |     |   |
| ged** |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 91   | 85   | 96   | 86   | na  |   |
| or    |                           |      |      |      |      |     |   |
| Above |                           |      |      |      |      |     |   |
| Basic |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 2     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 59   | 36   | 56   | 33   | na  |   |
| or    |                           |      |      |      |      |     |   |
| Above |                           |      |      |      |      |     |   |
| Profi |                           |      |      |      |      |     |   |
| cient |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 3     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 9    | 3    | 7    | 0    | na  |   |
| Adv   |                           |      |      |      |      |     |   |
| anced |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 4     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| N     |                           | 22   | 33   | 27   | 21   |     |   |
| umber |                           |      |      |      |      |     |   |
| of    |                           |      |      |      |      |     |   |
| stu   |                           |      |      |      |      |     |   |
| dents |                           |      |      |      |      |     |   |
| t     |                           |      |      |      |      |     |   |
| ested |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| **2.  |                           |      |      |      |      |     |   |
| Stu   |                           |      |      |      |      |     |   |
| dents |                           |      |      |      |      |     |   |
| with  |                           |      |      |      |      |     |   |
| Disa  |                           |      |      |      |      |     |   |
| bilit |                           |      |      |      |      |     |   |
| ies** |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 46   | 50   | 75   | 75   | 78  |   |
| or    |                           |      |      |      |      |     |   |
| Above |                           |      |      |      |      |     |   |
| Basic |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 2     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 15   | 0    | 0    | 13   | 11  |   |
| or    |                           |      |      |      |      |     |   |
| Above |                           |      |      |      |      |     |   |
| Profi |                           |      |      |      |      |     |   |
| cient |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 3     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 0    | 0    | 0    | 0    | 0   |   |
| Adv   |                           |      |      |      |      |     |   |
| anced |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 4     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| N     |                           | 13   | 10   | 4    | 8    | 8   |   |
| umber |                           |      |      |      |      |     |   |
| of    |                           |      |      |      |      |     |   |
| stu   |                           |      |      |      |      |     |   |
| dents |                           |      |      |      |      |     |   |
| t     |                           |      |      |      |      |     |   |
| ested |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
|       |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| **NY  |                           |      |      |      |      |     |   |
| STATE |                           |      |      |      |      |     |   |
| ASSES |                           |      |      |      |      |     |   |
| SMENT |                           |      |      |      |      |     |   |
| RESU  |                           |      |      |      |      |     |   |
| LTS** |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 92   | 90   | 93   | 86   | 87  |   |
| or    |                           |      |      |      |      |     |   |
| Above |                           |      |      |      |      |     |   |
| Basic |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 2     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 47   | 45   | 44   | 45   | 45  |   |
| or    |                           |      |      |      |      |     |   |
| Above |                           |      |      |      |      |     |   |
| Profi |                           |      |      |      |      |     |   |
| cient |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 3     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 11   | 8    | 10   | 11   | 10  |   |
| Adv   |                           |      |      |      |      |     |   |
| anced |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 4     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| **ADE |                           |      |      |      |      |     |   |
| QUATE |                           |      |      |      |      |     |   |
| Y     |                           |      |      |      |      |     |   |
| EARLY |                           |      |      |      |      |     |   |
| PROGR |                           |      |      |      |      |     |   |
| ESS** |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| AYP   |                           | 157  | 145  | 164  | 140  | 162 |   |
| C     |                           |      |      |      |      |     |   |
| anajo |                           |      |      |      |      |     |   |
| harie |                           |      |      |      |      |     |   |
| M     |                           |      |      |      |      |     |   |
| iddle |                           |      |      |      |      |     |   |
| S     |                           |      |      |      |      |     |   |
| chool |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| AYP   |                           | 150  | 145  | 145  | 140  | 140 |   |
| State |                           |      |      |      |      |     |   |
| T     |                           |      |      |      |      |     |   |
| arget |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
|       |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| #     |                           |      |      |      |      |     |   |
| #  NY |                           |      |      |      |      |     |   |
| S Mid |                           |      |      |      |      |     |   |
| dle-L |                           |      |      |      |      |     |   |
| evel  |                           |      |      |      |      |     |   |
| Engli |                           |      |      |      |      |     |   |
| sh La |                           |      |      |      |      |     |   |
| nguag |                           |      |      |      |      |     |   |
| e Art |                           |      |      |      |      |     |   |
| s Lev |                           |      |      |      |      |     |   |
| els-R |                           |      |      |      |      |     |   |
| eadin |                           |      |      |      |      |     |   |
| g, Wr |                           |      |      |      |      |     |   |
| iting |                           |      |      |      |      |     |   |
| , and |                           |      |      |      |      |     |   |
|  List |                           |      |      |      |      |     |   |
| ening |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| # Le  | These students **exceed   |      |      |      |      |     |   |
| vel 4 | state standards** and are |      |      |      |      |     |   |
|       | moving toward high        |      |      |      |      |     |   |
|       | performance on the        |      |      |      |      |     |   |
|       | Regents examination.      |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| # Lev | These students **meet the |      |      |      |      |     |   |
| el 3  | state standards** and,    |      |      |      |      |     |   |
|       | with continued steady     |      |      |      |      |     |   |
|       | growth, should pass the   |      |      |      |      |     |   |
|       | Regents examination.      |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| # Lev | These students **need     |      |      |      |      |     |   |
| el 2  | extra help** (AIS) to     |      |      |      |      |     |   |
|       | meet the state standards  |      |      |      |      |     |   |
|       | and pass the Regents      |      |      |      |      |     |   |
|       | examination.              |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| # Le  | These students have       |      |      |      |      |     |   |
| vel 1 | **serious academic        |      |      |      |      |     |   |
|       | deficiencies** and do not |      |      |      |      |     |   |
|       | meet the state standards. |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+

NEW YORK STATE CRITERION-REFERENCED TESTS

Data Display Table for Mathematics

Subject **[Mathematics]{.underline}** Grade **[8]{.underline}** Test
**[New York State Math 8 Assessment]{.underline}**

Edition/Publication Year **[1999-2004]{.underline}** Publisher **[CTB
McGraw Hill]{.underline}**

+-------+---------------------------+------+------+------+------+------+
|       |                           | *    | *    | *    | *    | *    |
|       |                           | *200 | *200 | *200 | *200 | *199 |
|       |                           | 3-20 | 2-20 | 1-20 | 0-20 | 9-20 |
|       |                           | 04** | 03** | 02** | 01** | 00** |
+-------+---------------------------+------+------+------+------+------+
| Te    |                           | May  | May  | May  | May  | May  |
| sting |                           |      |      |      |      |      |
| month |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| **C   |                           |      |      |      |      |      |
| ANAJO |                           |      |      |      |      |      |
| HARIE |                           |      |      |      |      |      |
| ASSES |                           |      |      |      |      |      |
| SMENT |                           |      |      |      |      |      |
| SCO   |                           |      |      |      |      |      |
| RES** |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| \% At |                           | 92   | 90   | 92   | 82   | 86   |
| or    |                           |      |      |      |      |      |
| Above |                           |      |      |      |      |      |
| Basic |                           |      |      |      |      |      |
| Level |                           |      |      |      |      |      |
| 2     |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| \% At |                           | 80   | 49   | 65   | 34   | 55   |
| or    |                           |      |      |      |      |      |
| Above |                           |      |      |      |      |      |
| Profi |                           |      |      |      |      |      |
| cient |                           |      |      |      |      |      |
| Level |                           |      |      |      |      |      |
| 3     |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| \% At |                           | 23   | 2    | 19   | 7    | 4    |
| Adv   |                           |      |      |      |      |      |
| anced |                           |      |      |      |      |      |
| Level |                           |      |      |      |      |      |
| 4     |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| N     |                           | 91   | 102  | 83   | 87   | 96   |
| umber |                           |      |      |      |      |      |
| of    |                           |      |      |      |      |      |
| stu   |                           |      |      |      |      |      |
| dents |                           |      |      |      |      |      |
| t     |                           |      |      |      |      |      |
| ested |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| Pe    |                           | 100  | 100  | 100  | 100  | 100  |
| rcent |                           |      |      |      |      |      |
| of    |                           |      |      |      |      |      |
| total |                           |      |      |      |      |      |
| stu   |                           |      |      |      |      |      |
| dents |                           |      |      |      |      |      |
| t     |                           |      |      |      |      |      |
| ested |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| N     |                           | 0    | 0    | 0    | 0    | 0    |
| umber |                           |      |      |      |      |      |
| of    |                           |      |      |      |      |      |
| stu   |                           |      |      |      |      |      |
| dents |                           |      |      |      |      |      |
| alt   |                           |      |      |      |      |      |
| ernat |                           |      |      |      |      |      |
| ively |                           |      |      |      |      |      |
| ass   |                           |      |      |      |      |      |
| essed |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| Pe    |                           | 0    | 0    | 0    | 0    | 0    |
| rcent |                           |      |      |      |      |      |
| of    |                           |      |      |      |      |      |
| stu   |                           |      |      |      |      |      |
| dents |                           |      |      |      |      |      |
| alt   |                           |      |      |      |      |      |
| ernat |                           |      |      |      |      |      |
| ively |                           |      |      |      |      |      |
| ass   |                           |      |      |      |      |      |
| essed |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| Mean  |                           | 729  | 715  | 725  | 709  | 720  |
| Score |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| **SUB |                           |      |      |      |      |      |
| GROUP |                           |      |      |      |      |      |
| SCO   |                           |      |      |      |      |      |
| RES** |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| **1.  |                           |      |      |      |      |      |
| Ec    |                           |      |      |      |      |      |
| onomi |                           |      |      |      |      |      |
| cally |                           |      |      |      |      |      |
| Disad |                           |      |      |      |      |      |
| vanta |                           |      |      |      |      |      |
| ged** |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| \% At |                           | 91   | 91   | 96   | 67   | na   |
| or    |                           |      |      |      |      |      |
| Above |                           |      |      |      |      |      |
| Basic |                           |      |      |      |      |      |
| Level |                           |      |      |      |      |      |
| 2     |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| \% At |                           | 86   | 38   | 58   | 14   | na   |
| or    |                           |      |      |      |      |      |
| Above |                           |      |      |      |      |      |
| Profi |                           |      |      |      |      |      |
| cient |                           |      |      |      |      |      |
| Level |                           |      |      |      |      |      |
| 3     |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| \% At |                           | 5    | 3    | 4    | 0    | na   |
| Adv   |                           |      |      |      |      |      |
| anced |                           |      |      |      |      |      |
| Level |                           |      |      |      |      |      |
| 4     |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| N     |                           | 22   | 32   | 26   | 21   |      |
| umber |                           |      |      |      |      |      |
| of    |                           |      |      |      |      |      |
| stu   |                           |      |      |      |      |      |
| dents |                           |      |      |      |      |      |
| t     |                           |      |      |      |      |      |
| ested |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| **2.  |                           |      |      |      |      |      |
| Stu   |                           |      |      |      |      |      |
| dents |                           |      |      |      |      |      |
| with  |                           |      |      |      |      |      |
| Disa  |                           |      |      |      |      |      |
| bilit |                           |      |      |      |      |      |
| ies** |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| \% At |                           | 46   | 27   | 14   | 38   | 89   |
| or    |                           |      |      |      |      |      |
| Above |                           |      |      |      |      |      |
| Basic |                           |      |      |      |      |      |
| Level |                           |      |      |      |      |      |
| 2     |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| \% At |                           | 23   | 0    | 0    | 0    | 0    |
| or    |                           |      |      |      |      |      |
| Above |                           |      |      |      |      |      |
| Profi |                           |      |      |      |      |      |
| cient |                           |      |      |      |      |      |
| Level |                           |      |      |      |      |      |
| 3     |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| \% At |                           | 0    | 0    | 0    | 0    | 0    |
| Adv   |                           |      |      |      |      |      |
| anced |                           |      |      |      |      |      |
| Level |                           |      |      |      |      |      |
| 4     |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| N     |                           | 13   | 11   | 7    | 8    | 9    |
| umber |                           |      |      |      |      |      |
| of    |                           |      |      |      |      |      |
| stu   |                           |      |      |      |      |      |
| dents |                           |      |      |      |      |      |
| t     |                           |      |      |      |      |      |
| ested |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
|       |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| **NY  |                           |      |      |      |      |      |
| STATE |                           |      |      |      |      |      |
| ASSES |                           |      |      |      |      |      |
| SMENT |                           |      |      |      |      |      |
| RESU  |                           |      |      |      |      |      |
| LTS** |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| \% At |                           | 86   | 83   | 80   | 74   | 75   |
| or    |                           |      |      |      |      |      |
| Above |                           |      |      |      |      |      |
| Basic |                           |      |      |      |      |      |
| Level |                           |      |      |      |      |      |
| 2     |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| \% At |                           | 58   | 51   | 48   | 39   | 40   |
| or    |                           |      |      |      |      |      |
| Above |                           |      |      |      |      |      |
| Profi |                           |      |      |      |      |      |
| cient |                           |      |      |      |      |      |
| Level |                           |      |      |      |      |      |
| 3     |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| \% At |                           | 13   | 9    | 11   | 8    | 7    |
| Adv   |                           |      |      |      |      |      |
| anced |                           |      |      |      |      |      |
| Level |                           |      |      |      |      |      |
| 4     |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
|       |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| **ADE |                           |      |      |      |      |      |
| QUATE |                           |      |      |      |      |      |
| Y     |                           |      |      |      |      |      |
| EARLY |                           |      |      |      |      |      |
| PROGR |                           |      |      |      |      |      |
| ESS** |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| AYP   |                           | 167  | 139  | 147  | 116  | 153  |
| C     |                           |      |      |      |      |      |
| anajo |                           |      |      |      |      |      |
| harie |                           |      |      |      |      |      |
| M     |                           |      |      |      |      |      |
| iddle |                           |      |      |      |      |      |
| S     |                           |      |      |      |      |      |
| chool |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| AYP   |                           | 150  | 145  | 145  | 140  | 140  |
| State |                           |      |      |      |      |      |
| T     |                           |      |      |      |      |      |
| arget |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
|       |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| ##  N |                           |      |      |      |      |      |
| YS Mi |                           |      |      |      |      |      |
| ddle- |                           |      |      |      |      |      |
| Level |                           |      |      |      |      |      |
|  Math |                           |      |      |      |      |      |
| emati |                           |      |      |      |      |      |
| cs Le |                           |      |      |      |      |      |
| vels  |                           |      |      |      |      |      |
| -- Kn |                           |      |      |      |      |      |
| owled |                           |      |      |      |      |      |
| ge, R |                           |      |      |      |      |      |
| eason |                           |      |      |      |      |      |
| ing,  |                           |      |      |      |      |      |
| and P |                           |      |      |      |      |      |
| roble |                           |      |      |      |      |      |
| m-Sol |                           |      |      |      |      |      |
| ving  |                           |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| # Le  | These students **exceed   |      |      |      |      |      |
| vel 4 | state standards** and are |      |      |      |      |      |
|       | moving toward high        |      |      |      |      |      |
|       | performance on the        |      |      |      |      |      |
|       | Regents examination.      |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| # Lev | These students **meet the |      |      |      |      |      |
| el 3  | state standards** and,    |      |      |      |      |      |
|       | with continued steady     |      |      |      |      |      |
|       | growth, should pass the   |      |      |      |      |      |
|       | Regents examination.      |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| # Lev | These students **need     |      |      |      |      |      |
| el 2  | extra help** (AIS) to     |      |      |      |      |      |
|       | meet the state standards  |      |      |      |      |      |
|       | and pass the Regents      |      |      |      |      |      |
|       | examination.              |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+
| # Le  | These students have       |      |      |      |      |      |
| vel 1 | **serious academic        |      |      |      |      |      |
|       | deficiencies** (AIS) and  |      |      |      |      |      |
|       | do not meet the state     |      |      |      |      |      |
|       | standards.                |      |      |      |      |      |
+-------+---------------------------+------+------+------+------+------+