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

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[ X \]
Elementary \[ \] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal [Mrs. Dora Pantelis]{.underline}

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

Official School Name [P.S. 184 The Flushing Manor School]{.underline}

(As it should appear in the official records)

School Mailing Address [163-15 21^st^ Road]{.underline}

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

[Whitestone, New York 11357-4026]{.underline}

City State Zip Code+4 (9 digits total)

County [\_\_\_\_Queens\_\_\_\_\_\_]{.underline} State School Code
Number\*[\_\_\_342500010184\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [( 718 ) 352-7800 \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Fax ( 718
) 352-0311 \_\_\_\_\_\_]{.underline}

Web site/URL [schools.nyc.gov]{.underline} E-mail [dpantel@
schools.nyc.gov]{.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\* [Mrs. Diane Foley]{.underline}

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

District Name [NYC Department of Education, Region 3]{.underline} Tel.
[( 718 ) 281-7528]{.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 Ms. Judy Bergtraum

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

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

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

(School Board President's/Chairperson's Signature

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [\_\_25\_]{.underline} Elementary
schools

[\_\_10\_]{.underline} Middle schools

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

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

\_\_\_\_\_ Other

[\_\_35\_\_]{.underline} TOTAL

2\. District Per Pupil Expenditure: \$10,841 (most current data only for
2003-2004)

Average State Per Pupil Expenditure: \$13,085 (most current data only
for 2003-2004)

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

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

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

4\. [5 years]{.underline} Number of years the principal has been in
her/his position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students as of October 1, 2006 enrolled at each grade
level or its equivalent in applying school only:

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

  **PreK**       7               11                **18**             

  **K**          32              32                **64**             

  **1**          30              41                **71**             

  **2**          30              21                **51**             

  **3**          29              33                **62**             

  **4**          42              39                **81**             

  **5**          33              54                **87**             

  **6**          40              38                **78**             

  **Total**      **243**         **269**           **512**            
  -------------- --------------- ----------------- ------------------ ----

6\. Racial/ethnic composition of [52]{.underline} % White

the school (2006-2007): [­­\_1]{.underline} % Black or African American

[15]{.underline} % Hispanic or Latino

[32]{.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 (2006-07):
\_[4]{.underline}\_%

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

  ------------------------- --------------------------- ------------------
                            Number of students who      9
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

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

                            Total of all transferred    20
                            students \[sum of rows (1)  
                            and (2)\]                   

                            Total number of students in 512
                            the school as of October 1  

                            Total transferred students  .04
                            in row (3) divided by total 
                            students in row (4)         

                            Amount in row (5)           4
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [\_\_
9%]{.underline}

[\_\_ 46\_]{.underline}Total Number Limited English Proficient

Number of languages represented: [\_\_\_8\_\_\_\_]{.underline}

Specify languages: Korean, Chinese, Spanish, Farsi, Pashtu, Greek,
Albanian, and Arabic

9\. Students eligible for free/reduced-priced meals: [\_ 24
%]{.underline}

Total number students who qualify: [123\_\_]{.underline}

10\. Students receiving special education services:
[\_\_\_\_\_13%]{.underline}

[\_\_\_\_\_68\_\_]{.underline}Total Number of Students Served

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

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

\_\_\_\_Deafness [\_ 5\_]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [\_45\_]{.underline}Specific Learning Disability

[\_1\_]{.underline} Emotional Disturbance [\_15\_]{.underline}Speech or
Language Impairment

[\_1\_\_]{.underline}Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation [\_\_1\_]{.underline}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) [\_\_\_ 2\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [\_\_ 24\_\_\_]{.underline} [\_\_\_
1\_\_\_\_]{.underline}

Special resource teachers/specialists [\_\_\_10\_\_\_]{.underline}
[\_\_\_ 1\_\_\_]{.underline}

Paraprofessionals [\_\_\_ 5\_\_\_]{.underline} \_\_\_\_\_\_\_\_

> Support staff [\_\_\_12\_\_\_]{.underline} [\_\_\_
> 4\_\_\_]{.underline}
>
> Total number [\_\_\_53\_\_\_]{.underline}
> [\_\_\_\_6\_\_\_]{.underline}

12. Average school student-classroom teacher ratio, that is, the number
    of students in the school divided by the FTE of classroom teachers,
    e.g., 22:1 [\_21:1\_\_\_]{.underline}

13\. Attendance patterns of teachers and students.

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

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

  Daily teacher attendance  88%         89%         83%         90%         NA

  Teacher turnover rate     1%          1%          1%          1%          1%

  Student dropout rate      NA          NA          NA          NA          NA
  (middle/high)                                                             

  Student drop-off rate     NA          NA          NA          NA          NA
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

P.S. 184, the Flushing Manor School, is located in the Whitestone
section of Queens, New York. In the present school year, 2006 -- 2007,
P.S. 184 is organized as a pre-kindergarten through grade 6 school.
Flushing Manor has a diverse population of approximately 512 children.
The school's Vision and Mission are as follows:

**[School Vision]{.underline}:** P.S. 184, a supportive school
community, attempts to meet the needs of all its children. The school
environment focuses on active teaching and learning, and recognizes the
creativity of all students. We believe that all our children will become
life-long learners and active participants in the school and society.

**[School Mission:]{.underline}** The P.S. 184 community strives to
provide educational excellence within a secure learning environment for
its students. Our mission is to insure that each child becomes an
independent learner able to function as a responsible citizen in today's
society. The school motto is "Learners for Life!"

P.S. 184's organization incorporates three classes on each grade, except
grade 2, where there are only two classes. There is one Collaborative
Team Teaching (CTT) class on each of grades 2, 4 and 6 (one general
education and one special education teacher in the class); the ratio in
a CTT class is 60% general education to 40% special education students.
Two pre-kindergarten classes are offered - ½ day morning and afternoon;
an addition to the school organization this school year.

The average class size on grades pre-k -- 2 is twenty students; on
grades 3 -- 6 average class size is twenty two. English Language
Learners comprise 9% of the total student population and receive
mandated services according to the requisites of the Language Allocation
Policy. Students are heterogeneously grouped within each class. A small
minority of students comes from low income families; 24% of the student
population qualifies for free lunch.

Staffing includes two administrators, Principal and Assistant Principal,
one Guidance Counselor, one Parent Coordinator, two coaches (Literacy
and Math), twenty one general education teachers, five special education
teachers, three IEP (special education) paraprofessionals, one pre-k
paraprofessional, one Speech teacher and one ESL teacher. All teachers
are identified as 'highly qualified.'

Decision making at P.S. 184 is a collaborative endeavor. Committees
consisting of administrators, staff members, and, at times, parents,
meet to share information and discuss plans for programs and activities.
These committees include the Cabinet, the Pupil Personnel Team, the
Academic Intervention Services team (AIS Team), the Enrichment team, the
School Leadership Team (SLT), and the Safety Committee.

P.S. 184 is extremely proud of its very high parental involvement in the
school community. Activities bring a large number of parents into the
school building; they include the Student of the Month assemblies, class
plays, literacy celebrations, Science Fair, enrichment celebrations,
Dance Festival, annual Art Gallery, Kindergarten Moving-Up, Graduation
ceremony and field trips. An active PTA sponsors events such as the Book
Fair, Barnes and Noble night, McDonald's night, and the International
Food Festival. The Parent Coordinator, and pedagogical staff members,
provide a variety of parent workshops. Also, the school has an active
Learning Leaders program.

Children participate in a wide variety of service and enrichment
activities that go beyond academics. These directly support the school's
vision and mission. A large number of students are members of the
Service Corp and provide such services as Peer Mediation, Honor Guard,
and the AV Squad. Children also serve as monitors for lower grade
classes, peer mentors for ELLs and new students to the school. Flushing
Manor has an active Student Government. Fundraising actively involves
all of the students as well as the entire school community; events
include the March of Dimes Wonder Walk, St. Jude's Math Marathon, Penny
Harvest, and Toys for Tots. A basketball team, *The Golden Rockets,* was
introduced in school year 2005-2006. A school cheering squad, *The
Shooting Stars*, was introduced in the current school year, 2006-2007.
Finally, English Language Learners work alongside early childhood
classes in creating and maintaining a school garden.

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

1.  **Assessment Results:** New York State English Language Arts (ELA)
    and Math assessments for grades 3, 5, and 6 were introduced in
    school-year 2005-2006; grade 4 has had NYS assessments through the
    five year period 2001-2006. Assessment results for school year
    2005-2006 are the only State results available. This will be evident
    in the data/charts provided.

The NYC Department of Education transitioned from using city-wide
assessments to fully implementing NYS assessments for English Language
Arts and Math in 2005-2006. The formats are different. Therefore,
disaggregated data by subgroup has yet to be provided. Tables reflect
only NYS results and do not fully reflect progress made by Flushing
Manor over the past five years.

Beginning in 2005-2006, ELA and Math assessments, in addition to
multiple choice items, students have to supply short responses to a
listening selection, as well as extended responses, and writing
mechanics are also evaluated. Previously, only grade 4 students were
tested using the NYS assessment. School year 2005-2006 was the first
time that all P.S. 184 students grades 3-6 were assessed using this
assessment format (previously, grades 3, 5, 6 formats were solely
multiple choice).

School-wide results for the 2006 NYS English Language Arts assessment
indicate that 79% of all students tested in grades 3-6 met and exceeded
state standards, levels III and IV.

School-wide results for the 2006 NYS Math assessment indicate that 87%
of all students tested in grades 3-6 achieved levels III and IV, which
met or exceeded the state standards.

The 2005-2006 NYS assessment results for English Language Arts and Math
have not been reported to date, by subgroup categories except for grade
4. Grade 4 subgroup results are reported by the following categories:
general and special education, race/ethnicity, gender, English
proficiency status, and income level.

2.  **Using Assessment Results:** The staff of P.S. 184 has focused on
    incorporating data collection and analysis as part of their daily
    routines when planning for instruction in all curriculum areas. Data
    includes informal and formal assessments as well as teacher
    observations and all student work. Teachers meet with colleagues on
    their grade, and with grades below and above their grade level, to
    develop and strengthen their understanding of student abilities,
    interpret data, and identify areas for student improvement. Staff
    members share "best practices" and lessons that meet the needs of
    students based on the data analyzed. Teachers evaluate student work
    and assessments for trends, grouping students based on need for
    additional academic support (AIS), enrichment (meeting or exceeding
    grade level standards) and for ELLs.

Professional conversations and meetings include content area
specialists, coaches, and outside support as needed, on an ongoing
basis. Meetings, held twice monthly, serve as forums to review samples
of student work and to plan strategically based on assessment results.
Individual and class records of student progress on units of study are
reviewed. Administrators review class, grade, and school-wide results
with all staff members on individual, grade, and faculty levels.

Binders are maintained by each teacher to record data; binders include
checklists for each unit of study in literacy and math, individual
student profiles and class assessments, as well as standardized
assessment results. Grouping forms were developed to assist teachers in
tracking small groups of students and their progress based on common
needs. These results are shared with students and parents during
conferences and meetings. Progress is tracked over time and across
grades to monitor successes within the school community.

3.  **Communicating Assessment Results:** P.S. 184 is proud of the
    network it has established within the school to communicate
    assessment results. All constituents, including parents, students,
    staff, and the community at large, are kept informed regularly.
    Administration meets with the PTA Executive Board, the School
    Leadership Team (SLT), and the Cabinet (administration and coaches)
    to disaggregate NYS assessment results and then disseminate the
    information to the constituencies at appropriate meetings. Separate
    workshops are conducted for staff and parents, often by grade level
    for parents, to review and discuss assessments. The NYC Annual
    School Report Card (ASR) and the Comprehensive Educational Plan
    (CEP) are reviewed and discussed at faculty and grade conferences,
    PTA, SLT meetings, and parent workshops.

Administration and teachers regularly review and analyze data from
formal and informal assessments and student performance and progress
over time. Teachers share analysis results with students on an ongoing
basis through daily/weekly individual and small group conferences.
Informal data regarding individual student progress is shared with
parents on an ongoing basis, and in a variety of ways: Parent Teacher
Conferences conducted in fall and spring, and phone calls and letters
home. Many teachers send home weekly progress reports for individual
students. Some also send information sheets informing parents of what is
being taught in the classroom on a weekly basis. Student work is sent
home on a regular basis with the expectation that parents sign that the
material has been seen and reviewed.

English Language Arts and Math Interim Assessment data (Princeton
Review) is available for parents on websites provided by the New York
City Department of Education. The New York State Department of Education
also provides individualized summary sheets to parents with the results
of standardized assessments in ELA and Math.

4.  **Sharing Success:** State standardized assessment results (formal
    data) for grades 3 through 6 are shared in the Annual School Report
    Card (ASR) issued by the New York City Department of Education on a
    yearly basis. The school's Comprehensive Educational Plan (CEP),
    submitted to the Region and then to the New York State Education
    Department providing other venues for sharing success. Standardized
    test results are published yearly in all local newspapers and
    reported by the TV media.

Regional meetings for administrators, and literacy and math coaches,
also provide forums for sharing and analyzing test data. Smaller
gatherings of ten to twelve schools' principals (Principals' Networks)
provide opportunities to discuss structures within similar schools that
address the core curriculum and special needs such as ELL and AIS
instruction. Available enrichment and arts programs are discussed and
reviewed. Best practices in the various curriculum areas are shared at
the meetings.

The school newsletter, ***PC Patter***, developed by the Parent
Coordinator, provides parents with information on how to find and
interpret data relating to standardized data for their own children and
the school as a whole. The newsletter also serves as a mechanism to
share all types of successes at the school such as celebrations, class
plays, major events, awards, etc.

Other vehicles for sharing the successes of the Flushing Manor School
include the school website, [http://schools.nycenet.edu/Region3
/ps184](http://schools.nycenet.edu/Region3 /ps184) , and the PTA
publication, ***The Dispatch***. The Principal and the PTA Executive
Board provide updates at PTA meetings on an ongoing basis. The School
Leadership Team regularly receives, and in turn, shares this information
with the school community and other local schools.

The Flushing Manor School was recognized in May 2006 as one of New York
State's 795 "high performing/gap closing" schools. It was so designated
because it met all applicable State standards for English language arts
and math during the 2004-2005 school years. This recognition was shared
with the Region and the entire school community. It was acknowledged in
the school's Quality Review 06-07.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:** Literacy instruction at P.S. 184 aligns with NYS
    standards, the NYC Department of Education core curriculum and
    regional goals. The school implements a balanced literacy program as
    outlined by Teachers College. Instruction follows a workshop model.
    The components of the literacy instructional model include
    independent reading and writing, shared reading and writing,
    interactive writing, read aloud, word study, guided reading and
    small group strategy lessons. Teachers regularly group students by
    need and provide instruction in small groups or individually.

For mathematics, Flushing Manor uses the Everyday Math program in grades
K -- 5, and Impact Math in grade 6. Math is taught in a workshop model.
Students are engaged on a daily basis in math routines, such as problem
solving, and in lessons and activities that align with math strands
identified by the National Council of Teachers of Mathematics (NCTM).
Other opportunities in this curriculum area for students include math
projects, independent investigations, math games, accountable talk and
journal writing.

Science instruction is aligned with NYC scope and sequence in
conjunction with the NYS Science Core Curriculum. A workshop model,
incorporating balanced literacy components, is utilized for
instructional delivery. Following a minilesson, the children, working in
collaborative groups, investigate concepts using science instruments and
manipulatives. FOSS Science kits support investigations in the various
units of study in the classrooms and the Science Lab. Students are
actively engaged and use the Scientific Method to record their findings,
and they are asked to write their thoughts in "reflective" notebooks.

Social Studies instruction is aligned with the NYS Core Curriculum.
Balanced literacy components are incorporated within a workshop model
for the delivery of instruction. Students interpret primary and
secondary documents. The focus is on developing higher order thinking
skills and technology skills through research projects. Children are
taught how to organize information using charts, webs, graphs and other
graphic organizers. Note-taking in Social Studies is stressed and forms
a foundation for all grades in all content areas.

Children who meet the criteria receive English as a Second Language
service provided by an ESL teacher as per the NYS mandates for English
Language Learners. Students identified as in need of academic support
receive appropriate services in an extended day Academic Intervention
Services (AIS) program (in addition to the regular school day program).
These include the Wilson program, Fundations, Read 180, and small group
instruction based on formal and informal assessments.

P.S. 184 students receive instruction from specialists in dance, art,
media/library, and technology as well as in the basic content areas.
Celebrations and festivals showcase student achievement in the arts and
technology. An enrichment program was introduced in the school year
2006-2007 to challenge children performing at or above grade level.

**2. (Elementary Schools) Reading:** P.S. 184 incorporates the
components of a balanced literacy program in its reading curriculum. The
curriculum, and its methodology, is aligned with NYC and NYS English
Language Arts standards. A balanced literacy approach is best suited for
our children for developing literacy acquisition and proficiency.
Instruction is supported by Teachers College, the NYC Department of
Education English Language Arts resource guide, Month by Month phonics,
professional development opportunities for staff, and by in-house
support from the school's literacy coach.

Curriculum maps and plans for monthly units of study are developed and
revised based on the needs of all students. These maps serve as guides
for instruction in all grades, outlining strategies and skills that must
be taught. Instructional materials include trade books, big books, short
texts, articles, and children's own writing. The development of literacy
skills, and higher order thinking, is supported across all content
areas. Social studies and science concepts are incorporated in the
literacy units of study.

Teachers monitor student progress through ongoing individual and small
group conferences, teacher observations, and informal and formal
assessments such as running records, conference notes, and ECLAS 2 (for
early childhood grades). Using this data, teachers work collaboratively
to plan for instruction, meeting regularly to discuss student needs.
Read alouds, shared reading, reading for pleasure, reading individually
and in small groups are all part of each child's school day. Children
maintain reading logs and learn to think, write, and talk about what
they read. Lessons end with a reflection on the day's learning through
opportunities for students to engage in accountable talk or individual
writing in response to their literacy learning.

The P.S. 184 community recognizes that listening, speaking, writing, and
reading skills are all interconnected; by strengthening one skill, all
skills are improved. It is the school's expectation that by utilizing
the balanced literacy approach all students will be able to monitor
their own learning and understanding.

3.  **Additional Curriculum Area:** The mathematics curriculum of P.S.
    184 aligns with the NYS Math Standards and the NYC Comprehensive
    Approach to Balanced Mathematics (CAB). The curriculum incorporates
    the components of a balanced approach to teaching mathematics. It
    focuses on five content strands: number sense and operations,
    algebra, geometry, measurement, and probability and statistics. The
    program is based on an approach that builds knowledge by spiraling
    mathematical concepts throughout the year and through the grades.
    Instruction is supported by the NYC CAB, Everyday Math for grades
    K-5 and Impact Math for grade 6. Professional development
    opportunities for staff are offered by the Region and in-house
    support is provided by the school's math coach.

Each unit of study has specific goals and objectives (teaching points);
strategies are taught through the workshop model. The components of the
math block include practicing math problem solving mentally (mental
math), problem solving connected to the lesson of the day, small group
or partner explorations and independent cumulative review. Every lesson
ends with a reflection on the day's learning through opportunities for
students to engage in accountable talk or individual writing to explain
their thinking about math concepts and math process.

Opened ended questions posed by the teacher promote higher level
thinking. Use of manipulatives provides children with opportunities to
investigate mathematical concepts. In addition, there are a variety of
school-wide activities that promote the use of multiple math strategies
to solve math problems. Children learn that math is a part of their
daily lives. For example, the Nutrition Committee plans events that
highlight healthy living by looking at the nutritional value of food;
they learn how recipes incorporate many math concepts such as fractions
and capacity. Students also track school-wide attendance and represent
the data on a graph. Mathematical strategies and concepts are integrated
into most content areas linking math to social studies, science, and
literacy. For example, children graph results in science, map skills in
social studies, and write about their thinking as they do in literacy.

Math instruction is differentiated for all students, including ELLs,
AIS, and for students performing at or above grade level. Instruction is
based on collected student data from standardized assessments, informal
data from teacher conferences with children, teacher observations and
student work samples.

4.  **Instructional Methods:** We recognize that children learn in
    different ways. Therefore, P.S. 184 utilizes a variety of methods to
    differentiate instruction for individual students and small groups.
    In order to meet the many needs of our students, a variety of
    techniques are incorporated in the daily instructional plans. For
    example, audio, visual, tactile and kinesthetic approaches are
    modalities used in the delivery of lessons.

Whole group minilessons and shared experiences provide children with a
common opportunity to learn or practice strategies in all curriculum
areas. Small group explorations, particularly in mathematics and
science, provide students with lessons that rely on all their senses.
Hands-on approaches, individual and group research projects, and
collaborative activities within the content areas encourage children to
use many modalities while strengthening their higher order thinking
skills. Partnership work and accountable talk provide opportunities for
students to share their ideas and build on others' thinking in whole and
small groups. Technology skills are incorporated into all content areas,
with mini labs in each classroom.

The arts program at P.S. 184 is an important tool in promoting academic
and social success. Students participate in scheduled art, dance, and
music programs, drawing on their multiple intelligences. Additionally,
assembly programs highlight dramatic expression as students perform
class plays. The arts are connected to the curriculum in many content
areas such as social studies, math and science. Teachers take their
students on a minimum of three field trips, connecting the experiences
to their classroom curriculum.

Teachers recognize that English Language Learners need additional
strategies that reinforce language acquisition and comprehension, and
differentiate instruction for these children. Materials and techniques
used include picture-word supports, videos, tape recordings, partnering
with a peer buddy; assignments are chunked into smaller, simplified
segments, all providing the ELL students with opportunities to meet with
success.

Students requiring academic intervention services (AIS) are provided
with an additional instructional period at the end of the school day as
well as additional small group work-time in the classroom. AIS
children's needs are individually assessed, objectives and student goals
are planned for, and then implemented during the extended day period.

Students achieving at or above grade level have opportunities to work in
small groups practicing higher level skills and strategies thus
extending and enriching their knowledge base. In addition, students at
all levels of proficiency work in partnerships, small groups, and whole
group settings to internalize information. They learn how to strengthen
their comprehension and self-monitoring skills in a variety of ways.

Cultural diversity and sensitivity are infused into all content area
curriculums building on a strong sense of community within Flushing
Manor.

5.  **Professional Development:** The P.S. 184 community values learning
    for all community members, including our staff; therefore many
    professional development (PD) opportunities are provided within the
    school building as well as outside of the building, taking advantage
    of the expertise of specialists in a wide range of fields whenever
    possible.

In-house PD includes support from the math and literacy coaches. They
model lessons, participate in classroom teacher lessons and provide
feedback through articulation periods. They also facilitate monthly PD
meetings based on staff requests, and provide materials, resources,
professional articles and other information for instructional planning.
The literacy and math coaches turnkey PD for staff members throughout
the year focusing on recordkeeping, assessing students, data analysis,
and instructional planning to differentiate lessons for all students,
including ELLs, AIS, and students achieving at or above grade level. New
staff members, either to the school or grade, are given additional
support in small group meetings.

Support is also provided by content area specialists in science, media,
and technology for curriculum mapping and classroom instruction.
Teachers are provided with monthly articulation sheets from the content
area specialists; these highlight key concept activities and resources
to supplement classroom instruction.

Out-of-classroom service providers such as the Speech, English as a
Second Language, and Special Education teachers all receive PD to meet
the needs of their students and the AIS students they also service.

All staff members, including teachers, coaches, support staff,
administrators, are provided with opportunities to attend workshops out
of the building in the content areas. Those who attend share the
information with their colleagues. Professional development is widely
recognized as the key to building an efficient and professional staff.

**PART VII - ASSESSMENT RESULTS**

Subject[\_\_\_\_ English Language Arts\_\_\_]{.underline} Grades [\_\_
3-6\_\_]{.underline}

Test[\_\_ New York State ELA
Assessment\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year[\_ \_\_January 2007\_\_\_\_\_]{.underline}

Publisher[\_ \_\_\_\_\_\_\_\_\_CTB McGraw
Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [\_\_X\_\_]{.underline}

**Table 1**

***P.S. 184, The Flushing Manor School***

**Grade 3 NYS English Language Arts Results**

  -------------------------------------------------------- --------------
                                                           2005-2006

  Testing Month                                            N/A

  **SCHOOL SCORES**                                        

  \% Level III plus Level IV                               81

  \% Level IV                                              9

  Number of Students Tested                                64

  Percent of total students tested                         88

  Number of students alternatively assessed                N/A

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

Note: Disaggregated subgroup data has yet to be provided by the NYC
Department of Education for this school year for subgroups or ten or
more. English Language Learners with less than two (2) years in a public
school were exempt from this assessment.

**Table 1**

***P.S. 184, The Flushing Manor School***

**Grade 4 NYS English Language Arts Results**

+------------------------------+-------+-------+-------+-------+-------+
|                              | 2005  | 2004  | 2003  | 2002  | 2001  |
|                              | -2006 | -2005 | -2004 | -2003 | -2002 |
+------------------------------+-------+-------+-------+-------+-------+
| Testing Month                | Ja    | Feb   | Feb   | Feb   | May   |
|                              | nuary | ruary | ruary | ruary |       |
+------------------------------+-------+-------+-------+-------+-------+
| **SCHOOL SCORES**            |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| \% Level III plus Level IV   | 82    | 80    | 69    | 91    | 88    |
+------------------------------+-------+-------+-------+-------+-------+
| \% Level IV                  | 12    | 23    | 12    | 34    | 32    |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students tested    | 83    | 80    | 57    | 70    | 73    |
+------------------------------+-------+-------+-------+-------+-------+
| Percent of total students    | 95    | 99    | 92    | 96    | 94    |
| tested                       |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students           | N/A   | N/A   | N/A   | N/A   | N/A   |
| alternatively assessed       |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| Percent of students          | N/A   | N/A   | N/A   | N/A   | N/A   |
| alternatively assessed       |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
|                              |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| SUBGROUP SCORES              |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| 1\. Special Education (IEPs) |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| \% Level III plus Level IV   | N/A   | 36    | \*    | \*    | \*    |
+------------------------------+-------+-------+-------+-------+-------+
| \% Level IV                  | N/A   | N/A   | \*    | \*    | \*    |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students tested    | N/A   | 11    | 5     | 6     | 3     |
+------------------------------+-------+-------+-------+-------+-------+
| 2\. Asian or Pacific         |       |       |       |       |       |
| Islander                     |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| \% Level III plus Level IV   | N/A   | 86    | 80    | 93    | 89    |
+------------------------------+-------+-------+-------+-------+-------+
| \% Level IV                  | N/A   | N/A   | N/A   | N/A   | N/A   |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students tested    | N/A   | 29    | 25    | 27    | 27    |
+------------------------------+-------+-------+-------+-------+-------+
| 3\. Low Income               |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| \% Level III plus Level IV   | N/A   | 67    | 48    | 96    | 83    |
+------------------------------+-------+-------+-------+-------+-------+
| \% Level IV                  | N/A   | N/A   | N/A   | N/A   | N/A   |
+------------------------------+-------+-------+-------+-------+-------+
| > Number of students tested  | N/A   | 33    | 25    | 28    | 30    |
+------------------------------+-------+-------+-------+-------+-------+

**\*** Note: This subgroup category has fewer than ten students for
these school years.

Disaggregated subgroup data has yet to be provided by the NYC Department
of Education for school year 2005-2006 for subgroups or ten or more.

**Table 1**

***P.S. 184, The Flushing Manor School***

**Grade 5 NYS English Language Arts Results**

  -------------------------------------------------------- --------------
                                                           2005-2006

  Testing Month                                            N/A

  **SCHOOL SCORES**                                        

  \% Level III plus Level IV                               68

  \% Level IV                                              15

  Number of Students Tested                                82

  Percent of total students tested                         93

  Number of students alternatively assessed                N/A

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

Note: Disaggregated subgroup data has yet to be provided by the NYC
Department of Education for this school year for subgroups or ten or
more. English Language Learners with less than two (2) years in a public
school were exempt from this assessment.

**Table 1**

***P.S. 184, The Flushing Manor School***

**Grade 6 NYS English Language Arts Results**

  -------------------------------------------------------- --------------
                                                           2005-2006

  Testing Month                                            N/A

  **SCHOOL SCORES**                                        

  \% Level III plus Level IV                               88

  \% Level IV                                              17

  Number of Students Tested                                59

  Percent of total students tested                         98

  Number of students alternatively assessed                N/A

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

Note: Disaggregated subgroup data has yet to be provided by the NYC
Department of Education for this school year for subgroups or ten or
more.

**Table 2**

***P.S. 184, The Flushing Manor School***

**Grade 3 NYS Math Results**

  -------------------------------------------------------- --------------
                                                           2005-2006

  Testing Month                                            March

  **SCHOOL SCORES**                                        

  \% Level III plus Level IV                               86

  \% Level IV                                              45

  Number of Students Tested                                73

  Percent of total students tested                         100

  Number of students alternatively assessed                N/A

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

Note: Disaggregated subgroup data has yet to be provided by the NYC
Department of Education for this school year for subgroups or ten or
more.

**Table 2**

***P.S. 184, The Flushing Manor School***

**Grade 4 NYS Math Results**

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

  Testing Month                  March       May         May         May         May

  **SCHOOL SCORES**                                                              

  \% Level III plus Level IV     91          89          92          95          90

  \% Level IV                    58          42          29          35          45

  Number of Students Tested      86          85          61          72          71

  Percent of total students      99          100         100         100         N/A
  tested                                                                         

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

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

                                                                                 

  SUBGROUP SCORES                                                                

  1\. Special Education (IEPs)                                                   

  \% Level III plus Level IV     N/A         62          80          100         N/A

  \% Level IV                    N/A         N/A         N/A         N/A         N/A

  Number of Students Tested      N/A         13          5           6           N/A

  2\. Asian or Pacific Islander                                                  

  \% Level III plus Level IV     N/A         94          93          93          89

  \% Level IV                    N/A         N/A         N/A         N/A         N/A

  Number of Students Tested      N/A         33          28          27          27

  3\. Low Income                                                                 

  \% Level III plus Level IV     N/A         85          93          96          83

  \% Level IV                    N/A         N/A         N/A         N/A         N/A

  Number of Students Tested      N/A         39          28          28          30
  ------------------------------ ----------- ----------- ----------- ----------- -----------

Note: Disaggregated subgroup data has yet to be provided by the NYC
Department of Education for this school year for subgroups or ten or
more.

**Table 2**

***P.S. 184, The Flushing Manor School***

**Grade 5 NYS Math Results**

  -------------------------------------------------------- --------------
                                                           2005-2006

  Testing Month                                            N/A

  **SCHOOL SCORES**                                        

  \% Level III plus Level IV                               83

  \% Level IV                                              30

  Number of Students Tested                                88

  Percent of total students tested                         99

  Number of students alternatively assessed                N/A

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

Note: Disaggregated subgroup data has yet to be provided by the NYC
Department of Education for this school year for subgroups or ten or
more.

**Table 2**

***P.S. 184, The Flushing Manor School***

**Grade 6 NYS Math Results**

  -------------------------------------------------------- --------------
                                                           2005-2006

  Testing Month                                            N/A

  **SCHOOL SCORES**                                        

  \% Level III plus Level IV                               90

  \% Level IV                                              36

  Number of Students Tested                                59

  Percent of total students tested                         98

  Number of students alternatively assessed                N/A

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

Note: Disaggregated subgroup data has yet to be provided by the NYC
Department of Education for this school year for subgroups or ten or
more.