##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Ms. Barbara A. Neilly]{.underline}

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

Official School Name [Conners Emerson School]{.underline}

(As it should appear in the official records)

School Mailing Address [11 Eagle Lake Road]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Bar Harbor Maine 04609-1001]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 207 ) 288-3631]{.underline} Fax [( 207 ) 288-3597]{.underline}

Website/URL [www.emerson.u98.k12.me.us]{.underline} E-mail
[bneilly@u98.k12.me.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. Howard Colter]{.underline}

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

District Name [Union #98]{.underline} Tel. [( 207 ) 288-5040/
5049]{.underline}

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

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

Name of School Board Mrs. Helen Caivano

President/Chairperson

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

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

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

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

**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 2003-2004 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 1998.

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

\_\_\_[0]{.underline}\_ Middle schools

\_\_\_[0]{.underline}\_\_ Junior high schools

\_\_\_[0]{.underline}\_ High schools

\_\_\_[0]{.underline}\_\_ Other (Briefly explain)

\_\_\_\_1\_ TOTAL

2\. District Per Pupil Expenditure:
\_\_\_\_\_[\$7,067]{.underline}\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_\_\_\_[\$5,564]{.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
>
> \[X \] Small city or town in a rural area
>
> \[ \] Rural

4\. [13]{.underline} Number of years the principal has been in her/his
position at this school.

[N/A]{.underline} If fewer than three years, how long was the previous
principal at this school?

5\. Number of students enrolled at each grade level or its equivalent in
applying school:

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

  **K**       26        21                     **47**       **7**       36        20          **56**

  **1**       19        26                     **45**       **8**       37        30          **65**

  **2**       23        21                     **44**       **9**                             

  **3**       19        21                     **40**       **10**                            

  **4**       15        28                     **43**       **11**                            

  **5**       26        27                     **53**       **12**                            

  **6**       21        22                     **43**       Other                             

                                    **TOTAL                                                   438
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [95.4]{.underline} % White

the students in the school: [1.4]{.underline} % Black or African
American

[.2]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year[: 9.75
%]{.underline}

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 25
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 18
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        43
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    441
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0975
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    9.75
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [1.6]{.underline}
%

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

Number of languages represented: [4]{.underline}

Specify languages: Arabic Korean Russian Thai

9\. Students eligible for free/reduced-priced meals: [16]{.underline} %

[70]{.underline} Total Number Students Who Qualify

> If this method does not produce a reasonably 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: [14.6]{.underline} %

[64]{.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.

\_\_[0]{.underline}\_\_Autism \_\_[0]{.underline}\_\_Orthopedic
Impairment

\_\_[0]{.underline}\_\_ Deafness \_\_[6]{.underline}\_\_Other Health
Impaired

\_ [0]{.underline} \_\_Deaf-Blindness \_[18]{.underline}\_\_Specific
Learning Disability

\_\_[0]{.underline}\_\_ Hearing Impairment \_[28]{.underline}\_\_Speech
or Language Impairment

\_\_[1]{.underline}\_\_Mental Retardation
\_\_[1]{.underline}\_\_Traumatic Brain Injury

\_[10]{.underline} \_Multiple Disabilities \_\_[0]{.underline}\_\_Visual
Impairment Including Blindness

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

    **Number of Staff**

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

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

Classroom teachers [26]{.underline} \_\_\_[0]{.underline}\_\_\_\_

Special resource teachers/specialists [18]{.underline} [.6]{.underline}

Paraprofessionals [13]{.underline} \_\_\_\_\_\_\_\_

> Support staff [10]{.underline} \_\_\_\_\_\_\_\_
>
> Total number \_ [69]{.underline}\_\_\_\_ [.6]{.underline}

12\. Average school student-"classroom teacher" ratio:
[16.8]{.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.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 93%         94%         97%         94.6%       95.2%

  Daily teacher attendance 95.4%       92.3%       91.1%       94.7%       93.5%

  Teacher turnover rate    6.8%        13.6%       18%         4.5%        9.3%

  Student dropout rate     NA          NA          NA          NA          NA

  Student drop-off rate    NA          NA          NA          NA          NA
  ------------------------ ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

With an enrollment of 438 students in grades K-8, the Conners-Emerson
School is located in the town of Bar Harbor, on Mount Desert Island off
the coast of Maine. The year-round population of 5,000 swells to 20,000
during the summer. Bar Harbor is home to the Jackson Laboratory, a
renowned genetic science lab, and the College of the Atlantic, a liberal
arts college of human ecology.

Our economy is primarily based on the tourist industry, which employs
the majority of parents as skilled or semi-skilled workers. Parents are
also employed as professionals in the fields of education, health care
and scientific research. Distinct cultural differences stem from the
wide range of socio-economic backgrounds and family traditions that
exist on the island.

We have a history of local support for education; 95 percent of the
funding for schools comes from local taxes. To keep the 50-year-old
building up to date, our school has had several additions and
renovations, providing students with a modern, well-equipped facility.

Our school has a history of involvement in innovative grants and
practices including:

> • National Science Foundation *" Beacon School Grant"*, 1991. The
> focus of this five-year grant was to improve math and science
> instruction and curriculum.
>
> • Maine Learning Technology Initiative (MLTI) 2000. We were one of
> nine pilot schools in the state. Currently, all seventh and eighth
> graders in the state of Maine have laptops which have become an
> integral part of their instruction and curriculum.
>
> • Reading Recovery program since 1993, with a resident Teacher Leader
> housed in the school.
>
> • University of Maine, Center for Community Inclusion *"Standards for
> All Model"*, 2000-2003. We were one of two schools in the state to
> receive this federal grant.
>
> • Maine Educational Assessment online Beta School Site 2003.
>
> • Strong NASA connections 1997- present. NASA scientists routinely
> visit and present at our school.
>
> • *"Journeys for Change"*, We participated in the development of the
> Maine State Learning Results from 1995-97.

We value small class size and a well-qualified staff. Many of our
classes have fewer than fourteen students. Forty-three percent of our
faculty have advanced degrees or are certified as Master Level Teachers.
Moreover, many of our educational technicians have four-year college
degrees or teacher certification.

Our mission states: "The educational community of the Conners-Emerson
School encourages lifelong learning by providing an environment of
academic excellence in which students may reach their fullest potential
physically, socially, emotionally, and intellectually. Students and
teachers shall become actively involved in meaningful and exciting
learning activities which include and promote global awareness, personal
and social responsibility, problem solving, risk taking, cooperation and
compassion."

We expect our students to leave the Conners- Emerson School as
independent learners, confident in their abilities to participate in the
wider communities in which they live.

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

1.  **Describe in one page the meaning of the school's assessment
    results in reading (language arts or English) and mathematics in
    such a way that someone not intimately familiar with the tests can
    easily understand them.**

The State of Maine uses the Maine Educational Assessment (MEA) at grades
4, 8 and 11 to measure the state's progress in achieving the challenging
academic expectations adopted in 1997 by the Maine Legislature as part
of the Maine Learning Results. Our results on the Maine Educational
Assessment at Grades 4 and 8 have been consistent over the past three
years. At both Grades 4 and 8 our students routinely score above the
state average in meeting or exceeding the standards in language arts and
mathematics. The 2000-2003, three year average of MEA results show our
eighth grade placing in the top 4% in literacy and the top 3% in
mathematics of schools in our state. Our meets and exceeds scores show a
large increase over the three years reported (2000-2003), while the
state average in reading and math performance went down.

Conversely, we have a smaller number of students not meeting the
standards as compared to the state average. Further review shows a
pattern of progress, grade 8 scores are always higher than grade 4 in
meeting or exceeding the standards. Our program pays off as students
continue through the grade levels. Additionally, students who attend the
Conners-Emerson School for at least four years outscore those who have
attended our school for less than four years.

This past year our special needs students, who were unable to
participate in the MEA, were assessed using the Personalized Alternate
Assessment Portfolio (PAAP). Out of six students assessed in reading
using this method, all six were shown to be proficient at their level,
reinforcing our district mission of *"Optimal Learning for All".*

This school year, we are piloting the Northwest Evaluation Association
assessment (NWEA) in grades 2-8 in the areas of language arts and
mathematics. Our results further support the pattern of progress seen
with the state MEA scores. In comparing scores, we took last years 8^th^
graders and this years 5^th^ graders to match with those students with
whom we have MEA data. This years 5^th^ graders scored at or above the
national norm with this assessment. In particular the 5^th^ grade
reading scores were 5 points above the national norm. Our 8^th^ grade
group showed gains in all areas of reading, language usage and math. On
average, our 8^th^ graders were 7 points above the national norm in all
three content areas. Furthermore, typical growth for a student between
these grade spans is 14 points on average. Our students showed a 21
point on average gain in their scores.

With two assessments showing similar results of continuous growth, we
are confident that our K-8 programming is continually challenging
students to reach to higher levels of performance. In addition, both
measures provide us with specific data which allows the school to make
adjustments to the curriculum and student programming.

2\. **Show in one-half page (approximately 200 words) how the school
uses assessment data to understand and improve student and school
performance.**

Our school structure and culture support and encourage the analysis of
assessment data to improve student performance and teachers'
instructional practices. The staff routinely evaluates local, state and
national assessment data. Our local assessments include Fall and Spring
Writing Prompts, the Diagnostic Reading Assessment (DRA) and , locally
developed grade level math inventories. All students are assessed and
evaluated by teams of teachers.

The MEA (Maine Educational Assessment) and NWEA (Northwest Evaluation
Assessment) results in conjunction with local assessment pieces are
reviewed through grade level and content level meetings. Our school
establishes three or more common studies each year. Common studies are
opportunities for staff to work for a half day during the school day.
During these meetings, teachers review results and align the curriculum/
instruction accordingly. In addition, our grade level teams have two
common planning periods per week which supports on going communication,
planning and goal setting.

While we are accountable to our local community for maintaining high
standards and scores, our goal is to use assessment data to help each
individual child reach his/her potential each and every year. We are
committed to truly leaving no child behind and strive to do this through
multiple measures of analysis and interpretation of pertinent assessment
data.

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

Our school strives to ensure that "all students have the opportunity to
experience excellence and to pursue a challenging program which holds
them to a high set of standards in order to build a solid base of
knowledge and skills to meet individual student learning needs." We use
technology to advance this mission.  Technology is not viewed as a
separate curriculum, but rather it is embedded in all curriculum areas.
This strengthens not only the content area, but allows skills in
technology to become second nature. These students will use technology
as a native language rather than as a second language.\
\
Students begin to use technology in grade 1 and continue to build on
their skills throughout their elementary school years. As students
progress, technology is increasingly integrated and project based. Grade
5 and 6 students use computer labs and laptops extensively for writing,
research and publication. In grades 7-8, where there is one-to-one
access, computers become one of the main sources of information, as well
as a tool to support communication, collaboration and attainment of the
Maine Learning Results.\
\
Technology not only engages students but it empowers teachers in their
pursuit to reach each student with powerful, differentiated learning
opportunities. The use of technology across the content areas and grade
levels offers not only socio-economic equity but cognitive equity as
well.

4.  **Describe in one-half page how the school will share its successes
    with other schools.**

Our school has a history of sharing our successes with other schools
throughout the state of Maine and the New England region. As a staff, we
are experienced with having visitors in our classrooms and schools. We
also have demonstrated our willingness to spend time being interviewed
and acting as mentors. The Beacon School Grant, The Maine Learning
Technology Initiative and Standards for All -- inclusion grant have
given us experience with the following means of sharing:

• Host school and individual visitations

• Maintain a web presence

• Willingness to travel and consult

• Email/ Chat groups

• Regional partnership presentations (Downeast Educational Partnership)

• Workshops/ Seminars

• Content leaders for the Maine Learning Technology Institute

• Regional and state wide committees

• Present regional and state level conferences such as NELMS, \\

• University symposiums- Technology Institute Summer Content Area

• Regional and State level curriculum steering committees

• College of the Atlantic Educational Studies Partnership-

• Mentor student teachers from local colleges and universities

• Teacher Resource Library

**PART V -- CURRICULUM AND INSTRUCTION**

The school's curriculum is based on the State of Maine's Learning
Results (approved by the Maine State Legislature, 1997). As a school
union, we were one of the first school districts to work with the Maine
Department of Education in developing what eventually would become the
Maine Learning Results. The Guiding Principles state that students will
be:

1\. ***A CLEAR AND EFFECTIVE COMMUNICATOR***

2\. ***A SELF-DIRECTED AND LIFE-LONG LEARNER***

3\. ***A CREATIVE AND PRACTICAL PROBLEM SOLVER***

4\. ***A RESPONSIBLE AND INVOLVED CITIZEN***

5\. ***A COLLABORATIVE AND QUALITY WORKER***

6\. ***AN INTEGRATIVE AND INFORMED THINKER***

The *Learning Results* express what students *should* *know* and *be
able to do* at various checkpoints during their education. Given this
direction, Union #98 and Conners-Emerson School core curriculum
includes:

**[Reading:]{.underline}** The curriculum is literature based. Students
use the skills and strategies of the reading process to comprehend,
interpret, evaluate and appreciate what they have read. Components
include: read aloud, shared reading, guided reading, lit circles,
independent reading and sound/word development.

**[Writing:]{.underline}** Students will demonstrate the ability to use
the skills and strategies of the writing process. Students will write
and speak correctly, using conventions of standard written and spoken
English. This is accomplished through writer's workshop techniques,
including mini-lessons.

**[Mathematics:]{.underline}** The key components to our math curriculum
include: numbers and number sense, computation, data
analysis/statistics, probability, geometry, measurement, patterns/
relations/functions, algebra concepts, discrete math, mathematical
reasoning and communication. Each of these strands is covered in each
grade along a continuum of acquisition of skills.

[**Science:**]{.underline} The curriculum encompasses the subject matter
of life, physical, earth and space science. In addition, essential
skills such as inquiry and problem solving, scientific reasoning and
communication are embedded into the curriculum. In the primary grades
students are exposed to hands-on science kits, in the middle school,
students work in lab situations including the school's outside living
laboratory.

[**Social Studies:**]{.underline} Students are actively engaged in
inquiry, research, debate, and in-depth learning. The goal is for
students to be contributing participants in a democratic society. The
strands covered for each region of the world studied include:
Civics/Government, History, Geography, and Economics.

**[Visual Art:]{.underline}** The art curriculum is experiential in
nature. The focus is for students to create as a means of expressing
ideas and feelings. Students gain an understanding of the cultural
contributions of artists and regions of the world. Their study leads to
recognizing exemplary works, while exploring creative expression and
cultural heritage, through reflection, problem solving, analyzing,
synthesizing and evaluating.

**[Foreign Language:]{.underline}** Students will be able to communicate
both in the oral and written domain of a second language. Emphasis will
be placed on dialogue and fluency. Students study language and culture
in an integrated fashion. The end result leads to students being able to
use grammar, vocabulary and content skills to communicate successfully
in a global society.

2.  **(Elementary Schools) Describe in one-half page the school's
    reading curriculum, including a description of why the school chose
    this particular approach to reading.**

Our approach to reading instruction arises out of a belief that learners
need a balanced approach to reading, and has been greatly influenced by
the professional development we\'ve shared as a learning community. Our
reading curriculum's foundation is on sound and word development. The
literacy block at the elementary level is scheduled for an uninterrupted
period of 120 minutes. During this time students receive instruction in
both reading and writing.

The Conners-Emerson School classroom teachers teach reading primarily
through a literature based reading program. The primary grades teach
strategic problem solving during guided reading, with leveled texts
taught at the instructional level of the students. These books weave
around a core of high frequency words. This dovetails into picture books
and novels taught within thematic units, as the readers progress into
the older grades. All grades use shared reading and read-alouds to round
out their guided practice.

The literature is supplemented by the following skills work: phonemic
awareness, alphabetics and phonics instruction (word-work), fluency
instruction, and the teaching of vocabulary. Comprehension is primarily
taught through the literature with response journals, critical writing,
discussion and literature circles. The reciprocity between reading and
writing is emphasized across the grades. The classrooms are supported by
*Open Court Reading*, from SRA/McGraw-Hill, which is a research-based
program.

In addition, children with special needs may receive more systematic
instruction through programs such as \"Reading Recovery\", \"Soar to
Success\", Great Leaps\", the \"Wilson Program\", or \"Lindamood\".

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

Our school strives to ensure that "all students have the opportunity to
experience excellence and to pursue a challenging program which holds
them to a high set of standards, in order to build a solid base of
knowledge and skills to meet individual student learning needs." We use
technology to advance this mission. Technology is not viewed as a
separate curriculum, but rather it is embedded in all curriculum areas.
This strengthens not only the content area, but allows skills in
technology to become second nature. These students will use technology,
as a native language rather than as a second language.

Students are exposed to technology beginning in grade1, with formal
instruction which continues throughout their elementary school years. As
students enter the middle school, technology is integrated and project
based. The vision behind the Maine Learning Technology Initiative (MLTI)
is, " to provide the tools and training necessary to ensure that
Maine\'s students become the most technologically savvy students in the
world."  Laptops become a tool in 7th and 8th grade, it is one of their
main sources of information to support the Maine Learning Results and
our schools' curriculum.

An added benefit of technology has been the equity issue, not only
socio-economically, but cognitively as well. The MLTI project has
eliminated the digital divide by providing a laptop to each and every
7th and 8th grade student and teacher. All students are able to access
the curriculum and resources. This allows for differentiated
instruction, allowing more students to reach their full potential. These
children require curriculum and instruction of such quality that it will
challenge each individual to reach for a high level of achievement
consistent with their ability.

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

The focus during the past few years in the area of professional
development for staff has been differentiated curriculum. In addition,
we have worked with the Center for Community Inclusion as part of a
federally funded grant over three years. These experiences have led to
the development of a wide range of effective instructional methods used
by teachers across the curriculum.. Staff routinely examine how they are
introducing units of study. They include a multi-modal approach, small
and large group lessons, mini-lesson/ workshop approaches, centers,
skill work and student goal setting to name a few.

The students and staff are supported by a strong special education
department which assists classroom teachers in adapting and modifying
their curriculum. The instruction and support for special needs students
takes place primarily in the classroom. In addition, we have Gifted and
Talented services for identified students. The GT coordinator works with
all students in grades 1 and 2 in the area of Thinking Skills which
introduce students to many different problem solving strategies.

Technology supports different modes of instruction for both students and
staff for grades K-8. Students across the continuum can access materials
and resources at their level in a meaningful way. Teachers are
presenting instruction using power point, web searches and LCD
projectors to name a few.

Our Title 1 services address student literacy issues in Grades K-8.
Reading Recovery is offered in Grade 1. We routinely allow for flex
grouping in math which addresses the needs of students at both ends of
the spectrum. Students are receiving instruction at their level in a
challenging meaningful way.

For all students who want to participate, we offer programs such as: the
Learning Lab, an after-school support program for students in grades
3-8, Destination Imagination or Odyssey of the Mind opportunities, Math
Counts and the Stock Market program.

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

Professional development is strongly supported financially at our
school. We budget locally over \$40,000 per year for our staff. The
money is used for coursework, regional, state and national conferences,
guest speakers, mentors, locally supported college courses, common
studies and instructional grants. Instructional Grants are proposed by a
teacher or group of teachers to address identified curriculum issues for
our school. These grants are completed during the summer with teachers
being financially compensated. Upon completion of the grant, staff
members share their findings and materials with their fellow staff.

Our teachers contract has 9 additional days beyond the student days to
work on professional development needs. These days are both locally
planned, as well as regionally planned. The focus tends to be on
curriculum and instructional issues, with content offerings for
specialists. We have been most fortunate to work with nationally
recognized educators brought to our local area. This fall we spent a day
with Anne Davies on assessment and Richard Silver on differentiated
instruction. In addition, we have sent teams of teachers to work with
Bruce Wellman and Carol Ann Tomlinson. Many of our staff have
participated in Lucy Caulkins, Summer Writing Seminars at Columbia
University.

Another type of professional development is our common study approach,
in which teams of teachers come together by grade level or content level
to review curriculum, instruction and student needs. Students benefit
because as a school we strive for "optimal learning for all" which means
we must remain current in the field of education, and communicate
regularly with one another as we review curriculum and examine
instructional practices

**PART VII - ASSESSMENT RESULTS**

**Grade 4- Reading**

**Notes:**

**Mean scores of + or -- 3 points is considered statistically
significant. During the school year 2002-2003 Personalized Alternate
Assessment Portfolios (PAAP) were introduced which resulted in higher
number of students "excluded". The students "excluded" participated in
the PAAP assessment which was assessed by a team at the state level.**

**Exceeds the Standards (561-580)** The quality of a student's work at
this level of proficiency exceeds the

standards of performance as identified for Maine's Learning Results.

**Meets the Standards (541-560)** The quality of the student's work at
this level of proficient meets the

standards of performance as identified for Maine's Learning Results.

**Partially Meets the Standards (521-540)** The quality of a student's
work at this level of proficiency

partially meets the standards of performance as identified by Maine's
Learning Results.

**Does Not Meet the Standards (5011-520)** The quality of a student's
work at this level of proficiency does

not meet the standards of performance as identified for Maine's Learning
Results.

**Annual Yearly Progress Scores: (AYP)** This measure is using
socio-economic status (SES) as determined

by whether or not students had internet access in their home as self
reported on MEA student questionnaire.

The figures are available for 2002-2003 only and in the areas of reading
and math.

+-------------------------------------------+--------+--------+--------+
|                                           | 200    | 200    | 200    |
|                                           | 2-2003 | 1-2002 | 0-2001 |
+-------------------------------------------+--------+--------+--------+
| Testing month December (Gr. 4 Reading)    |        |        |        |
+-------------------------------------------+--------+--------+--------+
| **SCHOOL SCORES**                         |        |        |        |
+-------------------------------------------+--------+--------+--------+
| School Mean Score                         | 541    | 542    | 542    |
+-------------------------------------------+--------+--------+--------+
| \% Does Not Meet                          | 11     | 7      | 10     |
+-------------------------------------------+--------+--------+--------+
| \% Partially Meets                        | 33     | 32     | 27     |
+-------------------------------------------+--------+--------+--------+
| \% Meets                                  | 51     | 57     | 60     |
+-------------------------------------------+--------+--------+--------+
| \% Exceeds                                | 4      | 5      | 2      |
+-------------------------------------------+--------+--------+--------+
| Number of students tested                 | 45     | 44     | 46     |
+-------------------------------------------+--------+--------+--------+
| Percent of total students tested          | 92     | 96     | 96     |
+-------------------------------------------+--------+--------+--------+
| Number of students excluded               | 4      | 2      | 2      |
+-------------------------------------------+--------+--------+--------+
| Percent of students excluded              | 8      | 4      | 4      |
+-------------------------------------------+--------+--------+--------+
|                                           |        |        |        |
+-------------------------------------------+--------+--------+--------+
| SUBGROUP SCORES (SES)                     |        |        |        |
+-------------------------------------------+--------+--------+--------+
| Homes w/o Internet Access-                | 43     | NA     | NA     |
|                                           |        |        |        |
| \% of students demonstrating              |        |        |        |
|                                           |        |        |        |
| proficiency                               |        |        |        |
+-------------------------------------------+--------+--------+--------+
| **STATE SCORES**                          |        |        |        |
+-------------------------------------------+--------+--------+--------+
| State Mean Score                          | 539    | 538    | 539    |
+-------------------------------------------+--------+--------+--------+
| \% Does Not Meet                          | 11     | 10     | 8      |
+-------------------------------------------+--------+--------+--------+
| \% Partially Meets                        | 40     | 42     | 43     |
+-------------------------------------------+--------+--------+--------+
| \% Meets                                  | 48     | 48     | 48     |
+-------------------------------------------+--------+--------+--------+
| \% Exceeds                                | 1      | 1      | 1      |
+-------------------------------------------+--------+--------+--------+
| SUBGROUP SCORES (SES)                     |        |        |        |
+-------------------------------------------+--------+--------+--------+
| Homes w/o Internet Access-                | 34     | NA     | NA     |
|                                           |        |        |        |
| Performance Target %                      |        |        |        |
+-------------------------------------------+--------+--------+--------+

  ------------------------------------------- ----------- ----------- -----------
                                              2002-2003   2001-2002   2000-2001

  Testing month December (Gr. 4 Writing)                              

  **SCHOOL SCORES**                                                   

  School Mean Score                           531         532         531

  \% Does Not Meet                            18          18          15

  \% Partially Meets                          64          64          70

  \% Meets                                    18          16          15

  \% Exceeds                                  0           2           0

  Number of students tested                   46          44          46

  Percent of total students tested            94          96          96

  Number of students excluded                 3           2           2

  Percent of students excluded                6           4           4

                                                                      

  SUBGROUP SCORES                             NA          NA          NA

  **STATE SCORES**                                                    

  State Mean Score                            530         529         530

  \% Does Not Meet                            15          23          22

  \% Partially Meets                          73          63          67

  \% Meets                                    12          14          11

  \% Exceeds                                  0           \<1         \<1
  ------------------------------------------- ----------- ----------- -----------

**Grade 4**

+-------------------------------------------+--------+--------+--------+
|                                           | 200    | 200    | 200    |
|                                           | 2-2003 | 1-2002 | 0-2001 |
+-------------------------------------------+--------+--------+--------+
| Testing month March (Gr. 4 Math)          |        |        |        |
+-------------------------------------------+--------+--------+--------+
| **SCHOOL SCORES**                         |        |        |        |
+-------------------------------------------+--------+--------+--------+
| School Mean Score                         | 534    | 534    | 533    |
+-------------------------------------------+--------+--------+--------+
| \% Does Not Meet                          | 18     | 16     | 15     |
+-------------------------------------------+--------+--------+--------+
| \% Partially Meets                        | 57     | 43     | 61     |
+-------------------------------------------+--------+--------+--------+
| \% Meets                                  | 22     | 39     | 24     |
+-------------------------------------------+--------+--------+--------+
| \% Exceeds                                | 1      | 2      | 0      |
+-------------------------------------------+--------+--------+--------+
| Number of students tested                 | 50     | 44     | 48     |
+-------------------------------------------+--------+--------+--------+
| Percent of total students tested          | 100    | 98     | 94     |
+-------------------------------------------+--------+--------+--------+
| Number of students excluded               | 0      | 1      | 3      |
+-------------------------------------------+--------+--------+--------+
| Percent of students excluded              | 0      | 2      | 6      |
+-------------------------------------------+--------+--------+--------+
|                                           |        |        |        |
+-------------------------------------------+--------+--------+--------+
| SUBGROUP SCORES (SES)                     |        |        |        |
+-------------------------------------------+--------+--------+--------+
| Homes w/o Internet Access-                | 20     | NA     | NA     |
|                                           |        |        |        |
| \% of students demonstrating              |        |        |        |
|                                           |        |        |        |
| proficiency                               |        |        |        |
+-------------------------------------------+--------+--------+--------+
| **STATE SCORES**                          |        |        |        |
+-------------------------------------------+--------+--------+--------+
| State Mean Score                          | 532    | 530    | 531    |
+-------------------------------------------+--------+--------+--------+
| \% Does Not Meet                          | 28     | 29     | 28     |
+-------------------------------------------+--------+--------+--------+
| \% Partially Meets                        | 43     | 49     | 68     |
+-------------------------------------------+--------+--------+--------+
| \% Meets                                  | 25     | 21     | 4      |
+-------------------------------------------+--------+--------+--------+
| \% Exceeds                                | 3      | 2      | \<1    |
+-------------------------------------------+--------+--------+--------+
| SUBGROUP SCORES (SES)                     |        |        |        |
+-------------------------------------------+--------+--------+--------+
| Homes w/o Internet Access-                | 12     | NA     | NA     |
|                                           |        |        |        |
| Performance Target %                      |        |        |        |
+-------------------------------------------+--------+--------+--------+

+-------------------------------------------+--------+--------+--------+
|                                           | 200    | 200    | 200    |
|                                           | 2-2003 | 1-2002 | 0-2001 |
+-------------------------------------------+--------+--------+--------+
| Testing month December (Gr. 8 Reading)    |        |        |        |
+-------------------------------------------+--------+--------+--------+
| **SCHOOL SCORES**                         |        |        |        |
+-------------------------------------------+--------+--------+--------+
| School Mean Score                         | 546    | 544    | 539    |
+-------------------------------------------+--------+--------+--------+
| \% Does Not Meet                          | 2      | 3      | 18     |
+-------------------------------------------+--------+--------+--------+
| \% Partially Meets                        | 24     | 31     | 28     |
+-------------------------------------------+--------+--------+--------+
| \% Meets                                  | 73     | 64     | 53     |
+-------------------------------------------+--------+--------+--------+
| \% Exceeds                                | 2      | 2      | 0      |
+-------------------------------------------+--------+--------+--------+
| Number of students tested                 | 54     | 59     | 60     |
+-------------------------------------------+--------+--------+--------+
| Percent of total students tested          | 96     | 100    | 98     |
+-------------------------------------------+--------+--------+--------+
| Number of students excluded               | 2      | 0      | 1      |
+-------------------------------------------+--------+--------+--------+
| Percent of students excluded              | 4      | 0      | 2      |
+-------------------------------------------+--------+--------+--------+
|                                           |        |        |        |
+-------------------------------------------+--------+--------+--------+
| SUBGROUP SCORES (SES)                     |        |        |        |
+-------------------------------------------+--------+--------+--------+
| Homes w/o Internet Access-                | 47     | NA     | NA     |
|                                           |        |        |        |
| \% of students demonstrating              |        |        |        |
|                                           |        |        |        |
| proficiency                               |        |        |        |
+-------------------------------------------+--------+--------+--------+
| **STATE SCORES**                          |        |        |        |
+-------------------------------------------+--------+--------+--------+
| State Mean Score                          | 537    | 537    | 537    |
+-------------------------------------------+--------+--------+--------+
| \% Does Not Meet                          | 12     | 12     | 11     |
+-------------------------------------------+--------+--------+--------+
| \% Partially Meets                        | 43     | 44     | 48     |
+-------------------------------------------+--------+--------+--------+
| \% Meets                                  | 44     | 42     | 40     |
+-------------------------------------------+--------+--------+--------+
| \% Exceeds                                | 1      | 1      | 1      |
+-------------------------------------------+--------+--------+--------+
| SUBGROUP SCORES (SES)                     |        |        |        |
+-------------------------------------------+--------+--------+--------+
| Homes w/o Internet Access-                | 35     | NA     | NA     |
|                                           |        |        |        |
| Performance Target %                      |        |        |        |
+-------------------------------------------+--------+--------+--------+

  ------------------------------------------- ----------- ----------- -----------
                                              2002-2003   2001-2002   2000-2001

  Testing month December (Gr. 8 Writing)                              

  **SCHOOL SCORES**                                                   

  School Mean Score                           544         543         539

  \% Does Not Meet                            0           2           12

  \% Partially Meets                          36          32          36

  \% Meets                                    60          66          51

  \% Exceeds                                  4           0           2

  Number of students tested                   54          59          60

  Percent of total students tested            96          100         98

  Number of students excluded                 2           0           1

  Percent of students excluded                4           0           2

                                                                      

  SUBGROUP SCORES                             NA          NA          NA

  **STATE SCORES**                                                    

  State Mean Score                            537         536         536

  \% Does Not Meet                            5           11          10

  \% Partially Meets                          54          50          50

  \% Meets                                    41          39          39

  \% Exceeds                                  \<1         1           \<1
  ------------------------------------------- ----------- ----------- -----------

+-------------------------------------------+--------+--------+--------+
|                                           | 200    | 200    | 200    |
|                                           | 2-2003 | 1-2002 | 0-2001 |
+-------------------------------------------+--------+--------+--------+
| Testing month March (Gr. 8 Math)          |        |        |        |
+-------------------------------------------+--------+--------+--------+
| **SCHOOL SCORES**                         |        |        |        |
+-------------------------------------------+--------+--------+--------+
| School Mean Score                         | 534    | 541    | 533    |
+-------------------------------------------+--------+--------+--------+
| \% Does Not Meet                          | 11     | 7      | 22     |
+-------------------------------------------+--------+--------+--------+
| \% Partially Meets                        | 60     | 35     | 44     |
+-------------------------------------------+--------+--------+--------+
| \% Meets                                  | 26     | 49     | 34     |
+-------------------------------------------+--------+--------+--------+
| \% Exceeds                                | 2      | 9      | 0      |
+-------------------------------------------+--------+--------+--------+
| Number of students tested                 | 54     | 58     | 60     |
+-------------------------------------------+--------+--------+--------+
| Percent of total students tested          | 100    | 98     | 95     |
+-------------------------------------------+--------+--------+--------+
| Number of students excluded               | 0      | 1      | 3      |
+-------------------------------------------+--------+--------+--------+
| Percent of students excluded              | 0      | 2      | 5      |
+-------------------------------------------+--------+--------+--------+
|                                           |        |        |        |
+-------------------------------------------+--------+--------+--------+
| SUBGROUP SCORES (SES)                     |        |        |        |
+-------------------------------------------+--------+--------+--------+
| Homes w/o Internet Access-                |        |        |        |
|                                           |        |        |        |
| \% of students demonstrating              |        |        |        |
|                                           |        |        |        |
| proficiency                               |        |        |        |
+-------------------------------------------+--------+--------+--------+
| **STATE SCORES**                          |        |        |        |
+-------------------------------------------+--------+--------+--------+
| State Mean Score                          | 528    | 527    | 528    |
+-------------------------------------------+--------+--------+--------+
| \% Does Not Meet                          | 32     | 40     | 35     |
+-------------------------------------------+--------+--------+--------+
| \% Partially Meets                        | 50     | 39     | 44     |
+-------------------------------------------+--------+--------+--------+
| \% Meets                                  | 17     | 20     | 19     |
+-------------------------------------------+--------+--------+--------+
| \% Exceeds                                | \<1    | 1      | 1      |
+-------------------------------------------+--------+--------+--------+
| SUBGROUP SCORES (SES)                     |        |        |        |
+-------------------------------------------+--------+--------+--------+
| Homes w/o Internet Access-                | 13     | NA     | NA     |
|                                           |        |        |        |
| Performance Target %                      |        |        |        |
+-------------------------------------------+--------+--------+--------+