##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

# U.S. Department of Education

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

Name of Principal [Mr. John C. Turner]{.underline}

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

Official School Name [Bainbridge Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [41 Preston
Drive\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Port Deposit MD 21904-1800]{.underline}

City State Zip Code+4 (9 digits total)

County [Cecil County]{.underline} State School Code Number\*
[0704]{.underline}

Telephone [(410) 996-6030]{.underline} Fax [(410) 996-6033]{.underline}

Website/URL [www.ccps.org/bain/home/home.html]{.underline} E-mail
[jturner@ccps.org]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Carl Roberts]{.underline}

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

District Name [Cecil County]{.underline} Tel.
[(410)996-5400]{.underline}

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

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

Name of School Board

President/Chairperson Mr. William W. Herold, Jr.

(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**

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 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [17]{.underline} Elementary
schools

[6]{.underline} Middle schools

[0]{.underline} Junior high schools

[5]{.underline} High schools

[1]{.underline} Other

[29]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$8,200.00]{.underline}

Average State Per Pupil Expenditure: [\$9,062.00]{.underline}

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

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

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

4\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**    25        12                     **37**       **7**                             

  **K**       24        24                     **48**       **8**                             

  **1**       21        25                     **46**       **9**                             

  **2**       21        22                     **43**       **10**                            

  **3**       21        17                     **38**       **11**                            

  **4**       13        25                     **38**       **12**                            

  **5**       18        21                     **39**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   289
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [82]{.underline}% White

the students in the school: [17]{.underline} % Black or African American

[1]{.underline}% Hispanic or Latino

[0]{.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[:
21%]{.underline}

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      33
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      26
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    59
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 278
                            the school as of October 1  

  **(5)**                   Total transferred students  0.21
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           21
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

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

Specify languages:

9\. Students eligible for free/reduced-priced meals: [46]{.underline}%

Total number students who qualify: [119]{.underline}

If this method does not produce an accurate estimate of the percentage
of students from low‑income families or the school does not participate
in the federally‑supported lunch program, specify a more accurate
estimate, tell why the school chose it, and explain how it arrived at
this estimate.

10\. Students receiving special education services: [17]{.underline} %

[40]{.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 [4]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [13]{.underline} Specific Learning Disability

[1]{.underline} Emotional Disturbance [20]{.underline} Speech or
Language Impairment

\_\_\_\_Hearing Impairment [1]{.underline} Traumatic Brain Injury

> [1]{.underline} Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

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

**Number of Staff**

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

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

Classroom teachers [13]{.underline} [0]{.underline}

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

Paraprofessionals [8]{.underline} [0]{.underline}

> Support staff [7]{.underline} [5]{.underline}
>
> Total number [36]{.underline} [11]{.underline}

12\. Average school student-"classroom teacher" ratio, that is, the
number of

students in the school divided by the FTE of classroom teachers:
[20:1]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  94%         94%         94%         94%         93%

  Daily teacher attendance  95%         96%         95%         93%         94%

  Teacher turnover rate     19%         18%         18%         8%          18%

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

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

PART III -- SUMMARY

­­­­­­­­­­­­

Bainbridge Elementary School (BES), currently working under a Title I
Schoolwide Project, was established in 1955 and is located outside the
small rural town of Port Deposit. BES serves approximately 280 children
with a variety of social, emotional, and academic needs from
pre-kindergarten through grade five. BES currently services free and
reduced meals to 48.6% of the student population. Seventeen percent of
students receive special education services.

Bainbridge Elementary Schools' mission is "All children will learn, all
children will experience high academic success." This supports the Cecil
County Public Schools' (CCPS) vision of "Building a Foundation for Life
Long Learning," which stems from the high expectations set forth by
Maryland's Voluntary State Curriculum standards. These standards are the
basis for daily instructional activities.

Our School Improvement Team (SIT) utilizes current research and
meaningful data to create an environment that supports and challenges
all students. Data used to help drive instruction includes the Maryland
School Assessment (MSA), county unit assessments, and teacher-developed
assessments. All stakeholders, including central office personnel,
administrators, teachers, students, parents, and business partners are
involved in the school improvement process. We continually monitor
progress toward our goals and modify our programs to provide a learning
environment that ensures academic and emotional success for all
students.

In addition to SIT, a Student Services Team (SST) consisting of the
classroom teacher, assistant principal, Child Development Counselor
(CDC), Pupil Personnel Worker (PPW), school psychologist, registered
school nurse, special education coordinator, and Instructional Support
Teachers (IST) meet twice a month to review student referrals made by
the classroom teacher. This team makes decisions regarding interventions
beneficial for students. Since this team has members from all
disciplines, the interventions may be educational, behavioral or
emotional.

Daily instruction is built upon rigorous, research-based curriculum.
State and local content standards are taught using various teaching
techniques including direct instruction, differentiated instruction,
cooperative learning, and concept attainment. Daily instruction is
delivered through a school wide Inclusive Practices Model. All students
are included in the least restrictive setting, gaining access to grade
level curriculum and expectations while receiving differentiated
instruction based on the individual goals and objectives within the
student's IEP. This co-teaching model between the classroom teacher and
the special educator is designed to meet the needs of all individuals at
the highest academic level.

Differentiation also occurs in the form of our Challenge Program and our
Intervention Program. The Challenge Program addresses the needs of
gifted and talented students in a variety of ways. Once a child is
identified, the challenge teacher works with the regular classroom
teacher to differentiate instruction to challenge the learner's specific
needs within the regular classroom. Academic interventions are provided
during school, after school, and during summer break to help struggling
students. Data is gathered to determine which students will benefit from
what specific interventions. Our intervention program is flexible and
students enter and leave the program based on their current needs.

Differentiated staff development occurs in a variety of ways. Each
Wednesday is early dismissal (2:00 pm) for students in elementary
school. This time is utilized for professional development activities
conducted at the building level. The ISTs deliver staff development
within the classrooms through the coaching model. Our teachers attend
graduate courses, state/national conferences, and study groups. BES is a
professional development school for Towson University (TU). Within this
partnership, our teachers host student teachers and TU delivers on-site
professional development opportunities.

The BES community is an important partner in the education of all
students. BES has a full-time Home School Advisor whose focus is to
build school/community relationships. Our advisor provides academic and
informative workshops and leads the Parents as Teachers program.

BES embodies the CCPS statement of belief, "Continuous Improvement:
Everyone. Every way. Everyday." for all students.

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

> 1\. Assessment Results in Reading and Math
>
> The Maryland State Department of Education administers the Maryland
> School Assessment annually as our measure for the NCLB testing
> program. The MSA testing program began in 2002-2003 school year,
> administering tests to students in grades three and five. Testing
> began for grade four in the spring of 2004. The MSA testing program
> scores students at three levels of achievement, basic, proficient, and
> advanced. Students must score in the proficient range to register a
> satisfactory score. During the first year of MSA testing, 2003,
> Bainbridge Elementary School demonstrated a Composite Reading
> proficiency score of 58% and a composite math proficiency score of
> 41%. These scores were substantially lower than the other schools in
> our county. During the 2004 and 2005 testing years Bainbridge
> Elementary School demonstrated 17% and 17% overall growth at
> proficiency respectively. This growth has yielded a composite score in
> reading of 90% and 82% in math.
>
> Growth in the area of \"Advanced\" performance has also improved
> dramatically over the three years of MSA administration. MSA composite
> test results in 2003 reported 6% at advanced in reading and math
> combined, while the 2004 results reported 13% and the 2005 results
> reported 23% at advanced.
>
> As a Title I school with 47% of our student body receiving free and
> reduced meals, we have had a continuous focus on sub-group data.
> Bainbridge Elementary FaRMS students recorded the highest scores of
> the Title-I schools in our county with 89% proficient in Reading and
> 84% proficient in Math on the 2005 MSA.
>
> Our African-American population also scored exceptionally well with
> 95% proficient in math and reading alike. Our 2005 special education
> composite score reports 69% functioning at proficient or higher.
>
> This dramatic improvement since the inception of MSA testing in 2003
> has transformed Bainbridge Elementary School from the lowest
> performing Title I school to the highest performing of the seven
> elementary Title I schools in our county.
>
> Additional information regarding our test performance in more detail
> may be obtained by visiting:
> [www.mdreportcard.org](http://www.mdreportcard.org/) and
> [www.md.k12.org](http://www.md.k12.org/)
>
> 2\. Using Assessment Data
>
> A continuous stream of student data is collected throughout the school
> year to inform instruction and make timely decisions when addressing
> individual student needs. Our Instructional Cabinet and our
> Instructional Support Teachers work with grade level teams to drive
> instruction using a variety of measures.

In our Early Childhood Program, we collect and analyze Emergent Literacy
Test scores focusing on phonemic awareness and phonics proficiency. This
data is used to construct flex-reading groups and identify students in
need of individual and small group intervention.

> In first grade, we analyze student literacy growth using the DiBELS
> testing three times per year. We analyze this data and develop
> individual interventions for struggling students. Our Title I
> interventionists provide support for students who demonstrate a lack
> of proficiency on this measure.
>
> Our SRI scores, Theme Test scores, and writing samples gathered
> through the implementation of the Marcia Freeman Writing Program
> continue to inform student needs in grades two through five.
>
> Bainbridge has developed a school-based vocabulary program as a result
> of research stating that students in high poverty areas enter school
> with far fewer words in their spoken vocabulary than students in
> non-impoverished areas. Our vocabulary program increases student
> exposure to enriched vocabulary which supports fluency, comprehension,
> and writing. This program assesses student growth measuring both
> short-term and long-term memory gain. Using the Plan-Do-Study-Act
> (PDSA) model, we will study the retention rate in both the long and
> short-term memory realms to determine the overall effectiveness of the
> program, and what changes may be suggested by this data.
>
> In the area of Mathematics, we have developed a program entitled "10
> Most Significant Skills," which focuses on the empirical math content
> needed at each grade level. Students work with one of these "10 Most"
> skills each day, and visit each skill 18 times in a year. Math
> Quarterly Assessments are analyzed using grade level item analyses
> that inform instruction, and define appropriate intervention, based on
> prioritized skills.
>
> Bainbridge Elementary School has developed a Voluntary State
> Assessment Limit math test for grades three, four, and five, which
> pre-assesses student performance on NCLB required content and informs
> proactive instruction on a daily basis.
>
> In addition to the many ways we gather data, our School Improvement
> Team evaluates the performance of our leadership process. We quantify
> our ability to address stakeholder's needs through a systemic
> leadership model on a regular basis. This information helps fuel our
> Plan-Do-Study-Act process for school improvement.

3\. Communicating Assessment Results

> Bainbridge Elementary School informs the staff, students, and
> community about student performance on a continual basis. As part of
> our school improvement process, we share the county and state reports
> that outline school and subgroup performance with all of our parents.
> MSA individual student Home Reports explaining the individual
> student's level of proficiency are included. Parents are aware of the
> availability of MSA scores at [www.mdk12.org]{.underline}. At this
> website parents and students gain an understanding of the test results
> and compare the test results for BES with other schools which have
> similar geographic and demographic composition.
>
> The local newspapers, Cecil County Public Schools' newsletters, and
> our Board of Education Members have all honored BES with presentations
> and articles for our outstanding progress toward Success for All.
> These media sources are readily available to our stakeholders.
>
> At the school level, our monthly newsletter contains timely
> information for parents and students concerning our results on the MSA
> and other upcoming assessments. At our Open House and Opening Staff
> Meeting, the principal and assistant principal presented in a
> powerful, clear, and concise way, the tremendous growth our students
> have made over the last three years notwithstanding the high poverty
> level in the school. These presentations included the goals that are
> being set, initiatives undertaken to reach these goals, and
> suggestions as to how parents can play a part in reaching the goal.
>
> During our grade level awards ceremonies, students are informed of
> their successes and are recognized in front of their peers. Students
> are continually praised and encouraged to continue their winning
> behavior. One example of this is our weekly incentive for perfect
> attendance.
>
> Teachers play a critical part in the success of our students. Each
> teacher has a data binder containing the results of a variety of
> locally administered assessments for each student. This enables the
> teacher to share, with parents at conferences, specific data regarding
> their child's progress. This data is also used to inform instruction
> on a regular basis.
>
> Bainbridge Elementary uses many Baldrige strategies involving students
> in managing their own
>
> data, the formulation of their goals, and review of their challenges
> and/or success. Our SRI score reports that are managed by the
> individual students are examples of this practice.

4\. Sharing Success

> As a high performing school, sharing success is an integral part of
> our mission. Everyone has bonded with pride. Our students seem to step
> a little higher, our parents are smiling a little brighter and our
> community is continually supportive.
>
> The Cecil County Public Schools systematically shares program success
> within. Twice a year, Title I schools meet as a group to share program
> improvements and innovative concepts under implementation. As a
> result, teams of teachers often visit other schools to see a program
> of interest in action. At these meetings, we share what is being done
> for students, how Title I monies are being spent in our building, and
> how we are using data to plan for our future.
>
> At the Instructional Support Teacher meetings, which occur monthly,
> our ISTs have the opportunity to share what we are doing to help our
> students succeed. In return, they hear about innovations occurring at
> other similar and dissimilar schools in Cecil County.
>
> Administrators meet monthly with their peers to review, assess, and
> provide updates on initiatives which are countywide, as well as those
> which may be new or ongoing in a particular school. Examples of these
> might be the Vocabulary Initiative and Ten Most Significant Skills in
> place only at Bainbridge Elementary.
>
> Our Home School Advisor is a full-time parent/student/school liaison.
> She shares our program and assessment successes. Parents are very
> comfortable with her and are able to ask questions and receive
> informed answers regarding MSA and curriculum expectations.
>
> At every possible opportunity teachers are encouraged to attend local,
> state and national level conferences in addition to presenting at
> those conferences. Last year, Bainbridge staff attended the Title-I
> National Conference and the State of Maryland International Reading
> Association Conference. As part of the privilege of attending or
> presenting at the conferences, attendees are expected to share newly
> gained information with the total staff.

## PART V -- CURRICULUM AND INSTRUCTION 

## 1. School Curriculum

BES's core curriculum includes reading, language arts, mathematics,
science, social studies, health, and fine arts. It is set forth by the
Board of Education of Cecil County in alignment with Maryland's Content
Standards and the Voluntary State Curriculum. Technology is infused
throughout the entire curriculum.

Our school determines the way in which the curriculum is presented and
the focus of curricular goals based on our comprehensive school
improvement plan. As a school, we have the ability to modify the
curricula, when addressing the needs of our students. This occurs in a
variety of ways. Teachers modify the curriculum to meet the needs of an
individual students or groups. Our goal is to present every student with
the appropriately challenging materials maximizing student growth at all
levels. Challenge, Character Education, Multiculturalism and Technology
are woven through the fabric of our curriculum.

Our Language Arts curriculum encompasses reading and writing. It
connects the two through a holistic approach to comprehension and
expression while developing the underpinnings of phonics, phonemic
awareness, and vocabulary development. Each of these areas are planned
daily and are presented in a scaffolded format that supports the process
of interpreting printed material while formulating new ideas based on
the infusion of prior knowledge and real world experiences.

In Mathematics, students are engaged NCTM outcomes and indicators across
the seven content areas, and utilize the NCTM strands of problem
solving, reasoning, communication and connections. We believe that
constructivist-learning activities utilizing concrete experiences build
the strongest conceptual understanding of abstract mathematical
concepts. We support our skills program with our computer lab and a
variety of software.

Our Science curriculum utilizes Full Option Science Series (FOSS), which
allows students to participate in the learning of science through the
completion of experiments, group activities and writing activities. The
FOSS program carefully outlines the content from kindergarten through
grade five and allows students to spiral through a variety of science
concepts and content while increasing the involvement in the inquiry,
hypothesis, and evaluation process.

Our Social Studies curriculum employs a cooperative learning model that
allows students to discuss content, make connections, and formulate
viewpoints based on the content connected to student experience and
prior knowledge.

Our Health curriculum focuses on safety, healthy living, mental health,
and growth and development. This curriculum is connected to the work
that is done by our school child development counselor.

All of our students, including our full-day kindergarten students,
participate in physical education, music, art and media class each week
through services provided by our Related Arts Specialists.

Bainbridge Elementary grade level staff teams articulate with teams at
different grade levels as a matter of practice so that we may accurately
set expectations for student performance throughout the curriculum at
every grade level in a seamless fashion.

2\. Reading Curriculum

BES's reading program is based on content and curriculum aligned with
the Maryland Voluntary State Curriculum. Instruction addresses the five
areas delineated in the national research based "Reading First"
initiative within an approximately 175-minute block. While implementing
the CCPS adopted Houghton Mifflin Legacy of Literacy reading series, BES
provides heterogeneous whole group and flexible guided reading
instruction.

To facilitate differentiated instruction, our teachers utilize "on,
below, and above" grade level materials to meet individual student
needs. To support our ability to address student needs in the five areas
of reading we use both formal and informal assessment tools to monitor
student progress including integrated theme tests, SRI, IRI, ELS, and
Dibels. Using this data, our Title I interventionists provide one-on-one
and small-group instruction during the school day based on individual
needs. In addition, we continually address comprehension needs through
our after school Soar to Success intervention program.

Our vocabulary program is designed to address current research that
illustrates a developmental lag in oral vocabulary for students entering
school from poverty. As adopted by our SIT, this program is designed to
increase exposure to high-level vocabulary at a frequency which research
states will allow students to retain and incorporate words into their
spoken language. This oral fluency supports reading fluency,
comprehension, and writing ability.

Our Challenge teacher works with all grades in the area of higher level
skills emphasizing Bloom's taxonomy in both reading and writing. This
classroom instruction takes place as a team approach by the challenge
teacher and the regular classroom teacher allowing access by all
students.

3\. Math

The BES math program is based on two significant learning needs. First,
our mathematics curriculum is directly linked to the National Council of
Teachers of Mathematics standards through the Maryland Voluntary State
Curriculum. Through the utilization of the University of Chicago's
Everyday Math Project students are provided with an enriched math
program including algebra, geometry, measurement, statistics,
probability, and number relationships/computation standards. These
mathematical standards are appropriately applied within the mathematical
processes of problem solving, reasoning, communication, and connections.

Secondly, our mathematics program supports our school mission statement
that all students enter middle school prepared for the challenge
presented at the post-elementary school level. In the area of
mathematics, we believe this mission statement supports a belief that
all students leave the elementary school level with well-established
math foundations that support confident math learners willing to aspire
to high-level mathematics. BES has designed a number of math programs
and checkpoints to ensure all students meet this objective. We have
developed the "10 Most Significant Skills" program for students in
kindergarten through grade five to ensure that all students gain mastery
of essential grade level content at the appropriate time. This program
scaffolds content to ensure a seamless presentation of essential skills
over the longevity of their elementary career. Children practice these
skills every day and monitor their own progress.

BES pre-assesses students on state content standards and skills. We use
this information to form flexible group interventions and after school
programs to proactively address student needs relative to No Child Left
Behind.

BES conducts an Annual Math Bee sponsored by our corporate business
partner. The goal of this Math Bee is to provide students the
opportunity to showcase their knowledge of math concepts and to set the
stage for enthusiasm in math. Students prepare for this prestigious Bee
for months in advance. The winners in grades three through five are
awarded with a new computer and printer as their very own!

Through a well-founded curriculum and targeted use of explicit skills
instruction and ongoing student-assessment the math program is designed
to leave no child left behind.

4\. Instructional Methods

At BES, we believe that a variety of approaches is the best method to
reach all students. As we work to reach our target of differentiated
instruction for all students, teachers are continually engaged in
collegial conversations regarding which modality we might try in order
to reach a particular student. Our classrooms are full-inclusion
classrooms providing instruction in the least restrictive environment
for all students. Special educators and regular educators
collaboratively present curriculum in this inclusive setting providing
the highest academic setting possible for all students. This
instructional method requires that teachers provide various adaptations
to lesson plans utilizing flexible grouping that will accommodate the
learning style of individual students. While all students are instructed
at the grade level standard, special education teachers continually
adapt lessons to meet the needs of the individual student IEP's in the
context of that curriculum.

Other instructional methods utilized at BES are the integration of
technology into the classroom, cross-curricular instruction, cooperative
learning, and concept attainment. These strategies enhance the learning
experiences obtained by students during direct, whole group instruction.
Our lessons focus on student choice, student initiated learning, and the
ability for students to share their results with fellow classmates.

Another way that we meet students' needs is by having paraprofessionals
available in all pre K, kindergarten and first grade classrooms. This
enables the teacher-pupil ratio to be smaller and allows for more
individualized attention.

New to BES this year are three certified teachers working as part-time
interventionists at specific times of the instructional day. These
interventionists work in the areas of reading and mathematics based on
student need as determined by assessment data gathered both formally and
informally.

5\. Professional Development

Professional Development at Bainbridge Elementary School is driven by
two forces. First, we provide staff development for county initiatives
through the expertise of our two Instructional Support Teachers. Our
instructional support teachers connect the system initiatives to the
specific needs of our students as outlined in our school improvement
plan. As our school improvement team analyses performance data gathered
on our students, we begin to "drill down" to determine the "root causes"
for student performance that is less than optimal. This connection
between the system initiatives, and the school goals fuels our focus for
research study, book clubs, conference attendance, and program
implementation. The process that we engage in during our implementation
of new programs is that of Plan-Do-Study-Act. We continually study the
results that we get from the actions that we take to insure that our
efforts are taking us where we want to go. This requires that our
teachers work in groups to analyze the results of what we do, evaluate
the effectiveness of what we do, and recommend changes as appropriate.

As we engage in the implementation of new concepts and programs, our
ISTs serve as coaches and mentors to our teachers, spearheading the
instructional changes needed. Our ISTs are part of our Instructional
Cabinet that meets twice a month to monitor the completion of the goals
and objectives as set out in our SIT plan, as well as the effectiveness
of the practices in the classrooms. Professional development needs
assessment surveys are completed by teachers to allow our ISTs to
respond to individual needs of teachers in a manner that the teacher
feels will be most beneficial. Through these surveys, the county
initiatives, and the goals of our SIT plan, our professional development
is outlined for the year. This professional development is presented in
a job embedded fashion in the classroom and at seminars to make a solid
connection between theory and practice.

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

STATE CRITERION-REFERENCED TESTS

Subject [Math]{.underline} Grade [3]{.underline} Test [Maryland School
Assessment]{.underline}

Edition/Publication Year [2002]{.underline} Publisher [CTB-Magraw
Hill]{.underline}

+------------------------+--------+--------+--------+--------+-------+
|                        | 200    | 200    | 200    | 200    | 2000  |
|                        | 4-2005 | 3-2004 | 2-2003 | 1-2002 | -2001 |
+------------------------+--------+--------+--------+--------+-------+
| Testing Month          | March  | March  | March  |        |       |
+------------------------+--------+--------+--------+--------+-------+
| SCHOOL SCORES          |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above Basic     | 100    | 100    | 100    |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above           | 92     | 74     | 43     |        |       |
| Proficient             |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At Advanced           | 40     | 12     | 9      |        |       |
+------------------------+--------+--------+--------+--------+-------+
| Number of students     |        |        |        |        |       |
| tested                 |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| Number of students     |        |        |        |        |       |
| alternatively assessed |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
|                        |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| SUBGROUP SCORES        |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| 1\. African American   |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above Basic     | 100    | 100    | 100    |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above           | 100    | 88     | \*     |        |       |
| Proficient             |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At Advanced           | 36     | 11     | \*     |        |       |
+------------------------+--------+--------+--------+--------+-------+
|                        |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| 2\. FaRMS              |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above Basic     | 100    | 100    | 100    |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above           | 89     | 70     | 29     |        |       |
| Proficient             |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At Advanced           | 33     | 13     | 7      |        |       |
+------------------------+--------+--------+--------+--------+-------+
|                        |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| 3\. Special Education  |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above Basic     | 100    | 100    | 100    |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above           | 50     | 40     | \*     |        |       |
| Proficient             |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At Advanced           | 17     | 0      | \*     |        |       |
+------------------------+--------+--------+--------+--------+-------+
|                        |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| \*denotes less than 5  |        |        |        |        |       |
| students               |        |        |        |        |       |
|                        |        |        |        |        |       |
| required for           |        |        |        |        |       |
| reportable score       |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+

STATE CRITERION-REFERENCED TESTS

Subject [Reading]{.underline} Grade [3]{.underline} Test [Maryland
School Assessment]{.underline}

Edition/Publication Year [2002]{.underline} Publisher [Harcourt
Brace]{.underline}

+------------------------+--------+--------+--------+--------+-------+
|                        | 200    | 200    | 200    | 200    | 2000  |
|                        | 4-2005 | 3-2004 | 2-2003 | 1-2002 | -2001 |
+------------------------+--------+--------+--------+--------+-------+
| Testing Month          | March  | March  | March  |        |       |
+------------------------+--------+--------+--------+--------+-------+
| SCHOOL SCORES          |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above Basic     | 100    | 100    | 100    |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above           | 92     | 55     | 57     |        |       |
| Proficient             |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At Advanced           | 18     | 0      | 0      |        |       |
+------------------------+--------+--------+--------+--------+-------+
| Number of students     |        |        |        |        |       |
| tested                 |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| Number of students     |        |        |        |        |       |
| alternatively assessed |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
|                        |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| SUBGROUP SCORES        |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| 1\. African American   |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above Basic     | 100    | 100    | 100    |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above           | 100    | 89     | \*     |        |       |
| Proficient             |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At Advanced           | 27     | 11     | \*     |        |       |
+------------------------+--------+--------+--------+--------+-------+
|                        |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| 2\. FaRMS              |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above Basic     | 100    | 100    | 100    |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above           | 94     | 57     | 43     |        |       |
| Proficient             |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At Advanced           | 22     | 0      | 0      |        |       |
+------------------------+--------+--------+--------+--------+-------+
|                        |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| 3\. Special Education  |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above Basic     | 100    | 100    | 100    |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above           | 83     | 80     | \*     |        |       |
| Proficient             |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At Advanced           | 17     | 0      | \*     |        |       |
+------------------------+--------+--------+--------+--------+-------+
|                        |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| \*denotes less than 5  |        |        |        |        |       |
| students               |        |        |        |        |       |
|                        |        |        |        |        |       |
| required for           |        |        |        |        |       |
| reportable score       |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+

STATE CRITERION-REFERENCED TESTS

Subject [Math]{.underline} Grade [5]{.underline} Test [Maryland School
Assessment]{.underline}

Edition/Publication Year [2002]{.underline} Publisher [CTB-Magraw
Hill]{.underline}

+------------------------+--------+--------+--------+--------+-------+
|                        | 200    | 200    | 200    | 200    | 2000  |
|                        | 4-2005 | 3-2004 | 2-2003 | 1-2002 | -2001 |
+------------------------+--------+--------+--------+--------+-------+
| Testing Month          | March  | March  | March  |        |       |
+------------------------+--------+--------+--------+--------+-------+
| SCHOOL SCORES          |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above Basic     | 100    | 100    | 100    |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above           | 68     | 61     | 41     |        |       |
| Proficient             |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At Advanced           | 26     | 10     | 2      |        |       |
+------------------------+--------+--------+--------+--------+-------+
| Number of students     |        |        |        |        |       |
| tested                 |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| Number of students     |        |        |        |        |       |
| alternatively assessed |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
|                        |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| SUBGROUP SCORES        |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| 1\. African American   |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above Basic     | 100    | 100    | 100    |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above           | \*     | \*     | \*     |        |       |
| Proficient             |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At Advanced           | \*     | \*     | \*     |        |       |
+------------------------+--------+--------+--------+--------+-------+
|                        |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| 2\. FaRMS              |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above Basic     | 100    | 100    | 100    |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above           | 75     | 46     | 42     |        |       |
| Proficient             |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At Advanced           | 26     | 14     | 0      |        |       |
+------------------------+--------+--------+--------+--------+-------+
|                        |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| 3\. Special Education  |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above Basic     | 100    | 100    | 100    |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above           | 40     | 29     | 20     |        |       |
| Proficient             |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At Advanced           | 20     | 0      | 0      |        |       |
+------------------------+--------+--------+--------+--------+-------+
|                        |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| \*denotes less than 5  |        |        |        |        |       |
| students               |        |        |        |        |       |
|                        |        |        |        |        |       |
| required for           |        |        |        |        |       |
| reportable score       |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+

STATE CRITERION-REFERENCED TESTS

Subject [Reading]{.underline} Grade [5]{.underline} Test [Maryland
School Assessment]{.underline}

Edition/Publication Year [2002]{.underline} Publisher [Harcourt
Brace]{.underline}

+------------------------+--------+--------+--------+--------+-------+
|                        | 200    | 200    | 200    | 200    | 2000  |
|                        | 4-2005 | 3-2004 | 2-2003 | 1-2002 | -2001 |
+------------------------+--------+--------+--------+--------+-------+
| Testing Month          | March  | March  | March  |        |       |
+------------------------+--------+--------+--------+--------+-------+
| SCHOOL SCORES          |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above Basic     | 100    | 100    | 100    |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above           | 82     | 80     | 59     |        |       |
| Proficient             |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At Advanced           | 37     | 28     | 14     |        |       |
+------------------------+--------+--------+--------+--------+-------+
| Number of students     |        |        |        |        |       |
| tested                 |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| Number of students     |        |        |        |        |       |
| alternatively assessed |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
|                        |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| SUBGROUP SCORES        |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| 1\. African American   |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above Basic     | 100    | 100    | 100    |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above           | \*     | \*     | \*     |        |       |
| Proficient             |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At Advanced           | \*     | \*     | \*     |        |       |
+------------------------+--------+--------+--------+--------+-------+
|                        |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| 2\. FaRMS              |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above Basic     | 100    | 100    | 100    |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above           | 75     | 63     | 54     |        |       |
| Proficient             |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At Advanced           | 42     | 18     | 8      |        |       |
+------------------------+--------+--------+--------+--------+-------+
|                        |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| 3\. Special Education  |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above Basic     | 100    | 100    | 100    |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At or Above           | 40     | 57     | 60     |        |       |
| Proficient             |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| %At Advanced           | 40     | 0      | 0      |        |       |
+------------------------+--------+--------+--------+--------+-------+
|                        |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+
| \*denotes less than 5  |        |        |        |        |       |
| students               |        |        |        |        |       |
|                        |        |        |        |        |       |
| required for           |        |        |        |        |       |
| reportable score       |        |        |        |        |       |
+------------------------+--------+--------+--------+--------+-------+