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

*U.S. Department of Education*

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

Name of Principal Mr. John J. Gibbs, III

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

Official School Name Sea Girt Elementary School

(As it should appear in the official records)

School Mailing Address 451 Bell Place
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Sea Girt NJ 08750-2599

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County Monmouth School Code Number\* 25 4690 050

Telephone (732) 449-3422, ext. 4 Fax (732) 449-1204

Website/URL seagirt.k12.nj.us E-mail jgibbs@seagirt.k12.nj.us

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. John J. Gibbs, III

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

District Name Sea Girt School District Tel. (732) 449-3422, ext. 33

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 Dr. James Rotolo

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

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

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

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

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

\_\_\_\_\_ Middle schools

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

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

\_\_\_\_\_ Other

\_[1]{.underline}\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \$12,866

Average State Per Pupil Expenditure: \$ 9,312

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

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

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

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

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

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

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

  **PreK**                                                  **7**       14        10          **24**

  **K**       8         8                      **16**       **8**       11        15          **26**

  **1**       11        7                      **18**       **9**                             

  **2**       13        2                      **15**       **10**                            

  **3**       10        7                      **17**       **11**                            

  **4**       6         10                     **16**       **12**                            

  **5**       10        7                      **17**       **Other**                         

  **6**       19        11                     **30**                                         

                                    **TOTAL                                                   **179**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [99]{.underline} % White

the students in the school: % Black or African American

[1]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
[\_2]{.underline}\_%

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

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

  **(2)**   Number of students who transferred           3
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   4
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 183
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  0.22
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          2.2
  --------- -------------------------------------------- ------------------

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

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

Number of languages represented: \_\_[1]{.underline}\_\_\_\_\_

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals:
\_\_\_[0]{.underline}\_\_\_\_%

Total number students who qualify: \_\_\_[0]{.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:
\_\_\_[6]{.underline}\_\_\_\_%

\_\_[10]{.underline}\_\_\_\_Total Number of Students Served

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

\_[1]{.underline}\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[4]{.underline}\_\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_\_\_Speech or Language Impairment

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

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness

\_[1]{.underline}\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) \_\_\_[2]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_[16]{.underline}\_\_\_
\_\_\_[1]{.underline}\_\_\_\_

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

Paraprofessionals \_\_\_[4]{.underline}\_\_\_
\_\_\_[1]{.underline}\_\_\_\_

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

12\. Average school student-"classroom teacher" ratio:
\_[18]{.underline}\_\_

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

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

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

  Daily teacher attendance   98%         97%         97%         97%         98%

  Teacher turnover rate\*    6%          11%         6%          18%         11%

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

  Student drop-off rate      n/a         n/a         n/a         n/a         n/a
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

\*There were numerous retirements of veteran teachers and a maternity
leave over the past five years.

**PART III ‑ SUMMARY**

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

The Sea Girt Elementary School mission statement is to strive to provide
for all students a safe and nurturing environment, empowering students
with the knowledge, skills, and values needed to think critically,
respect others and themselves, and achieve their highest potential as
life-long learners.

Sea Girt Elementary School is recognized for its demanding and
outstanding educational programs. A literature based reading program,
writing, and mathematics are stressed throughout the grades. Great
Books, Algebra, Spanish I, and a gifted and talented program are offered
based on ability. The reading program emphasizes comprehension, literary
skills, and vocabulary at all levels while promoting the habit of life
long reading. There is an ongoing integration of reading skills
throughout the curriculum. The mathematics program follows standards
established by the National Council of Teachers of Mathematics, often
using manipulatives and cooperative learning through groups to enhance
problem solving skills. The writing program enables students to
communicate effectively, coherently, and imaginatively through written
expression. Spanish is taught in Grades K-8. The school has adopted the
New Jersey Bar Foundation Managing Bullying Behavior, Positive
Strategies for Conflict Resolution to maintain a wholesome school social
climate.

A diversified extracurricular program with high levels of participation
is available and encouraged. Athletic programs include soccer,
basketball, baseball, softball, cheering, and tennis. School teams are
noted for their winning traditions, discipline, and sportsmanship. The
performing arts program consists of drama productions, class plays,
chorus, band, and music lessons. Students can join the computer club,
safety patrol, forensics, and the school newspaper staff. Students
participate in grade level field trips. A variety of student service
projects helps to develop a sense of social responsibility. Students
visit nursing homes, run food and clothing drives for the needy, and
prepare Thanksgiving and Christmas baskets. Peer Leaders offer lunch
time tutoring.

Strong ties between home and school enrich the quality of Sea Girt
Elementary School as parents generously support school activities with
personal commitment and involvement. The Parent Teacher Organization
donates time and effort to provide special opportunities and supplies.
The PTO sponsors assembly programs for the school which are integrated
into the curriculum. Programs change yearly and have included visiting
authors, Indian dancers, a musician portraying Mozart, and motivational
speakers.

The PTO runs programs that include Art in The Classroom, Christmas
Bazaar, Breakfast with Santa, Book Fairs, Family Fun Bingo night and
Accelerated Reader. The Booster Club supports our sports teams by
purchasing uniforms and organizes Saturday soccer and basketball
programs for all students coached by parent volunteers. Adult volunteers
assist in the classrooms, two for over 25 years. Teachers invite parents
into the classroom for Read-Along, Writing Workshop, Book Talk, VIP Day,
Theme Projects, Winter Celebrations, Art in the Classroom and a "Polar
Express" Pajama Reading.

Our technology program is outstanding with a networked multimedia
computer lab in the Instructional Media Center. A local area network
connects classroom computer stations and presentation monitors with the
Internet and resources of the library. Digital White boards for
classroom instruction will be installed in all classrooms this year. The
library collection is computerized. Grade 6, 7, and 8 students are
introduced to Microsoft Office XP Professional suite.

Academic performance is a priority at Sea Girt School. The school also
emphasizes character values of self-discipline, honesty, fairness,
courtesy, responsibility, and respect. Values are instilled by example,
presentations, expectations and staff emphasis and the staff expects the
best performance from each student both in and out of the classroom.

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

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

In New Jersey, elementary students take the NJ Assessment of Student
Knowledge in fourth grade (NJASK 4) and the Grade Eight Proficiency
Assessment in eighth grade (GEPA). Student scores are reported in two
categories: Language Arts Literacy and Mathematics. The NJASK 4 and GEPA
are the same assessment instruments used for No Child Left Behind.
Student performance levels are partially proficient, proficient, and
advanced proficient. To meet state standards, students must be
proficient or advanced proficient.

Sea Girt Elementary School consistently placed almost all students in
the Advanced Proficient and Proficient categories. In 2003-04, Sea Girt
Elementary School is the only school in the state to have 100% of
students score Advanced Proficient and Proficient on both the GEPA and
NJASK4. The NJASK and GEPA instruments are designed to measure the New
Jersey Core Curriculum Standards. The consistent high achievement of Sea
Girt students reflects the school's strong commitment to quality
curriculum and outstanding instructional methodology. Teachers are
dedicated professionals who enjoy teaching children. Lessons are
constructed to promote student involvement in learning activities. The
outstanding school assessment results are evidence of successful
curricular delivery.

The district scores significantly above state averages. More
importantly, the school outperforms a subgroup of similar socioeconomic
status schools named District Factor Group (DFG). The reader should
refer to the attached charts for Sea Girt Elementary School scores and
comparisons to state averages.

Information on state assessment results may be found at:
education.state.nj.us/rc/rc04

2.  **Show in one-half page how the school uses assessment data to
    understand and improve student and school performance.**

Assessment data is used in four different ways to understand and improve
student and school

performance.

1.  Overall school performance is tracked over years to identify trends
    and patterns for areas of weakness needing curricular adjustment or
    curricular enhancement.

```{=html}
<!-- -->
```
2.  Student assessment data is used by each teacher for self analysis.
    Teaching staff members examine performance of their students for
    adjustment at their grade levels or subject areas.

3.  Student assessment data is passed on to receiving teachers in the
    next higher grade level so that teacher has a good picture of each
    child as well as group performance, and can adjust curriculum
    accordingly. This articulation ensures continuity of curricular
    delivery.

4.  The administration uses student assessment data as part of the
    annual evaluation for staff. This provides the opportunity to have
    individual teachers focused to improve instruction based on
    assessment results as part of their Professional Improvement Plan.

```{=html}
<!-- -->
```
3.  **Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.**

> State assessment data is communicated to parents and community in
> several ways. A full report
>
> of each individual's student performance is mailed home to parents.
> Follow-up conferences are encouraged and can be initiated by parents
> seeking further understanding of their child's results. A report of
> aggregated data is given at a public Board of Education meeting within
> 30 days of receipt of any aggregated results. Each October, a report
> of aggregated data is given to the community in the Quality Annual
> Assurance Report (QAAR) at a public Board of Education meeting.
> Information is provided to local print media. The district issues the
> district NJ School Report Card to parents. It contains a broad base of
> school information including school assessment data. The NJ School
> Report Card is available as a link on the District Web page:
> [www.seagirt.k12.nj.us](http://www.seagirt.k12.nj.us/).
>
> Student classroom performance is reported to parents two times each
> marking period and at scheduled parent teacher conferences for a total
> of 9 times per year. In addition, there is an open door policy that
> encourages parents to confer with teachers regarding student
> performance. Parents are able to use email and voice mail to
> communicate individual questions regarding student performance.
> Teachers and parents can communicate using school issued student
> planners for students requiring close monitoring of academic progress.
> Teachers reach out to parents of students who are not performing well,
> based on their ability.

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

> The school and district conduct on-going articulation meetings with
> sending district elementary
>
> schools and our receiving high school. There are common curriculum
> development articulation meetings with sending districts to write
> subject specific grade level curriculum in alignment with the New
> Jersey Core Content Curriculum Standards. Workshop programs included
> Sea Girt teachers traveling to a neighboring K-8 district for
> articulation meetings to share successful grade level and subject area
> teaching methods and strategies with other teachers. Our art teacher
> annually attends a symposium sponsored by the Monmouth County Festival
> of Arts where 45 art educators assemble to share exemplary creative
> projects. Sending district music teachers share instruction styles for
> playing musically.
>
> Sea Girt School District is a member of the local community college
> Math/Science Network where staff members attend pertinent math/science
> workshops with other schools. The superintendent/principal attends
> monthly sending district meetings to share ideas, proposals, problems,
> and successful strategies with six school districts that send students
> to the local receiving high school.

**PART V -- CURRICULUM AND INSTRUCTION**

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

```{=html}
<!-- -->
```
1.  The Sea Girt Elementary School Curriculum is based on the New Jersey
    Core Curriculum Content

Standards augmented with challenging curricular content.

[Language Arts Literacy]{.underline} -- A comprehensive literature based
program is stressed throughout the grades in which students are engaged
in reading, writing, speaking and listening activities in a literature
rich environment. Classrooms provide students with differentiated
instructional strategies to address individual learning styles and
diverse student needs. Content and process are designed to develop
students who are independent readers, writers and thinkers. Activities
encouraging inquiry skills and higher order thinking are viewed as
critical attributes to the learning process.

[Mathematics]{.underline} -- In a sequential curriculum, students are
taught concepts skills and problem solving with a mastery level goal.
The program is based on conceptual knowledge while stressing a strong
foundation in basic facts and operations. Application of mathematical
concepts to real life situations is used to create relevance. The
curriculum allows for remediation, enrichment and acceleration.

[Science]{.underline} -- Elements of Inquiry Methodology form the basis
of curriculum delivery. Content varies by grade level, but the
overriding theme requires students to investigate, understand and apply
scientific concepts, skill building and refining concepts. Students
prepare and present individual projects. There is a prehigh longitudinal
beach survey project.

[Social Studies]{.underline} --An instructional theme of discovery and
discussion is used to provide historical prospective and concepts.
Students explore civics, world history, United States history, New
Jersey history, economics, and geography. Primary grades focus on
respect, democratic concepts, and citizenship. Student projects
emphasize individual learning culminating in the Grade 6, 7, and 8
"Worlds Fair".

[World Language]{.underline} \_ Spanish is taught to all students K-8.
Students are enthusiastically engaged in meaningful, motivating and
cognitively challenging activities, actively speaking, using language
and learning Spanish cultures. Students are prepared to enroll in
Spanish II by the end of grade 8.

[Technology Literacy]{.underline} -- Technology as a learning tool is
employed throughout grade levels as all K-8 students use educational
software to enrich programs. Students are taught computer skills through
technology education. Grades six, seven and eight students are taught
keyboarding to proficiency standards and introduced to Microsoft XP
Professional Suite and Internet search techniques. (Refer to question
V.3)

[Performing Arts]{.underline} -- Opportunities for performance provide
the ability to be creative and expressive which develops an enhanced
sense of poise, self-esteem, and confidence for an enriched quality of
life. All students K-8 have music classes. Band and instrument lessons
are offered to grades 4-8. Students in grades K-5 perform in grade level
plays. There is a Prehigh Drama Club and spring choral presentation.

[Comprehensive Health and Physical Education]{.underline} -- Quality
programs promote each student's optimum physical, mental, emotional, and
social development. Learning experiences support a variety of physical
activity areas and address health education and issues that impact
quality of life. In the early years, music and movement activities are
used as a focus for skill development. Life-long sports are emphasized
in the upper grades.

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

A comprehensive literature based reading program is stressed throughout
the grades. In the primary grades, a balanced differentiated program
offers varied instruction and strategies, including phonemic awareness,
phonics, decoding, guided oral reading, comprehension strategies, and
vocabulary in a literature rich environment. Grades K-5 have extensive
classroom libraries for self-selected reading enrichment activities.
Children experience themselves and each other as authors, editors and
illustrators starting in the primary grades. The librarian promotes
reading through children's literature activities. Parents are invited in
the primary classrooms for Read Along with their children to promote
reading by example. In the intermediate grades, a literature-based cross
curricular approach is used. There is a focus on grammar, content, and
comprehension. Literature related student projects promote student self
expression. Well-defined rubrics are used to help enable students to
communicate effectively, coherently, and imaginatively through written
expression. In grades 6, 7 and 8 classical and contemporary literature
is used through which readers actively construct meaning, relating prior
knowledge and experience to written text, respond with critical
analysis, understand words, their variation and contexts. Universal
themes, diverse cultures, perspective and common aspects of human
existence are considered. There are grades 3,4,5 and grades 6,7,8 summer
reading programs. The PTO generously funds and supports an Accelerated
Reading Program in the summer, as well as during the school year.

The Sea Girt Elementary School offers a balanced approach to literature
instruction and based on assessment results, the school is very
successful. "Independent Reading and School Achievement" by Bernice E.
Cullinan (School Library Research, 2000) of New York University supports
our experience and the body of research that students who read
independently become better readers, score higher on achievement tests
and have more content-area knowledge than those who do not. Twenty-first
century literacies and basic reading skills are integrated through our
curriculum.

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.**

The district is dedicated to providing the students at Sea Girt
Elementary School with access to and understanding of new technologies
to the point where these advances become an integral part of their
knowledge base. As an essential part of the learning process, knowledge
acquisition of technology will empower all students to function as
self-directed learners, complex thinkers, collaborative workers,
effective communicators, and functional and productive adults. This is
an embodiment of the school's mission statement "to empower our students
with the knowledge, skills, and values needed to think critically, and
achieve their highest potential as life-long learners".

All students and teachers have access to information technology in every
instructional area. Teachers use technology to help students achieve
high academic standards, and digital content enhances instruction. There
is a networked multimedia computer lab in the Instructional Media Center
with Pentium personal computers using Windows XP Professional platform.
Plans are in place to outfit each instructional area with a digital
white board. A local area network connects classroom computer stations
with the resources of the Instructional Media Center as well as the
Internet. Each classroom has four multimedia computers, Internet access,
and a 35" Sony presentation monitor. The library collection is
computerized. Prehigh students are introduced to the Microsoft Office XP
2003 Professional suite which includes Word, Power Point and Excel, as
well as Inspiration software and Internet search techniques. Through
exploratory learning, students emerge with greater analytical and
critical thinking skills.

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

Implementation of high performance standards for staff and students is
integral to the success of Sea Girt Elementary School. There is a strong
emphasis on organization of learning objectives. Objectives are linked
to aspects of the curriculum. Instruction is designed to encourage
student engagement and involvement in the instructional process. Lessons
are designed to appeal to various learning styles. Well established
procedures and routines are very much in evidence. Principals of
Instructional Theory Into Practice (ITIP) form a basis for instructional
methodology. Lecture, teacher questioning students, active
participation, group work, technology, Power Point presentations,
cooperative group work, student presentation projects, and traditional
academics all form a part of various instructional delivery methods.
Students are required to prepare project presentations throughout grade
levels, culminating in the Social Studies "World's Fair" and the Science
Fair in grades 6-8. There is a longitudinal science Beach Profile
Project, as well as a recently instituted Wetlands Project.

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

The professional development program, formulated by the Professional
Development Committee through surveys and administrative input, provides
a stimulating work environment and meets the educational needs of our
students by keeping staff abreast of current educational trends.
District objectives, approved by the Board of Education each year, are
based on pupil performance data, distributed to the teachers at the
beginning of each school year, and discussed at faculty and team
meetings throughout the year.

The district provides an on-going plan for professional development
activities including the following areas: conferences and workshops
relating to their areas of subject matter responsibility, on-going
grade-level program assessment through regular planned meetings, and
district-wide in-service workshops. The district is a member of the
local community college Math/Science Network, allowing staff to attend
pertinent subject-area workshops. The administration distributes
relevant research articles to staff from ASCD Educational Leadership,
Education Week, and Educational Research Service publications.

Students have benefited from faculty and staff attendance at
out-of-district professional conferences and workshops. Our librarian,
who is the curator of our Museum of Children's Authors and Illustrators,
completed a course on museum and information structures at Rutgers
University with Dr. David Carr. Staff in-service days and workshops have
benefited students by providing staff development in a variety of
educational areas. More than half the staff holds Masters degrees in
their fields and others are working towards completing their graduate
work.

As a result of these programs, and to the delight of their parents and
teachers, our students remain enthusiastic about learning and continue
to perform extremely well in the classroom and on State assessment
instruments.

**PART VII - ASSESSMENT RESULTS**

**Table 1**

***No Child Left Behind - Blue Ribbon School***

**New Jersey ESPA/NJASK4**

**Grade 4 Language Arts Literacy**

# 

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

  Testing month                       March       March       March       March       March

  **SCHOOL SCORES**                                                                   

  \% Partially Proficient             0           3           0           0           41

  \% Proficient                       89          90          82          88          59

  \% Advanced Proficient              11          7           18          12          0

                                                                                      

  Number of students tested           18          31          22          25          17

  Percent of total students tested    100         100         100         100         100

  Number of students alternatively    0           0           0           0           0
  assessed                                                                            

  Percent of students alternatively   0           0           0           0           0
  assessed                                                                            

  SUBGROUP SCORES                                                                     

  1\. Economically Disadvantaged                                                      

  \% Partially Proficient             0           0           0           0           0

  \% Proficient                       0           0           0           0           0

  \% Advanced Proficient              0           0           0           0           0

  Number of Students Tested           0           0           0           0           0

  2\. Black                                                                           

  \% Partially Proficient             0           0           0           0           0

  \% Proficient                       0           0           0           0           0

  \% Advanced Proficient              0           0           0           0           0

  Number of Students Tested           0           0           0           0           0

  3\. White                                                                           

  \% Partially Proficient             0           3           0           0           41

  \% Proficient                       89          90          82          88          59

  \% Advanced Proficicient            11          7           18          12          0

  Number of Students Tested           18          31          22          25          17

  4\. Hispanic                                                                        

  \% Partially Proficient             0           0           0           0           0

  \% Proficient                       0           0           0           0           0

  \% Advanced Proficient              0           0           0           0           0

  Number of Students Tested           0           0           0           0           0

  **STATE SCORES**                                                                    

  \% Partially Proficient             18          22          21          15          39

  \% Proficient                       78          74          73          75          57

  \% Advanced Proficient              5           4           6           10          4
  ----------------------------------- ----------- ----------- ----------- ----------- -----------

**Table 1**

***No Child Left Behind - Blue Ribbon School***

**New Jersey ESPA/NJASK4**

**Grade 4 Mathematics**

# 

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

  Testing month                       March       March       March       March       March

  **SCHOOL SCORES**                                                                   

  \% Partially Proficient             0           3           5           20          18

  \% Proficient                       29          45          55          56          65

  \% Advanced Proficient              70          52          41          24          18

                                                                                      

  Number of students tested           18          31          22          25          17

  Percent of total students tested    100         100         100         100         100

  Number of students alternatively    0           0           0           0           0
  assessed                                                                            

  Percent of students alternatively   0           0           0           0           0
  assessed                                                                            

  SUBGROUP SCORES                                                                     

  1\. Economically Disadvantaged                                                      

  \% Partially Proficient             0           0           0           0           0

  \% Proficient                       0           0           0           0           0

  \% Advanced Proficient              0           0           0           0           0

  Number of Students Tested           0           0           0           0           0

  2\. Black                                                                           

  \% Partially Proficient             0           0           0           0           0

  \% Proficient                       0           0           0           0           0

  \% Advanced Proficient              0           0           0           0           0

  Number of Students Tested           0           0           0           0           0

  3\. White                                                                           

  \% Partially Proficient             0           3           5           20          18

  \% Proficient                       29          45          55          56          65

  \% Advanced Proficicient            70          52          41          24          18

  Number of Students Tested           18          31          22          25          17

  4\. Hispanic                                                                        

  \% Partially Proficient             0           0           0           0           0

  \% Proficient                       0           0           0           0           0

  \% Advanced Proficient              0           0           0           0           0

  Number of Students Tested           0           0           0           0           0

  **STATE SCORES**                                                                    

  \% Partially Proficient             28          32          32          29          29

  \% Proficient                       46          43          41          48          50

  \% Advanced Proficient              26          25          27          25          21
  ----------------------------------- ----------- ----------- ----------- ----------- -----------

**Table 1**

***No Child Left Behind - Blue Ribbon School***

**New Jersey Grade Eight Proficiency Assessment**

**Grade 8 Language Arts Literacy**

# 

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

  Testing month                       March       March       March       March       March

  **SCHOOL SCORES**                                                                   

  \% Partially Proficient             0           4           0           0           0

  \% Proficient                       77          65          83          65          89

  \% Advanced Proficient              24          30          17          35          11

                                                                                      

  Number of students tested           17          23          18          17          18

  Percent of total students tested    100         100         100         100         100

  Number of students alternatively    0           0           0           0           0
  assessed                                                                            

  Percent of students alternatively   0           0           0           0           0
  assessed                                                                            

  SUBGROUP SCORES                                                                     

  1\. Economically Disadvantaged                                                      

  \% Partially Proficient             0           0           0           0           0

  \% Proficient                       0           0           0           0           0

  \% Advanced Proficient              0           0           0           0           0

  Number of Students Tested           0           0           0           0           0

  2\. Black                                                                           

  \% Partially Proficient             0           0           0           0           0

  \% Proficient                       0           0           0           0           0

  \% Advanced Proficient              0           0           0           0           0

  Number of Students Tested           0           0           0           0           0

  3\. White                                                                           

  \% Partially Proficient             0           4           0           0           0

  \% Proficient                       77          65          83          65          89

  \% Advanced Proficicient            24          30          17          35          11

  Number of Students Tested           17          23          18          17          18

  4\. Hispanic                                                                        

  \% Partially Proficient             0           0           0           0           0

  \% Proficient                       0           0           0           0           0

  \% Advanced Proficient              0           0           0           0           0

  Number of Students Tested           0           0           0           0           0

  **STATE SCORES**                                                                    

  \% Partially Proficient             28          26          27          18          16

  \% Proficient                       66          67          65          74          76

  \% Advanced Proficient              6           7           8           8           7
  ----------------------------------- ----------- ----------- ----------- ----------- -----------

**Table 1**

***No Child Left Behind - Blue Ribbon School***

**New Jersey Grade Eight Proficiency Assessment**

**Grade 8 Mathematics**

# 

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

  Testing month                       March       March       March       March       March

  **SCHOOL SCORES**                                                                   

  \% Partially Proficient             0           13          6           0           6

  \% Proficient                       41          35          50          59          67

  \% Advanced Proficient              59          52          44          41          28

                                                                                      

  Number of students tested           17          23          18          17          18

  Percent of total students tested    100         100         100         100         100

  Number of students alternatively    0           0           0           0           0
  assessed                                                                            

  Percent of students alternatively   0           0           0           0           0
  assessed                                                                            

  SUBGROUP SCORES                                                                     

  1\. Economically Disadvantaged                                                      

  \% Partially Proficient             0           0           0           0           0

  \% Proficient                       0           0           0           0           0

  \% Advanced Proficient              0           0           0           0           0

  Number of Students Tested           0           0           0           0           0

  2\. Black                                                                           

  \% Partially Proficient             0           0           0           0           0

  \% Proficient                       0           0           0           0           0

  \% Advanced Proficient              0           0           0           0           0

  Number of Students Tested           0           0           0           0           0

  3\. White                                                                           

  \% Partially Proficient             0           13          6           0           6

  \% Proficient                       41          35          50          59          67

  \% Advanced Proficicient            59          52          44          41          28

  Number of Students Tested           17          23          18          17          18

  4\. Hispanic                                                                        

  \% Partially Proficient             0           0           0           0           0

  \% Proficient                       0           0           0           0           0

  \% Advanced Proficient              0           0           0           0           0

  Number of Students Tested           0           0           0           0           0

  **STATE SCORES**                                                                    

  \% Partially Proficient             38          43          42          30          33

  \% Proficient                       42          41          42          48          48

  \% Advanced Proficient              20          16          16          22          20
  ----------------------------------- ----------- ----------- ----------- ----------- -----------