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

**[Revised- March 22, 2006]{.underline}**

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_\_ Elementary
\_ \_ Middle \_[X]{.underline}\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mr. Charles Strange]{.underline}

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

Official School Name [Cherry Valley-Springfield Junior/Senior High
School]{.underline}

(As it should appear in the official records)

School Mailing Address\_[PO Box 485, 597 County Route
54]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Cherry
Valley]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[New
York]{.underline}\_\_\_\_\_\_\_\_\_\_[13320-0485]{.underline}\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_[Otsego]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_\_\_[472202040001]{.underline}

Telephone [(607) 264-9012]{.underline} Fax [(607)
264-3299\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/URL [www.cvscs.org]{.underline} E-mail
[cstrange@cvscs.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\* [Mr. Nicholas
Savin\_\_\_\_\_\_\_\_]{.underline} (Specify: Ms., Miss, Mrs., Dr., Mr.,
Other)

District Name [Cherry Valley-Springfield Central School
District]{.underline} Tel. [(607) 264-9332]{.underline}

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

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

Name of School Board Mrs. Ellen Johnson

President/Chairperson

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

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

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

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

*\*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 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: \_\_\_\_\_ Elementary schools

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

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

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

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

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

2\. District Per Pupil Expenditure:
\_\_\_[\$8,224.00]{.underline}\_\_\_\_

Average State Per Pupil Expenditure:
\_\_\_[\$7,595.00]{.underline}\_\_\_\_

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

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

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

4\. [14]{.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**       33        27          60

  **K**                                                     **8**       20        21          41

  **1**                                                     **9**       33        34          67

  **2**                                                     **10**      36        22          58

  **3**                                                     **11**      30        16          46

  **4**                                                     **12**      10        12          22

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   294
                                    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: [.33%]{.underline} Black or African American

[.33%]{.underline} Hispanic or Latino

[.34%]{.underline} Asian/Pacific Islander

\_\_\_% American Indian/Alaskan Native

**100% Total**

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

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

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      30
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      47
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    77
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 656
                            the school as of October 1  

  **(5)**                   Total transferred students  .11
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           11
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

Number of languages represented: \_\_\_\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals: [40]{.underline}%

Total number students who qualify: [264]{.underline}

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

10\. Students receiving special education services: [15]{.underline}%

[44]{.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.

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

\_\_\_\_Deafness [7]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [30]{.underline} Specific Learning Disability

[1]{.underline} Emotional Disturbance \_\_\_\_Speech or Language
Impairment

\_\_\_\_Hearing Impairment [2]{.underline} Traumatic Brain Injury

> [3]{.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) (Principals) [2]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [50]{.underline} [6]{.underline}

Special resource teachers/specialists [7]{.underline} [1]{.underline}

Paraprofessionals [7]{.underline} \_\_\_\_\_\_\_\_

> Support staff [25]{.underline} [21]{.underline}
>
> Total number [91]{.underline} [28]{.underline}

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

students in the school divided by the FTE of classroom teachers:
[12:1]{.underline}

13\. The discrepancy between the dropout rate and drop off rate is due
to a declining enrollment between entering 9^th^ grade students and
12^th^ grade graduates four years later. This declining enrollment has
been school-wide and has been occurring over the past decade in this
school and in this region. A small percentage of that drop off rate
reflects the students that have switched to a GED program.

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

  Daily student attendance   95%         94%         94%         95%         94%

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

  Teacher turnover rate      13%         3%          9%          9%          NA

  Student dropout rate       4%          1%          2%          0%          0%
  (middle/high)                                                              

  Student drop-off rate      32%         28%         14%         17%         NA
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > 53       |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > 58%      |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > 11%      |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > 2%       |
+---------------------------------------------------------+------------+
| Found employment                                        | > 19%      |
+---------------------------------------------------------+------------+
| Military service                                        | > 8%       |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > 2%       |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

Cherry Valley-Springfield Junior Senior High School is a 7th-12th grade
public school located in rural upstate New York. This area of New York
State has a long history of agriculture mostly revolving around dairy
farming. Over the last thirty years this industry has been on the
decline, affecting the economy all around central New York State.
Situated in the northeast corner of Otsego County, this school district
is the product of a school consolidation in 1987 between Cherry Valley
Central School District and Springfield Central School District. Two
years after this consolidation, a new physical plant was constructed and
then updated in 1994. All of this construction and plant improvement was
funded 95% by New York State as part of the consolidation effort. When
the consolidation and new physical plant were both completed the
district enjoyed additional operating aid from New York State, also a
product of the consolidation. Many new programs and initiatives were
established including improved instructional technology, expanded High
School electives and extracurricular opportunities for all students.
Although the enrollment projections indicated growth, the reality in
this school district as well as most other rural school districts has
been a sharp decline in enrollment. With that decline has been an
associated sharp decline in State funding to this school district.

Despite this setback Cherry Valley-Springfield has adjusted and
continued to promote excellence through curricular innovation and a
commitment to high expectations for all students. At the heart of Cherry
Valley-Springfield Junior-Senior High's effort to meet the needs of its
students while promoting high achievement, is the team approach to long
and short term planning. In the Junior High the core team of teachers
meets every other day to coordinate instruction and address the needs of
exceptional children with the assistance of the Secondary Principal as
well as the Pupil Personnel Staff. These meetings are also utilized
regularly as parent conferences as needs arise. In the High School
grades the teams are comprised of members of each department where
instruction, materials and facilities as well as mapping of the
curriculum through each student's high school career is planned. Key to
the "Success for All Students" concept is the close involvement of
parents. Day to day communication is facilitated through the use of
several technologies including parent email. The ongoing contact with
the parents of struggling students is also key to this school's success
in enlisting the coordinated efforts of parents in the process of
instilling values needed for academic success.

Over the past decade an effort to raise the aspirations of all students
has taken many forms including the visitation of entire grade levels to
local universities. Through this effort, students at various ages have
seen first hand what it is like to be a college student. University
admissions officers, instructors and college students have showed them,
discussed with them and walked them through the various parts of daily
college life. As a result, students surveyed have demonstrated an
increased interest in pursuing higher education after high school and
have followed through with those interests as they approached
graduation.

Curriculum review has become an ongoing and increasingly focused effort
in this school during conference days, state exam review and department
meetings. It has also become the main focus of the district's
Comprehensive District Education Plan. While this plan is in its early
stages it will be used as the basis for the Professional Development
Plan for the district, directing the way for in-service instruction.
Item analysis of state exams followed by gap analysis and curriculum
mapping have created a curricular feedback process for the
implementation of the New York State learning standards. As a result,
each department annually scrutinizes the scope and sequence taught in
every course.

All students have access and practical instruction on the use and
application of information technology in their daily educational lives.
Presently through the use of over 250 networked and internet connected
computers in three computer labs as well as in every classroom, students
have enjoyed cutting edge technology and access since the above
mentioned school consolidation of 1987. Through this technology and
curricular innovation other special programs have developed since the
consolidation including the pairing of the foreign language department
with sister high schools in Spain, France and most recently, Mexico. The
sister school connections have opened up two week long student group
exchanges where students travel to those countries, living with host
families and then reciprocating those arrangements back in New York
State for the children in those host families. The exchange program has
boosted interest, fluency and overall success in our French and Spanish
classes.

Students also utilize a distance learning network of 13 local school
districts including one area university to receive and send advanced
elective courses including college level and college accredited courses.
It is possible for students to complete the equivalent of one semester
of college study during their high school career, pending available
offerings and scheduling during any given semester.

These opportunities are presented and encouraged for all students in an
effort to promote the "can do" attitude needed to compete in a global
economy. These qualities are especially important to children in remote
rural areas where isolation and limited resources are often the rule.

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

1.  **Assessment Results:**

Every year in New York State eighth graders take state assessments in
Mathematics and English Language Arts to assess their progress toward
the New York State Standards in those and other areas of study. High
School students take Regents exams at different times of their high
school careers in these, as well as other subject areas. Passing the
English Language Arts Regents as well as the first Mathematics Regents
exam are, among others, required for graduation in New York State. The
purpose of the eighth grade assessments is to provide a screening
instrument in these subject areas for students in order to provide the
academic intervention needed to help ensure success on the Regent exams
later in high school.

Achievement on the State exams is reported in terms of mean scores and
the percentage of students scoring at four levels of achievement. Level
4 is defined as students who exceed the standards and are moving toward
mastery performance on the Regents examination. Level 3 is defined as
students who meet the standards and, with continued steady growth,
should meet levels of proficiency and pass the Regents examination.
Level 2 is defined as students who will likely need extra help to meet
the standards and pass the Regents examination. Level 1 is defined as
students who have profound academic deficiencies and will need intensive
intervention in order to show proficiency and pass Regents examinations.

This school has shown constantly positive growth on the New York State
eighth grade English Language Arts and Mathematics Assessments.

Further information about New York State's Assessment system can be
found at <http://www.emsc.nysed.gov/osa/> .

2.  **Using Assessment Results:**

Through our Academic Intervention Service plan, students scoring at
level 1 or 2 on the eighth grade English Language Arts or Mathematics
assessment are scheduled for additional instructional time with a
teacher in that subject area. Also, the items students scored
incorrectly on the test are analyzed and cross referenced to the New
York State learning standards. Those areas of instruction are reviewed
by the department team to consider what types of changes should be
implemented for this testing group and future groups.

Students scoring at Level 1 (between 0 and 54) or Level 2 (between 55
and 64) on a Regents exam are provided Academic Intervention Services at
the high school level with a specialist in that subject area who is also
closely familiar with that Regents exam. Students are also instructed in
test taking strategies, especially relating to the planning and
construction of essays and extended answer questions. Through this
instruction, their weak areas are also addressed and strengthened. The
instructor of the course provides this instruction, which also directs
future instruction towards better congruity with the standards as well
as targeting future staff development.

3.  **Communicating Assessment Results:**

The Cherry Valley-Springfield Central School community believes that
clear and public communication about school performance promotes quality
learning and understanding. For this reason all individual test results
are communicated directly to parents and aggregate data are reported
annually and publicly to the District's Board of Education. Data are
also shared publicly through the media, school publications and the
school website. Aggregate data are analyzed by the district's
Comprehensive District Educational Plan (CDEP) committee in order to
develop the annual CDEP plan. That committee makes decisions about
annual planning and share information with other committees also
involved in planning.

Parents receive performance information about their children through
report cards at ten week intervals as well as interim progress reports
every five weeks. Students experiencing difficulties receive reports
[between]{.underline} the five week reports through regular and select
eligibility reports. Students participating in the Junior/Senior High's
HELP program attend weekly two hour supervised homework sessions through
which parents and teachers also communicate. Individual New York State
testing results are communicated to parents of individual students.

The New York State Education Dept. publishes all school performance data
in the annual school report card as well as other parts of the New York
State Education Department website.
[www.nysed.gov](http://www.nysed.gov/) .

4.  **Sharing Success:**

Successful programs are shared with other schools through its associated
professional groups like the ON-C BOCES Principals Academy as well as
the Superintendents' Cabinet. The district website is another vehicle
where successful programs and activities are publicized.
[www.cvscs.org](http://www.cvscs.org/) . Through the various school
committees successes and new developments are shared as well. Cherry
Valley-Springfield Junior-Senior High School is a member of the
Foundation for Excellent Schools <http://www.collegefes.org/>, based in
Middlebury, Vermont. This organization also serves as a vehicle for the
dissemination of best practices among not only other New York State
school but also schools across the United States including Hawaii. The
Catskill Area Teachers Center has been another local organization
through which best practices have been shared in the Northern Catskills
region of New York State.

Our local Board of Cooperative Educational Services in cooperation with
other BOCES is presently developing an extensive broadband information
network through which not only information can be shared, but also
course offerings, teacher training as well as any other type of
networking between the small, remote rural communities in central New
York.

Through our local and state level conferences our teachers are able to
share successful practices in areas such as curriculum development,
engaging students learning, brain and learning theory and technology
usage.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:**

The Cherry Valley-Springfield 7^th^ and 8^th^ grade curriculum is
focused on basic skill development in the core subjects of English
Language Arts, Mathematics, Life and Physical Sciences and Social
Studies. In addition all students are also given regular instruction in
Health, Physical Education, Family and Consumer Science, Technology,
Career Development and Occupational Studies, two full years of foreign
language (Spanish or French) and the Arts (Music and Visual).

All courses are aligned with the New York State standards and
assessments <http://www.emsc.nysed.gov/ciai/pub/standards.pdf> , and
academic intervention services are provided in all four core subjects
for students needing additional instruction. Individual student progress
is carefully monitored by the 7^th^ and 8^th^ grade core team as well as
the PPS team. Parent conferences are held for selected students
throughout the school year in order to keep parents informed and engaged
as part of an instructional/support team. Our resource room instructor
for 7^th^ and 8^th^ grades utilizes instruction in the resource room as
well as "push-in" instructional support in some classes. Ambitious and
advanced students may also pursue accelerated courses in science and
mathematics. 8^th^ Grade students who pass the foreign language
proficiency exam can then accelerate to level 2 high school foreign
language instruction instead of level one when they enter 9^th^ grade.
The focus of the 7^th^/8^th^ grade curriculum is to build basic skill
areas according to individual students' needs, help students explore
various curriculum areas for possible future interest and most
importantly, prepare them cognitively, physically and emotionally for
the rigors of high school study.

The Cherry Valley-Springfield High School Curriculum is designed to help
every student build personal skill in all areas of the core curriculum
while focusing on chosen areas to pursue either in higher education or
in specific career and technical education for post high school careers.
Every high school student will be held to the rigorous New York State
Education Standards requiring extensive study in English Language Arts,
Mathematics, Social Studies and Natural Sciences in order to receive a
diploma. Since students vary greatly in their aspirations and interests,
special educational services as well as academic intervention services
are provided to all students requiring them. Honors, Advanced Placement
and College Level courses in English, Biology, Social Studies and Visual
Arts are offered to ambitious students. Plans are also being developed
to offer college level Calculus to build on our present high school
level Calculus.

In addition to the required four years of social studies and English
language arts, most of our students choose to pursue additional advanced
electives in these areas to build and specialize on their individual
interests. Many students also choose to study additional electives in
our technology department. Of particular interest are our CISCO 1-4
courses where students acquire knowledge and skill in building computer
networks and internet based systems. Students successfully completing
the CISCO exam become certified CISCO network administrators, many of
whom have utilized this distinction and skill as secondary careers while
in college.

The Social Studies Curriculum begins with a two year course in Global
History and Geography followed with a required Regents exam, a
graduation requirement. A one year course in U.S. History and Government
with a graduation required Regents exam follows with two half year
courses in Economics and Participation in Government, completing the
required curriculum. Participation in Government requires every student
to attend and report on meetings of specific branches of local
government as well as offering public volunteer service in the
community. Students may also choose to pursue additional electives both
at the high school and at the college level such as Criminal Justice,
History of Film, the Vietnam War, The Holocaust or College level US
History or History of Western Civilization.

All students are also required to complete, minimally, three units of
Math and three units of science as well as pass one Regents exam in
those curriculum areas. They may also pursue further math studies
pursuant to an advanced Math B Regents exam as well as beyond to study
pre-calculus and calculus. Students choosing to concentrate in science
may also pursue Regents level study in Chemistry and Physics as well as
Advanced Placement Biology.

All students are required to complete one year of high school level
foreign language to meet graduation requirements and may choose to
pursue three years of study pursuant to the Regents exam and an
additional fourth year of study. This would also help them to achieve an
Advanced Regents Diploma.

Students interested in pursuing studies in Career Technical Education
can attend classes at our local BOCES Vocational-Technical School in
nearby Milford. There, they can pursue career and vocational studies in
a variety of areas.

2b. **(Secondary Schools)** **English:**

The English Language Arts Curriculum in the Cherry Valley-Springfield
Junior-Senior High School is a carefully constructed program consisting
of meaningful and engaging lessons and activities which are pursuant to
the New York State Learning Standards in English Language Arts. In the
7^th^ through 12^th^ grades students work in all areas of reading,
writing, listening and speaking that relate to:

1.  Information and Understanding

2.  Literary Response and Expression

3.  Critical Analysis and Evaluation

4.  Social Interaction

Many interdisciplinary experiences are included in the curriculum
between both English Language Arts and Social Studies as well as with
Science. In the latter, all students in 7^th^ and 8^th^ grades annually
participate in a long-term collaborative project supervised and
constructed by their English Language Arts teacher and Life Science
teacher on topics of scientific inquiry. The projects culminate with a
Festival of Science held in the evening for parents and the community.
Community science experts are invited to provide feedback to the
students about their projects. Awards are announced the same night,
which are funded and provided by a local school and community based
Science Foundation.

The importance of curricular connections is recognized in the English
Language Arts curriculum at the middle school level. A special effort to
provide the skills needed in reading for information also demands a
connection between the academic disciplines. As a result, students work
to develop the communication skills needed across the full curriculum.
At the high school level this theme is continued and culminates in a
collaborative paper between the Participation in Government teacher and
their English teacher. This paper is a local graduation requirement.

3.  **Mathematics, Science, Art, Etc.:**

All students receive instruction in the arts including Music and visual
art. Both of these curricular areas have been linked to skill
acquisition in English Language Arts. For this reason, connections with
the visual and performing arts are maintained. Students studying Art
History are required to write about their interpretation of particular
historic styles and schools of creativity. Interpretive writing and
critical thinking is expanded and developed through this type of
writing.

Art works are also used to help students think creatively and express
their ideas and thoughts. Through their interpretations of various art
forms and styles including works of their own peers, they draw
comparisons to the historic styles and schools of creative thought
studied in the course. Those comparisons are then used as a basis for
constructive critiquing and comparative prose on the art works and their
meaning.

Junior and senior High School students are a source of creative energy
needing to be constructively channeled. They take full advantage of this
opportunity through the school arts curriculum as well as school
supported community activities such as the "Line Upon Line" open
microphone poetry reading which regularly attracts a third of the
Junior-Senior High school population voluntarily for the purpose of
participating in an authentic arts experience. Many ongoing language
activity and writing experiences result from these kinds of
opportunities in the school and school related programs. They have been
institutionalized and ongoing for several years and have been integrated
into existing courses in a way which makes the learning experience more
authentic and relevant to students.

4.  **Instructional Methods:**

A wide variety of instructional methods are utilized to engage students
in the curriculum. Teachers regularly utilize authentic primary sources
such as our junior high school social studies program where students
take part in actual archeological digs in a controlled school setting as
well as high school students in the actual field. In this new course,
students will work in cooperation with the Cooperstown Graduate Program,
The Biological Field Station and the New York State Museum to
participate in an actual archeological dig at the Thayer Homestead
located minutes from the Cherry Valley-Springfield campus.

Students in our AP Biology class regularly participate in local
symposiums on topics such as microbiology, genetics and nanotechnology.
Guest speakers are imported from locations such as Cornell University
and the State University of New York to facilitate these discussions
about topics of controversy and importance to the next generation.

Other teachers utilize extensive online resources to compliment their
students' learning experiences. Our math department uses publisher and
teacher constructed web-based tutorials to assist students in grasping
new concepts by solving problems a step at a time. By using the
resources and "patience" of a computer, students are offered alternative
solutions and while showing each step toward that solution.

5.  **Professional Development:**

The professional development program at Cherry Valley**-**Springfield
Junior-Senior High School consists of a variety of activities which
address a number of needs. Planning and instructional techniques are
shared between teachers and curriculum specialists within the school
environment. Test item analysis allows teachers to determine aggregate
performance of students in the curriculum while pinpointing curricular
deficiencies from which to adjust instruction. In New York State new
teachers are required to complete 175 hours of in-service coursework or
training every five years in order to maintain their teaching
certification. Public schools are required to assist them in this task
by offering this training, or making it available to them while keeping
track of the hours and type of training. Assisting schools in this task
are local BOCES, teacher centers, universities and other institutions
including non-profit educational development and educational research
organizations such as the Foundation for Excellent Schools and the
Rensselaerville Institute.

A special effort is made to seek out research driven programs and
training opportunities which show statistically significant results that
are measurable and lead to longitudinal gains in student outcomes. Our
school has a Professional Development Planning committee to bring
teachers to the planning process while acting collaboratively with
supervisory personnel in directing and facilitating in-service training.

**PART VII - ASSESSMENT RESULTS**

NEW YORK STATE CRITERION-REFERENCED TESTS

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

Edition/Publication Year 1999-2005 Publisher **[CTB McGraw
Hill]{.underline}**

+-------+---------------------------+------+------+------+------+-----+---+
|       |                           | *    | *    | *    | *    | *   |   |
|       |                           | *200 | *200 | *200 | *200 | *20 |   |
|       |                           | 4-20 | 3-20 | 2-20 | 1-20 | 00- |   |
|       |                           | 05** | 04** | 03** | 02** | 200 |   |
|       |                           |      |      |      |      | 1** |   |
+-------+---------------------------+------+------+------+------+-----+---+
| Te    |                           | Jan  | Jan  | Jan  | M    | May |   |
| sting |                           |      |      |      | arch |     |   |
| month |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| **C   |                           |      |      |      |      |     |   |
| HERRY |                           |      |      |      |      |     |   |
| VAL   |                           |      |      |      |      |     |   |
| LEY-S |                           |      |      |      |      |     |   |
| PRING |                           |      |      |      |      |     |   |
| FIELD |                           |      |      |      |      |     |   |
| JUN   |                           |      |      |      |      |     |   |
| IOR/S |                           |      |      |      |      |     |   |
| ENIOR |                           |      |      |      |      |     |   |
| HIGH  |                           |      |      |      |      |     |   |
| S     |                           |      |      |      |      |     |   |
| CHOOL |                           |      |      |      |      |     |   |
| ASSES |                           |      |      |      |      |     |   |
| SMENT |                           |      |      |      |      |     |   |
| SCO   |                           |      |      |      |      |     |   |
| RES** |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 92%  | 97%  | 89%  | 92%  | 96% |   |
| or    |                           |      |      |      |      |     |   |
| Above |                           |      |      |      |      |     |   |
| Basic |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 2     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 60%  | 48%  | 41%  | 33%  | 57% |   |
| or    |                           |      |      |      |      |     |   |
| Above |                           |      |      |      |      |     |   |
| Profi |                           |      |      |      |      |     |   |
| cient |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 3     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 14%  | 0%   | 8%   | 5%   | 20% |   |
| Adv   |                           |      |      |      |      |     |   |
| anced |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 4     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| N     |                           | 65   | 63   | 61   | 39   | 56  |   |
| umber |                           |      |      |      |      |     |   |
| of    |                           |      |      |      |      |     |   |
| stu   |                           |      |      |      |      |     |   |
| dents |                           |      |      |      |      |     |   |
| t     |                           |      |      |      |      |     |   |
| ested |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| Pe    |                           | 100% | 100% | 100% | 100% | 1   |   |
| rcent |                           |      |      |      |      | 00% |   |
| of    |                           |      |      |      |      |     |   |
| total |                           |      |      |      |      |     |   |
| stu   |                           |      |      |      |      |     |   |
| dents |                           |      |      |      |      |     |   |
| t     |                           |      |      |      |      |     |   |
| ested |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| N     |                           |      |      |      |      |     |   |
| umber |                           |      |      |      |      |     |   |
| of    |                           |      |      |      |      |     |   |
| stu   |                           |      |      |      |      |     |   |
| dents |                           |      |      |      |      |     |   |
| alt   |                           |      |      |      |      |     |   |
| ernat |                           |      |      |      |      |     |   |
| ively |                           |      |      |      |      |     |   |
| ass   |                           |      |      |      |      |     |   |
| essed |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| Pe    |                           |      |      |      |      |     |   |
| rcent |                           |      |      |      |      |     |   |
| of    |                           |      |      |      |      |     |   |
| stu   |                           |      |      |      |      |     |   |
| dents |                           |      |      |      |      |     |   |
| alt   |                           |      |      |      |      |     |   |
| ernat |                           |      |      |      |      |     |   |
| ively |                           |      |      |      |      |     |   |
| ass   |                           |      |      |      |      |     |   |
| essed |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| Mean  |                           | 697  | 698  | 687  | 693  | 712 |   |
| Score |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| **SUB |                           |      |      |      |      |     |   |
| GROUP |                           |      |      |      |      |     |   |
| SCO   |                           |      |      |      |      |     |   |
| RES** |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| **1.  |                           |      |      |      |      |     |   |
| Ec    |                           |      |      |      |      |     |   |
| onomi |                           |      |      |      |      |     |   |
| cally |                           |      |      |      |      |     |   |
| Disad |                           |      |      |      |      |     |   |
| vanta |                           |      |      |      |      |     |   |
| ged** |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 91%  | N/A  | N/A  | N/A  | N/A |   |
| or    |                           |      |      |      |      |     |   |
| Above |                           |      |      |      |      |     |   |
| Basic |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 2     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 50%  | N/A  | N/A  | N/A  | N/A |   |
| or    |                           |      |      |      |      |     |   |
| Above |                           |      |      |      |      |     |   |
| Profi |                           |      |      |      |      |     |   |
| cient |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 3     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 0%   | N/A  | N/A  | N/A  | N/A |   |
| Adv   |                           |      |      |      |      |     |   |
| anced |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 4     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| N     |                           | 22   | 27   | 21   |      |     |   |
| umber |                           |      |      |      |      |     |   |
| of    |                           |      |      |      |      |     |   |
| stu   |                           |      |      |      |      |     |   |
| dents |                           |      |      |      |      |     |   |
| t     |                           |      |      |      |      |     |   |
| ested |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| **2.  |                           |      |      |      |      |     |   |
| Stu   |                           |      |      |      |      |     |   |
| dents |                           |      |      |      |      |     |   |
| with  |                           |      |      |      |      |     |   |
| Disa  |                           |      |      |      |      |     |   |
| bilit |                           |      |      |      |      |     |   |
| ies** |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | NA   | N/A  | N/A  |      |     |   |
| or    |                           |      |      |      |      |     |   |
| Above |                           |      |      |      |      |     |   |
| Basic |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 2     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | NA   | N/A  | N/A  |      |     |   |
| or    |                           |      |      |      |      |     |   |
| Above |                           |      |      |      |      |     |   |
| Profi |                           |      |      |      |      |     |   |
| cient |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 3     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | NA   | N/A  | N/A  |      |     |   |
| Adv   |                           |      |      |      |      |     |   |
| anced |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 4     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| N     |                           |      | 10   | 16   |      |     |   |
| umber |                           |      |      |      |      |     |   |
| of    |                           |      |      |      |      |     |   |
| stu   |                           |      |      |      |      |     |   |
| dents |                           |      |      |      |      |     |   |
| t     |                           |      |      |      |      |     |   |
| ested |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
|       |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| **NY  |                           |      |      |      |      |     |   |
| STATE |                           |      |      |      |      |     |   |
| ASSES |                           |      |      |      |      |     |   |
| SMENT |                           |      |      |      |      |     |   |
| RESU  |                           |      |      |      |      |     |   |
| LTS** |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           |      | 45%  | 45%  | 49%  |     |   |
| or    |                           |      |      |      |      |     |   |
| Above |                           |      |      |      |      |     |   |
| Basic |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 2     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           |      | 36%  | 37%  | 34%  |     |   |
| or    |                           |      |      |      |      |     |   |
| Above |                           |      |      |      |      |     |   |
| Profi |                           |      |      |      |      |     |   |
| cient |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 3     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           |      | 11%  | 8%   | 10%  |     |   |
| Adv   |                           |      |      |      |      |     |   |
| anced |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 4     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| **ADE |                           |      |      |      |      |     |   |
| QUATE |                           |      |      |      |      |     |   |
| Y     |                           |      |      |      |      |     |   |
| EARLY |                           |      |      |      |      |     |   |
| PROGR |                           |      |      |      |      |     |   |
| ESS** |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| AYP   |                           |      |      |      |      |     |   |
| C     |                           |      |      |      |      |     |   |
| herry |                           |      |      |      |      |     |   |
| Val   |                           |      |      |      |      |     |   |
| ley-S |                           |      |      |      |      |     |   |
| pring |                           |      |      |      |      |     |   |
| field |                           |      |      |      |      |     |   |
| JSHS  |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| AYP   |                           |      |      |      |      |     |   |
| State |                           |      |      |      |      |     |   |
| T     |                           |      |      |      |      |     |   |
| arget |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
|       |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| #     |                           |      |      |      |      |     |   |
| #  NY |                           |      |      |      |      |     |   |
| S Mid |                           |      |      |      |      |     |   |
| dle-L |                           |      |      |      |      |     |   |
| evel  |                           |      |      |      |      |     |   |
| Engli |                           |      |      |      |      |     |   |
| sh La |                           |      |      |      |      |     |   |
| nguag |                           |      |      |      |      |     |   |
| e Art |                           |      |      |      |      |     |   |
| s Lev |                           |      |      |      |      |     |   |
| els-R |                           |      |      |      |      |     |   |
| eadin |                           |      |      |      |      |     |   |
| g, Wr |                           |      |      |      |      |     |   |
| iting |                           |      |      |      |      |     |   |
| , and |                           |      |      |      |      |     |   |
|  List |                           |      |      |      |      |     |   |
| ening |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| # Le  | These students **exceed   |      |      |      |      |     |   |
| vel 4 | state standards** and are |      |      |      |      |     |   |
|       | moving toward high        |      |      |      |      |     |   |
|       | performance on the        |      |      |      |      |     |   |
|       | Regents examination.      |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| # Lev | These students **meet the |      |      |      |      |     |   |
| el 3  | state standards** and,    |      |      |      |      |     |   |
|       | with continued steady     |      |      |      |      |     |   |
|       | growth, should pass the   |      |      |      |      |     |   |
|       | Regents examination.      |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| # Lev | These students **need     |      |      |      |      |     |   |
| el 2  | extra help** (AIS) to     |      |      |      |      |     |   |
|       | meet the state standards  |      |      |      |      |     |   |
|       | and pass the Regents      |      |      |      |      |     |   |
|       | examination.              |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| # Le  | These students have       |      |      |      |      |     |   |
| vel 1 | **serious academic        |      |      |      |      |     |   |
|       | deficiencies** and do not |      |      |      |      |     |   |
|       | meet the state standards. |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+

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

Edition/Publication Year 1999-2005 Publisher **[CTB McGraw
Hill]{.underline}**

+-------+---------------------------+------+------+------+------+-----+
|       |                           | *    | *    | *    | *    | *   |
|       |                           | *200 | *200 | *200 | *200 | *20 |
|       |                           | 4-20 | 3-20 | 2-20 | 1-20 | 00- |
|       |                           | 05** | 04** | 03** | 02** | 200 |
|       |                           |      |      |      |      | 1** |
+-------+---------------------------+------+------+------+------+-----+
| Te    |                           |      | May  | May  | May  | May |
| sting |                           |      |      |      |      |     |
| month |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| **C   |                           |      |      |      |      |     |
| HERRY |                           |      |      |      |      |     |
| VAL   |                           |      |      |      |      |     |
| LEY-S |                           |      |      |      |      |     |
| PRING |                           |      |      |      |      |     |
| FIELD |                           |      |      |      |      |     |
| JUN   |                           |      |      |      |      |     |
| IOR/S |                           |      |      |      |      |     |
| ENIOR |                           |      |      |      |      |     |
| HIGH  |                           |      |      |      |      |     |
| S     |                           |      |      |      |      |     |
| CHOOL |                           |      |      |      |      |     |
| ASSES |                           |      |      |      |      |     |
| SMENT |                           |      |      |      |      |     |
| SCO   |                           |      |      |      |      |     |
| RES** |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| \% At |                           | 94%  | 95%  | 83%  | 82%  | 91% |
| or    |                           |      |      |      |      |     |
| Above |                           |      |      |      |      |     |
| Basic |                           |      |      |      |      |     |
| Level |                           |      |      |      |      |     |
| 2     |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| \% At |                           | 50%  | 76%  | 49%  | 38%  | 50% |
| or    |                           |      |      |      |      |     |
| Above |                           |      |      |      |      |     |
| Profi |                           |      |      |      |      |     |
| cient |                           |      |      |      |      |     |
| Level |                           |      |      |      |      |     |
| 3     |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| \% At |                           | 6%   | 5%   | 2%   | 8%   | 9%  |
| Adv   |                           |      |      |      |      |     |
| anced |                           |      |      |      |      |     |
| Level |                           |      |      |      |      |     |
| 4     |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| N     |                           | 66   | 62   | 59   | 39   | 56  |
| umber |                           |      |      |      |      |     |
| of    |                           |      |      |      |      |     |
| stu   |                           |      |      |      |      |     |
| dents |                           |      |      |      |      |     |
| t     |                           |      |      |      |      |     |
| ested |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| Pe    |                           | 100% | 98%  | 98%  |      |     |
| rcent |                           |      |      |      |      |     |
| of    |                           |      |      |      |      |     |
| total |                           |      |      |      |      |     |
| stu   |                           |      |      |      |      |     |
| dents |                           |      |      |      |      |     |
| t     |                           |      |      |      |      |     |
| ested |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| N     |                           |      |      |      |      |     |
| umber |                           |      |      |      |      |     |
| of    |                           |      |      |      |      |     |
| stu   |                           |      |      |      |      |     |
| dents |                           |      |      |      |      |     |
| alt   |                           |      |      |      |      |     |
| ernat |                           |      |      |      |      |     |
| ively |                           |      |      |      |      |     |
| ass   |                           |      |      |      |      |     |
| essed |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| Pe    |                           |      |      |      |      |     |
| rcent |                           |      |      |      |      |     |
| of    |                           |      |      |      |      |     |
| stu   |                           |      |      |      |      |     |
| dents |                           |      |      |      |      |     |
| alt   |                           |      |      |      |      |     |
| ernat |                           |      |      |      |      |     |
| ively |                           |      |      |      |      |     |
| ass   |                           |      |      |      |      |     |
| essed |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| Mean  |                           | 722  | 727  | 708  | 703  |     |
| Score |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| **SUB |                           |      |      |      |      |     |
| GROUP |                           |      |      |      |      |     |
| SCO   |                           |      |      |      |      |     |
| RES** |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| **1.  |                           |      |      |      |      |     |
| Ec    |                           |      |      |      |      |     |
| onomi |                           |      |      |      |      |     |
| cally |                           |      |      |      |      |     |
| Disad |                           |      |      |      |      |     |
| vanta |                           |      |      |      |      |     |
| ged** |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| \% At |                           | 85%  | N/A  | N/A  |      |     |
| or    |                           |      |      |      |      |     |
| Above |                           |      |      |      |      |     |
| Basic |                           |      |      |      |      |     |
| Level |                           |      |      |      |      |     |
| 2     |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| \% At |                           | 42%  | N/A  | N/A  |      |     |
| or    |                           |      |      |      |      |     |
| Above |                           |      |      |      |      |     |
| Profi |                           |      |      |      |      |     |
| cient |                           |      |      |      |      |     |
| Level |                           |      |      |      |      |     |
| 3     |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| \% At |                           | 0%   | N/A  | N/A  |      |     |
| Adv   |                           |      |      |      |      |     |
| anced |                           |      |      |      |      |     |
| Level |                           |      |      |      |      |     |
| 4     |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| N     |                           | 26   | 27   | 21   | N/A  | N/A |
| umber |                           |      |      |      |      |     |
| of    |                           |      |      |      |      |     |
| stu   |                           |      |      |      |      |     |
| dents |                           |      |      |      |      |     |
| t     |                           |      |      |      |      |     |
| ested |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| **2.  |                           |      |      |      |      |     |
| Stu   |                           |      |      |      |      |     |
| dents |                           |      |      |      |      |     |
| with  |                           |      |      |      |      |     |
| Disa  |                           |      |      |      |      |     |
| bilit |                           |      |      |      |      |     |
| ies** |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| \% At |                           | 64%  | N/A  | N/A  |      |     |
| or    |                           |      |      |      |      |     |
| Above |                           |      |      |      |      |     |
| Basic |                           |      |      |      |      |     |
| Level |                           |      |      |      |      |     |
| 2     |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| \% At |                           | 0%   | N/A  | N/A  |      |     |
| or    |                           |      |      |      |      |     |
| Above |                           |      |      |      |      |     |
| Profi |                           |      |      |      |      |     |
| cient |                           |      |      |      |      |     |
| Level |                           |      |      |      |      |     |
| 3     |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| \% At |                           | 0%   | N/A  | N/A  |      |     |
| Adv   |                           |      |      |      |      |     |
| anced |                           |      |      |      |      |     |
| Level |                           |      |      |      |      |     |
| 4     |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| N     |                           | 11   | 10   | 16   | N/A  | N/A |
| umber |                           |      |      |      |      |     |
| of    |                           |      |      |      |      |     |
| stu   |                           |      |      |      |      |     |
| dents |                           |      |      |      |      |     |
| t     |                           |      |      |      |      |     |
| ested |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
|       |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| **NY  |                           |      |      |      |      |     |
| STATE |                           |      |      |      |      |     |
| ASSES |                           |      |      |      |      |     |
| SMENT |                           |      |      |      |      |     |
| RESU  |                           |      |      |      |      |     |
| LTS** |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| \% At |                           |      | 29%  | 32%  | 33%  |     |
| or    |                           |      |      |      |      |     |
| Above |                           |      |      |      |      |     |
| Basic |                           |      |      |      |      |     |
| Level |                           |      |      |      |      |     |
| 2     |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| \% At |                           |      | 45%  | 42%  | 37%  |     |
| or    |                           |      |      |      |      |     |
| Above |                           |      |      |      |      |     |
| Profi |                           |      |      |      |      |     |
| cient |                           |      |      |      |      |     |
| Level |                           |      |      |      |      |     |
| 3     |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| \% At |                           |      | 13%  | 9%   | 11%  |     |
| Adv   |                           |      |      |      |      |     |
| anced |                           |      |      |      |      |     |
| Level |                           |      |      |      |      |     |
| 4     |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| **ADE |                           |      |      |      |      |     |
| QUATE |                           |      |      |      |      |     |
| Y     |                           |      |      |      |      |     |
| EARLY |                           |      |      |      |      |     |
| PROGR |                           |      |      |      |      |     |
| ESS** |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| AYP   |                           |      |      |      |      |     |
| C     |                           |      |      |      |      |     |
| herry |                           |      |      |      |      |     |
| Val   |                           |      |      |      |      |     |
| ley-S |                           |      |      |      |      |     |
| pring |                           |      |      |      |      |     |
| field |                           |      |      |      |      |     |
| JSHS  |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| AYP   |                           |      |      |      |      |     |
| State |                           |      |      |      |      |     |
| T     |                           |      |      |      |      |     |
| arget |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
|       |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| ##    |                           |      |      |      |      |     |
|  NYS  |                           |      |      |      |      |     |
| Middl |                           |      |      |      |      |     |
| e-Mat |                           |      |      |      |      |     |
| hemat |                           |      |      |      |      |     |
| ics L |                           |      |      |      |      |     |
| evels |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| # Le  | These students **exceed   |      |      |      |      |     |
| vel 4 | state standards** and are |      |      |      |      |     |
|       | moving toward high        |      |      |      |      |     |
|       | performance on the        |      |      |      |      |     |
|       | Regents examination.      |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| # Lev | These students **meet the |      |      |      |      |     |
| el 3  | state standards** and,    |      |      |      |      |     |
|       | with continued steady     |      |      |      |      |     |
|       | growth, should pass the   |      |      |      |      |     |
|       | Regents examination.      |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| # Lev | These students **need     |      |      |      |      |     |
| el 2  | extra help** (AIS) to     |      |      |      |      |     |
|       | meet the state standards  |      |      |      |      |     |
|       | and pass the Regents      |      |      |      |      |     |
|       | examination.              |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| # Le  | These students have       |      |      |      |      |     |
| vel 1 | **serious academic        |      |      |      |      |     |
|       | deficiencies** and do not |      |      |      |      |     |
|       | meet the state standards. |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+

NEW YORK STATE CRITERION-REFERENCED TESTS

Subject **[English Language Arts]{.underline}** Grade
**[11]{.underline}** Test **[New York State Comprehensive]{.underline}**

**[English Language Arts Regents Exam]{.underline}**

Edition/Publication Year 2005 Publisher **[New York State Board of
Regents]{.underline}**

+-------+---------------------------+------+------+------+------+-----+---+
|       |                           | *    | *    | *    | *    | *   |   |
|       |                           | *200 | *200 | *200 | *200 | *20 |   |
|       |                           | 4-20 | 3-20 | 2-20 | 1-20 | 00- |   |
|       |                           | 05** | 04** | 03** | 02** | 200 |   |
|       |                           |      |      |      |      | 1** |   |
+-------+---------------------------+------+------+------+------+-----+---+
| Te    |                           | June | June | June | June | J   |   |
| sting |                           |      |      |      |      | une |   |
| month |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| **C   |                           |      |      |      |      |     |   |
| HERRY |                           |      |      |      |      |     |   |
| VAL   |                           |      |      |      |      |     |   |
| LEY-S |                           |      |      |      |      |     |   |
| PRING |                           |      |      |      |      |     |   |
| FIELD |                           |      |      |      |      |     |   |
| JUN   |                           |      |      |      |      |     |   |
| IOR/S |                           |      |      |      |      |     |   |
| ENIOR |                           |      |      |      |      |     |   |
| HIGH  |                           |      |      |      |      |     |   |
| S     |                           |      |      |      |      |     |   |
| CHOOL |                           |      |      |      |      |     |   |
| ASSES |                           |      |      |      |      |     |   |
| SMENT |                           |      |      |      |      |     |   |
| SCO   |                           |      |      |      |      |     |   |
| RES** |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 100% | 91%  | 98%  | 98%  | 1   |   |
| or    |                           |      |      |      |      | 00% |   |
| Above |                           |      |      |      |      |     |   |
| Basic |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 2     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 95%  | 87%  | 90%  | 90%  | 95% |   |
| or    |                           |      |      |      |      |     |   |
| Above |                           |      |      |      |      |     |   |
| Profi |                           |      |      |      |      |     |   |
| cient |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 3     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 50%  | 47%  | 45%  | 43%  | 45% |   |
| Adv   |                           |      |      |      |      |     |   |
| anced |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 4     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| N     |                           | 20   | 53   | 51   | 51   | 44  |   |
| umber |                           |      |      |      |      |     |   |
| of    |                           |      |      |      |      |     |   |
| stu   |                           |      |      |      |      |     |   |
| dents |                           |      |      |      |      |     |   |
| t     |                           |      |      |      |      |     |   |
| ested |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| Pe    |                           |      |      |      |      |     |   |
| rcent |                           |      |      |      |      |     |   |
| of    |                           |      |      |      |      |     |   |
| total |                           |      |      |      |      |     |   |
| stu   |                           |      |      |      |      |     |   |
| dents |                           |      |      |      |      |     |   |
| t     |                           |      |      |      |      |     |   |
| ested |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| N     |                           |      |      |      |      |     |   |
| umber |                           |      |      |      |      |     |   |
| of    |                           |      |      |      |      |     |   |
| stu   |                           |      |      |      |      |     |   |
| dents |                           |      |      |      |      |     |   |
| alt   |                           |      |      |      |      |     |   |
| ernat |                           |      |      |      |      |     |   |
| ively |                           |      |      |      |      |     |   |
| ass   |                           |      |      |      |      |     |   |
| essed |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| Pe    |                           |      |      |      |      |     |   |
| rcent |                           |      |      |      |      |     |   |
| of    |                           |      |      |      |      |     |   |
| stu   |                           |      |      |      |      |     |   |
| dents |                           |      |      |      |      |     |   |
| alt   |                           |      |      |      |      |     |   |
| ernat |                           |      |      |      |      |     |   |
| ively |                           |      |      |      |      |     |   |
| ass   |                           |      |      |      |      |     |   |
| essed |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| Mean  |                           |      |      |      |      |     |   |
| Score |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| **SUB |                           |      |      |      |      |     |   |
| GROUP |                           |      |      |      |      |     |   |
| SCO   |                           |      |      |      |      |     |   |
| RES** |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| **1.  |                           |      |      |      |      |     |   |
| Ec    |                           |      |      |      |      |     |   |
| onomi |                           |      |      |      |      |     |   |
| cally |                           |      |      |      |      |     |   |
| Disad |                           |      |      |      |      |     |   |
| vanta |                           |      |      |      |      |     |   |
| ged** |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 93%  | 93%  | 100% | 95%  | 1   |   |
| or    |                           |      |      |      |      | 00% |   |
| Above |                           |      |      |      |      |     |   |
| Basic |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 2     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 62%  | 86%  | 85%  | 81%  | 95% |   |
| or    |                           |      |      |      |      |     |   |
| Above |                           |      |      |      |      |     |   |
| Profi |                           |      |      |      |      |     |   |
| cient |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 3     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 31%  | 13%  | 25%  | 36%  | 27% |   |
| Adv   |                           |      |      |      |      |     |   |
| anced |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 4     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| N     |                           | 13   | 15   | 20   | 22   | 22  |   |
| umber |                           |      |      |      |      |     |   |
| of    |                           |      |      |      |      |     |   |
| stu   |                           |      |      |      |      |     |   |
| dents |                           |      |      |      |      |     |   |
| t     |                           |      |      |      |      |     |   |
| ested |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| **2.  |                           |      |      |      |      |     |   |
| Stu   |                           |      |      |      |      |     |   |
| dents |                           |      |      |      |      |     |   |
| with  |                           |      |      |      |      |     |   |
| Disa  |                           |      |      |      |      |     |   |
| bilit |                           |      |      |      |      |     |   |
| ies** |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 73%  |      |      |      |     |   |
| or    |                           |      |      |      |      |     |   |
| Above |                           |      |      |      |      |     |   |
| Basic |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 2     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 27%  |      |      |      |     |   |
| or    |                           |      |      |      |      |     |   |
| Above |                           |      |      |      |      |     |   |
| Profi |                           |      |      |      |      |     |   |
| cient |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 3     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| \% At |                           | 0%   |      |      |      |     |   |
| Adv   |                           |      |      |      |      |     |   |
| anced |                           |      |      |      |      |     |   |
| Level |                           |      |      |      |      |     |   |
| 4     |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| N     |                           | 11   | 8    | 9    | 2    | 2   |   |
| umber |                           |      |      |      |      |     |   |
| of    |                           |      |      |      |      |     |   |
| stu   |                           |      |      |      |      |     |   |
| dents |                           |      |      |      |      |     |   |
| t     |                           |      |      |      |      |     |   |
| ested |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
|       |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| ##    |                           |      |      |      |      |     |   |
|  NYS  |                           |      |      |      |      |     |   |
| Comme |                           |      |      |      |      |     |   |
| nceme |                           |      |      |      |      |     |   |
| nt Le |                           |      |      |      |      |     |   |
| vel E |                           |      |      |      |      |     |   |
| nglis |                           |      |      |      |      |     |   |
| h Lan |                           |      |      |      |      |     |   |
| guage |                           |      |      |      |      |     |   |
|  Arts |                           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| # Le  | These students **exceed   |      |      |      |      |     |   |
| vel 4 | state standards**         |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| # Lev | These students **meet     |      |      |      |      |     |   |
| el 3  | state standards for the   |      |      |      |      |     |   |
|       | Regents Diploma**         |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| # Lev | These students **meet     |      |      |      |      |     |   |
| el 2  | state standards for the   |      |      |      |      |     |   |
|       | Local Diploma**           |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+
| # Le  | These students **do not   |      |      |      |      |     |   |
| vel 1 | meet state standards**    |      |      |      |      |     |   |
+-------+---------------------------+------+------+------+------+-----+---+

Subject **[Mathematics]{.underline}** Grade **[10]{.underline}** Test
**[New York State Math A Regents Exam]{.underline}**

Edition/Publication Year 2005 Publisher **[New York State Board of
Regents]{.underline}**

+-------+---------------------------+------+------+------+------+-----+
|       |                           | *    | *    | *    | *    | *   |
|       |                           | *200 | *200 | *200 | *200 | *20 |
|       |                           | 4-20 | 3-20 | 2-20 | 1-20 | 00- |
|       |                           | 05** | 04** | 03** | 02** | 200 |
|       |                           |      |      |      |      | 1** |
+-------+---------------------------+------+------+------+------+-----+
| Te    |                           | Jan  | Jan  | Jan  | Jan  | Jan |
| sting |                           |      |      |      |      |     |
| month |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| **C   |                           |      |      |      |      |     |
| HERRY |                           |      |      |      |      |     |
| VAL   |                           |      |      |      |      |     |
| LEY-S |                           |      |      |      |      |     |
| PRING |                           |      |      |      |      |     |
| FIELD |                           |      |      |      |      |     |
| JUN   |                           |      |      |      |      |     |
| IOR/S |                           |      |      |      |      |     |
| ENIOR |                           |      |      |      |      |     |
| HIGH  |                           |      |      |      |      |     |
| S     |                           |      |      |      |      |     |
| CHOOL |                           |      |      |      |      |     |
| ASSES |                           |      |      |      |      |     |
| SMENT |                           |      |      |      |      |     |
| SCO   |                           |      |      |      |      |     |
| RES** |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| \% At |                           | 100% | 100% | 82%  | 79%  | 36% |
| or    |                           |      |      |      |      |     |
| Above |                           |      |      |      |      |     |
| Basic |                           |      |      |      |      |     |
| Level |                           |      |      |      |      |     |
| 2     |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| \% At |                           | 100% | 93%  | 67%  | 64%  | 24% |
| or    |                           |      |      |      |      |     |
| Above |                           |      |      |      |      |     |
| Profi |                           |      |      |      |      |     |
| cient |                           |      |      |      |      |     |
| Level |                           |      |      |      |      |     |
| 3     |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| \% At |                           | 29%  | 24%  | 21%  | 36%  | 0%  |
| Adv   |                           |      |      |      |      |     |
| anced |                           |      |      |      |      |     |
| Level |                           |      |      |      |      |     |
| 4     |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| N     |                           | 34   | 42   | 33   | 58   | 25  |
| umber |                           |      |      |      |      |     |
| of    |                           |      |      |      |      |     |
| stu   |                           |      |      |      |      |     |
| dents |                           |      |      |      |      |     |
| t     |                           |      |      |      |      |     |
| ested |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| Pe    |                           |      |      |      |      |     |
| rcent |                           |      |      |      |      |     |
| of    |                           |      |      |      |      |     |
| total |                           |      |      |      |      |     |
| stu   |                           |      |      |      |      |     |
| dents |                           |      |      |      |      |     |
| t     |                           |      |      |      |      |     |
| ested |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| N     |                           |      |      |      |      |     |
| umber |                           |      |      |      |      |     |
| of    |                           |      |      |      |      |     |
| stu   |                           |      |      |      |      |     |
| dents |                           |      |      |      |      |     |
| alt   |                           |      |      |      |      |     |
| ernat |                           |      |      |      |      |     |
| ively |                           |      |      |      |      |     |
| ass   |                           |      |      |      |      |     |
| essed |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| Pe    |                           |      |      |      |      |     |
| rcent |                           |      |      |      |      |     |
| of    |                           |      |      |      |      |     |
| stu   |                           |      |      |      |      |     |
| dents |                           |      |      |      |      |     |
| alt   |                           |      |      |      |      |     |
| ernat |                           |      |      |      |      |     |
| ively |                           |      |      |      |      |     |
| ass   |                           |      |      |      |      |     |
| essed |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| Mean  |                           |      |      |      |      |     |
| Score |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| **SUB |                           |      |      |      |      |     |
| GROUP |                           |      |      |      |      |     |
| SCO   |                           |      |      |      |      |     |
| RES** |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| **1.  |                           |      |      |      |      |     |
| Ec    |                           |      |      |      |      |     |
| onomi |                           |      |      |      |      |     |
| cally |                           |      |      |      |      |     |
| Disad |                           |      |      |      |      |     |
| vanta |                           |      |      |      |      |     |
| ged** |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| \% At |                           |      | 100% | 100% | 75%  | 27% |
| or    |                           |      |      |      |      |     |
| Above |                           |      |      |      |      |     |
| Basic |                           |      |      |      |      |     |
| Level |                           |      |      |      |      |     |
| 2     |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| \% At |                           |      | 87%  | 69%  | 57%  | 20% |
| or    |                           |      |      |      |      |     |
| Above |                           |      |      |      |      |     |
| Profi |                           |      |      |      |      |     |
| cient |                           |      |      |      |      |     |
| Level |                           |      |      |      |      |     |
| 3     |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| \% At |                           |      | 12%  | 19%  | 9%   | 0%  |
| Adv   |                           |      |      |      |      |     |
| anced |                           |      |      |      |      |     |
| Level |                           |      |      |      |      |     |
| 4     |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| N     |                           | 8    | 16   | 16   | 22   | 15  |
| umber |                           |      |      |      |      |     |
| of    |                           |      |      |      |      |     |
| stu   |                           |      |      |      |      |     |
| dents |                           |      |      |      |      |     |
| t     |                           |      |      |      |      |     |
| ested |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| **2.  |                           |      |      |      |      |     |
| Stu   |                           |      |      |      |      |     |
| dents |                           |      |      |      |      |     |
| with  |                           |      |      |      |      |     |
| Disa  |                           |      |      |      |      |     |
| bilit |                           |      |      |      |      |     |
| ies** |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| \% At |                           |      |      |      |      |     |
| or    |                           |      |      |      |      |     |
| Above |                           |      |      |      |      |     |
| Basic |                           |      |      |      |      |     |
| Level |                           |      |      |      |      |     |
| 2     |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| \% At |                           |      |      |      |      |     |
| or    |                           |      |      |      |      |     |
| Above |                           |      |      |      |      |     |
| Profi |                           |      |      |      |      |     |
| cient |                           |      |      |      |      |     |
| Level |                           |      |      |      |      |     |
| 3     |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| \% At |                           |      |      |      |      |     |
| Adv   |                           |      |      |      |      |     |
| anced |                           |      |      |      |      |     |
| Level |                           |      |      |      |      |     |
| 4     |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| N     |                           | 7    | 5    | 3    | 2    | 3   |
| umber |                           |      |      |      |      |     |
| of    |                           |      |      |      |      |     |
| stu   |                           |      |      |      |      |     |
| dents |                           |      |      |      |      |     |
| t     |                           |      |      |      |      |     |
| ested |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
|       |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| ##    |                           |      |      |      |      |     |
|  NYS  |                           |      |      |      |      |     |
| Comme |                           |      |      |      |      |     |
| nceme |                           |      |      |      |      |     |
| nt Le |                           |      |      |      |      |     |
| vel M |                           |      |      |      |      |     |
| athem |                           |      |      |      |      |     |
| atics |                           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| # Le  | These students **exceed   |      |      |      |      |     |
| vel 4 | state standards**         |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| # Lev | These students **meet     |      |      |      |      |     |
| el 3  | state standards for the   |      |      |      |      |     |
|       | Regents Diploma**         |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| # Lev | These students **meet     |      |      |      |      |     |
| el 2  | state standards for the   |      |      |      |      |     |
|       | Local Diploma**           |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+
| # Le  | These students **do not   |      |      |      |      |     |
| vel 1 | meet state standards**    |      |      |      |      |     |
+-------+---------------------------+------+------+------+------+-----+