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

*U.S. Department of Education*

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

Name of Principal [Mrs. Kathleen E. Affigne]{.underline}

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

Official School Name [Park Avenue Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [PO Box 595, 10 Park Avenue]{.underline}

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

[Warwick New York 10990-0595]{.underline}

City State Zip Code+4 (9 digits total)

County [Orange]{.underline} State School Code Number\*
[44-21-01-06-0004]{.underline}

Telephone [(845) 987-3170]{.underline} Fax [(845) 988-5893]{.underline}

Website/URL
[www.warwickvalleyschools.com](http://www.warwickvalleyschools.com/)
E-mail <kaffigne@wvcsd.org>

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Joseph L. Natale]{.underline}

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

District Name [Warwick Valley Central School District]{.underline} Tel.
[(845) 987-3000]{.underline}

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

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

Name of School Board

President/Chairperson [Mr. Michael Meinhardt]{.underline}

(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: [4]{.underline} Elementary
schools

[1]{.underline} Middle schools

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

[1]{.underline} High schools

\_\_\_\_\_ Other

[6]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$12,735]{.underline} (2002-03)

Average State Per Pupil Expenditure: [\$13,085]{.underline} (2002-03)

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

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

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

4\. [6]{.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**                             

  **K**       46        39                     **85**       **8**                             

  **1**       42        41                     **83**       **9**                             

  **2**       41        37                     **78**       **10**                            

  **3**       46        41                     **87**       **11**                            

  **4**       38        38                     **76**       **12**                            

  **5**       19        30                     **49**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **458**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [86]{.underline}% White

the students in the school: [5]{.underline}% Black or African American

[7]{.underline}% Hispanic or Latino

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

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

**100% Total**

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

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

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      21
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      14
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    35
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 445
                            the school as of October 1  

  **(5)**                   Total transferred students  .08
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           8%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [3%]{.underline}

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

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

Specify languages: [Spanish]{.underline}

9\. Students eligible for free/reduced-priced meals: [14%]{.underline}

Total number students who qualify: [60]{.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: [9%]{.underline}

[40]{.underline} Total Number of Students Served

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

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

\_\_\_\_Deafness [4]{.underline} Other Health Impaired

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

[1]{.underline} Emotional Disturbance [17]{.underline} Speech or
Language Impairment

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

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

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

    **Number of Staff**

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

Administrator(s) [1]{.underline} \_\_\_\_\_\_\_

Classroom teachers [23]{.underline} \_\_\_\_\_\_\_

Special resource teachers/specialists [12]{.underline} [7]{.underline}

Paraprofessionals \_\_\_\_\_\_ \_\_\_\_\_\_\_

> Support staff [12]{.underline} [18]{.underline}
>
> Total number [48]{.underline} [25]{.underline}

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

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

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

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

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

  Daily teacher attendance  96%         96%         97%         96%         96%

  Teacher turnover rate     0%          7%          0%          12%         0%

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

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

**PART III ‑ SUMMARY**

During the summer of 2000, our district's elementary staff and student
population was redistricted due to the opening of a new building to
reduce overcrowding. After the redistricting, Park Avenue formed a
Building Leadership Team (BLT), giving our staff members an opportunity
to share their views and ideas on how to develop a model school. This
team consists of staff members across grade levels/specialty areas,
parents and a community member. One of the first tasks was to develop a
mission statement:

> "At Park Avenue Elementary School, students are challenged to reach
> their potential in a stimulating, safe and nurturing environment.
> Children learn and practice the principles of a respectful community.
> Our objectives are accomplished through a partnership among students,
> parents and community members."

The BLT next developed the "Manners Moment" program, where students
practice selected manners weekly, such as saying "please," "thank you,"
and "not using our hands when angry." Manners Moments are included in
the morning announcements and in our monthly newsletter, and students
participate in Manners Moment celebrations throughout the year. The
Manners Moment program has minimized disruptions to the educational
process, creating a kinder and gentler school environment, where
students practice respectful behavior.

The BLT also developed our Moving-In Day celebration, the first day of
school. Student notification of teacher assignment is by an invitation
to the celebration. The day begins with an assembly, introducing the
Manners Moment program and all members of our learning community
(building and district staff members, bus drivers, etc.). Our students
and staff members spend the remainder of the day participating in
icebreaker activities, as they begin building a strong emotional, social
and educational foundation.

Additionally, our BLT has developed a range of programs to support and
utilize members of our community. Each spring, senior citizens attend
our Park Avenue Computer Tutor program, where they receive internet
training, then work with our 5^th^ grade tutors. This year, in support
of our theme "Park Avenue is taking steps toward healthy minds, healthy
bodies and a healthy school," we are planning a "Wellness Fair," with
assistance from our PTA and members of our community.

Our building's strength is our ability to modify and implement best and
current practices to support Park Avenue's various types of learners. We
have embraced the district's differentiated instruction initiatives,
firmly believing that every child will demonstrate academic, emotional
and physical growth when provided a nurturing environment, rich with a
range of opportunities. Students in grades 3 -5 are members of the
chorus, and students in grade 5 may choose to play a band or string
instrument. Students receive scheduled visual art instruction, exposing
students to art's vast history, a varied technology and a developed
pedagogy. Four years ago, our building implemented an inclusion program
(grades 2 -- 5), minimizing pull-out instruction for special education
students. Several teachers have received the Dunn and Dunn Learning
Styles and Orton Gillingham multi-sensory training and have provided
professional development opportunities for the entire staff. Many
teachers explored and implemented "Brain Gym" to enhance whole-brain
learning. Our school counselor and school psychologist offer many
programs, such as study skill groups, social skill groups and peer
mediation, to foster resiliency and support our students'
social/emotional development as they deal with many complex and
difficult issues. Through our collaborative efforts, we discovered that
academic achievement must be a whole-building initiative in order to
reach all learners as we work towards continuous academic improvement.

Our district provides many opportunities for students to participate in
enriching after-school clubs and intramurals. Park Avenue offers
students various academic clubs (reading, writing, math, science, etc.),
giving students another opportunity to practice and advance their
knowledge. Students can also be a member of the student council, Odyssey
of the Mind Team (World Champions, First Place, Division I -- Fooled Ya,
2003), yearbook club and participate in annual drama club productions
and intramurals. In addition, students may stay after school twice per
week for the homework club, which provides students with a quiet and
supportive environment to do their homework and learn appropriate study
skills.

Park Avenue is fortunate to have excellent central office leadership, a
supportive Board of Education, a responsive community and a positive and
active PTA, which funds many enriching programs. Through our
partnership, we do an excellent job supporting the needs of Park
Avenue's students.

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

1.  **Assessment Results:**

The New York State Grade 4 tests in English Language Arts (ELA) and
Mathematics are designed to determine whether students have reached the
higher learning standards. The tests challenge students to demonstrate
their ability to read, write and listen, and to understand and apply
information related to mathematics. The tests also show whether students
are getting the foundation knowledge they need to succeed in later
grades.

On the state grade 4 ELA & mathematics tests, performance is shown using
four levels (Level 1, indicating no proficiency, to Level 4, indicating
advanced proficiency), each encompassing a range of raw scores. The
levels indicate how well students are progressing toward meeting the New
York State Learning Standards. Mean scores are also reported for these
tests.

Level 4 -- These students exceed the standards and moving toward high
performance on the Regents examination.

Level 3 -- These students meet the standards and, with continued steady
growth, should pass the

Regents examination.

Level 2 -- These students need extra help to meet the standards and pass
the Regents examination.

Level 1 -- These students have serious academic deficiencies.

Prior to September 2000, Park Avenue celebrated grade 4 ELA and math
state tests results that were commendable (ELA - 81% of students meeting
the standards (levels 3 & 4); math - 83% in levels 3 & 4). After the
redistricting, our scores on the state 2000-01 assessments declined
significantly (ELA - 68% in levels 3 & 4; math - 74% in levels 3 & 4),
creating a disparity between the performance level of Park Avenue's
students with the other elementary buildings within our district. After
examining 2000-01 teacher, building, district and state data, we
determined that our student population had changed; however, we agreed
that our students' diverse needs would not be the determining factor,
providing an excuse for diminished academic achievement.

Park Avenue is very proud of its improved academic achievement as
demonstrated on the grade 4 state exams in ELA and mathematics over a
five- year period. During that period, the percent of students meeting
the state standards increase by 32% (from 68% to 100%). When examining
subgroup scores on the state ELA exam, the percentage of students
meeting the standards has increased significantly in every subgroup. It
is also important to indicate that our students with disabilities mean
score was higher than the overall state's mean score for the 2004-05
state ELA exam.

When examining our grade 4 math scores, we see a similar pattern of
increased academic achievement. The percent of students meeting the
standards has increased 26% (from 74% to 100%), and students exceeding
the standards has increased 31% over the last five years. When examining
subgroup scores, again the percentage of students meeting the standards
has increased significantly in every subgroup.

We believe that our significant gains experienced by our special
education students are largely due to the establishment of an inclusion
model in grades 2 - 5. By providing these students with targeted
instruction through special class ELA and math and a collaborative forum
for social studies and science, we have addressed and balanced the
social and academic needs of our special education students. The
inclusion model has also benefited our general education students,
providing them with the experience of working with children who have
academic, physical, emotional and behavioral needs, helping them to
develop life skills that will be an asset as they mature to young
adults.

As a faculty, we strive to explore and implement best and current
practices, establishing a foundation for academic success. We have a
high and appropriate level of expectation regarding student performance,
providing assistance and opportunities for all learners in our building.
We are very proud of our students' academic growth as demonstrated not
only through the state testing program but also through multiple sources
of evidence.

New York State Assessment information may be found at
[www.emsc.nysed.gov/3-8/intro2.pdf](http://www.emsc.nysed.gov/3-8/intro2.pdf)

2.  **Using Assessment Results:**

In order to address the needs of all learners at Park Avenue, our staff
engages in discussions at grade level and committee meetings,
identifying and maintaining our areas of strengths, as well as ways to
address limitations or restraining factors that could prevent us from
moving towards continuous improvement. Staff members are supported as
they participate in-service and on-site consultations in the areas of
differentiated instruction, data analysis and application of data
results to classroom instruction for improved student achievement. In
addition, building grade level meetings provide a forum for teachers to
discuss grade level needs and concerns.

To foster the assessment for learning/achievement principle, during
grade level meetings performance data that captures student learning,
i.e., assessment data (state, district, classroom), attendance,
discipline, classification rate, ethnicity, disability status, gender,
etc., is presented. Staff members are guided in the effective use of
data, i.e., reading, analyzing, interpreting, using and monitoring data
to develop an instructional plan to translate data information into
instructional strategies and activities to increase student achievement.

The district established target goals (ELA - 95% in levels 3 & 4, math
-- 98% in levels 3 & 4) and benchmarks (ELA - 90% in levels 3 & 4, math
-- 95% in levels 3 & 4) for the state exams. These goals and benchmarks
are similar to the performance of schools with higher socioeconomic
means. Park Avenue established the same building-level target goals and
benchmarks for the second and third grade TONYSS (Test of New York State
Standards). Target goals and benchmarks are included in Park Avenue's
yearly Building Improvement Plan, as well as in the yearly goals
established by central office administration, building principals and
teachers. The building improvement plan is reviewed with staff members
during grade level meetings in order to establish building level
expectations each year.

As a staff, we work hard to make meaning of the data and apply this
knowledge to help make informed decisions regarding programs, curriculum
and instruction (knowledge management). Our analysis helps us identify
common areas of weakness and emphasize those areas of the curriculum.

3.  **Communicating Assessment Results:**

Assessment information is communicated through several channels. Parents
receive district letters and detailed individualized student reports for
state assessments and standardized tests, explaining their child's
performance. Park Avenue's student handbook also includes information
regarding standardized and state tests. Building performances on state
tests are celebrated in Park Avenue's monthly newsletters and reported
during monthly PTA meetings. Each year the assistant superintendent of
curriculum, building principals and directors meet with the Board of
Education during a public session and share an in-depth look at the
District\'s Report Card (as published by the New York State Education
Department) to include state test results, attendance, grades, etc., as
compared to similar schools, local counties and state results. This past
fall, the assistant superintendent, building principals and directors
presented to the Board of Education and community the 2005 preliminary
test data and indicated specific actions that have been taken to improve
student performance. Additionally, our district-wide newsletter and our
local newspaper print state assessment results as they become available
throughout the year.

Back-to-School Nights occur each September, giving parents an
opportunity to experience the classroom routines/environment and receive
information regarding curriculum and assessments.

Children in grades 2 - 5 use student planners, where daily information
is recorded regarding homework/study requirements. Parents and teachers
will often use this vehicle to communicate as well. Student performance
regarding district and classroom data is communicated to parents through
quarterly report cards, AIS progress reports, IEP goal updates and
bi-annual parent/teacher conferences. In addition, our building's
monthly newsletter, the *Park Avenue Herald*, includes numerous short
articles submitted by staff members, providing parents with a snapshot
of classroom and building activities. Parents can also view our monthly
progress and events by visiting our webpage.

Communication of assessment results to the Board of Education, parents,
students and community members has been a priority for our school
district. This information has provided our community with one of
several avenues by which to gauge achievement. Our building's
commendable results have also prompted us to share and celebrate our
successes.

4.  **Sharing Success:**

Park Avenue's staff members have always made themselves available to
support their colleagues within and outside the district. We have hosted
several Orange-Ulster BOCES (county educational agency) principal
meetings, inviting administrators from the county to tour the building
and observe the new and innovative programs in our building. One program
that has brought much attention is our flexible library program,
implemented by the district during the 2001-02 school year. Teachers and
the librarian schedule collaborative lessons, supporting the New York
State Learning Standards. The flexible library program has greatly
increased the time that students spend in the library and the number of
books checked out by students during the school year. Due to our
outstanding results on the New York State Grade 4 ELA test, several
districts have visited our building to observe our teachers and the ELA
program. In addition, teachers from Park Avenue worked with staff
members from another building, sharing strategies and resources in an
effort to support their quest for improved student achievement.

Our district's administrative team meets twice per month. Elementary
building principals and directors meet monthly to discuss district
initiatives and share ideas. All central office administrators, building
principals and directors meet monthly and may volunteer information
during the monthly agenda item, teacher/learning/sharing. District-wide
and building grade level meetings are scheduled monthly, where teachers
have an opportunity to share their strategies and ask for assistance.
During building grade level meetings, we discuss curriculum and
consistency of covered topics. Elementary staff members are provided two
half days for collaboration, supporting staff members as they strive for
continuity and continuum of curriculum from kindergarten through fifth
grade. Additionally, teachers support each other as they incorporate
various learning styles, flexible groupings and pacing while developing
lessons.

If awarded the prestigious Blue Ribbon Award, Park Avenue would continue
its open door policy and schedule visitations for interested districts.
Staff members would be honored to attend local, state and national
forums to share our curricular strategies, staff development
initiatives, knowledge management and building procedures in support of
our colleagues. In addition, a community celebration would be planned,
inviting all involved in the education of Park Avenue's children, in
support of our district's motto "Great Community, Great Schools."

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum**

At Park Avenue Elementary School, we believe that a well-rounded school
program provides enormous rewards for the student, the school and the
community. A successful school program provides powerful possibilities
and unique opportunities for every student. Its power ultimately lies in
its capacity to raise human beings to higher levels of human experience
and understanding.

Our district has aligned our local curricula to the grade-by-grade
performance indicators as designated under New York State's Learning
Standards:

**English Language Arts -** The curriculum recognizes that students must
be exposed to regular and varied opportunities to read, write, listen
and speak. A balanced approach to learning English language arts
provides opportunities for students to interact with many types of
literature that offer information and enjoyment -- and which reflect
diverse viewpoints and experiences. Students are taught to use a writing
process: prewriting, drafting, revising and proofreading. Many
opportunities are provided for the students to listen to stories, poems
or musical pieces and to discuss what is heard. Students have frequent
opportunities to express themselves in order to enhance oral
communication skills. Explicit instruction and practice in word
recognition, decoding and reading fluency support the students' ability
to derive meaning from print and to develop ideas in writing.

**Math -** Students will demonstrate an understanding of mathematics and
become mathematically confident by communicating and reasoning
mathematically, by applying mathematics in a real world setting and by
solving problems through the integrated study of number sense and
operations, algebra, geometry, measurement and statistics and
probability. In addition to developing basic number concepts and skills,
our program provides remedial and enrichment materials as well as
problem solving activities for students at all levels. A formal
assessment program is an integral and ongoing part of the math program.
Chapter tests are given throughout the year to assess individual student
progress. As part of the program, students use the hands-on materials
suggested by the National Council of Teachers of Mathematics. Skills and
concepts are developed through individual and small group instruction.

**Science** - In science, students will use mathematical analysis,
scientific inquiry and engineering design as appropriate to pose
questions, seek answers and develop solutions. Students will understand
and apply scientific concepts, principles and theories pertaining to the
physical setting and living environment and recognize the historical
development of ideas in science.

**Social Studies -** The Social Studies Curriculum for the elementary
student encourages interdisciplinary learning organized around five
perspectives: social, political, economic, geographic and historic. The
district builds citizenship skills and a multicultural awareness in our
students by including activities, information and experiences about
racial, ethnic, geographic and socioeconomic diversity. The program
initially focuses on helping the students develop awareness of
themselves as growing and changing individuals and the need to develop
social interaction skills. Students explore roles and responsibilities
within families, schools, rural, urban and suburban communities, as well
as global communities. Information from a variety of resources includes
children's literature, textbooks and authentic experiences**.**

**Arts in Education -** An important objective of an elementary school
program is that the child shall become creative and shall learn to
admire and seek beauty. Throughout school life, in all learning areas,
the arts are engaged to educate through all the senses. Therefore, the
arts are seen in both their creative (performing) and aesthetic
(appreciative) aspects as an essential element of the total school
curriculum.

### Library Media - The Library Media Program at Park Avenue School introduces students to the finest in children\'s literature, while, at the same time, seeks to develop those basic skills of inquiry and analysis that are essential to the well-rounded individual. {#library-media---the-library-media-program-at-park-avenue-school-introduces-students-to-the-finest-in-childrens-literature-while-at-the-same-time-seeks-to-develop-those-basic-skills-of-inquiry-and-analysis-that-are-essential-to-the-well-rounded-individual. .unnumbered}

**Physical Education** - Our primary goal is to teach our children, from
the physically gifted to the physically challenged, how and why they
should keep themselves healthy and fit. In our Physical Education
Program, we provide learning experiences, which are developmentally
appropriate and will teach children how to be physically active in ways
that increase physical competence and self-esteem.

2\. **Reading:**

The K-5 ELA Program at Warwick Valley Central Schools represents a
comprehensive plan of instruction that focuses on all students achieving
literacy success. The Houghton Mifflin Reading Program is a Board of
Education-approved program that is built on a solid foundation of
scientific-based research. This program was chosen due to its explicit,
systematic instruction and the variety of resources that provide
opportunities to differentiate instruction based upon student learning
profiles, interest, affect and academic readiness. This comprehensive
program provides:

-   beginning reading success with a thorough development of oral
    language, phonemic awareness, letter recognition, phonics and
    blending skills and high frequency vocabulary recognition,

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-   early reading fluency with hundreds of selections of engaging
    decodable texts to trade books.

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-   independence and confidence in readers with gradual transition from
    decodable text to trade book literature,

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-   a consistent development of comprehension strategies and skills,
    starting in kindergarten and increasing in emphasis as students move
    into the intermediate grades,

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-   a comprehensive assessment system to diagnose, inform and document
    student progress,

-   extensive support to reinforce and extend instruction in response to
    the needs of students,

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-   a comprehensive collection of literature resources to meet the
    independent reading and fluency development needs of students.

The Houghton Mifflin ELA Program creates a balanced approach to literacy
development that includes: reading phonics and decoding, reading
comprehensive skills and strategies, reading for information and study
skills, spelling, vocabulary skills, reading-writing workshop, grammar
usage and mechanics, learning to write and writing to learn, listening
and speaking skills and cross-curricular content connections.

Upon implementation of the newly adopted ELA program, the district
hosted a parent workshop, introducing the program and giving parents an
opportunity to ask questions and provide feedback.

Our Parents as Reading Partners (PARP) annual program is developed by a
committee of teachers and parents through the PTA. This year's theme
"Read for the Gold" nicely connects the Winter Olympics and our "Park
Avenue is taking steps toward healthy minds, healthy bodies and a
healthy school" theme. 3. **Mathematics:**

The K-5 Math Program at Warwick Valley Central Schools focuses on
supporting students as they make sense of mathematics and develop
lifelong mathematics skills. The Scott Foresman -- Addison Wesley
Program is a Board of Education-approved program. This program was
chosen because it aligns with the New York State Learning standards and
presents a balanced approach to teaching mathematics. Students develop a
solid foundation in basic facts and skills and use higher order thinking
skills through problem solving. This program provides:

-   a solid foundation in number sense, which includes estimation,
    mental math, etc.,

-   pictorial models and manipulatives, which are used to help students
    make sense of mathematics,

-   work with numbers that is connected to physical representations to
    enhance understanding of key concepts and skills,

-   lessons to strengthen reasoning and critical thinking skills,

-   problem solving strategies, which are analyzed in specific lessons
    and continue to be addressed throughout the program,

-   English language learners with support material and resources.

All learners are capable of making sense of mathematics when concepts
are presented in a logical sequence, addressing student readiness
levels. This program provides basic fact strategies, more emphasis on
basic facts and skills, emphasis on connecting concrete and abstract
thinking, math vocabulary lined to symbols, visual directions, varied
practice, continuous daily review, different kinds of practice, reading
strategy lessons for problem solving, analyzing strategies, comparing
strategies, decision-making strategies, guided problem-solving process,
ongoing assessment and customized testing option.

**4. Instructional Methods:**

Our district recognizes that not all students learn in the same way.
Staff members are encouraged to be lifelong learners and to remain
cognizant of each child's individual learning style. Staff members
employ a variety of instructional strategies and practices to support
student readiness levels.

Differentiated instruction (DI) is supported through various district
initiatives and is reflected in our district, building and individual
goals of our staff members and through the classroom observation
process. Through DI, teachers create multiple paths of learning so that
students of different abilities experience learning in appropriate and
positive ways. Teachers group students according to readiness levels,
interest and learning styles, providing flexible grouping opportunities
for students. Students also benefit from supplemental enrichment
opportunities in art, music, library and physical education.

Our building has a very active Instructional Support Team that meets
weekly in order to provide a forum where teachers can present students
who are having difficulty meeting the state learning standards. This
team of specialists (AIS, speech specialist, school psychologist,
special education teachers, classroom teachers and building principal)
works with the teachers, suggesting strategies and materials to be used
to support struggling learners.

Park Avenue's staff members are firm supporters of intervention
programs. Early intervention services at the kindergarten level are
delivered through music, art, physical education, library and speech
services. Kindergarten students demonstrating difficulty meeting state
standards are screened for placement in Basic Skills first grade to
receive a multi-sensory learning approach through Orton Gillingham.
English language learners receive ESL services, and our Academic
Intervention Services (AIS) helps our students maintain progress in
meeting the learning standards in ELA, mathematics, social studies and
science. Services are delivered through a pull-out/collaborative model.
We also believe that our inclusion program (grades 2 - 5) is one of the
main reasons that our special education students have experienced
improved academic achievement. Our inclusion classes are paired and
staffed with four-member teams: two general education teachers, one
special education teacher and an instructional aide.

Our students and teachers have benefited tremendously by the district's
commitment to small class size, providing increased contact time between
teachers and students. Teaming and co-teaching occur throughout the
building as we modify building services to support the wide range of
learners and maximize instructional support for students.

**5. Professional Development:**

The Warwick Valley Central School District's Professional Development
Plan offers capacity for improving the quality of teaching and learning
by providing opportunities for teachers to participate in substantial
professional development. The plan ensures that teachers continually
remain current with their profession in meeting the learning needs of
their students. The plan provides for a mentoring program and an annual
in-depth needs assessment. From the needs assessment, along with a
review of district and state assessments and a review of district goals,
the plan was developed. Goals, objectives, strategies and activities
were established that offer capacities for improving the quality of
teaching and learning by providing opportunities for all teachers to
participate in professional development. Professional development
opportunities are provided through the district's in-service program,
superintendent conference days, professional development days, summer
curriculum work, collaboration half-days, faculty meetings, district and
building grade level meetings, conferences and workshops.

The driving force for this plan is the analysis of annual state
assessments, locally developed assessment measures and input and
feedback from staff, parents and community. Congruence between student
needs and teacher needs have been used to determine the plan's
priorities. Purposely the goals and objectives focus on improving
student performance by addressing teacher practices in the classroom.
Through the Building Leadership Team, Park Avenue developed a building
level Professional Development Program. Each year staff members complete
a survey, and workshops are developed by staff members to address the
needs of the staff. Workshop topics range from "Technology and Math" to
"Auditory and Language Processing Disorders." Our building's strength
comes from our ability to recognize and learn best and current practices
and share this information with our colleagues.

**PART VII - ASSESSMENT RESULTS**

**New York State English Language Arts Assessment**

Grade 4

Publisher: CTB/McGraw-Hill

+------------------------------------+------+------+------+-----+-----+
|                                    | 2    | 2    | 2    | 200 | 200 |
|                                    | 004- | 003- | 002- | 1-2 | 0-2 |
|                                    | 2005 | 2004 | 2003 | 002 | 001 |
+------------------------------------+------+------+------+-----+-----+
| Testing month                      | Jan  | Febr | Febr | J   | J   |
|                                    | uary | uary | uary | anu | anu |
|                                    |      |      |      | ary | ary |
+------------------------------------+------+------+------+-----+-----+
| **School Scores**                  |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| \% At or Above Level 1 (*Serious   | 100  | 100  | 100  | 100 | 100 |
| academic deficiencies)*            |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| \% At or Above Level 2 (*Needs     | 100  | 100  | 100  | 91  | 94  |
| extra help* to meet standards*)*   |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| \% At or Above Level 3 (*Meeting*  | 100  | 85   | 88   | 79  | 68  |
| the standards*)*                   |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| \% At or Above Level 4             | 46   | 29   | 49   | 32  | 21  |
| (*Exceeding* the standards)        |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| Mean Scale Score                   | 708  | 675  | 688  | 673 | 660 |
+------------------------------------+------+------+------+-----+-----+
| Number of students tested          | 46   | 72   | 73   | 81  | 78  |
+------------------------------------+------+------+------+-----+-----+
| Percent of total students tested   | 97   | 100  | 100  | 97  | 100 |
+------------------------------------+------+------+------+-----+-----+
| Number of students alternatively   | 1    |      | 1    | 2   |     |
| assessed or not tested             |      |      | (NY  |     |     |
|                                    | (ESL |      | SAA) | (   |     |
|                                    | Exe  |      |      | ESL |     |
|                                    | mpt) |      |      | E   |     |
|                                    |      |      |      | xem |     |
|                                    |      |      |      | pt) |     |
+------------------------------------+------+------+------+-----+-----+
|                                    |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| Subgroup Scores                    |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| 1\. General Education              |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| \% At or Above Level 1 (*Serious   | 100  | 100  | 100  | 100 | 100 |
| academic deficiencies)*            |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| \% At or Above Level 2 (*Needs     | 100  | 100  | 100  | 100 | 100 |
| extra help* to meet standards*)*   |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| \% At or Above Level 3 (*Meeting*  | 100  | 90   | 91   | 93  | 78  |
| the standards*)*                   |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| \% At or Above Level 4             | 49   | 34   | 54   | 38  | 24  |
| (*Exceeding* the standards)        |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| Mean Scale Score                   | 711  | 680  | 693  | 685 | 669 |
+------------------------------------+------+------+------+-----+-----+
| Number of students tested          | 43   | 62   | 67   | 69  | 67  |
+------------------------------------+------+------+------+-----+-----+
|                                    |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| 2\. Students With Disabilities     |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| \% At or Above Level 1 (*Serious   | 100  | 100  | 100  | 100 | 100 |
| academic deficiencies)*            |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| \% At or Above Level 2 (*Needs     | 100  | 100  | 100  | 42  | 55  |
| extra help* to meet standards*)*   |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| \% At or Above Level 3 (*Meeting*  | 100  | 50   | 50   | 0   | 9   |
| the standards*)*                   |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| \% At or Above Level 4             | 0    | 0    | 0    | 0   | 0   |
| (*Exceeding* the standards)        |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| Mean Scale Score                   | 666  | 638  | 640  | 604 | 591 |
+------------------------------------+------+------+------+-----+-----+
| Number of students tested          | \*   | 10   | \*   | 12  | 11  |
+------------------------------------+------+------+------+-----+-----+
|                                    |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| 3\. Economically Disadvantaged     |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| \% At or Above Level 1 (*Serious   | 100  | 100  | 100  | 100 | 0   |
| academic deficiencies)*            |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| \% At or Above Level 2 (*Needs     | 100  | 100  | 100  | 82  | 0   |
| extra help* to meet standards*)*   |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| \% At or Above Level 3 (*Meeting*  | 100  | 86   | 67   | 73  | 0   |
| the standards*)*                   |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| \% At or Above Level 4             | 50   | 0    | 33   | 18  | 0   |
| (*Exceeding* the standards)        |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| Number of students tested          | \*   | \*   | \*   | 11  | 0   |
+------------------------------------+------+------+------+-----+-----+
|                                    |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| 4\. Not Disadvantaged              |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| \% At or Above Level 1 (*Serious   | 100  | 100  | 100  | 100 | 100 |
| academic deficiencies)*            |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| \% At or Above Level 2 (*Needs     | 100  | 100  | 100  | 93  | 94  |
| extra help* to meet standards*)*   |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| \% At or Above Level 3 (*Meeting*  | 100  | 85   | 90   | 80  | 68  |
| the standards*)*                   |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| \% At or Above Level 4             | 45   | 32   | 51   | 34  | 21  |
| (*Exceeding* the standards)        |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| Number of students tested          | 44   | 65   | 67   | 70  | 78  |
+------------------------------------+------+------+------+-----+-----+
|                                    |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| **State Scores**                   |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| \% At or Above Level 1 (*Serious   | 100  | 100  | 100  | 100 | 100 |
| academic deficiencies)*            |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| \% At or Above Level 2 (*Needs     | 95   | 94   | 94   | 92  | 90  |
| extra help* to meet standards*)*   |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| \% At or Above Level 3 (*Meeting*  | 70   | 63   | 64   | 62  | 60  |
| the standards*)*                   |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| \% At or Above Level 4             | 21   | 15   | 22   | 21  | 17  |
| (*Exceeding* the standards)        |      |      |      |     |     |
+------------------------------------+------+------+------+-----+-----+
| Mean Scale Score                   | 665  | 656  | 660  | 659 | 653 |
+------------------------------------+------+------+------+-----+-----+
| Number of students tested          | 196  | 206  | 210  | 2   | 2   |
|                                    | ,591 | ,390 | ,373 | 13, | 15, |
|                                    |      |      |      | 065 | 628 |
+------------------------------------+------+------+------+-----+-----+

**New York State Mathematics Assessment**

Grade 4

Publisher: CTB/McGraw-Hill

+-------------------------------------+------+-----+-----+-----+-----+
|                                     | 2    | 200 | 200 | 200 | 200 |
|                                     | 004- | 3-2 | 2-2 | 1-2 | 0-2 |
|                                     | 2005 | 004 | 003 | 002 | 001 |
+-------------------------------------+------+-----+-----+-----+-----+
| Testing month                       | May  | May | May | May | May |
+-------------------------------------+------+-----+-----+-----+-----+
| **School Scores**                   |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| \% At or Above Level 1 (*Serious    | 100  | 100 | 100 | 100 | 100 |
| academic deficiencies)*             |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| \% At or Above Level 2 (*Needs      | 100  | 100 | 100 | 91  | 95  |
| extra help* to meet standards*)*    |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| \% At or Above Level 3 (*Meeting*   | 100  | 96  | 95  | 81  | 74  |
| the standards*)*                    |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| \% At or Above Level 4 (*Exceeding* | 63   | 51  | 51  | 40  | 32  |
| the standards)                      |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| Mean Scale Score                    | 690  | 682 | 677 | 669 | 658 |
+-------------------------------------+------+-----+-----+-----+-----+
| Number of students tested           | 48   | 73  | 73  | 81  | 77  |
+-------------------------------------+------+-----+-----+-----+-----+
| Percent of total students tested    | 98   | 100 | 100 | 97  | 98  |
+-------------------------------------+------+-----+-----+-----+-----+
| Number of students alternatively    | 0    | 0   | 0   | 2   | 0   |
| assessed or exempt                  |      |     |     |     |     |
|                                     |      |     |     | (   |     |
|                                     |      |     |     | ESL |     |
|                                     |      |     |     | E   |     |
|                                     |      |     |     | xem |     |
|                                     |      |     |     | pt) |     |
+-------------------------------------+------+-----+-----+-----+-----+
|                                     |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| Subgroup Scores                     |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| 1\. General Education               |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| \% At or Above Level 1 (*Serious    | 100  | 100 | 100 | 100 | 100 |
| academic deficiencies)*             |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| \% At or Above Level 2 (*Needs      | 100  | 100 | 100 | 100 | 98  |
| extra help* to meet standards*)*    |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| \% At or Above Level 3 (*Meeting*   | 100  | 95  | 97  | 94  | 82  |
| the standards*)*                    |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| \% At or Above Level 4 (*Exceeding* | 67   | 57  | 54  | 46  | 36  |
| the standards)                      |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| Mean Scale Score                    | 691  | 686 | 680 | 681 | 664 |
+-------------------------------------+------+-----+-----+-----+-----+
| Number of students tested           | 46   | 63  | 67  | 69  | 66  |
+-------------------------------------+------+-----+-----+-----+-----+
|                                     |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| 2\. Students With Disabilities      |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| \% At or Above Level 1 (*Serious    | 100  | 100 | 100 | 100 | 100 |
| academic deficiencies)*             |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| \% At or Above Level 2 (*Needs      | 100  | 100 | 100 | 42  | 73  |
| extra help* to meet standards*)*    |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| \% At or Above Level 3 (*Meeting*   | 100  | 100 | 67  | 8   | 27  |
| the standards*)*                    |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| \% At or Above Level 4 (*Exceeding* | 0    | 10  | 17  | 0   | 9   |
| the standards)                      |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| Mean Scale Score                    | 663  | 657 | 650 | 600 | 618 |
+-------------------------------------+------+-----+-----+-----+-----+
| Number of students tested           | 3    | 10  | 6   | 12  | 11  |
+-------------------------------------+------+-----+-----+-----+-----+
|                                     |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| 3\. Economically Disadvantaged      |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| \% At or Above Level 1 (*Serious    | 100  | 100 | 100 | 100 | 0   |
| academic deficiencies)*             |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| \% At or Above Level 2 (*Needs      | 100  | 100 | 100 | 82  | 0   |
| extra help* to meet standards*)*    |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| \% At or Above Level 3 (*Meeting*   | 100  | 100 | 100 | 73  | 0   |
| the standards*)*                    |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| \% At or Above Level 4 (*Exceeding* | 33   | 0   | 50  | 27  | 0   |
| the standards)                      |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| Number of students tested           | \*   | \*  | \*  | 11  | 0   |
+-------------------------------------+------+-----+-----+-----+-----+
|                                     |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| 4\. Not Disadvantaged               |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| \% At or Above Level 1 (*Serious    | 100  | 100 | 100 | 100 | 100 |
| academic deficiencies)*             |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| \% At or Above Level 2 (*Needs      | 100  | 100 | 100 | 93  | 95  |
| extra help* to meet standards*)*    |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| \% At or Above Level 3 (*Meeting*   | 100  | 95  | 94  | 83  | 74  |
| the standards*)*                    |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| \% At or Above Level 4 (*Exceeding* | 64   | 56  | 51  | 41  | 32  |
| the standards)                      |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| Number of students tested           | 46   | 65  | 67  | 70  | 77  |
+-------------------------------------+------+-----+-----+-----+-----+
|                                     |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| **State Scores**                    |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| \% At or Above Level 1 (*Serious    | 100  | 100 | 100 | 100 | 100 |
| academic deficiencies)*             |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| \% At or Above Level 2 (*Needs      | 97   | 97  | 95  | 93  | 91  |
| extra help* to meet standards*)*    |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| \% At or Above Level 3 (*Meeting*   | 85   | 81  | 79  | 68  | 69  |
| the standards*)*                    |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| \% At or Above Level 4 (*Exceeding* | 39   | 26  | 31  | 23  | 26  |
| the standards)                      |      |     |     |     |     |
+-------------------------------------+------+-----+-----+-----+-----+
| Mean Scale Score                    | 670  | 661 | 660 | 651 | 655 |
+-------------------------------------+------+-----+-----+-----+-----+
| Number of students tested           | 207  | 2   | 2   | 2   | 2   |
|                                     | ,680 | 14, | 18, | 16, | 20, |
|                                     |      | 511 | 882 | 991 | 101 |
+-------------------------------------+------+-----+-----+-----+-----+

\*\< 10 students tested