##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Dr. Mirian Acosta-Sing]{.underline}

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

Official School Name [The Mott Hall School MS 223]{.underline}

(As it should appear in the official records)

School Mailing Address [71 Convent Avenue]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[New York NY \_\_ 10027-7556]{.underline}\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [(212) 927-9466]{.underline} Fax [(212) 491-3451]{.underline}

Website/URL [www.motthall.org]{.underline} Email masing85@aol.com

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)

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

Name of Superintendent [Dr. Jorge Izquierdo]{.underline}

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

District Name [Community School District 6]{.underline} Tel. [(927)
521-3600]{.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 Roberto Lizardo

President/Chairperson

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

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

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

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

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

1\. Number of schools in the district: [14]{.underline} Elementary
schools

[9]{.underline} Middle schools

[0]{.underline} Junior high schools

[0]{.underline} High schools

[26]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$9,673]{.underline}

Average State Per Pupil Expenditure: [\$10,469]{.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
>
> \[ \] Rural

4\. [17]{.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 enrolled at each grade level or its equivalent in
applying school:

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

  **K**                                                     **7**       35        54          89

  **1**                                                     **8**       35        58          93

  **2**                                                     **9**                             

  **3**                                                     **10**                            

  **4**       22        33                     **55**       **11**                            

  **5**       32        46                     **78**       **12**                            

  **6**       34        61                     95           Other                             

                                    **TOTAL                                                   410
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [3.7]{.underline}% White

the students in the school: [7.2]{.underline} % Black or African
American

[84]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 0
              ***to*** the school after October  
              1 until the end of the year.       

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

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

  **(4)**     Total number of students in the    410
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .004
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    .4
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: [2]{.underline}

Specify languages: Spanish and Chinese

9\. Students eligible for free/reduced-priced meals: [78.9]{.underline}%

­[Approx. 323]{.underline}Total Number Students Who Qualify

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

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

[7]{.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.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

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

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

\_\_\_\_Hearing Impairment \_\_\_\_Speech or Language Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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

    **Number of Staff**

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

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

Classroom teachers [28]{.underline} \_\_\_\_\_\_\_\_

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

Paraprofessionals [0]{.underline} \_\_\_\_\_\_\_\_

> Support staff [1]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [32]{.underline} \_\_\_\_\_\_\_\_

12\. Student-"classroom teacher" ratio: [25:1]{.underline}

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance                         95.5%       95.6%       95.2%

  Daily teacher attendance 90%         90%         90%         90%         90%

  Teacher turnover rate    10%         5%          5%          5%          5%

  Student dropout rate     0           0           0           0           0

  Student drop-off rate    2%          2%          2%          2%          2%
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[PART III ‑ SUMMARY]{.underline}**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.**

The Mott Hall School located in New York City, New York is dedicated to
developing future leaders in Mathematics, Science and Technology by
providing a world-class education that prepares students for college and
higher learning. Our academically rigorous curricula consist of in-depth
real world investigations, elective course studies, seminars and special
enrichment electives which are offered in a personalized, caring and
child-centered environment.

The Mott Hall curricula offers students *Off-Campus Learning
Experiences* that allow them to engage in specialized, out-of-school
apprenticeships, internships, and other real world work experiences in
collaboration with community based organizations and nearby
universities. For example, students participate in Mott Hall's Community
Service Learning Program and the Science Apprenticeship in Research
Program, where students work alongside with professional practitioners.
The U.S. Department of Education, School-to Work Program, has recognized
these two programs as models of exemplary national programs.

Mott Hall has a technology rich environment where technology integration
is a very important element to the overall instructional program. In an
effort to confront the digital divide, Mott Hall has implemented a
school wide laptop program that has placed a laptop directly into the
hands of every student and staff member. In recognition for Mott Hall's
exemplary work in technology integration, the George Lucas Education
Foundation, featured our project based laptop learning design in their
book, Eductopia (2001) and on their web-site.

MHS has ranked in the top ten percent of New York City Middle Schools in
reading and mathematics since 1987. The Mott Hall School model, which
has been replicated in other districts, has received numerous awards and
recognition for its project-based technology laptop program, chess
program, specialized science program (STARS), community service learning
program, and for its overall academic school excellence. The school's
chess team has won several national first place competitions.
Congressman Charles Rangel recognized the achievements of Mott Hall by
placing the school into the Congressional Record in 1991. In October
2002, The White House selected Mott Hall (one of only three schools in
the nation) to be part of a special international technology project
through the organization- *Friendship through Education*- to promote
good will with muslin countries in the aftermath of September 11.

Moreover, Mott Hall has hosted many open houses to educators from around
the world and across the nation to observe the school' model and
specialized programs. In particular, two world chess players, Karpov and
Kasparov actually played chess with our students. Bill Gates and his
wife Melinda Gates visited Mott Hall in 1996 to observe first hand our
technology laptop school model.

In summary, a great majority numbers of our minority students have been
awarded scholarships for full tuition at private schools such as Dalton,
Exeter and Choate Academies and have gone on to universities such as
Yale, Harvard, Columbia, and MIT.

Our student's acceptance rate into the specialized schools such as Bronx
Science High School and Stuyvesant High School has been as high as 70
percent of our graduating class.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

The Mott Hall School culture is one of high expectations for all
students regardless of race, gender, or economic status. The Mott Hall
School achievement data was disaggregated using available student
achievement data to demonstrate the performance level of students
relevant to ethnic/racial group (Hispanic), socioeconomic group
(eligibility for free lunch), and according to gender (female). The MHS
student population is reflective of the Washington Heights community it
serves. Our student population is predominately Hispanic. Approximately
84% of our student body is of Hispanic heritage representing many
countries. As demonstrated by NYS State and NYC Test Results (see
Table 1) over 90% of our Hispanic students met the performance standards
in 1999, 2000, and 2001. Students eligible for Title 1 status represent
about 68% of the student body.

4^th^ grade [Hispanic]{.underline} students jumped from 94% to 100%
proficiency on the Grade 4 ELA in 2001-2002. Students demonstrating
advanced levels of achievement also rose from 40% to 47%. Seventy-nine
percent of Hispanic 4^th^ graders exceeded the NYS Mathematics
Performance Standards increasing 42% from the previous year. In
2001-2002, 94% of 6^th^ grade Hispanic students achieved proficiency on
the NYC CTB. In mathematics, 96.1% meet the standards and 48% achieved
advanced levels. Likewise, 7^th^ grade Hispanic students out performed
the school as a whole in terms of acquiring proficiency levels. 92.1%
met NYC performance standards in language arts in 2001-2002.
Furthermore, 68.6% demonstrated advanced proficiency on the
CTB-Mathematics Test.

[Female]{.underline} students at the MHS have established a tradition of
excellent academic performance, as well. Beginning in 4^th^ grade, 100%
of female students achieved proficiency on the NYS ELA in 2000-2001 and
2001-2002. Average of 90 % of female students in all grades achieved
proficiency in both mathematics and English language arts for all
grades. 79% of 4^th^ graders, 55% of 5^th^ graders, 48% of 6^th^
graders, 66% of 7^th^ graders, and 51% of 8^th^ graders achieved
advanced levels in mathematics.

An average of approximately 93% of [low-income]{.underline} students in
all grades at Mott Hall achieved proficiency on both the NYS and NYC ELA
and Mathematics Tests. Student performance in mathematics is 79% of
4^th^ grades, 48% of 5^th^ graders, 42% sixth graders, 61% seventh
graders, and 55% of eighth graders achieved advanced performance levels
demonstrating the effectiveness of the accelerated mathematics
instruction at Mott Hall.

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

The MHS believes that it is essential to connect teaching and learning
through authentic and ongoing assessment. Teachers are expected to use
informal, as well as, formal assessments to inform their instructional
practice and target the specific needs of individual students. Informal
assessments such as teacher developed tests, student self-assessments,
and performance tests are used to give students detailed feedback
related to academic strengths and weaknesses and individual performance
level achieved based on mastery objectives. Teachers use formal student
assessment data gathered through the Grow Report and standardized test
results are used in three major ways:

1\) to identify what students have already mastered for effective and
efficient

> curriculum planning
>
> 2\) to target specific student needs
>
> 3\) as feedback regarding the effectiveness of their instruction and
> curriculum
>
> Informal student data generated on the school level is used to
> differentiate student instruction on an on-going basis, monitor
> student progress, and select the right and appropriate strategies for
> student needs. The essential framework implemented by the Mott Hall
> School is one of collecting student achievement data, interpreting the
> data, and using the data assessment results to select appropriate
> strategies to target student needs. The cycle continues on a regular
> basis throughout the school year. The MHS professional development
> team and administration meets on a regular basis to strategically
> align teacher professional development needs with the academic needs
> of students.

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

The Mott Hall School strives to extend the traditional means of
communicating student performance beyond the summative, district
mandated reports cards. In keeping with the school mission to prepare
students to be tomorrow's leaders in the field of technology, there is a
special emphasis on the use of available technology to facilitate
communication between school community members. Traditional means of
reporting students' assessment data are used (including the use of
student report cards and informal and formal parent/teacher
conferences); however, more emphasis is placed on web based
communication. The MHS Web site has been recognized by the International
Association of Web Designers through the 2002-2003 Golden Web Award in
the category of Education. It offers a wealth of resources and support
to parents, students, and teachers alike.

**Technology**

**Mott Hall School eChalk:** The Mott Hall School has implemented an
intranet web-based communication system to facilitate
parent/teacher/student contact and communication beyond the regular
school hours. Through this data base, the school community is able to
post school events, policies, achievements, and curriculum resources.
Access is granted to all members of the MHS community. Parents,
students, and teachers are each assigned their own account. The site
administrator has created specific curriculum related links giving
parents access to specific information related to their own child.
Teachers post homework assignments, upcoming events, exam dates, and
related support resources parents can use. Everyone including
administrators and staff have personal eChalk accounts allowing
communication to take place beyond the traditional school day.

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

The Mott Hall School is a learning community in spirit and action. All
members of the Mott Hall School are committed to sharing best practices
in an effort to improve and refine their own practice while supporting
others in their work to educate children. Teachers drawn to Mott Hall
have a commitment to professional growth and believe that professional
collaboration is an essential element of sustaining a learning
community. The MHS hosts local, national, and international visitors
interested in learning from the successes of the Mott Hall School. The
school is also involved in joint educational ventures in coordination
with Teachers' College and Barnard College at Columbia University, as
well as, the City College of New York City, CUNY.

Dr. Mirian Acosta Sing and members of the MHS teaching staff are
dedicated to furthering the education of children through excellent
practice by willing participating in educational conferences at local
and national levels. In keeping with the spirit of collaboration and
learning, the school welcomes inter-visitation, in-depth studies of
school programs, student teachers placements, and supports a year long
internship program focused on identifying the essential features
critical to the Mott Hall success.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

1.  **Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.**

The overall goal of the Mott Hall School's curriculum is to develop
independent, skilled students who become self-directed and reflective
thinkers. New York State's Learning Standards serve as the overall
framework for the school's core curriculum. The core curriculum, which
follows the Principles of Learning and National Standards, is modified
and enriched to offer students more opportunities to engage in in-depth
real world investigations tied directly to student needs and interests.
In addition, students are provided with a progressive and accelerated
curriculum consisting of special editions of courses, seminars, and
special enrichment electives.

An essential component of the curriculum is the integration of *critical
thinking and technology* in all subject areas including foreign language
teaching. Students are considered young scholars and learn subject
matter through project based, constructivist learning approaches. MHS
uses curriculum mapping to identify multidisciplinary themes across all
disciplines. Teachers collaboratively develop quality-integrated units
of study that connect important concepts across disciplines. Given the
school's focus on mathematics, science, and technology, the curriculum
has evolved to include off-campus apprenticeships, in-depth scientific
investigations with mathematicians and scientists in authentic settings.

All students are engaged with significant content in all subject areas,
including foreign language by working on intellectually powerful
learning experiences such as Socratic dialogues, literature circles,
writing for student publications, creating web sites, competing in
on-line national science competitions, debating in interscholastic
tournaments, designing software programs for Lego Robotics competitions,
digital filmmaking, and playing chess in local and national
competitions.

Teachers collaboratively design interdisciplinary curricular units
utilizing the *Understanding by Design* process developed by Grant
Wiggins (2000). The units place great emphasis on students'
understanding the major concepts and principles of a subject in order to
promote deep, conceptual learning. For example, the Mathematics teachers
use a cross-disciplinary approach in teaching math by having students
study Islamic art and the art of Max Escher in pursuit of understanding
geometry. In addition, 7^th^ grade math students participate in weekly
seminars given by volunteer professional investment bankers from Morgan
Stanley and Dean Witter to study the relationships between business
concepts and mathematical operations.

English speaking students at Mott Hall receive instruction in Spanish as
a foreign language. Hispanic students learn advanced Spanish and work
closely with their peers in support groups, study circles, and
conversing through web-based activities. The foreign language curriculum
addresses the importance of cultural diversity and global studies. In
summary, MHS is committed to providing an academically rigorous
curriculum that has many enriched and extended intellectual learning
experiences inside and outside the school building.

2.  **(Secondary Schools) Describe in one-half page the school's English
    language curriculum, including efforts the school makes to improve
    the reading skills of students who read below grade level.**

Mott Hall's English Language Arts curriculum embraces a school wide
focus on literacy and writing. The curriculum is aligned with best
practices and with the most recent research on literacy. Affording
numerous opportunities to read a wide range of genres including modern,
classics, anthologies of poetry, and plays inspires a love of reading
and writing. A strong literacy block has been implemented to allow for a
comprehensive and coherent English Arts curriculum. Teachers follow and
implement all the components of a balanced and comprehensive literacy
program. Moreover, all students maintain a literacy portfolio, which
demonstrates their growth in reading and writing. There is a strong
emphasis on writing in every discipline using Lucy Calkin's writing
process where students are encouraged and supported to write for
publication in various student journals. Vocabulary development is also
taught in every subject.

Utilizing Standards for the English Language Arts(1996) teachers afford
numerous learning opportunities for students to conduct research on
topics raised in various disciplines. In addition, teachers target
students who are in need of reading improvement by providing them with
individualized and differentiated instruction. Specifically, teachers
create flexible groupings to address the needs of these students by
conducting small group instruction, mini lessons, and study groups
during the school day as well as after school and lunchtime tutoring.

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

An important goal at Mott Hall is to motivate and encourage our minority
students to pursue a career in the professional field of science.
Consequently, the science curriculum is designed to engage students'
curiosity of science through ongoing scientific investigations of real
world issues, problems, and phenomena. In our General, Life, and Earth
Science classes, students develop a keen sense of inquiry, formulate and
test hypotheses, learn to access information from available resources
including the internet to present their investigations in class
presentations.

A specialized program developed at Mott Hall is our Student
Apprenticeship in Research Program (STARS). This out-of-school
apprenticeship program is a collaborative project with The City College
of New York. Participating students work alongside scientists and are
engaged in the designing of science experiments, which allows them to
learn concepts and content which is not included in the standard middle
school science curriculum. Recently, our STARS student's science
investigation was launched on The Columbia Space Shuttle. This
apprenticeship program was recognized and highlighted by The George
Lucas Education Foundation in its Edutopia publication, and The U.S.
Department of Education, School-to-Work Program as an exemplary model
Science/ Technology mentoring program.

It is our hope that by providing an academically enriched and rigorous
science curriculum, our students will consider careers in the fields of
science and mathematics.

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

MHS employs a wide variety of instructional strategies that are based on
successful teaching practices and what the research says about powerful
teaching and learning strategies. In particular, research based
strategies that impact most on student achievement are used by teachers
such as note taking, summarizing, graphic organizers, modeling,
coaching, accountable talk discussions, simulations, role-playing,
literature circles, cooperative learning, and providing students with
quality feedback on their work. Moreover, two strategies that are
particularly effective for our students are the use of Socratic
dialogues and problem based learning.

[Socratic dialogues]{.underline} are used in almost every discipline to
involve students in in-depth discussions, problem solving, and
clarification of complex ideas. *Critical thinking* is considered the
key to learning in every content area. Consequently, this strategy is
used to foster active learning and allow students to explore and
evaluate ideas, issues, and values in a particular text. Moreover,
problem based learning is also used as a powerful teaching strategy in
every discipline to engage students in intriguing, real, and relevant
intellectual inquiry which allows them to learn from life situations and
scenarios.

[Community-Based Learning-]{.underline} Mott Hall is committed to
preparing students to become contributing members of their communities
by providing a wide range of experiences designed to engage students
actively. As part of the MHS Service Learning Program, eighth grade
students are linked with organizations within the fields of education,
geriatrics, business, and the non-profit sector. Community- based
learning contributes to students' personal growth by broadening their
awareness of the world and encouraging compassion, courtesy, altruism
and civic pride.

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

It is our strong belief that teacher expertise is the most important
factor impacting student achievement. With this in mind, the
professional development afforded to the entire staff at MHS consists of
learning experiences that significantly affect what they do in the
classroom and make a difference in their ability to help all students
reach high standards. MHS utilizes a differentiated, job-embedded model
that takes into account the different phases of a teacher's development,
needs and interests. The staff development include teacher collaborative
experiences such as analyzing student work and test scores, engaging in
curriculum mapping and Japanese lesson study, becoming well-acquainted
with content and performance standards, developing *Understand by
Design* interdisciplinary units of studies, working in study groups and
action research. All experiences are designed to support all teachers in
terms of content and pedagogy and are directly connected to the school's
mission and vision.

Emphasis is on assisting teachers acquire a wide repertoire of
effective, research-based instructional strategies that address the
specific needs of all MHS students. Teachers are afforded many
opportunities during the school day as well as after school and summer
to learn about the most powerful teaching and learning techniques that
directly impact student achievement. Overall, the design centers on
developing, refining, and expanding teachers' pedagogical repertoire,
content knowledge, and the skill to integrate both using a collaborative
and collegial work model that allows teachers to work in an intellectual
environment of continuous inquiry and reflection.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade: [4]{.underline} Test: [English Language Arts State
Test]{.underline}

Edition/publication year [1999-2002]{.underline} Publisher
[CTB/McGraw-Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[All groups included in testing at the Mott Hall School. All available
test data was used.]{.underline}

Number excluded : [0]{.underline} Percent excluded [0%]{.underline}

**For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.**

**Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.**

Level 4: Students exceed the learning standards for English Language
Arts. Their performance shows superior understanding of written and oral
text.

Level 3: Students meet the learning standards. Their performance shows
through understanding of written and oral text.

Level 2: Students show partial achievement of the learning standards.
Their performance shows minimal understanding of written and oral text.

Level 1: Students do not meet the learning standards. Their performance
shows minimal understanding of written and oral text.

Grade 4 ELA State Test Results

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                                                                      

  SCHOOL SCORES                                                                      

  Total                                                                              

  At or Above Basic                  100%        100%        100%        100%        

  At or Above Proficient             100%        95.5%       100%        96.2%       

  At Advanced                        54%         43.2%       45.1%       19.2%       

  Number of students tested          50          44          51          26          

  Percent of total students tested                                                   

  Number of students excluded                    98%                                 

  Percent of students excluded                   2%                                  

  SUBGROUP SCORES                                                                    

  1.\_[Hispanic]{.underline}         42          80%                                 

  At or Above Basic                  100%        100%                                

  At or Above Proficient             100%        94%                                 

  At Advanced                        47.6%       40%                                 

  2\. [Female]{.underline}           38          64%                                 

  At or Above Basic                  100%        100%                                

  At or Above Proficient             100%        100%                                

  At Advanced                        58.6%       46.4%                               

  3\. [Low-income]{.underline}       38          82%                                 

  At or Above Basic                  100%        100%                                

  At or Above Proficient             100%        94.4%                               

  At Advanced                        43.6%       36%                                 

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Basic                                                                  

  State Mean Score                                                                   

  At or Above Proficient                         60%         58.7%       48%         

  State Mean Score                                                                   

  At Advanced                                                                        

  State Mean Score                                                                   
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

**Grade 4 Mathematics State Tests Results**

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                                                                      

  SCHOOL SCORES                                                                      

  Total                                                                              

  At or Above Basic                  100%        100%        100%        100%        

  At or Above Proficient             100%        95.5%       100%        96%         

  At Advanced                        45.8%       40.9%       30%         56%         

  Number of students tested          48          44          50          25          

  Percent of total students tested               100%        100%        100%        

  Number of students excluded                    0%          0%          0%          

  Percent of students excluded                   0%          0%          0%          

  SUBGROUP SCORES                                                                    

  1\. [Hispanic]{.underline}         43          35                                  

  At or Above Basic                  100%        100%                                

  At or Above Proficient             97.7%       94.3%                               

  At Advanced                        79.1%       37.1%                               

  2\. [Female]{.underline}           29          28                                  

  At or Above Basic                  100%        100%                                

  At or Above Proficient             96.6%       96.4%                               

  At Advanced                        79.3%       35.7%                               

  3\. [Low-income]{.underline}       38          36                                  

  At or Above Basic                  100%        100%                                

  At or Above Proficient             97.4%       94.4%                               

  At Advanced                        78.9%       38.9%                               

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Basic                                                                  

  State Mean Score                                                                   

  At or Above Proficient             67.6%       69.1%       65.0%       66.7%       

  State Mean Score                                                                   

  At Advanced                                                                        

  State Mean Score                                                                   
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

**Grade 5 CTB- Reading Test Results**

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                                                                      

  SCHOOL SCORES                                                                      

  Total                                                                              

  At or Above Basic                  100%        100%        100%        100%        

  At or Above Proficient             100%        100%        98.6%       95.1%       

  At Advanced                        26.8%       33.3%       13.7%       11.7%       

  Number of students tested          71          69          73          103         

  Percent of total students tested                                                   

  Number of students excluded                                                        

  Percent of students excluded                                                       

  SUBGROUP SCORES                                                                    

  1\. [Hispanic]{.underline}                                                         

  At or Above Basic                                                                  

  At or Above Proficient                                                             

  At Advanced                                                                        

  2\. [Female]{.underline}                                                           

  At or Above Basic                                                                  

  At or Above Proficient                                                             

  At Advanced                                                                        

  3\. [Low-income]{.underline}                                                       

  At or Above Basic                                                                  

  At or Above Proficient                                                             

  At Advanced                                                                        

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Basic                                                                  

  State Mean Score                                                                   

  At or Above Proficient                                                             

  State Mean Score                                                                   

  At Advanced                                                                        

  State Mean Score                                                                   
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

**Grade 5 CTB- Mathematics Test Results**

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                                                                      

  SCHOOL SCORES                                                                      

  Total                                                                              

  At or Above Basic                  100%        100%        100%        100%        

  At or Above Proficient             95.8%       95.7%       97.3%       86.4%       

  At Advanced                        49.3%       37.7%       60.3%       29.1%       

  Number of students tested          71          69          73          103         

  Percent of total students tested                                                   

  Number of students excluded                                                        

  Percent of students excluded                                                       

  SUBGROUP SCORES                                                                    

  1\. [Hispanic]{.underline}                                                         

  At or Above Basic                                                                  

  At or Above Proficient                                                             

  At Advanced                                                                        

  2\. [Female]{.underline}           44                                              

  At or Above Basic                  100%                                            

  At or Above Proficient             100%                                            

  At Advanced                        54.5%                                           

  3\. [Low-income]{.underline}       42                                              

  At or Above Basic                  100%                                            

  At or Above Proficient             100%                                            

  At Advanced                        47.6%                                           

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Basic                                                                  

  State Mean Score                                                                   

  At or Above Proficient                                                             

  State Mean Score                                                                   

  At Advanced                                                                        

  State Mean Score                                                                   
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

**Grade 6 CTB- Reading Test Results**

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                                                                      

  SCHOOL SCORES                                                                      

  Total                                                                              

  At or Above Basic                  98.9%       99%                     100%        

  At or Above Proficient             92.5%       93.1%                   83%         

  At Advanced                        16.1%       10.9%                   12.3%       

  Number of students tested          93          101                     106         

  Percent of total students tested                                                   

  Number of students excluded                                                        

  Percent of students excluded                                                       

  SUBGROUP SCORES                                                                    

  1\. [Female]{.underline}           63                                              

  At or Above Basic                  96.8%                                           

  At or Above Proficient             95.2%                                           

  At Advanced                        36.5%                                           

  2\. [Hispanic]{.underline}         81                                              

  At or Above Basic                  98.8%                                           

  At or Above Proficient             93.8%                                           

  At Advanced                        29.6%                                           

  3\. [Low-income]{.underline}       70                                              

  At or Above Basic                  97.1%                                           

  At or Above Proficient             90%                                             

  At Advanced                        28.6%                                           

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Basic                                                                  

  State Mean Score                                                                   

  At or Above Proficient                                                             

  State Mean Score                                                                   

  At Advanced                                                                        

  State Mean Score                                                                   
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

**Grade 6 CTB- Mathematics Test Results**

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                                                                      

  SCHOOL SCORES                                                                      

  Total                                                                              

  At or Above Basic                  98.9%       100%        95.4%       100%        

  At or Above Proficient             95.7%       97%         83.3%       84.9%       

  At Advanced                        67.7%       56.4%       31.5%       48.1%       

  Number of students tested          93          101         108         106         

  Percent of total students tested                                                   

  Number of students excluded                                                        

  Percent of students excluded                                                       

  SUBGROUP SCORES                                                                    

  1\. [Hispanic]{.underline}         77                                              

  At or Above Basic                  100%                                            

  At or Above Proficient             96.1%                                           

  At Advanced                        48%                                             

  2.[Female]{.underline}             64                                              

  At or Above Basic                  95.3%                                           

  At or Above Proficient             90.6%                                           

  At Advanced                        45.3%                                           

  3.[Low-income]{.underline}         69                                              

  At or Above Basic                  91.3%                                           

  At or Above Proficient             87%                                             

  At Advanced                        42%                                             

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Basic                                                                  

  State Mean Score                                                                   

  At or Above Proficient                                                             

  State Mean Score                                                                   

  At Advanced                                                                        

  State Mean Score                                                                   
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

**Grade 7 CTB- Reading Test Results**

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                                                                      

  SCHOOL SCORES                                                                      

  Total                                                                              

  At or Above Basic                  100%        96.3%       100%        100%        

  At or Above Proficient             91%         87.9%       96.1%       82.8%       

  At Advanced                        20.2%       23.4%       20.6%       23%         

  Number of students tested          89          107         102         87          

  Percent of total students tested                                                   

  Number of students excluded                                                        

  Percent of students excluded                                                       

  SUBGROUP SCORES                                                                    

  1\. [Female]{.underline}           54                                              

  At or Above Basic                  100%                                            

  At or Above Proficient             87%                                             

  At Advanced                        11.1%                                           

  2\. [Hispanic]{.underline}         76                                              

  At or Above Basic                  100%                                            

  At or Above Proficient             92.1%                                           

  At Advanced                        13.1%                                           

  3.[Low-income]{.underline}         64                                              

  At or Above Basic                  100%                                            

  At or Above Proficient             92.2%                                           

  At Advanced                        15.6%                                           

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Basic                                                                  

  State Mean Score                                                                   

  At or Above Proficient                                                             

  State Mean Score                                                                   

  At Advanced                                                                        

  State Mean Score                                                                   
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

**Grade 7 CTB- Mathematics Test Results**

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                                                                      

  SCHOOL SCORES                                                                      

  Total                                                                              

  At or Above Basic                  100%        94.4%       99%         98.9%       

  At or Above Proficient             96.9%       84.1%       89.2%       94.3%       

  At Advanced                        56.3%       30.8%       31.4%       29.5%       

  Number of students tested          96          107         102         88          

  Percent of total students tested                                                   

  Number of students excluded                                                        

  Percent of students excluded                                                       

  SUBGROUP SCORES                                                                    

  1\. [Hispanic]{.underline}         77                                              

  At or Above Basic                  100%                                            

  At or Above Proficient             98.7%                                           

  At Advanced                        68.8%                                           

  2.[Female]{.underline}             55                                              

  At or Above Basic                  100%                                            

  At or Above Proficient             96.4%                                           

  At Advanced                        65.5%                                           

  3.[Low-income]{.underline}         64                                              

  At or Above Basic                  100%                                            

  At or Above Proficient             95.3%                                           

  At Advanced                        61%                                             

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Basic                                                                  

  State Mean Score                                                                   

  At or Above Proficient                                                             

  State Mean Score                                                                   

  At Advanced                                                                        

  State Mean Score                                                                   
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

**Eighth Grade ELA State Test Results**

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                                                                      

  SCHOOL SCORES                                                                      

  Total                                                                              

  At or Above Basic                  95.3%       98.9%       98.8%       97.7%       

  At or Above Proficient             85.8%       89.5%       82.1%       94.2%       

  At Advanced                        28.3%       23.2%       9.5%        20.9%       

  Number of students tested          106         95          84          86          

  Percent of total students tested               100%        99%         100%        

  Number of students excluded                    0           1           0           

  Percent of students excluded                   0%          1%          0%          

  SUBGROUP SCORES                                                                    

  1\. [Hispanic]{.underline}                     80                                  

  At or Above Basic                              98.7%                               

  At or Above Proficient                         88.8%                               

  At Advanced                                    24%                                 

  2\. [Female]{.underline}                       63                                  

  At or Above Basic                              100%                                

  At or Above Proficient                         93.7%                               

  At Advanced                                    25.4%                               

  3.[Low-income]{.underline}                     72                                  

  At or Above Basic                              98.7%                               

  At or Above Proficient                         87.5%                               

  At Advanced                                    19.4%                               

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Basic                                                                  

  State Mean Score                                                                   

  At or Above Proficient             48.1%       44.8%       44.9%       44.3%       

  State Mean Score                                                                   

  At Advanced                                                                        

  State Mean Score                                                                   
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

**Grade 8 Mathematics State Tests Results**

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                                                                      

  SCHOOL SCORES                                                                      

  Total                                                                              

  At or Above Basic                  95.2%       97.9%       100%        98.8%       

  At or Above Proficient             81.9%       79.2%       96.4%       91.3%       

  At Advanced                        15.2%       24%         19.3%       17.5%       

  Number of students tested          105         96          83          80          

  Percent of total students tested               100%        100%        100%        

  Number of students excluded                    0           0           0           

  Percent of students excluded                   0%          \%          \%          

  SUBGROUP SCORES                                                                    

  1\. [Hispanic]{.underline}         78          81                                  

  At or Above Basic                  100%        97.5%                               

  At or Above Proficient             97.3%       79.0%                               

  At Advanced                        55.1%       22.2%                               

  2\. [Female]{.underline}           57          64                                  

  At or Above Basic                  100%        98.4%                               

  At or Above Proficient             96.5%       75.0%                               

  At Advanced                        50.9%       15.6%                               

  3\. [Low-income]{.underline}       62          73                                  

  At or Above Basic                  100%        98.6%                               

  At or Above Proficient             98.4%       75.3%                               

  At Advanced                        54.8%       17.8%                               

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Basic                                                                  

  State Mean Score                                                                   

  At or Above Proficient             67.6%       69.1%       65.0%       66.7%       

  State Mean Score                                                                   

  At Advanced                                                                        

  State Mean Score                                                                   
  ---------------------------------- ----------- ----------- ----------- ----------- -----------