## U.S. Department of Education November 2002

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

# Cover Sheet

Name of Principal \_\_ [\_\_Mr. Jeffrey
Ratner]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Official School Name ­­­\_\_[Robert Seaman Elementary
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

> (As it should appear in the official records)

School Mailing Address ­ [137 Leahy
Street]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

### \_\_\_\_Jericho \_\_\_\_\_\_New York 11753-1697\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [(516)
681-9419­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline} Fax [(516)
681-9493\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/URL [www.bestschools.org­\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Email
[jratner@jericho.k12.ny.us\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date [3/24/03\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Principal's Signature)

Name of Superintendent ­­\_\_[Mr. Henry L.
Grishman]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

District Name [Jericho Union Free School District\_\_\_]{.underline}
Tel. [(516) 681-4100 ext.
201]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date ­\_[3/25/03\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairperson \_\_\_\_[Mrs. Hilari
Cohen]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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
\_[3/25/03]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

**JERICHO SCHOOL DISTRICT**

1\. Number of schools in the Jericho \_\_\_[3]{.underline}\_ Elementary
schools

School District: \_\_\_[1]{.underline}\_ Middle schools

> \_\_\_\_\_ Junior high schools
>
> \_\_\_[1]{.underline}\_ High schools
>
> \_\_\_[5]{.underline}\_ TOTAL

2\. Jericho School District Per Pupil [\$19,978.00]{.underline}

Expenditure:

Average New York State Per Pupil [\$11,871.00]{.underline}

Expenditure:

**ROBERT SEAMAN SCHOOL**

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\. \_\_[7]{.underline}\_\_\_ Number of years the principal has been in
his position at this school.

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

+------+------+----------+-------+---+--------+-------+-------+-------+
| *    | **\# | **\#     | **Gr  |   | **G    | **\#  | **\#  | **Gr  |
| *Gra | of** | of**     | ade** |   | rade** | of**  | of**  | ade** |
| de** |      |          |       |   |        |       |       |       |
|      | *    | **F      | **To  |   |        | **Ma  | *     | **To  |
|      | *Mal | emales** | tal** |   |        | les** | *Fema | tal** |
|      | es** |          |       |   |        |       | les** |       |
+------+------+----------+-------+---+--------+-------+-------+-------+
| # K  | 20   | 30       | 50    |   |        |       |       |       |
+------+------+----------+-------+---+--------+-------+-------+-------+
| *    | 45   | 32       | 77    |   |        |       |       |       |
| *1** |      |          |       |   |        |       |       |       |
+------+------+----------+-------+---+--------+-------+-------+-------+
| *    | 40   | 30       | 70    |   |        |       |       |       |
| *2** |      |          |       |   |        |       |       |       |
+------+------+----------+-------+---+--------+-------+-------+-------+
| *    | 37   | 45       | 82    |   |        |       |       |       |
| *3** |      |          |       |   |        |       |       |       |
+------+------+----------+-------+---+--------+-------+-------+-------+
| *    | 33   | 30       | 63    |   |        |       |       |       |
| *4** |      |          |       |   |        |       |       |       |
+------+------+----------+-------+---+--------+-------+-------+-------+
| *    | 40   | 50       | 90    |   |        |       |       |       |
| *5** |      |          |       |   |        |       |       |       |
+------+------+----------+-------+---+--------+-------+-------+-------+
| *    |      |          |       |   |        |       |       |       |
| *6** |      |          |       |   |        |       |       |       |
+------+------+----------+-------+---+--------+-------+-------+-------+
|      |      | # TO     |       |   |        |       |       | **    |
|      |      | TAL STUD |       |   |        |       |       | 432** |
|      |      | ENTS IN  |       |   |        |       |       |       |
|      |      | THE ROBE |       |   |        |       |       |       |
|      |      | RT SEAMA |       |   |        |       |       |       |
|      |      | N SCHOOL |       |   |        |       |       |       |
+------+------+----------+-------+---+--------+-------+-------+-------+

6\. Racial/ethnic composition of \_\_\_[89]{.underline}\_\_% White

the students in the school: \_\_\_\_[1]{.underline}\_\_% Black or
African American

> \_\_\_\_[1]{.underline}\_\_% Hispanic or Latino
>
> \_\_\_\_[9]{.underline}\_\_% Asian/Pacific Islander
>
> \_\_\_\_[0]{.underline}\_\_% American Indian/Alaskan Native
>
> **100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_[8.7]{.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    | 22                          |
|            |                           |                             |
|            | transferred ***to*** the  |                             |
|            | school                    |                             |
|            |                           |                             |
|            | after October 1 until the |                             |
|            |                           |                             |
|            | end of the year.          |                             |
+------------+---------------------------+-----------------------------+
| **(2)**    | Number of students who    | 16                          |
|            |                           |                             |
|            | transferred ***from***    |                             |
|            | the                       |                             |
|            |                           |                             |
|            | school after October 1    |                             |
|            |                           |                             |
|            | until the end of the      |                             |
|            | year.                     |                             |
+------------+---------------------------+-----------------------------+
| **(3)**    | Subtotal of all           | 38                          |
|            |                           |                             |
|            | transferred students      |                             |
|            | \[sum                     |                             |
|            |                           |                             |
|            | of rows (1) and (2)\]     |                             |
+------------+---------------------------+-----------------------------+
| **(4)**    | Total number of students  | 436                         |
|            |                           |                             |
|            | in the school as of       |                             |
|            |                           |                             |
|            | October 1                 |                             |
+------------+---------------------------+-----------------------------+
| **(5)**    | Subtotal in row (3)       | .087                        |
|            |                           |                             |
|            | divided by total in row   |                             |
|            |                           |                             |
|            | \(4\)                     |                             |
+------------+---------------------------+-----------------------------+
| **(6)**    | Amount in row (5)         | 8.7%                        |
|            |                           |                             |
|            | multiplied by 100         |                             |
+------------+---------------------------+-----------------------------+

8\. Limited English Proficient students in the school:
\_\_[1]{.underline}\_%

> \_\_ [4\_]{.underline}\_Total Number Limited English Proficient

Number of languages represented: \_\_\_[7]{.underline}\_\_\_\_

Specify languages: Spanish, Japanese, Chinese, Korean, Italian, Hebrew,
and Russian

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

> \_\_\_[1]{.underline}\_\_\_Total Number Students Who Qualify

10\. Students receiving special education services:
\_\_[9.5]{.underline}\_\_%

> \_ [41]{.underline}\_\_Total Number of Students Served

Indicate below the number of students with disabilities according to
conditions designated in the

Individuals with Disabilities Education Act.

> \_\_[1]{.underline}\_Autism \_\_\_\_Orthopedic Impairment
>
> \_\_[1]{.underline}\_Deafness \_\_[9]{.underline}\_Other Health
> Impaired
>
> \_\_\_\_Deaf-Blindness \_\_[6]{.underline}\_Specific Learning
> Disability
>
> \_\_\_\_Hearing Impairment \_[17]{.underline}\_Speech or Language
> Impairment
>
> \_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury
>
> \_\_[7]{.underline}\_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) \_\_\_[1\_]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Classroom teachers \_\_[21]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Special resource teachers/specialists \_\_[18\_]{.underline}\_\_\_
> \_\_\_[5]{.underline}\_\_\_\_

Paraprofessionals \_\_[16]{.underline}\_\_\_\_
\_\_\_\_[\_\_\_\_]{.underline}

Support staff \_\_ [9]{.underline}\_\_\_\_ \_\_\_[7]{.underline}\_\_\_\_

Total number \_\_[65]{.underline}\_\_\_\_ \_\_[12]{.underline}\_\_\_\_

12\. Student-"classroom teacher" ratio: \_[22:1]{.underline}\_\_\_

13\. Show the attendance patterns of teachers and students.

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

  Daily student        96.0        95.6        96.0        96.0        96.9
  attendance                                                           

  Daily teacher        96.9        97.2        97.1        97.3        97.4
  attendance                                                           

  Teacher turnover     0.3         0           .03         .03         .03
  rate                                                                 
  -------------------- ----------- ----------- ----------- ----------- -----------

**[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 Robert Seaman Elementary School is located in Jericho, New York, a
community of about 20,000, located 30 miles east of New York City on
Long Island. The mission of the Robert Seaman School is to promote a
community of students, family, and staff who address the changing
physical, social, emotional and intellectual needs of elementary-aged
youngsters and direct their energy and vitality toward realization of
mastery level performance.

In 1996, the school was reopened as a response to an increasing student
population by a committed and dedicated Board of Education and a
nurturing and highly competent Superintendent of Schools. Since then, we
have developed a rigorous academic program with high expectations for
all and an emphasis on critical thinking, problem solving, curiosity, an
appreciation of the natural world, and the ability to adapt to our
ever-changing global society. We have embraced the diversity brought to
us by a growing number of students who are Korean, Japanese, Chinese,
Columbian, Israeli, and Russian, and have developed a World Language
Program for all our students. Our school has made a strong commitment to
the personal and social development of our students, including character
education and community service. Enrichment activities are open to all
students during recess and after school with club programs like \"Stock
Market,\" Just Think,\" \"Movement and Music,\" \"School Newspaper,\"
and \"Math Olympiads.\"

The Student Council supports a code of conduct based on four principles:
respect, responsibility, integrity, and compassion. Students receive
training to help them support the code through the training in peer
mediation, bullying prevention, and the recently adopted \"Peaceful
Playgrounds\" program. The school's heart and spirit are reflected in
the school song, \"The Robert Seaman School is a Caring Place.\" We have
a committed PTA, which sponsors \"Seamans Cares,\" offering monthly
community service events. The PTA is also active in leading food and
coat drives, scheduling assembly programs, providing parent education,
and playing a key role in school hiring committees.

Our instructional programs are aligned with the New Yok State Standards.
Reading and Language Arts are built around a balanced literacy approach
using authentic literature with a strong emphasis on phonemic awareness
and comprehension strategies. Mathematics and language are interrelated
in that our youngsters are asked to think mathematically as well as talk
and write about their approaches to solving problems or using
computation. They are just as likely to create a graph from gathered
data as they are to analyze data from an existing graph in a textbook.
Our Science program is inquiry-based with a balance between earth,
physical, and life sciences. Science programming includes materials and
resources from the Lawrence Hall of Science and the New York State
Department of Conservation.

Social Studies is activity and project based and includes experiences
with nonfiction and authentic documents. We strongly support physical
education, and cultivate time for art and music. Technology is a part of
almost everything we do, with the computer and library teachers working
closely with classroom teachers. The computer lab, television studio,
and library are in a connected suite visited often by our students,
where we teach them to use computers, projection systems and the
school's web page to present their work. We know that some youngsters
need alternate kinds of support. For about ten percent of our children,
we have individually planned safety nets that include support from a
resource room teacher during the school day and special help after
school from math and reading teachers and teacher aides. Open access
enrichment activities include special interest group instruction, clubs,
and small group activities in reading, science, and mathematics.

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

*1. Assessment results in reading (language arts or English) and
mathematics using the criteria determined by the CSSO for the state
accountability system are appended on pp.15-18.*

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

A variety of assessment data are used to understand and improve
instruction and identify students who need special assistance. Beginning
in kindergarten and first grade, students are individually assessed with
the Early Literacy Profile including an informal reading inventory. Any
student in kindergarten through grade three not performing at the
appropriate literacy level is scheduled for in-school support based on
the data we collect.

For grades two through five, assessments are given in English Language
Arts, Math, and Social Studies based on benchmarks that have been
locally developed. The benchmark assessments provide specific data about
the strengths and weaknesses of students in each subject area.
Benchmarks are aligned with skills and knowledge measured by New York
State Assessments. In grade three, students take their first
criterion-referenced state assessment, the Test of New York State
Standards (TONYSS). Results are analyzed to identify students with
literacy deficits, who are then invited to join the after school reading
program at the beginning of fourth grade. During fourth grade, students
take State criterion-referenced exams in ELA, math, science, and these
results are analyzed by our staff.

Reading and math specialists work in classrooms as co-teachers,
targeting their assistance to struggling learners. Lessons are modeled
on prototypes of the New York State exams to assure that required skills
are being developed. Each child's profile, which includes benchmarks,
state, and local assessment data, is updated regularly. This profile is
stored in the district\'s computer data warehouse, where it can be
accessed by classroom teachers, reading and math support staff, and
administrators to monitor progress and adjust interventions.

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

The staff at the Robert Seaman Elementary School communicates student
performance in a variety of ways to our parents, students, and the
community.

Our district has recently adopted a standards-based report card aligned
with New York State Standards and assessments. The new report card is
designed to communicate student proficiency levels in the following
areas: personal development; reading; writing; listening/speaking; math;
science; and social studies. Numbers from 1-4 indicate proficiency
levels along a continuum ranging from \"experiences difficulty in
demonstration of the skills (1)\" to \"exhibits mastery (4).\" Skills
described by each indicator on the report card are specific, such as
\"knows basic sight words,\" or \"uses a range of strategies to
construct meaning from text.\"

Families receive report cards three times each school year, and
parent-teacher conferences are held in December and April to thoroughly
discuss student performance. Besides examining the report cards, these
conferences share results of the Early Literacy Profile and for third
and fourth graders, the results of the district benchmark tests, and the
Test of New York State Standards (TONYSS) and State ELA, math, and
science assessments. During the conferences, teachers also share student
portfolios, offering samples of student work and progress over time.
Each April, the aggregated school assessment data is presented at an
annual PTA meeting by the principal, sharing with parents school-wide
progress and overall strengths and weaknesses in student performance. A
school newsletter is also sent to all parents, which includes the data
reported to the PTA. In addition, phone conversations, IEP meetings, and
progress reports are used to maintain communication between our school
and families.

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

Our staff welcomes visits from other schools as a vehicle for sharing
success. Teachers and administrators have recently visited us from other
Long Island school districts located in Seaford, Hauppauge, Port
Washington, and Merrick, to observe our approaches to inclusion, math
instruction, and physical education. Open discussion leads to new ideas
and successful practices through replication. At weekly faculty
meetings, building professionals describe positive events that occur in
our classrooms. Examples include novel use of technology, the
incorporation of new units of study, and innovative ways of presenting
curriculum. Networking with pen-pal classes in other school districts,
buddy classes, and curricula projects with other districts allow our
staff members to discuss unique academic successes.

We expect to continue to encourage such visits, as well as to share our
successes through presentations at various professional conferences.
These may include state and national subject area associations, the New
York State Reading Association, and the School Administrators
Association of New York State. As a Blue Ribbon School, we would take
full advantage of dissemination opportunities offered during the Fall
2003 ceremony. In addition, our school will continue to share its
successes district wide through combined faculty meetings with other
elementary schools. And we will explore use of our district web site and
the web site of our county Board of Cooperative Educational Services
(Nassau County BOCES).

**[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**. ***

Our curriculum is rich in high-level, interdisciplinary learning
experiences. Our students acquire important knowledge, develop
meta-cognitive skills of inquiry and critical thinking, and display high
levels of interest, motivation and creativity as they approach their
studies. Our balanced literacy program uses the Readers and Writers
Workshop approaches to enable students to read, write, listen and speak
for information and understanding, for literary response and expression,
for critical analysis and evaluation, and for social interaction. For
phonemic awareness and word study, we use the Glass Analysis, Wilson
Program, and \"Explode the Code.\" The social studies content area
learnings for students begin with themselves, their family, and their
neighborhood. Interrelationships between geography, economics and
government are explored. Our social studies program uses the Geography
Terrain Model, \"History Alive,\" original sources, and leveled texts of
historical fiction.

Students in all grades develop the relationships and use commons themes
that connect mathematics, science and technology. Knowledge and the
application of critical thinking skills in math, science and technology
are applied to address real-life problems and help students make
informed decisions. Students use mathematical analysis and scientific
inquiry as appropriate to pose questions, seek answers and develop
solutions. Students become mathematically confident by communicating,
reasoning, and by applying mathematics in real world settings and by
solving problems through the integrated study of numbers. Students
understand and apply scientific concepts, principles and theories
pertaining to the physical setting and living environment. As a
foundation for our math program, we use the McGraw-Hill Math Series
supplemented with \"Soaring Scores,\" a problem-solving workbook. For
science, we call on the \"Windows on Science Laser Disc Series; \"Design
& Make" Folio Series by DJK Technology, Bank Street College; the Voyage
of the Mimi (for fifth grade oceanography); Exemplars TM (for MST K-5),
AIMS; GEMS (from the Lawrence Hall of Science), and from the New York
State Department of Conservation, Project WET and Project WILD.

Students actively engage in the process that constitutes creation and
performance in the arts (dance, music, visual arts), and take part in
individual and group productions, exhibitions and performances. Physical
and Health Education play an essential role, which heightens our
students' awareness of their own physical fitness and promotes a healthy
life style and informed decisions. Students at every grade level are
exposed to the study of world languages which includes Spanish, Italian,
Chinese, French and Latin. The program has a language and content-based
curriculum with a strong emphasis on cultures. Visual aids, songs, and
real-life situations provide the context for lessons with listening and
speaking skills stressed. Our school's annual literary magazine provides
every child with an opportunity to publish his/her own writing. Our
student newspaper, *The Seaman Scoop*, opens a window on the activities
in our school community through the eyes of student reporters. "Eye on
Seaman", a student videography project records the events throughout the
year with students acting as anchors, roving reporters and technicians.
The annual \"Parents As Reading Partners (PARP)\" program culminates a
week of reading activities with a Community Read-In. Judges, doctors,
farmers, chefs, authors, publishers, sports figures, and television
journalists read to our classes and discuss their fields of study. At
our Consumer Science Fair, classes design and perform experiments to
measure and compare the quality of similar household products. Graphing,
percentages, and data charts were well used as class decisions were
made. Fifth graders close out the school year in a week long training
camp with the National Circus Project to develop unique physical and
performing skills that are then presented to the entire school and
parent community.

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

The Robert Seaman Elementary School is dedicated to helping all students
develop into confident, active, and successful readers, writers and
thinkers through its balanced literacy program using a Readers and
Writers Workshop approach. This approach was chosen by our teachers
after they examined approaches used in other schools and conducted trial
literacy lessons.

Based on data collected during through the individually administered
Early Literacy Profile, students are placed in a flexible guided reading
group. Students also participate in whole class shared reading
activities, independent reading activities and also listen to stories
read aloud. Reading activities include literature discussion groups,
author studies, reading buddies (e.g., fifth graders reading to first
graders), and note-taking research projects using reference materials,
documents, and other primary sources.

Classroom teachers have a rich collection of materials for reading
instruction including leveled literature anthologies, workbooks, trade
books, and books on tape or CD. Corresponding skills development guides
have been written by teachers through the district's Research and
Development program. The Seaman WEB Room (Wonderfully Exciting Books!)
offers an array of leveled literature including realistic fiction,
fantasy fiction, folk tales and fables, as well as nonfiction such as
biographies, poetry, and content-related literature. Classroom teachers
work in a co-teaching model with the reading specialist in order to
teach the three cueing systems. Students develop phonemic awareness,
begin to self-monitor and self-correct for fluency, and learn to use the
context for understanding meanings of new words. Students are also
learning comprehension skills and strategies such as visualizing, "think
aloud," critical analysis and synthesis, and inferential thinking.
Students who require academic intervention are often seen in small
groups in the Reading Room, where skills and strategies such as
pre-teaching, repetition, and review are used, supported by Wilson
Reading, Glass Analysis, Orton-Gillingham strategies, and \"Explode the
Code.\"

*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.*

At Robert Seaman Elementary School, we build connections between Math,
Science and Technology. A visit to the science lab will reveal a glimpse
into Harry Potter's world, as the fourth grade students measure and
observe different chemicals while investigating the chemistry of potion
making. First graders play marble games, make data tables to find
patterns as they explore Newton's laws of motion, and then design and
construct marble roller coasters. Another visit will reveal third
graders investigating electrical circuits as they construct lighthouses.

Our young scientists are actively engaged in inquiry as they discover
important concepts and skills described in the New York State Learning
Standards for Mathematics, Science and Technology. Their science
journals reflect this hands-on investigative process as well as the
integration of math, science, writing and critical thinking. Their New
York State Science Assessment scores reflect the success of a motivating
program that is enhanced by a variety of resources, methodologies and
field trips. The MST program is a very exciting endeavor, which is
especially significant to the school's mission because it revolves
around the basic nature of the child's curiosity and appreciation of the
natural world, while fostering critical thinking and problem solving. In
a unique partnership with the DNA Learning Center located in Cold Spring
Harbor, New York, fifth graders are immersed in genetics, a key element
of the Standards. The students construct models of the DNA to understand
its chemical composition and use jellybean "genes" to simulate the
transfer of genetic information. They share ideas based on current
events in the field of genetics and apply mathematics in real world
settings as they determine offspring probability by analyzing Punnett
squares. During a field trip to the DNA Learning Center, the students
actually extract DNA from onion cells and during the in-school
visitations, they used stereomicroscopes to observe fruit fly mutations.
As a culminating project, the students are encouraged apply their
knowledge of how species change over time and invent mutant organisms,
which are adapted to a specific environment. Our MST program is dynamic
and constantly evolving.

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

To improve student learning through different instructional methods, we
start with individual assessment, which forms the basis for enrichment
and reinforcement activities. Cooperative learning strategies are
employed across all grades in all content areas, enabling students to
learn from peers as well as teachers.

Flexible grouping is evident in each classroom. Teachers use a variety
of instructional strategies to target instruction and compact or
re-teach as needed. Assessment techniques can include portfolios,
rubrics, performance- based assessment, and graphic organizers. Learning
activities and materials may be varied by difficulty to challenge
students at different levels, and by student's preferred way of learning
and expressing themselves.

Examples of differentiating content include using materials at varying
readability levels; putting text materials on tape; using spelling or
vocabulary lists at individual student levels; presenting ideas through
auditory, visual or tactile means, and meeting with small groups or one
to one to re-teach a concept or skill. Differentiated instructional
activities include using scaffolded activities through which all
learners work, and providing support where necessary. It also includes
interest centers which encourage subject exploration and higher order
thinking skills for students; developing personal student work agendas;
technology integration; offering manipulatives or other hands-on
supports for students who need them; varying the length of time a
student may take to complete a task, and allowing students to work alone
or in small groups.

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

The professional development program is multi-faceted. District
curriculum specialists (called \"curriculum associates\") support
professional development through observation, workshops, curriculum
writing, and demonstration lessons. New teachers attend orientation
programs, are assigned mentor teachers, and attend ongoing workshops.

The Jericho School District offers a variety of workshops, courses and
conferences onsite, in which Seaman teachers readily participate.
Teachers are surveyed regarding course offerings. Teachers have the
flexibility to choose courses which will best benefit themselves and
their students. For example, the completion of an in-service course on
the Early Literacy Profile enabled twelve K-3 teachers to successfully
administer and interpret student data obtained from this individual
reading assessment. Recent \"best practices\" workshops offered include
\"The Michigan Model Health Program,\" and \"Inclusion Strategies for
Children with Autism.\"

The district also partners with Brooklyn College of the City University
of New York to offer graduate level courses onsite. These include
courses in technology, social/emotional development, new trends in
curriculum and instructional, special education, and State Standards and
Assessments. In addition, staff is encouraged to attend professional
conferences on relevant topics. They bring back ideas and strategies
that have significant impact on school programs. For example, computer
teachers returning from a technology conference one year provided the
impetus for the school to replace its Macintosh computers with PCs.

**[NEW YORK STATE ENGLISH LANGUAGE ARTS GRADE FOUR]{.underline}**

CRITERION-REFERENCED TESTS

The Data Display Table is illustrated on the following page.

Grade[\_\_\_4\_\_\_\_\_]{.underline} Test [New York State English
Language Arts (Grade Four)]{.underline}

Edition/publication year [1998-2002]{.underline} Publisher
[CTB/McGraw-Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline} \_\_\_\_\_\_\_\_\_\_\_\_

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

Number excluded [0\_\_\_\_]{.underline} Percent
excluded[\_\_0%\_\_\_\_]{.underline}

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.

The English Language Arts Assessment given by the New York State Testing
Program groups students into four performance levels. Students in a
given performance level can perform the majority of what is described
for that level, as well as what is described for the levels below.

Students who attain a Level 1 (*Below Basic*) performance level on the
New York State English Language Arts Fourth Grade assessment demonstrate
a minimal understanding of written text. They can locate and recall some
stated information and attempt to construct short and extended
responses. Their writing consists of brief, general, or repetitive
statements, and reveals difficulty in organizing thoughts.

Students who attain a Level 2 (*Basic*) performance level on the New
York State English Language Arts Fourth Grade assessment demonstrate
partial understanding of written and oral text at a literal level. They
can recognize basic story elements, make some inferences, and identify
some similarities and differences in two related texts, providing
limited supporting information. Their writing shows some focus and basic
organization and uses simple sentence structure and vocabulary.

Students who attain a Level 3 (*Proficient*) performance level on the
New York State English Language Arts Fourth Grade assessment demonstrate
understanding of written and oral text with some attention to meaning
beyond the literal level. They can gather information, make inferences,
identify theme or main idea, understand character actions and make
connections between two related texts, providing some supporting
information. Their writing is generally focused and organized.

Students who attain a Level 4 (*Advanced*) performance level on the New
York State English Language Arts Fourth Grade assessment consistently
demonstrate understanding of written and oral text beyond the literal
level. They can analyze and interpret a variety of texts, identify
significant story elements, compare and synthesize information from
related text, and form insightful opinions, using extensive supporting
details. Their writing is well organized, thoroughly developed, and uses
sophisticated and effective language.

DATA DISPLAY TABLE FOR NEW YORK STATE ENGLISH LANGUAGE ARTS

GRADE FOUR

(Criterion-Referenced Tests)

> ![](media/image1.wmf)

NEW YORK STATE MATHEMATICS GRADE FOUR

CRITERION-REFERENCED TESTS

The Data Display Table is illustrated on the following page.

Grade[\_\_\_4\_\_\_\_\_]{.underline} Test [New York State Mathematics
(Grade Four)]{.underline}

Edition/publication year [1998-2002]{.underline} Publisher
[CTB/McGraw-Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline} \_\_\_\_\_\_\_\_\_\_\_\_

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

Number excluded [0\_\_\_\_]{.underline} Percent
excluded[\_\_0%\_\_\_\_]{.underline}

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.

The Mathematics Assessment given by the New York State Testing Program
groups students into four performance levels. Students in a given
performance level can perform the majority of what is described for that
level, as well as what is described for the levels below.

Students who attain a Level 1 (*Below Basic*) performance level on the
New York State Fourth Grade Mathematics assessment may use basic
addition and subtraction; identify first and last numbers; count groups
of objects; use manipulatives to model whole-number relationships;
recognize simple data; use counting to determine perimeter and area of
simple figures; understand that some events are more likely than others;
and use manipulatives to explore patterns.

Students who attain a Level 2 (*Basic*) performance level on the New
York State Fourth Grade Mathematics assessment for the most part use
basic facts for all operations; add/subtract with regrouping; use
ordinals; order whole numbers; use whole-number place value; model
operations and simple fractional relationships with manipulatives;
read/interpret data; identify appropriate units of measure; identify
polygons; identify lines of symmetry; extend and describe simple
patterns; solve for an unknown with manipulatives.

Students who attain a Level 3 (*Proficient*) performance level on the
New York State Fourth Grade Mathematics assessment consistently solve
multi-step problems; identify odds/evens; order fractions; use
manipulatives to model decimal relationships; identify percent; collect,
organize, display and interpret real-world data; use appropriate units
of measure; identify points, lines, rays, planes, polygons; identify
faces of solid figures; express probability; extend a numerical pattern,
and justify a reasonable solution.

Students who attain a Level 4 (*Advanced*) performance level on the New
York State Fourth Grade Mathematics assessment order decimals; identify
decimal values; use percent; use estimation; apply graphical data;
predict effect of a biased sample; identify equivalents within a
measuring system; fine linear, square, and cubic measure; model solid
figures; predict probability; identify arrangements and combinations;
create and describe patterns; explain reasoning; draw conclusions, and
analyze situations.

DATA DISPLAY TABLE FOR NEW YORK STATE MATHEMATICS GRADE FOUR
(CRITERION-REFERNECED TESTS)

> ![](media/image2.wmf)