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

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

**Cover Sheet**

Name of Principal [Mr. Bruce J. Karam]{.underline}

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

Official School Name [John F. Kennedy Middle School]{.underline}

(As it should appear in the official records)

School Mailing Address [500 Deerfield Drive E.]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Utica NY]{.underline}
\_\_\_\_\_\_\_\_\_[13502-1835]{.underline}\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 315 ) 792-2086]{.underline} Fax [( 315 ) 792-2084]{.underline}

Website/URL [www.uticaschools.org/kennedy]{.underline} Email
[bkaram@uticaschools.org]{.underline}

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

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

(Principal's Signature)

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

Name of Superintendent [Mr. Daniel Lowengard]{.underline}

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

District Name [Utica City School District]{.underline} Tel. [( 315 )
792-2222]{.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 Mr. D. Victor Pellegrino, Esq.

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: \_\_[9]{.underline}\_\_\_
Elementary schools

\_\_[2]{.underline}\_\_\_ Middle schools

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

\_\_[1]{.underline}\_\_\_ High schools

\_\_[12]{.underline}\_\_\_ TOTAL

2\. District Per Pupil Expenditure:
\_\_[\$8,526]{.underline}\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_[\$11,040]{.underline}\_\_\_\_\_\_\_\_\_\_

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

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

> \[ x \] 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\. [5]{.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**       180       169         349

  **1**                                                     **8**       169       171         340

  **2**                                                     **9**       146       148         294

  **3**                                                     **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   983
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [69]{.underline} % White

the students in the school: [15]{.underline} % Black or African American

[12]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[13]{.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 34
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 95
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        129
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    1004
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.128
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    13%
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_\_\_[15]{.underline}\_\_\_\_%

\_\_[146]{.underline}\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_[12]{.underline}\_\_\_\_\_

Specify languages: **Bosnian; Belarussian; Karen; Spanish; Ukranian;
Pushto/Russian; Vietnamese; Latvian; Dinka; Arabic; Albanian; Malayala**

9\. Students eligible for free/reduced-priced meals:
\_\_\_[68]{.underline}\_\_\_\_\_%

\_\_\_[668]{.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:
\_\_\_[15]{.underline}\_\_\_\_\_%

\_\_\_[154]{.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.

\_\_[2]{.underline}\_\_Autism \_\_[0]{.underline}\_\_Orthopedic
Impairment

\_\_[0]{.underline}\_\_Deafness \_\_[20]{.underline}\_Other Health
Impaired

\_\_[0]{.underline}\_\_Deaf-Blindness \_[110]{.underline}\_Specific
Learning Disability

\_\_[2]{.underline}\_\_Hearing Impairment \_\_[0]{.underline}\_\_Speech
or Language Impairment

\_\_[3]{.underline}\_\_Mental Retardation \_\_[0]{.underline}
\_Traumatic Brain Injury

\_\_[17]{.underline}\_\_Multiple Disabilities
\_\_[0]{.underline}\_\_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) \_\_\_\_[3]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_\_

Classroom teachers \_\_\_\_[74]{.underline}\_\_
\_\_\_\_[10]{.underline}\_\_\_

Special resource teachers/specialists \_\_\_\_\_[3]{.underline}\_\_
\_\_\_\_\_[0]{.underline} \_\_

Paraprofessionals \_\_\_\_[21]{.underline}\_\_ \_\_\_\_\_[0]{.underline}
\_\_

> Support staff \_\_\_\_\_[6]{.underline}\_\_
> \_\_\_\_\_[1]{.underline}\_\_\_
>
> Total number \_\_\_[107]{.underline}\_\_
> \_\_\_\_\_[11]{.underline}\_\_

12\. Student-"classroom teacher" ratio: \_\_\_\_[28]{.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 93%         93.5%       93%         92%         

  Daily teacher attendance 97%         97%         97%         97%         

  Teacher turnover rate    2%          2%          2%          2%          

  Student dropout rate     0%          0%          0%          0%          

  Student drop-off rate    -182%                                           
  ------------------------ ----------- ----------- ----------- ----------- -----------

[**PART III** − **SUMMARY**]{.underline}

John F. Kennedy Middle School, located in Utica, New York, an
economically depressed and demographically diverse area, has
approximately 1,000 students in grades 7-9. Free and reduced lunch is
approximately 70% classifying us as a high poverty school. In spite of
our dismal economic status, JFK's 8^th^ graders have risen above state
averages in Math and ELA, helping our building reach the goals of
ensuring higher academic achievement for students and enabling them to
function as life-long learners.

Successes included having been recognized nationally and selected as one
of nine middle schools for its high performance on Regents and
Assessments. The University of Texas, sponsored by the United Sates
Department of Education, performed a case study and released a research
report on Best Practices of a High Performing/High Poverty Turnaround
Middle School, currently being distributed nationally as a model. At the
state level, JFK has been recognized by the New York State Education
Department and School Boards Association for strong growth in the ELA
and Math Grade 8 Assessments. Also, JFK has been placed on New York
State's list, (number 9 out of the top twenty in the state) for most
improved and high performing schools.

Academic successes at JFK, in ELA and Math are as follows: From 1998-99
to the 2001-02 school year, there has been over 90% growth in 8^th^
grade ELA scores. Two-third's of 8^th^ graders scored Level 3 or higher,
surpassing the state average by 17%. In grade 8 math, 4/5's or 80% of
students scored a lever 3 or 4, surpassing the state average by 40%.
Between 1999 and 2002, the student performance at JFK has grown and
improved by over 90% in ELA and by over 200% in Mathematics. Next, NYS
Regents results from last year were 100% passing rate on regents in
Biology, Earth Science, and Introduction to Occupations, 92% passing the
Foreign Language State Proficiency Exams and 87% the Math Course A
Regents.

> To meet newly developed state standards, our curriculum has undergone
> a systematic realignment. Teachers participated in summer staff
> development sessions producing aligned materials. The Model Schools
> program developed a standards-based curriculum at each grade level for
> each subject area over a 3-year period. A second summer program
> produced units reflecting the previous year's work. Many proactive
> strategies were embedded in the curriculum to promote higher levels of
> student achievement for all students, including math labs which offer
> students the opportunity of extra math help throughout the day. Also,
> we have a strong language arts program which enriches the students'
> communication skills necessary for success on the grade 8 ELA
> Assessment as well as the Grade 11 Regents. Throughout the day,
> interdisciplinary activities are ongoing. Home/Careers teachers
> collaborate on student autobiographies; Social Studies and English
> teachers do curriculum mapping for various topics; and Art and Foreign
> Language teachers congrue on posters for display.
>
> Our successful after-school tutorial program is extensive. Students
> can attend sessions for extra help or make-up work. Since the 8^th^
> grade has so many assessment requirements, a specific schedule of
> subjects and days has been set up for them. For at-risk students, we
> hold some mandatory academic detentions. Hall monitors pick up
> identified students who are then tutored for an hour. Additionally,
> JFK has a structured, enforced discipline policy that encompasses
> student behavior as well as appropriate student attire. Our universal
> detention room is voluntarily monitored by teachers and security for
> one hour daily. Our 2 hour After-School Academic Program, is monitored
> by a teacher and security. We also have a strict attendance policy
> that has produced a 93% attendance rate. Homes of absentees are phoned
> daily to ascertain reasons for absences, and students who are absent 3
> consecutive days are brought to the attention of the attendance
> officer.
>
> All of these programs and policies have collectively been responsible
> for the successes of John F. Kennedy Middle School.

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

**STATE TESTS**

New York State ELA and Math Assessment Tests are given to 8^th^ graders
to measure skills in reading comprehension, listening, writing, and
mathematics computation and application in order to identify students
who are in need of some form of remediation to improve their weaknesses
and facilitate their successful completion of high school/graduation
requirements.

Scoring rubrics provide scale scores of test results which are then
reported in Levels, ranging from a low of 1 to a high of 4. Students at
Level 1 have demonstrated a less than basic proficiency in the skills
measured while Level 2 scores indicate that students are at or above the
basic proficiency.

For the students scoring at Levels 1 and 2, remediation in the form of
Academic Intervention Services has been instituted. Monitored at three
difference levels of intensity, low, moderate, and high, AIS provides
additional instruction to strengthen the weaknesses which were
disaggregated from assessment results. As student achievement improves,
intensity levels are lowered to the point where student progress can be
monitored or individuals can be exited from AIS completely.

Assessment scores at Levels 3 and 4 indicate proficiency and advanced
proficiency in the skills earmarked. Students performing at these levels
require no remediation and are expected to meet their high school
requirements with no difficulty.

From 1999 to 2002, a small group of students was excluded from taking
the assessments. These consisted of ELL (English Language Learners) who
were exempt for lacking adequate English language proficiency or failing
to meet the minimum residency requirements of three years in the United
States. ELL students are alternately assessed by tests especially
designed to measure their yearly progress or by other achievement
instruments such as the Terra Nova and, beginning this year, the
NYSESLAT (New York State English as a Second Language Alternate Test).
In 2002, 61 of 8^th^ graders were ELL exempt.

When disaggregated, data does not reveal disparities among subgroups.
All show strong, consistent gains of achievement from 1999-2002, thus
indicating the level of success was extremely significant.

**USE OF DATA**

Without the continuous use of assessment data that has been embedded in
the curriculum, our school and student performance could not have
reached the level it currently enjoys. When our first disappointing
scores (1998-99) were reported, staff and administration immediately
began a search for the newly-published assessment-based materials that
began to appear. This search continues to be ongoing despite our recent
successes so that we can continue to build a repertoire of activities to
engage our diverse student population.

All departments in the building developed assessment-based action plans
which were compiled into a packet of Proactive Strategies and which were
immediately implemented. These activities included students, teachers,
and even parents. Teachers posted schedules for students to review,
correct, or make-up work and earn extra credit. They also developed
parental-contact plans composed of phone calls, written
communications/progress reports as needed, and if necessary,
parent-teacher conferences prior to report cards. Additionally, we have
a building website as well as our TV station as a means of communicating
information. With the continuous use of these materials, we have been
able to develop assessment-based activities focusing directly upon
student weaknesses as indicated by previous disaggregated assessment
data. Interdisciplinary cooperation throughout the building in various
academic departments as further reinforcement of student weaknesses has
produced a relevant curriculum that fosters high student achievement.

These measures complemented our already aligned curriculum and began to
produce noticeable improvement in student achievement.

**COMMUNICATION**

John F. Kennedy Middle School has many avenues of communication that are
used to report student performance data ranging from excellent
attendance to equally excellent achievement.

The principal plays an integral role in disseminating this information
through the use of morning announcements to students, monthly student
assemblies, and a quarterly and monthly newsletter to parents. This
newsletter contains grade level High Honor, Honor Rolls, and Perfect
Attendance lists, pertinent test results that are available, as well as
a calendar of upcoming building events. This information also appears on
school hallway bulletin boards and on banners proudly displayed
throughout the building. New York State Assessment data results are
mailed home, and Parent/Teacher conferences are scheduled.

Outstanding classroom students are honored as Students of the Month.
Names of these students are part of morning announcements, their
photographs are displayed in hallway display cases, and they are
recognized on our local educational TV station, Channel 10. Our building
website also provides the most updated information about our school.
This includes student recognition such as the Student Honor Roll and
Perfect Attendance, the most current newsletter, a calendar of
school-related events and athletic schedules, as well as all media
articles about our building. The website also contains updated reports
of our awards and recognition such as the New York State designation as
a high-performing, most improved school, and Project Lead the Way (a
pre-engineering, technology program) accreditation.

Local newspapers play a role in helping to keep the community informed.
Yearly School Report Cards produced by the State not only publicize an
individual schools' results but also include comparisons to other local
and neighboring schools' scores as well as a comparison to state
averages.

**SHARING SUCCESS**

Should we be fortunate enough to win this prestigious award, we would be
more than willing to communicate and share our successes with other
schools, especially those whose needs are great.

In doing so, we would actually be continuing a pattern begun during this
current year when our successes were initially reported. We received
requests and hosted several visitations from districts around the state
who sought help and conducted numerous teleconferences with other
districts.

During these visits, we verbally shared our philosophy on the factors
that contributed to our own success, such as order and discipline to
produce an environment where teaching/learning can successfully occur,
the development of an undisturbed testing climate, as well as nurturing
our students' self-esteem by guiding them through successful educational
experiences to mention a few.

We also shared prepared packets of materials of proactive strategies
which we developed over the years and shared samples of many
assessment-formatted materials that we found worked for us. Visitors
toured our building, which runs both blocked and unblocked courses to
see our school in action.

Our principal appeared on our local educational channel and shared
insight on our successes as well as accompanied our District
Superintendent to a conference (Meeting the Challenge of "No Child Left
Behind,") presented by The Professional Development School of Syracuse
University where our principal gave a substantive presentation that
described our school and delineated the elements leading to our current
high achievement status to other teachers and administrators from
various districts around New York State.

If we become a Blue Ribbon School, we would do more of the same.

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

**BASIC CURRICULUM**

John F. Kennedy Middle School offers its students a varied and
well-developed curriculum which has undergone many changes over the past
few years. Now aligned with the New York State Learning Standards, our
curriculum is also task-oriented at all levels to familiarize all
students with the assessments and Regents examinations they will take.

Grade 7 students are scheduled for the four core courses including
language arts in addition to music, health, home/careers, technology,
foreign language, and physical education. Our 7^th^ graders have music
choices of band, choir, or orchestra as well as a foreign language,
French, Italian, or Spanish. In grade 7, students also have
opportunities for acceleration in the areas of mathematics, science, and
technology.

Advanced students have both 7^th^ and 8^th^ grade science and/or
mathematics during the 7^th^ grade to enable them to take 9^th^ grade
level math and science during the 8^th^ grade. Students interested in
pursuing engineering careers and meeting the course qualifications elect
Project Lead the Way as their technology component.

As 8^th^ graders, students continue the basic core courses and language
arts in addition to the B level of their foreign language, art,
home/careers, technology, and physical education. Accelerated 8^th^
graders begin Math A, a Regents course that spans 9^th^ grade algebra
and the first semester of 10^th^ grade geometry, and Living Environment
(normally grade 9 courses) and continue Project Lead the Way.
Additionally, students may elect to continue music by selecting band,
choir, and/or orchestra.

Grade 9 students are scheduled for English, mathematics (Math A,
Pre-algebra, or Algebra), Living Environment, Global Studies, a choice
between art and music, a choice between continuing a foreign language or
Introduction to Occupation, and language arts. Accelerated 9^th^ graders
complete Math A in January and begin Math B, a course that completes
geometry as well as intermediate algebra. They also take Earth Science
and Drawing and Design, the next segment of the Project Lead the Way
(the pre-engineering program).

At all grade levels, students requiring Academic Intervention Services
are scheduled for ELA/Math remediation as indicated by test result.

ELA CURRICULUM

At JFK the English-language arts curriculum is a double-pronged program
that combines a strong language arts segment with an English curriculum
that is well-designed, standard-based, and embedded with activities
modeled after current assessment and Regents examination requirements.
Data disaggregated from previous test results drives the curriculum in
both areas by providing the focus for the selection of specific
curriculum content that helps the weaker student develop skills to a
higher level as well as provides enrichment for higher achieving
students. After the first assessment results were released (1998-99),
data showed that Kennedy 8^th^ graders had difficulty with the
higher-level reading comprehension questions and also failed to fully
substantiate written ideas with text-based references. Several different
types of graphic organizers were introduced and proved successful in
helping students.

Math results indicated weakness in specific Key Idea items such as
Measurement and Patterns/Functions. Subsequently, English/language arts
classes often incorporate skills needed in other disciplines as well.
Specific vocabulary from math, science, and/or social studies may be
included in a daily lesson as well as practice writing DBS's (data-based
questions). Additionally, lessons, activities, and tests, modeling
assessment formatting, have been designed and incorporated to improve
student achievement in all areas of the courses, which covers a variety
of literary genre, reading comprehension including multiple choice,
short written responses as well as extended responses, and the
development of writing and speaking skills at appropriate levels.
Teachers utilize many instructional strategies designed to be effective
with our multicultural, diverse student body to provide optimum
opportunities for students to "fine-tune" the skills that are necessary
for success in today's world.

# 

# ADDITIONAL CURRICULUM

A valuable addition to the John F. Kennedy Middle School curriculum was
the inclusion of Project Lead the Way as a component of our technology
program three years ago. Project Lead the Way is a national program
offered in only about 170 schools nationwide to address the national
shortage of engineers and engineering technologists.

The main purpose of this program is to increase the quality and quantity
of engineers graduating from our educational system. Project Lead the
Way has developed a multi-year sequence of courses which, when combined
with the traditional mathematics and science courses in secondary
school, introduces students to the scope, rigor, and discipline of
engineering before entering college.

Grade 7 students experience such programs as Inventor CAD and Design
Rube Goldberg Problem Solving. In grade 8, emphasis is on Digital
Electronics, Mechanical Engineering Principles, and Robotics. Ninth
graders focus on Drawing and Design for Production, Inventor Program,
Basic Design Principles, Problem Solving and Research Techniques,
Modeling and Prototyping, Motion and Animation, Industrial Process and
Procedures, and Student Portfolio Design and Layout.

Since John F. Kennedy Middle School achieved the status as a Rochester
Institute of Technology/Project Lead the Way Certified School in 2002,
students who continue the program, demonstrating exemplary work may
apply for RIT transcripted college credit and/or admission to the
college itself. Clearly, this program has provided enrichment,
opportunity, and relevant real world situations for JFK's student body.

# INSTRUCTIONAL METHODS

In order to reach and improve learning of students who are multicultural
diverse individuals with multiple intelligences, it is necessary to
develop appropriate proactive strategies that engage pupils with
significant content based upon our high standards and expectations. By
using horizontal articulation/cross-curricular strategies among the
departments in our building, JFK strengthened all curriculum areas and
made course content more relevant to real world situations as it
embedded standard-based activities in its curriculum.

A simple essay-writing outline defined key vocabulary such as describe,
identify, etc. and was distributed to all faculty members to use.
Students then received the same basic instructions to follow when
completing writing assignments in all subjects. Teachers soon observed
that students encountered writing tasks more easily, and the results
were much improved. Special subject vocabulary was made part of our
language arts program and corresponding word walls were developed in the
classrooms so that students could continually review the material. Math
critical thinking skills were incorporated into the teaching of the
seven Key Ideas/Concepts in the core curriculum to enable students to
apply them to every day life.

As the development of curriculum progressed, presentation of course
content also became more varied. Teachers employed large group and small
group instruction, manipulatives, graphic organizers, visual and audio
aids, cooperative learning, and peer-coaching as regular strategies in
their classrooms. Additionally, many interdisciplinary activities were
undertaken which produced successful results that helped students
comprehend and apply the skills they acquired. All of this was further
reinforced by a structured after-school tutorial program that students
attended for make-up work or additional instruction.

# 

# PROFESSIONAL DEVELOPMENT

For the past several years, faculty members of John F. Kennedy Middle
School have had the opportunity to participate in a coherent, on-going
professional staff development program conducted both during the school
year and during summer sessions. Curriculum alignment with state
standards was completed after a three-year summer program presented by
the Association for Effective Schools, Inc., which produced a vertically
articulated curriculum defining the skills that students need to acquire
at each grade level as well as classroom application strategies that
included instructional unit organizers, performance activity charts, and
performance rubrics. Additional sessions provided time for staff members
to create thematic units, utilizing these materials.

The Middle School Association has also conducted an on-going series of
summer workshops that teachers attend. These sessions focus on diverse
topics such as adolescent development, multiple intelligences and
programs such as advisor/advisee that are designed to expand teachers'
knowledge as well as to enrich student experiences and thus facilitate
their improved achievement.

Throughout the school year there are half and full-day staff development
in-service programs that continue to enrich staff, allow congruence
among staff members, and develop other strategies to engage pupils. This
is for further reinforcement, dialogue, and creative instruction of
students.

The ideas generated by these programs and shared among staff members
have definitely helped produce the climate of teaching and learning
which has been extremely instrumental in the great success and
achievement of JFK students.

Grade\_\_\_\_[8]{.underline}\_\_\_ Test\_\_\_\_\_[NYS Assessment --
ELA]{.underline} \_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_['97-'01]{.underline} Publisher
\_\_\_\_\_\_[CTB McGraw Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Data Display Table for Reading (language arts or English) and
Mathematics

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

  Testing month                                               1/01        3/01        5/02        5/99        

  SCHOOL SCORES                                               ELA         ELA         ELA         ELA         

  Total                                                       706         708         703         688         

  At or Above Basic                                           89          81          117         128         

  At or Above Proficient                                      124         99          110         72          

  At Advanced                                                 18          31          16          5           

  Number of students tested                                   227         222         253         238         

  Percent of total students tested                            80          75          81          81          

  Number of students excluded                                 61          74          55          58          

  Percent of students excluded                                20          25          19          19          

  SUBGROUP SCORES                                                                                             

  1.\_\_\_\_[POVERTY]{.underline}\_\_\_\_\_\_\_ (specify                                                      
  subgroup)                                                                                                   

  At or Above Basic                                           61          53          83          76          

  At or Above Proficient                                      52          36          45          32          

  At Advanced                                                 9           8           3           2           

  2.[DISABLED STUDENTS]{.underline} (specify subgroup)                                                        

  At or Above Basic                                           21          18          23          17          

  At or Above Proficient                                      3           7           4           0           

  At Advanced                                                 0           0           0           0           

  3.\_\_\_[BLACK]{.underline}\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                                   

  At or Above Basic                                           21          17          26          27          

  At or Above Proficient                                      15          8           10          8           

  At Advanced                                                 2           2           1           0           

  STATE SCORES                                                                                                

  Total                                                       \%          \%          \%          \%          

  At or Above Basic                                           39          36          46          54          

  State Mean Score                                            48.5        41.5        41.8        42.5        

  At or Above Proficient                                      55          45          46          30          

  State Mean Score                                            34.1        34.0        35.2        39.5        

  At Advanced                                                 8           14          6           2           

  State Mean Score                                            10.2        10.9        9.7         8.6         
  ----------------------------------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(a) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

Grade\_\_\_\_[8]{.underline}\_\_\_ Test\_\_\_\_\_[NYS Assessment --
Math]{.underline}\_ \_\_\_\_\_\_\_\_\_\_

Edition/publication year\_['97-'01]{.underline} Publisher
\_\_\_\_\_\_[CTB McGraw Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Data Display Table for Reading (language arts or English) and
Mathematics

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

  Testing month                                               5/02        5/01        5/00        5/99        

  SCHOOL SCORES                                               Math        Math        Math        Math        

  Total                                                       738         716         712         682         

  At or Above Basic                                           39          88          120         77          

  At or Above Proficient                                      135         112         95          37          

  At Advanced                                                 46          8           10          2           

  Number of students tested                                   225         231         252         238         

  Percent of total students tested                            80          76          82          83          

  Number of students excluded                                 61          71          48          56          

  Percent of students excluded                                20          24          18          17          

  SUBGROUP SCORES                                                                                             

  1.\_\_\_[POVERTY]{.underline}\_\_\_\_\_\_\_\_ (specify                                                      
  subgroup)                                                                                                   

  At or Above Basic                                           26          56          73          36          

  At or Above Proficient                                      72          39          44          17          

  At Advanced                                                 16          1           4           0           

  2.[DISABLED STUDENTS]{.underline} (specify subgroup)                                                        

  At or Above Basic                                           11          17          15          5           

  At or Above Proficient                                      7           9           10          1           

  At Advanced                                                 0           0           0           0           

  3.\_\_\_[BLACK]{.underline}\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                                   

  At or Above Basic                                           8           18          24          11          

  At or Above Proficient                                      20          12          8           1           

  At Advanced                                                 2           0           2           0           

  STATE SCORES                                                                                                

  Total                                                       \%          \%          \%          \%          

  At or Above Basic                                           \*\*        36          48          16          

  State Mean Score                                            \*\*        34          34.6        32.9        

  At or Above Proficient                                      \*\*        45          38          16          

  State Mean Score                                            \*\*        31          33.4        31          

  At Advanced                                                 \*\*        3           4           1           

  State Mean Score                                            \*\*        8           6.9         7           
  ----------------------------------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(b) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)
>
> **\*\* According to a spokesperson from the New York State Education
> Department, the total State 2002 Math scores will not be available
> until April 3, 2003.**