##### *2006-2007 No Child Left Behind-Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[ X \]
Elementary \[ \] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal: [Mrs. Deborah Rose]{.underline}

Official School Name: [Park Road Elementary School]{.underline}

School Mailing Address: [50 Park Road]{.underline}

[Pittsford]{.underline} [New York]{.underline} [14534-9740]{.underline}

City State Zip Code+4 (9 digits total)

County: [Monroe]{.underline} State School Code Number:
[26-14-01-06-0004]{.underline}

Telephone: [(585) 267-1500]{.underline} Fax: [(585)
385-6356]{.underline}

Web site/URL: [http://www.pittsfordschools.org]{.underline} E-mail:
[deborah_rose@pittsford.monroe.edu]{.underline}

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

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

(Principal's Signature)

Name of Superintendent: [Mrs. Mary Alice Price]{.underline}

District Name: [Pittsford Central School District]{.underline} Tel:
[(585) 267-1000]{.underline}

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

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

Name of School Board

President/Chairperson: [Mr. Alan Schaffer]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

**[PART I - ELIGIBILITY CERTIFICATION]{.underline}**

The signatures on the first page of this application certify that each
of the statements below concerning the school's eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools on the same campus with one principal, even K-12 schools,
    must apply as an entire school.)

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the2006-2007 school year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

5.  The nominated school or district is not refusing OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district-wide compliance review.

6.  OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school or the school district as a whole has
    violated one or more of the civil rights statutes or the
    Constitution's equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

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

1\. Number of schools in the district:
[\_\_5\_\_\_]{.underline}Elementary schools

[\_\_2\_\_]{.underline} Middle schools

[\_\_0\_\_\_]{.underline} Junior high schools

[\_\_2\_\_]{.underline} High schools

[\_\_0\_\_\_]{.underline} Other

[\_\_9\_\_\_]{.underline} TOTAL

2\. District Per Pupil Expenditure: \_\_\_\$9,280.00\_\_

Average State Per Pupil Expenditure: \_\_\_\$9.250.00\_\_

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

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

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

4\. [\_\_\_7\_\_\_]{.underline} Number of years the principal has been
in her/his position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**                                                  **7**                             

  **K**       43        27                     **70**       **8**                             

  **1**       35        29                     **64**       **9**                             

  **2**       44        42                     **86**       **10**                            

  **3**       35        44                     **79**       **11**                            

  **4**       43        43                     **86**       **12**                            

  **5**       50        44                     **94**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   479
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [92]{.underline} % White

the school: [03]{.underline}% Black or African American

[01]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
[\_2%]{.underline}

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      7
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      4
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    11
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 479
                            the school as of October 1  

  **(5)**                   Total transferred students  .0229
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           2
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

[\_7\_]{.underline}Total Number Limited English Proficient

Number of languages represented: \_\_\_6\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals: [1%]{.underline}

Total number students who qualify: [\_\_\_7\_\_\_]{.underline}

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

10\. Students receiving special education services: \_\_\_\_[6
%]{.underline}

\_\_\_\_[32]{.underline}\_\_\_\_Total Number of Students Served

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

[\_ 8\_]{.underline}\_Autism [\_ 0\_]{.underline} Orthopedic Impairment

[\_\_1\_\_]{.underline}Deafness [\_ 4\_\_]{.underline} Other Health
Impaired

[\_\_0\_\_]{.underline}Deaf-Blindness [\_ 5\_\_]{.underline} Specific
Learning Disability

[\_\_1\_\_]{.underline}Emotional Disturbance [\_ 10\_\_]{.underline}
Speech or Language Impairment

[\_\_1\_\_]{.underline}Hearing Impairment [\_ 0\_\_]{.underline}
Traumatic Brain Injury

> [\_\_2\_\_]{.underline}Mental Retardation [\_ 0\_\_]{.underline}
> Visual Impairment Including Blindness
>
> [\_\_0\_]{.underline} Multiple Disabilities

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

    **Number of Staff**

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

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

Classroom teachers [\_\_\_24\_\_\_\_]{.underline} [\_\_\_
1\_\_\_\_\_]{.underline}

Special resource teachers/specialists [\_\_\_13\_\_\_\_]{.underline}
[\_\_\_ 8\_\_\_\_\_]{.underline}

Paraprofessionals [\_\_\_24\_\_\_\_]{.underline}
[\_\_\_\_\_\_\_\_]{.underline}

> Support staff [\_\_\_ 9\_\_\_\_]{.underline}
> [\_\_\_\_6\_\_\_\_]{.underline}
>
> Total number [\_\_\_71\_\_\_\_]{.underline}
> [\_\_\_15\_\_\_\_]{.underline}

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [23:1]{.underline}

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

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student attendance  97 %        96 %        97 %        97 %        96 %

  Daily teacher attendance  92 %        92 %        93 %        92 %        \%

  Teacher turnover rate     5 %         2 %         5 %         7 %         5 %

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

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

**PART III ‑ SUMMARY**

Park Road Elementary School provides a dynamic learning environment that
challenges students to develop their intellectual potential, creativity,
and sense of self. The staff is committed to delivering a quality
program that maximizes each child's academic performance and personal
development and provides for future success. The school community
strives to exemplify the mission of Pittsford Central Schools,
*"Uncompromising Commitment . . . Passion for Excellence*". Teachers are
knowledgeable about how students learn effectively and draw on a rich
repertoire of instructional strategies to support their students\'
achievements. A climate of mutual caring and respect is encouraged among
stakeholders: teachers, parents, students, administrators, and
community.

Located in the suburban town of Pittsford, New York, just outside of
Rochester, Park Road is one of five elementary schools in the district.
The K-5 school is home to 479 students and a staff of 86. The highly
qualified staff, most holding a Masters degree, has an average of 24
years of teaching experience. Veteran teachers and those new to the
profession collaborate to design and implement instruction that assures
the ongoing success of all students. As a professional learning
community, the school strives to continually support and learn from one
another.

Children at Park Road come to school ready to learn. Teachers welcome
students at the door, inviting them to join in a day of shared
scholarship. Beginning with circle time in the primary grades and
morning meetings in the upper grades, quiet conversations, group work
and laughter accompany the morning activities. Language Arts instruction
is a focus throughout the building, and is integrated with all other
content areas. Students engage in guided reading, phonics instruction,
word study, and literature circles. To promote comprehension, literature
units such as "Dog Tales" and "Barriers and Bridges" give all students
an opportunity to share in literary analysis and discussion. The common
building goal is to create a community of readers and writers who share
a love of language and learning.

Many special activities make Park Road school a dynamic learning
community. The school computer lab is a busy place, where teachers bring
students to create graphs from student-collected data, communicate with
pen pals from Louisiana, put song lyrics to music using Garage Band, and
make videos that showcase their learning. Walking by the music room, a
visitor might hear students practicing for a concert or school play. One
year, third grade students performed an original adaptation of Rafe
Martin's, *The Rough Face Girl*. The students wrote their own dialogue,
lyrics and music for the play, which was a result of their study of
Cinderella Tale variants. Second Grade students visit the Margaret
Woodbury Strong Museum of Play each year to culminate their Social
Studies exploration of "Change over Time" in their local community. In
Fourth Grade, students study the Iroquois Nation of New York and make a
longhouse in their classroom. They slip inside on cold winter days to
read and tell Native American stories. First Grade students sit with
their Fifth Grade buddies to read aloud stories written during writing
workshop. The school belief that all students are readers and writers is
reinforced each year, when a visiting author comes to the school library
to talk about his or her craft. Each fall, the school celebrates the
creativity of our children with a PTSA organized Creativity Fair.
Children are invited to create works of art for display at the Fair.
Classrooms also "get into the act". For example, a Fifth Grade class was
taught a twist on creating a self-portrait. Students brought items from
home that represented something they valued, that showed their roots,
their dreams for the future and highlighted one of their character
traits. The students made a collage from their items and the collage was
scanned. The scanned "blocks" made a beautiful quilt that shared both
the uniqueness and commonality of the children.

Park Road staff members see themselves as a professional learning
community that is engaged in a process of continuous improvement. We
share a vision of a vibrant school community where all staff members are
learning, growing and working to increase student achievement.

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

1.  **Assessment Results:** In New York State, standardized assessments
    are given in the areas of English/Language Arts and Math to all
    students in Grade Three, Four, and Five. Students in Grade 5 are
    also tested in Social Studies and students in Grade 4 are assessed
    in Science. A rubric for scoring determines if a student receives a
    1, 2, 3, or 4 on these tests, with the scores of 3 and 4 indicating
    that the student has met or surpassed the New York State Standards.
    In English/Language Arts students are assessed on their ability to
    consistently demonstrate understanding of written or oral text at or
    beyond the literal level. In the area of math, students are assessed
    on conceptual and procedural knowledge of mathematics. Park Road
    students have worked hard in these core areas and have achieved
    commendable scores on the New York State Assessments.

Our most recent scores are from the 2005-2006 school year. In
English/Language Arts (ELA) Assessments for Third Grade, 95.3 % achieved
a level 3 or 4 score, indicating mastery of the New York State
Standards. In Fourth Grade, 94.4% achieved a score of 3 or 4, and in
Fifth Grade, 93.4% of the students received scores of 3-4. Those
students who scored in the 2 level will receive additional support
services.

We are especially proud of our results on the Mathematics Assessments of
2006. 100% of Grade Three students achieved a score of 3 or 4 on the New
York State Math Assessment. 100% of Grade Four students achieved scores
of 3 or 4, and 97.9% of students in Grade Five attained a score of 3 or
4 on the most recent test. Grade Four results were notable in that these
results reflect a population of six students with disabilities within
that grade level. These scores resulted in Park Road School achieving
the rank of number one in New York State for Grade Four.

As reported by the New York State Education Department, many subgroups
at Park Road School are of a number less than five, and data is
therefore suppressed for those subgroups. In looking at our students
with disabilities, our largest subgroup, we find steady increases in the
percentages of those children scoring in the 3 and 4 levels. For the
Grade 4 ELA Assessment, scores for students with disabilities have
steadily increased from 29% in 2004, to 80% in 2005, to 100% in 2006. In
NYS Math 4, we report similar scores as the general education
population, having 100% of our students with disabilities meeting or
exceeding New York State Standards in 2005, and again in 2006.

All of Park Road's most recent New York State Assessment results can be
found on the following web site:
http://www.emsc.nysed.gov/repcrd2005/links/d_261401.shtml

2.  **Using Assessment Results:** One of the Pittsford District's
    Strategic Initiatives is to effectively use multiple measures of
    data to make decisions that affect children and learning. Data will
    be used to evaluate progress and raise student performance, to
    determine professional learning needs, to allocate resources, and to
    make all decisions for our work. We recognize the power of using
    assessment results to drive our work with students. Screening
    instruments, such as the Gesell Kindergarten Assessment, Key Math
    and the WIAT, assist us in determining skill levels and learning
    needs of incoming students.

A variety of assessments are used to evaluate student progress and to
plan instruction. At Park Road School, all grade levels utilize both
formative and summative classroom assessments to inform instruction.
Especially in our early primary classrooms, teachers depend on authentic
assessments, teacher observations, and daily tasks to evaluate student
progress. In Grades 3-5, we also use the standardized New York State
Assessments in English/Language Arts and Math. Assessment results allow
us to align instruction toward the New York State and Pittsford District
Standards. Results are used to plan further instruction and to identify
at risk students who receive Academic Intervention Services or extra
support within the classroom. Assessment components from individual
classrooms pinpoint students' successes and areas for continued growth.
This information is shared regularly with parents and utilized to plan
instruction for continued student growth.

Central Office personnel, building administration, and classroom
teachers collaborate to analyze State Assessment data to determine areas
of strength and target areas for improvement. Based on the analysis, our
classroom teachers design instruction to strengthen target areas.

3.  **Communicating Assessment Results:** Various systems of
    communication are used to disseminate assessment information to
    parents and community members. At the District level, regular
    progress reports are given to the Board of Education. Annually, our
    building principal presents a status report to the Board and shares
    assessment data. Each year the New York State Report Card
    information is shared with the Board and with the community. All
    these meetings are public forums, and are broadcast repeatedly over
    the local television station.

At Park Road School, we regularly report out information to the parent
population and the community. Monthly PTSA meetings are a forum for
communicating information on a regular basis. The special events of Fall
Information Night and Spring Open House are additional opportunities to
present assessment information. The building New York State report card
is shared annually, emphasizing successes and areas to strengthen. Local
newspapers report assessment results from area schools.

Each child and his/her family receive an individual report card three
times throughout each school year. A parent-teacher conference is
scheduled during the fall, with an option for additional conferences
when appropriate. Students with IEP's receive progress reports four
times a year.

Teachers and parents communicate about student progress on a regular
basis. Teachers use e-mail, phone calls, weekly and monthly newsletters,
web sites and daily schedules to share progress**.** Park Road teachers
and the principal are readily accessible to parents to share information
and help resolve concerns. These practices support an informal, positive
collaborative relationship that highlights the progress of each
individual child.

4.  **Sharing Success:** Many members of the Park Road staff choose to
    step forward to leadership positions within our district. We have
    five District Grade Level Chairs who coordinate grade level work
    among all five elementary buildings. We have teacher representatives
    on the District Planning Team, the Instructional Leadership Council
    and the Elementary Academic Council. Presently we have four teacher
    mentors, with two additional people currently completing training.
    We network at conferences and informally at local functions. Staff
    members have presented at the local, state, and national levels. At
    the national level, two Park Road teachers traveled to Pittsburgh,
    PA, to share our literary discussion instruction at the National
    Council of Teachers of English in 2006. Locally, the Grade 2
    teaching team recently shared their yearly plan for Social Studies
    with the rest of the grade level at a District Grade Level meeting.

Park Road staff meetings are focused on instruction and using data to
make quality decisions about teaching. We have been learning together
about ways to use a variety of assessments to learn more about our
students. Meeting time is also used for promoting a professional
learning community that will further enhance student learning. We are
proud of our students' success at Park Road School. We are not content
to rest on the laurels of student successes of the past, but are
planning action steps that will move us forward to improve student
learning even more.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:** The goal of the elementary language arts program is
    to develop each student's ability to gather and interpret
    information from a variety of resources, discover relationships,
    concepts and generalizations and use knowledge generated from
    written texts. Students read a variety of literature from different
    genres; respond by comprehending, interpreting and analyzing texts
    and relate the texts to their own lives. Students read to analyze
    and evaluate experiences, ideas, information and issues. Students
    use language for effective social communication.

In mathematics, students develop a conceptual and procedural
understanding of mathematics and become confident communicating and
reasoning mathematically. Students apply mathematics to varied problem
solving situations through an integrated study of number systems,
fractions, geometry, algebra, probability and measurement. Students
continue to refine their abilities to communicate about mathematics,
make inferences and apply logical reasoning. Students communicate their
problem solving methods both orally and in writing.

Social Studies helps students develop the ability to make informed and
reasoned decisions, integrating the knowledge, skills and values
necessary to achieve civic competence. Students develop the ability to
understand and apply historical, geographic, economic, and civics
knowledge through the skills of research, communication, cooperation and
participation.

Science is taught through an inquiry-based approach.  The premise of the
program is that children learn best through active participation. 
Students are introduced to scientific methods and use them to engage in
hands-on, \"mind-on\" activities.  The activities in the program are
designed to promote and develop the discovery of scientific content
knowledge through observation, experimentation, and problem solving.

 

The art program is rooted in four distinct, interwoven instructional
standards: studio production, aesthetics, critical thinking and art
history. These four areas of instructional focus emphasize the belief
that all children should be educated so as to be able to make,
appreciate, respond to and value art. The study of art provides an
avenue for personal, creative self-expression, problem solving, and
decision-making. Additionally, the elements and principles of art are
used to guide students through both traditional and contemporary modes
of creative expression.

**2a. Elementary Schools: Reading:** Park Road School provides
opportunities that form a "community of readers" in which children
explore and build meanings together, and learn from one another in the
process. We strive to create lifelong readers and writers. To reach this
goal, staff members help children develop the motivation, skills,
strategies, and knowledge necessary for them to become active and
thoughtful readers and writers who explore texts on their own and engage
in inquiry and discovery. Teachers provide experiences in which children
are challenged to engage in critical thinking, and stretch their minds
and imaginations. At Park Road, we have developed an inferential
thinking literature unit strand that runs Kindergarten through fifth
grade and develops reading thinking skills in all students. During these
units children engage in comparative analysis of many texts, use
inter-textual links to find meaning and respond to each new story in
light of previous stories. Additionally, children are exposed to diverse
literary genres throughout their years at Park Road School. Part of that
exposure involves introducing children to their literary heritage by
exploring traditional tales from around the world. These tales contain
recurring story patterns that form a basis for understanding all
literature. Through traditional tales, students learn about the human
experience and the connections found between literature and life. Many
activities, both in the classroom and the library, provide children with
the context for learning about literature, the language of literary
analysis, and the craft of authors and artists. We also provide ongoing
opportunities for children to engage in word study, independent reading
and writing. Park Road School endeavors to provide a community where
children learn to experience personal enjoyment and growth through
literature and other texts.

3.  **Additional Curriculum Area: Mathematics:** At Park Road School,
    the mathematics curriculum focuses on both conceptual and procedural
    understandings, with the goal of building students' confidence in
    communicating and reasoning mathematically. The alignment of the
    Pittsford District Curriculum with the New York State Core
    Curriculum of Mathematics provides a well defined,
    developmentally-based instructional framework. The integration of
    the content strands of patterning, numeration, computation,
    measurement, geometry, probability, and algebra enables students to
    apply their mathematical understandings to varied problem solving
    situations.

A foundation is laid in the early primary grades for a conceptual
understanding of mathematical concepts using the Bridges Mathematics
program. Manipulatives and hands on learning activities help math come
alive for our students. Routine authentic daily tasks help students make
mathematical connections to real life. This is followed in the
intermediate grades by more traditional instruction that builds on these
conceptual understandings. We ask children to use models, facts and
relationships to draw conclusions, to explain their reasoning, to
justify answers and to use logical reasoning to reach solutions.

Essential computational skills are taught in the early primary grades
and spiraled throughout the K-5 curriculum through daily practice and
homework connections. To develop depth and breadth, children often work
in small, flexible groups formed from data analysis of formal and
informal assessments; teacher, district or program tests; teacher
observation; and the New York State Math Assessments in Grade 3, 4, and
5. Assessment data is used to set goals and develop appropriate
instruction so that we can achieve our vision of "uncompromising
commitment and passion for excellence."

4.  **Instructional Methods:** Our experienced staff possesses an
    impressive repertoire of instructional strategies. We believe that
    one strategy does not fit all students or all curricula areas.
    Through pre-testing, use of summative and formative assessments, and
    our standards-based planning, we gather information to make
    decisions about what learning experiences would best fit the needs
    of our students. We employ cooperative learning groups, discussion
    groups, and real life experiences such as field trips, to engage
    students. In Fourth Grade alone field trips include a visit to a one
    room school house, a boat tour of the Erie Canal, a trip to a local
    nature center, a visit to the Rochester Philharmonic Orchestra and a
    trip to the Genesee Country Museum to experience life in the 19^th^
    century.

Our teachers are masters at managing a differentiated classroom. With
the support of Project Challenge and numerous paraprofessionals, we are
able to engage all students in meaningful learning. Math and reading
paraprofessionals push in to classrooms throughout the day to assist
with small group instruction. Grades K through 3 have full or part time
paraprofessional support, making flexible grouping the norm in these
grades. Small group instruction based on need and interest is
facilitated by these support personnel.

Ceiling mounted projectors, mimeos, elmos, and other technology enrich
our instruction. Our Fourth and Fifth Grade students receive science
instruction in a science lab equipped with a Smart Board and outfitted
with materials to allow for hands on exploration of each concept in our
curriculum. Two computer labs and a wireless mobile lab are used to
bring technology into all subject areas. Teacher training in the use of
the iLife programs has greatly enriched our project based learning.
Students as young as second grade regularly use technology in projects.

5\. **Professional Development:** Professional development is driven by
a district-wide goal for all, brought to us by the District Planning
Team (DPT.) That goal is to effectively use multiple measures of data to
evaluate and raise student performance, determine professional learning
needs, allocate resources, and make decisions in all aspects of the
district's work. Park Road's building goals align with this District
target, and individual teacher goals align with building goals.

We are currently working to build an even stronger professional learning
community. Our aim is to make professional learning be standards-based,
results driven, job-embedded and fully aligned. Staff meetings are
devoted solely to instructional issues, as we learn together how to
refine our craft. This year we have tackled the topics of student
homework, children's literature, how to build a powerful professional
learning community, and how adults learn. Our meeting times are for
discussion and to process learning. As we share information, we model
quality teaching strategies. This staff has seized this opportunity with
enthusiasm.

This year several staff members are involved in an in-District
opportunity for professional learning. Throughout the year we are
receiving training from Brenda Kaylor from ASK Publications titled
"Leading the Learning." Additional teachers from Park Road School have
joined a second group of teachers involved in a similar training
entitled "Instruction for All Students." Between these two groups, staff
members are becoming turn-key trainers for the rest of the staff. There
is a growing excitement about honing our skills as teachers to improve
student learning.

After demonstrating exemplary work within classrooms here at Park Road
School, two staff members were recently invited to present at the
National Council of English Teachers National Conference. A variety of
additional conferences or workshops, averaging six sessions per teacher
were attended throughout the year. The principal models a commitment to
learning, attending one state-wide and three national conferences this
past year. Training is shared with others in many ways: at staff
meetings, with building grade levels, at the district grade level
meetings, and through the District's organizational systems.

**PART VII - ASSESSMENT RESULTS**

Subject: ELA Grade: 3 Test: NYS Grade 3 ELA Assessment\
Edition/Publication Year: 2006 Publisher: CTB McGraw Hill

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        Jan.                                            

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  95                                              
  Standards                                                                            

  \% "Exceeding" State Standards       9                                               

  Number of students tested            85                                              

  Percent of total students tested     100                                             

  Number of students alternatively     0                                               
  assessed                                                                             

  Percent of students alternatively    0                                               
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Students with Disabilities                                                       

  \% "Meeting" plus "Exceeding" State  X                                               
  Standards                                                                            

  \% "Exceeding" State Standards       X                                               

  Number of students tested            6                                               
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject: Math Grade: 3 Test: NYS Grade 3 Math Assessment\
Edition/Publication Year: 2006 Publisher: CTB McGraw Hill

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        March                                           

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  99                                              
  Standards                                                                            

  \% "Exceeding" State Standards       34                                              

  Number of students tested            85                                              

  Percent of total students tested     100                                             

  Number of students alternatively     0                                               
  assessed                                                                             

  Percent of students alternatively    0                                               
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Students with Disabilities                                                       

  \% "Meeting" plus "Exceeding" State  X                                               
  Standards                                                                            

  \% "Exceeding" State Standards       X                                               

  Number of students tested            6                                               
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject: ELA Grade: 4 Test: NYS Grade 4 ELA Assessment\
Edition/Publication Year: annually 2002-2006 Publisher: CTB McGraw Hill

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        Jan.        Feb.        Feb.        Feb.        Feb.

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  94          93          92          90          93
  Standards                                                                            

  \% "Exceeding" State Standards       10          35          31          39          46

  Number of students tested            89          89          88          91          120

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Students with Disabilities                                                       

  \% "Meeting" plus "Exceeding" State  X           X           80          X           36
  Standards                                                                            

  \% "Exceeding" State Standards       X           X           0           X           9

  Number of students tested            6           2           10          7           11
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject: Math Grade: 4 Test: NYS Grade 4 Math Assessment\
Edition/Publication Year: annually 2002-2006 Publisher: CTB McGraw Hill

  ----------------------------------- ----------- ----------- ----------- ----------- -----------
                                      2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                       March       May         May         May         May

  **SCHOOL SCORES\***                                                                 

  \% "Meeting" plus "Exceeding" State 100         99          99          97          94
  Standards                                                                           

  \% "Exceeding" State Standards      46          70          62          54          44

  Number of students tested           90          88          90          90          117

  Percent of total students tested    100         100         100         100         100

  Number of students alternatively    0           0           0           0           0
  assessed                                                                            

  Percent of students alternatively   0           0           0           0           0
  assessed                                                                            

                                                                                      

  SUBGROUP SCORES                                                                     

  1\. Students with Disabilities                                                      

  \% "Meeting" plus "Exceeding" State X           X           100         X           73
  Standards                                                                           

  \% "Exceeding" State Standards      X           X           30          X           9

  Number of students tested           6           2           10          7           11
  ----------------------------------- ----------- ----------- ----------- ----------- -----------

.

Subject: ELA Grade: 5 Test: NYS Grade 5 ELA Assessment\
Edition/Publication Year: 2006 Publisher: CTB McGraw Hill

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        Jan.                                            

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  93                                              
  Standards                                                                            

  \% "Exceeding" State Standards       30                                              

  Number of students tested            91                                              

  Percent of total students tested     100                                             

  Number of students alternatively     0                                               
  assessed                                                                             

  Percent of students alternatively    0                                               
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Students with Disabilities                                                       

  \% "Meeting" plus "Exceeding" State  X                                               
  Standards                                                                            

  \% "Exceeding" State Standards       X                                               

  Number of students tested            2                                               
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject: Math Grade: 5 Test: NYS Grade 5 Math Assessment\
Edition/Publication Year: 2006 Publisher: CTB McGraw Hill

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        March                                           

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  98                                              
  Standards                                                                            

  \% "Exceeding" State Standards       49                                              

  Number of students tested            93                                              

  Percent of total students tested     100                                             

  Number of students alternatively     0                                               
  assessed                                                                             

  Percent of students alternatively    0                                               
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Students with Disabilities                                                       

  \% "Meeting" plus "Exceeding" State  X                                               
  Standards                                                                            

  \% "Exceeding" State Standards       X                                               

  Number of students tested            2                                               
  ------------------------------------ ----------- ----------- ----------- ----------- -----------