##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal Mr. Lawrence Martinez

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

Official School Name 66^th^ Street Elementary School

(As it should appear in the official records)

School Mailing Address 630 -- 66^th^ Street
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Niagara Falls]{.underline} \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_New York\_\_\_
14304-2212\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [(716 ) 278-9100]{.underline} Fax [( 716 ) 283-8524]{.underline}

Website/URL [www.nfschools.net]{.underline} E-mail
lmartinez@nfschools.net

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\_\_February 1, 2004\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* Mr. Carmen A. Granto

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

District Name Niagara Falls City School District \_ Tel. [(716 )
286-4205]{.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\_\_January 29, 2004\_\_\_\_\_\_\_\_\_\_\_\_\_ (Superintendent's
Signature)

Name of School Board

President/Chairperson Mr. Kevin Dobbs

(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\_\_January 29, 2004\_\_\_\_\_\_\_\_\_\_\_\_

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 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 1998.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_\_9\_\_ Elementary schools

\_\_3\_\_\_ Middle schools

\_\_0\_\_\_ Junior high schools

\_\_1\_\_\_ High schools

\_\_2\_\_\_ Other (Briefly explain)

\(1\) Alternative School, (1) Community Education Center

\_\_15\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\$11,536 \_\_\_\_

Average State Per Pupil Expenditure: \_\$11,515\_\_\_\_\_

**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\. 4 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**       16        22                     **38**       **7**                             

  **1**       23        16                     **39**       **8**                             

  **2**       26        24                     **50**       **9**                             

  **3**       28        23                     **51**       **10**                            

  **4**       23        27                     **50**       **11**                            

  **5**       28        21                     **49**       **12**                            

  **6**                                                     Other       14        6           20 - PreK

                                    **TOTAL                                                   297
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 65 % White

the students in the school: 31 % Black or African American

[1]{.underline} % Hispanic or Latino

1 % Asian/Pacific Islander

2 % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_44.5\_\_\_\_\_%

> (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 76
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 79
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        155
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    348
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .445
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    44.5
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: \_\_\_\_0\_\_\_%

\_\_\_\_0\_\_\_Total Number Limited English Proficient

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

Specify languages:

9\. Students eligible for free/reduced-priced meals: \_\_\_63\_\_\_\_%

\_\_220\_\_\_\_\_\_Total Number Students Who Qualify

> If this method does not produce 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: \_\_\_\_12\_\_\_\_%

\_\_\_\_35\_\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_0_Autism \_\_0\_\_Orthopedic Impairment

\_\_0\_\_Deafness \_\_0\_\_Other Health Impaired

\_\_0\_\_Deaf-Blindness \_\_9\_\_Specific Learning Disability

\_\_0\_\_Hearing Impairment \_18\_\_Speech or Language Impairment

\_\_6\_\_Mental Retardation \_\_0\_\_Traumatic Brain Injury

\_\_2\_\_Multiple Disabilities \_\_0_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\_\_\_\_ \_\_\_\_\_0\_\_\_

Classroom teachers \_\_\_15\_\_\_\_ \_\_\_\_\_4\_\_\_

Special resource teachers/specialists \_\_\_3\_\_\_\_ \_\_\_\_\_1\_\_\_

Paraprofessionals \_\_\_0\_\_\_\_ \_\_\_\_\_0\_\_\_

> Support staff \_\_\_3\_\_\_\_ \_\_\_\_\_2\_\_\_
>
> Total number \_\_\_22\_\_\_ \_\_\_\_\_7\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_18.5\_\_\_\_\_

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.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 94%         95%         95%         95%         95%

  Daily teacher attendance 90%         88%         91%         N/A         N/A

  Teacher turnover rate    20%         24%         27%         N/A         N/A

  Student dropout rate     N/A         N/A         N/A         N/A         N/A

  Student drop-off rate    N/A         N/A         N/A         N/A         N/A
  ------------------------ ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_\_\_\_\_   |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**PART III -- SUMMARY**

**PART**

Sixty-Sixth Street Elementary School will serve approximately 300
students during the 2003 -- 2004 school year. We are not a "neighborhood
school" in that our students, for the purpose of integration, feed from
several corners of our city. Approximately 60% of our students are bused
to school.

Our grade levels range from Pre-K to Grade 5. We house a full day
Universal Pre-K class and full day Kindergarten classrooms. Our student
poverty rate exceeds 60%. The student population is diverse. 40% are
from minority groups including, Black, American Indian, Asian, and
Hispanic. The majority of our students are in single-family households.
On average, nearly 25% of our students receive special education
services provided through self-contained and consultant teacher
services.

The staff at 66^th^ Street Elementary School faces many of the same
challenges facing other schools today. Increasing poverty, single-parent
families, student apathy, parental disconnect from schools -- all impact
our learning environment. We find our school one of the few remaining
places that our students and parents can turn to for help and direction.
We offer many of the basics necessary for student learning to take
place: a breakfast and lunch program, a clothes closet for students,
health services, parenting classes, student mentoring, a student "buddy"
program, a before / after school latch key program, and a safe and
orderly environment. In addition to a low student teacher ratio, we have
additional staff to help students and parents such as a school
counselor, a school psychologist, a Parent/Community Outreach
Coordinator, a school nurse, and a Senior School Monitor who helps with
busing and food services. We maintain very positive business and higher
education partnerships that provide our students and staff with
resources and services that improve the quality of school community.

We have not lost sight of the fact that the primary function of our
school is education. We have also added a measurable goal to our school
vision -- one based on the standards of our school district as well as
the New National Standards:

Working with all our stakeholder groups, we have developed a quality
process that has freed us from attempting to arrive at a new destination
using the same old means of transportation. We have used a district
'Good School Tool" to identify areas of weakness, searched for data
supported programs to close academic gaps, and transformed our goals
into standards based targets understood and supported by students,
staff, and parents.

# PART IV -- INDICATORS OF ACADEMIC SUCCESS

1.  Less than five years ago, the students at 66^th^ Street Elementary
    School were struggling academically. Only 28% of our students were
    at or above standard as measured on the New York State Elementary
    Language Arts assessment. Virtually none of our students scored at
    the highest-level -- Level 4 -- Exceeds The Standards. When compared
    to similar schools across the state we were under performing as a
    school. Across nearly all sub-groups these results were consistent.
    Most troublesome to us was the fact that the number of students
    requiring remedial services, under state guidelines, threatened to
    overload the monetary and staffing resources of our school. Our
    mathematics scores were not much better. In fact, we came within a
    point or two of being designated as a school in need of support by
    the State Education Department.

> We were determined to turn this trend around and provide the quality
> education our students deserved. We engaged all staff, students,
> parents, and partners in a joint venture that focused on several key
> components:

-   Understanding what to teach / learn (the standards)

-   Understanding how to teach / learn the standards

-   Understanding how to assess our teaching and learning

-   Time on task -- putting into practice what we learned from the
    points above

> What our results, in just a few short years show, is that we have
> reversed the negative trends 180 degrees to a very positive direction.
>
> Our latest New York State Language Arts Exam results:

-   An increase from 42% (1999/2000) at standard or above standard to
    74%(2002/2003)

-   An increase from 0% at the highest level (4) to 22% at Level 4

-   We have had one student obtain a perfect score on the ELA Exam

-   The rate at which our students score at or above standard now
    exceeds similar schools across our state

-   The number of students not meeting the State standards has dropped
    to fewer than 15, with over 1/3 of those students classified as
    special education.

-   The gap between student performance in our school has narrowed or
    disappeared when compared to all other schools within our district

-   All subgroups showed improvement

-   We have won recognition as an Outstanding Performing School by the
    New York State Education Department

> Our latest New York State Mathematics Exam results:

-   An increase from 43% (1999/2000) at standard or above to 91%
    (2002/2003)

-   No student (0%) scored at the lowest level (1)

-   All subgroups showed improvement

-   The rate at which our students score at or above standard now
    exceeds similar schools across the state

-   We have virtually eliminated the need for an extensive remediation
    program in mathematics

-   We are the fastest improving school in our district

-   We expect to be recognized again by New York State for our
    mathematics result trends

2.  Our school district maintains an extensive data network that
    provides our School Leadership Team and me with "real time" data,
    disaggregated by any number of subgroups. Every teacher in our
    school district is loaned a laptop computer that can connect to this
    database at school or at home. The classroom teacher is provided
    on-going student data and quarterly assessments through our Success
    For All Reading Program. Mathematics results are compared to
    district quarterly objectives. In reading, our teachers and SFA
    Facilitator review the results together. Students are then regrouped
    based on the assessment results. Students are not held at an
    artificial reading grade level. Students are allowed to soar to
    higher levels or use another 8-week session to catch up on reading
    skills. A Hot List of students at or just below our standards is
    developed. Reading tutors may be provided. Teachers are assigned
    reading levels based on student needs. Grade level teams use a
    similar process for mathematics, but individual or small group
    instruction is handled within each classroom.

> State assessments also provide student and subgroup profiles. We use
> this data to first document a baseline for each student as well as for
> our entire school. We then point out any gaps in achievement between
> the state or national standard and our current level of performance.
> We sit down by academic team or as a faculty to discuss any gaps. We
> brainstorm possible solutions, sort through resources, and devise
> action steps to narrow this gap. On occasion, our school Leadership
> Team and I will visit classrooms to determine to what degree our
> students and staff are aware of the target gap(s), how well our action
> steps are being implemented, and if we are moving in the right
> direction on student performance.

3.  Communication of expectations and results is a constant challenge.
    With so many stakeholder groups involved in school progress, we use
    a variety of methods to covey our relentless efforts to improve.
    Inside our school results can be seen everywhere. We have a large
    white board in our main hallway that is constantly updated with
    school data. My Principal's Bulletin Board, also in the main
    hallway, highlights a particular standard and holds examples of
    student work that meet those standards. Each teacher has grade level
    standards and examples of those standards met by our students posted
    in their classroom or in the hallway. Our school website shares
    school data. We send out a monthly newsletter and participate in the
    district's newsletter that reaches every home in our city. Our
    "Second Cup of Coffee" activities find us out in our parking lots
    giving information and a cup of coffee out to our parents as they
    drop their children off at school. We co-sponsor parent nights with
    our Parent Group. Our business partners fund a bus service for
    parents to attend informational or "how to help at home" sessions.
    At the start of the school year we make a home visit to Kindergarten
    and Grade 1 homes. We hold a "Have

> Mom and Dad Take An Exam Night" where students lead their parents
> through a sample state language arts or mathematics exam. Home-school
> contracts, a Reading Response student/parent component, and
> student/teacher classroom conferences keep parents and students on
> track. Since all of our staff, including the custodian, secretary,
> nurse, lunch associates, etc. -- are part of our School Quality Plan
> -- keeping them informed of student performance and ways they can help
> -- is also a priority.

4\. 66^th^ Street School does and will continue to share our successes
within and outside our school district. Our district partnership with
the local cable company allows us to broadcast cable programs throughout
western New York. We also have distant learning capabilities. A broad
alliance of school districts, coordinated through several BOCES (Board
of Cooperative Educational Services) Centers, is capable of offering
regional conferences, institutes, and information sources -- to provide
our school with another avenue to share our successes with other
schools. SFA Leadership Academies provide another avenue to share our
efforts and results. Our school district co-sponsors a summer
administrative retreat open to other schools in the area. Our district
website is also used to share a glimpse of program highlights. We are
willing and able to participate at state or national conferences. I have
experience with replication grants and our school would gladly
participate in any state or national effort to promote best practices.

Locally, the district newsletter highlights various school achievements
every month. In addition, there is a District Quality Council, made up
of stakeholder representatives from every school. They meet to share
success stories. Administrators may reserve time at district
administrator meetings to share ideas or lead discussions on student
achievement. School level principal meetings, Superintendent's
Conference Days, and school-to-school visits, all offer ways for 66^th^
Street School to share our efforts to improve.

Finally, through our association with the Success For All national
network of schools, an even wider arena of schools are in contact with
66^th^ Street Elementary School.

# PART V -- CURRICULUM AND INSTRUCTION

1\. The curriculum areas of literacy and mathematics are the core
learning areas that tie all of the other content areas together at
66^th^ Street Elementary School. Literacy (reading, writing, listening,
& speaking) receives the greatest emphasis in our school, followed by
mathematics. We view these two areas as the "languages of learning". A
solid foundation in these areas is used to facilitate learning in
science, social studies, etc. We are continuously committed to our goal
to exceed and continuously improve learner outcomes as measured against
academic standards.

# English / Language Arts

> Our Pre-K through Grade 5 Language Arts curriculum creates essential
> linkages between reading, writing, listening, and speaking skills to
> insure appropriate literacy instruction. It focuses on following New
> York State Standards:

-   Language for information and understanding

-   Language for literary response and expression

-   Using language for critical analysis and evaluation

-   Using language for social interaction

# Mathematics

> Mathematics instruction is based on major math skills and key ideas at
> increased levels of difficulty and higher levels of thinking, across
> the grades. Specific skills have been identified at each grade level
> with direct links to resources and technology to aid in classroom
> instruction. A pacing guide helps to keep students and staff focused
> on the following New York State Standards:

-   Analysis, inquiry, and design

-   Information systems

-   Mathematical reasoning

-   Technology

-   Interdisciplinary relationships / problem solving

[Science]{.underline}

> Our Pre-K through Grade 5 science curriculum fosters a
> student-centered, problem solving approach to science. The content
> focuses on the living environment and physical setting. Key skills
> include a student's ability to explain, interpret, and analysis
> scientific processes using the Inquiry Model. New York State Standards
> include: Analysis, inquiry, and design, as well as scientific
> concepts, principles. As in mathematics, the curriculum includes the
> strands of scientific reasoning, technology, and interdisciplinary
> relationships/ problem solving.

[Social Studies]{.underline}

> Our social studies program through Grade 5 is based on the New York
> State Social Studies Standards of geography, history, economics, and
> government. While each grade's objectives are different, the social
> studies standards, concepts, skills, and themes remain the same. They
> include:

-   History of the United States and New York

-   Major turning points in world history

-   Geography skills

-   Economic systems and concepts

-   Civics, citizenship, and government

[Art]{.underline}

> Instruction in art education at 66^th^ Street School not only allows
> for creative expression, it serves to reinforce interdisciplinary
> skills in language arts, mathematics, science, and social studies.
> This is evident when students actively engage in the process of
> creation in the arts. Students are knowledgeable of the use of various
> materials and resources. Emphasis is placed on responding critically
> and connecting specific works to other aspects of human thought. Our
> goal is that students will develop an understanding of the personal
> and cultural forces that shape artistic communications and diverse
> cultures.

2.  66^th^ Street School was a Success For All School for five years.
    This year the Niagara Falls School District adopted the America's
    Choice Literacy Design for all elementary and

> middle schools. Both literacy programs are similar in that they are
> structured programs that view literacy as the key to all learning.
>
> The main reasons why 66^th^ Street embraced the Success For All model
> include:

-   A shared core belief that all kids can learn

-   A common goal of all students reading and writing at grade level by
    the end of 3^rd^ grade

-   It is a un-graded system -- students read at their level

-   It emphasizes cooperative learning

-   It is a based on high national standards supported by recognized
    professional organization such as the National Association of
    Teachers of English

-   It is data driven with quality assessments available to measure
    progress against the standards

-   It draws instructional strategies from research supported best
    practices

-   As in the Reading First initiative in the No Child Left Behind Act,
    this literacy model endorses the teaching of phonics, fluency,
    vocabulary, and comprehension

-   It offers strong student/family support services as well as a
    professional development component

> The curriculum is delivered in 1½-hour blocks each day. The Early
> Learning Pre-K and Kindergarten model provides a child-centered
> foundation for future reading success. Thematic units link learning
> activities in social studies, mathematics, language and other relevant
> subjects. Reading Roots combines three basic components -- Story
> telling/Retelling, Shared Story Lessons, and Peabody Language Kit
> activities to address the learning needs of early readers in a
> meaningful way. Reading Wings uses our school's extensive Scholastic
> Reading Series and appropriate level novels to build comprehension,
> thinking skills, fluency, and pleasure in reading. 1-on 1tutoring is
> provided in decreasing numbers to Grade 1 through Grade 3 failing to
> progress at a steady rate. A SFA Facilitator is drawn from current
> staff to help model and coordinate the program. A family Support Team
> and Coordinator work closely with parents to encourage reading at
> home, donate books to homes, meet with parents, and sponsor
> home/school events.

3.  66^th^ Street School views mathematics as a second key curriculum
    area. Given the increased importance of mathematics and technology
    across the globe, we believe our students need a strong mathematical
    foundation. The place for this to begin is in the elementary grades.
    A negative attitude towards mathematics and a lack of basic
    understandings and skills results in an unacceptable percentage of
    high school seniors being denied graduation. As in literacy
    instruction, our mathematics instruction is driven by state and
    national standards. Our foundation requires students to acquire
    basic skills, learn how to solve problems, and grasp key
    mathematical concepts. We use many of the same instructional
    strategies used in our literacy program. Manipulatives help motivate
    and make mathematics more real to the students. Calculators,
    computers, and other technology driven resources help to aid
    instruction. Quarterly objectives are outlined for students,
    parents, and teachers to keep everyone on the same "learning page."
    Teachers and students spend a lot of time "reading, writing, and
    discussing mathematics" until it

> almost becomes a second language. This total literacy of the two
> languages of learning ties into our school vision of life long
> learners and our goal of having all students at grade level as they
> move onto middle school.

4.  In Part IV -- Indicators of Academic Success, we stated that one of
    the key elements to improving instruction is knowing how to teach to
    the standards. As a instructional team, we knew that we had to make
    changes in the instructional methods we had employed in the past.
    Success For All offered us research on best instructional practices.
    They also provided us with many classroom rituals and routines that
    help cultivate effective teaching and learning. One key
    instructional method was to model the type of learning we expected
    our students to achieve. Teachers often forget what a powerful
    influence we have as children watch and listen to us read, write,
    and do mathematics. Another method was to post and start each lesson
    with a restatement of a particular standard. The more times students
    see and hear the standard, the better they become at meeting that
    standard. We provide quality conference time to small groups of
    students or individual students to discuss their work. We use a
    cooperative learning model and often use partner skills to help us
    revise, edit, or discuss possible solutions. We provide next steps
    for them to improve the quality of their work. Other instructional
    methods include tying reading skills and applications together,
    blocking reading and writing as related learning, having teachers
    "specialize" in fewer content areas, teaching mathematics as a
    language, and providing more structure to classroom instruction so
    as to increase student time on task.

> 5\. The professional development program at 66^th^ Street Elementary
> School is extensive. Our commitment to developing better learners is
> an implied promise to become better instructors. This commitment
> extends across all staff at our school. Below is a partial list of the
> various professional development opportunities available to our staff:

-   Success For All school component meetings, held once a month, for
    all reading levels

-   Circles of Learning -- our teachers meet in special interest groups
    to discuss a particular topic

-   Visits to other Success For All Schools

-   Attendance at state or national conferences

-   Our Teacher Resource Center continually offers courses designed to
    support the teachers work in their classrooms

-   Our school based SFA Facilitator is free to work with teachers or to
    model components of our reading program

-   Principals are free to design or deliver professional development
    based on the needs of their staff

-   Our district's multi-media system allows staff to receive
    professional development right in their home schools

-   Our district partners with other school districts through regional
    BOCES to provide professional development to all staff

> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**
>
> The sample Data Display Table is illustrated on the following page.
>
> Change the sample table to fit the state's assessment system.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade\_\_\_\_4\_\_\_\_
>
> Test_New York State English Language
> Arts\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year\_\_\_2003\_\_\_\_\_ Publisher \_\_CTB
> MacGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number of students in the grade in which the test was administered
> \_\_\_54\_\_\_\_
>
> Number of students who took the test \_\_\_54\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_None\_\_\_\_\_\_\_\_\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded\_\_\_0\_\_\_\_\_ Percent excluded\_\_\_\_0\_\_\_\_
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cutpoint used by
> the state for 1) basic, 2) proficient, and 3) advanced, or similar
> categories as defined by the state. States will vary in their
> terminology and cutpoints. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.
>
> New York State uses a Grade 12-K mapping for curriculum and
> assessment. The key to graduation is the Regents examinations.
> Students must pass a set of Regents examinations, together with a
> minimum number of course credits, to graduate. The assessments used
> for this application are designed to look at student progress in the
> elementary grades with an eye towards passing those Regents
> examinations. A secondary goal is to raise the learning bar for all
> students by measuring the number of students who not only pass the
> Regents examinations but also pass them with distinction. Our school
> results show that there is steady progress towards these goals. The
> number of student meeting the standards and those exceeding the
> standards continues to increase. This is true across all subgroups.
>
> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**
>
> The sample Data Display Table is illustrated on the following page.
>
> Change the sample table to fit the state's assessment system.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade\_\_\_\_4\_\_\_\_
>
> Test_New York State English Language
> Arts\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year\_\_\_2002\_\_\_\_\_ Publisher \_\_CTB
> MacGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number of students in the grade in which the test was administered
> \_\_\_58\_\_\_\_
>
> Number of students who took the test \_\_\_58\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_None\_\_\_\_\_\_\_\_\_\_\_

> Number excluded\_\_\_0\_\_\_\_\_ Percent excluded\_\_\_\_0\_\_\_\_
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cutpoint used by
> the state for 1) basic, 2) proficient, and 3) advanced, or similar
> categories as defined by the state. States will vary in their
> terminology and cutpoints. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.
>
> New York State uses a Grade 12-K mapping for curriculum and
> assessment. The key to graduation is the Regents examinations.
> Students must pass a set of Regents examinations, together with a
> minimum number of course credits, to graduate. The assessments used
> for this application are designed to look at student progress in the
> elementary grades with an eye towards passing those Regents
> examinations. A secondary goal is to raise the learning bar for all
> students by measuring the number of students who not only pass the
> Regents examinations but also pass them with distinction. Our school
> results show that there is steady progress towards these goals. The
> number of student meeting the standards and those exceeding the
> standards continues to increase. This is true across all subgroups.
>
> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**
>
> The sample Data Display Table is illustrated on the following page.
>
> Change the sample table to fit the state's assessment system.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade\_\_\_\_4\_\_\_\_
>
> Test_New York State English Language
> Arts\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year\_\_\_2001\_\_\_\_\_ Publisher \_\_CTB
> MacGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number of students in the grade in which the test was administered
> \_\_\_54\_\_\_\_
>
> Number of students who took the test \_\_\_48\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_Special \_\_\_\_\_\_\_

> \_education students. Administered the New York State Alternative
> Assessment.\_\_\_\_\_\_\_\_\_\_
>
> Number excluded\_\_\_6\_\_\_\_\_ Percent excluded\_\_\_\_12%\_\_\_\_
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cutpoint used by
> the state for 1) basic, 2) proficient, and 3) advanced, or similar
> categories as defined by the state. States will vary in their
> terminology and cutpoints. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.
>
> New York State uses a Grade 12-K mapping for curriculum and
> assessment. The key to graduation is the Regents examinations.
> Students must pass a set of Regents examinations, together with a
> minimum number of course credits, to graduate. The assessments used
> for this application are designed to look at student progress in the
> elementary grades with an eye towards passing those Regents
> examinations. A secondary goal is to raise the learning bar for all
> students by measuring the number of students who not only pass the
> Regents examinations but also pass them with distinction. Our school
> results show that there is steady progress towards these goals. The
> number of student meeting the standards and those exceeding the
> standards continues to increase. This is true across all subgroups.

**66^TH^ Street Elementary School -- Language Arts Data, New York State
Format**

+----------------------------------+-----------+-----------+---------+
|                                  | **2002 -- | **2001 -- | *       |
|                                  | 2003**    | 2002**    | *2000 - |
|                                  |           |           | 2001**  |
+----------------------------------+-----------+-----------+---------+
| ## Testing Month                 | **        | **        | **Ja    |
|                                  | January** | January** | nuary** |
+----------------------------------+-----------+-----------+---------+
| # School Scores                  |           |           |         |
+----------------------------------+-----------+-----------+---------+
| Level 4 -- Exceed the standards  | 22%       | 22%       | 6%      |
+----------------------------------+-----------+-----------+---------+
| Level 3 -- Meet the standards    | 50%       | 38%       | 44%     |
+----------------------------------+-----------+-----------+---------+
| Level 2 -- Need extra help       | 24%       | 34%       | 42%     |
+----------------------------------+-----------+-----------+---------+
| Level 1 -- Have serious academic | 4%        | 5%        | 8%      |
| deficiencies                     |           |           |         |
+----------------------------------+-----------+-----------+---------+
| Number of students tested        | 54        | 58        | 48      |
+----------------------------------+-----------+-----------+---------+
| ##                               | 96%       | 100%      | 100%    |
| Percent of total students tested |           |           |         |
+----------------------------------+-----------+-----------+---------+
| ## Number of students excluded   | 0         | 0         | 6       |
+----------------------------------+-----------+-----------+---------+
| ## Percent of students excluded  | 0%        | 0%        | 12%     |
+----------------------------------+-----------+-----------+---------+
| ##                               |           |           |         |
+----------------------------------+-----------+-----------+---------+
| ## Subgroup Scores               |           |           |         |
+----------------------------------+-----------+-----------+---------+
| ## 1. Economically Disadvantaged |           |           |         |
+----------------------------------+-----------+-----------+---------+
| Level 4 -- Exceed the standards  | 12%       | 13%       | 13%     |
+----------------------------------+-----------+-----------+---------+
| Level 3 -- Meet the standards    | 52%       | 37%       | 43%     |
+----------------------------------+-----------+-----------+---------+
| Level 2 -- Need extra help       | 33%       | 40%       | 41%     |
+----------------------------------+-----------+-----------+---------+
| Level 1 -- Have serious academic | 3%        | 10%       | 3%      |
| deficiencies                     |           |           |         |
+----------------------------------+-----------+-----------+---------+
| Number of students tested        | 33        | 30        | 32      |
+----------------------------------+-----------+-----------+---------+
| 2\. Black                        |           |           |         |
+----------------------------------+-----------+-----------+---------+
| Level 4 -- Exceed the standards  | 6%        | 3%        | 0%      |
+----------------------------------+-----------+-----------+---------+
| Level 3 -- Meet the standards    | 29%       | 42%       | 39%     |
+----------------------------------+-----------+-----------+---------+
| Level 2 -- Need extra help       | 59%       | 45%       | 50%     |
+----------------------------------+-----------+-----------+---------+
| Level 1 -- Have serious academic | 6%        | 10%       | 11%     |
| deficiencies                     |           |           |         |
+----------------------------------+-----------+-----------+---------+
| Number of students tested        | 17        | 19        | 18      |
+----------------------------------+-----------+-----------+---------+
| 3\. White                        |           |           |         |
+----------------------------------+-----------+-----------+---------+
| Level 4 -- Exceed the standards  | 31%       | 26%       | 11%     |
+----------------------------------+-----------+-----------+---------+
| Level 3 -- Meet the standards    | 58%       | 45%       | 43%     |
+----------------------------------+-----------+-----------+---------+
| Level 2 -- Need extra help       | 8%        | 29%       | 39%     |
+----------------------------------+-----------+-----------+---------+
| Level 1 -- Have serious academic | 3%        | 0%        | 7%      |
| deficiencies                     |           |           |         |
+----------------------------------+-----------+-----------+---------+
| Number of students tested        | 36        | 35        | 28      |
+----------------------------------+-----------+-----------+---------+

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)
>
> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**
>
> The sample Data Display Table is illustrated on the following page.
>
> Change the sample table to fit the state's assessment system.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade\_\_\_\_4\_\_\_
>
> Test\_\_\_New York State Mathematics Test\_\_\_\_\_\_\_
>
> Edition/publication year\_\_2003\_ Publisher \_\_\_\_CTB
> MacGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number of students in the grade in which the test was administered
> \_\_53\_\_\_
>
> Number of students who took the test \_\_53\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_None\_\_\_\_\_\_\_\_\_\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded\_\_\_0\_\_\_ Percent excluded\_\_\_\_0\_\_\_
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cutpoint used by
> the state for 1) basic, 2) proficient, and 3) advanced, or similar
> categories as defined by the state. States will vary in their
> terminology and cutpoints. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.
>
> New York State uses a Grade 12-K mapping for curriculum and
> assessment. The key to graduation is the Regents examinations.
> Students must pass a set of Regents examinations, together with a
> minimum number of course credits, to graduate. The assessments used
> for this application are designed to look at student progress in the
> elementary grades with an eye towards passing those Regents
> examinations. A secondary goal is to raise the learning bar for all
> students by measuring the number of students who not only pass the
> Regents examinations but also pass them with distinction. Our school
> results show that there is steady progress towards these goals. The
> number of student meeting the standards and those exceeding the
> standards continues to increase. This is true across all subgroups.
>
> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**
>
> The sample Data Display Table is illustrated on the following page.
>
> Change the sample table to fit the state's assessment system.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade\_\_\_\_4\_\_\_
>
> Test\_\_\_New York State Mathematics Test\_\_\_\_\_\_\_
>
> Edition/publication year\_\_2002 Publisher \_\_\_\_CTB
> MacGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number of students in the grade in which the test was administered
> \_\_59\_\_
>
> Number of students who took the test \_\_59\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_None\_\_\_\_\_\_\_\_\_\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded\_\_\_0\_\_\_ Percent excluded\_\_\_\_0\_\_\_
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cutpoint used by
> the state for 1) basic, 2) proficient, and 3) advanced, or similar
> categories as defined by the state. States will vary in their
> terminology and cutpoints. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.
>
> New York State uses a Grade 12-K mapping for curriculum and
> assessment. The key to graduation is the Regents examinations.
> Students must pass a set of Regents examinations, together with a
> minimum number of course credits, to graduate. The assessments used
> for this application are designed to look at student progress in the
> elementary grades with an eye towards passing those Regents
> examinations. A secondary goal is to raise the learning bar for all
> students by measuring the number of students who not only pass the
> Regents examinations but also pass them with distinction. Our school
> results show that there is steady progress towards these goals. The
> number of student meeting the standards and those exceeding the
> standards continues to increase. This is true across all subgroups.
>
> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**
>
> The sample Data Display Table is illustrated on the following page.
>
> Change the sample table to fit the state's assessment system.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade\_\_\_\_4\_\_\_
>
> Test\_\_\_New York State Mathematics Test\_\_\_\_\_\_\_
>
> Edition/publication year\_\_2001 Publisher \_\_\_\_CTB
> MacGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number of students in the grade in which the test was administered
> \_\_49\_
>
> Number of students who took the test \_\_4\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_Special education

> \_students. Administered the New York State Alternative
> Assessment.\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded\_\_\_6\_\_ Percent excluded\_\_\_\_14%
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cutpoint used by
> the state for 1) basic, 2) proficient, and 3) advanced, or similar
> categories as defined by the state. States will vary in their
> terminology and cutpoints. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.
>
> New York State uses a Grade 12-K mapping for curriculum and
> assessment. The key to graduation is the Regents examinations.
> Students must pass a set of Regents examinations, together with a
> minimum number of course credits, to graduate. The assessments used
> for this application are designed to look at student progress in the
> elementary grades with an eye towards passing those Regents
> examinations. A secondary goal is to raise the learning bar for all
> students by measuring the number of students who not only pass the
> Regents examinations but also pass them with distinction. Our school
> results show that there is steady progress towards these goals. The
> number of student meeting the standards and those exceeding the
> standards continues to increase. This is true across all subgroups.

**66^TH^ Street Elementary School -- Mathematics Data, New York State
Format**

+----------------------------------+-----------+-----------+---------+
|                                  | **2002 -- | **2001 -- | *       |
|                                  | 2003**    | 2002**    | *2000 - |
|                                  |           |           | 2001**  |
+----------------------------------+-----------+-----------+---------+
| ## Testing Month                 | **May**   | **May**   | **May** |
+----------------------------------+-----------+-----------+---------+
| # School Scores                  |           |           |         |
+----------------------------------+-----------+-----------+---------+
| Level 4 -- Exceed the standards  | 25%       | 11%       | 28%     |
+----------------------------------+-----------+-----------+---------+
| Level 3 -- Meet the standards    | 66%       | 61%       | 44%     |
+----------------------------------+-----------+-----------+---------+
| Level 2 -- Need extra help       | 9%        | 20%       | 19%     |
+----------------------------------+-----------+-----------+---------+
| Level 1 -- Have serious academic | 0%        | 8%        | 9%      |
| deficiencies                     |           |           |         |
+----------------------------------+-----------+-----------+---------+
| Number of students tested        | 53        | 59        | 43      |
+----------------------------------+-----------+-----------+---------+
| ##                               | 100%      | 100%      | 100%    |
| Percent of total students tested |           |           |         |
+----------------------------------+-----------+-----------+---------+
| ## Number of students excluded   | 0         | 0         | 6       |
+----------------------------------+-----------+-----------+---------+
| ## Percent of students excluded  | 0%        | 0%        | 14%     |
+----------------------------------+-----------+-----------+---------+
| ##                               |           |           |         |
+----------------------------------+-----------+-----------+---------+
| ## Subgroup Scores               |           |           |         |
+----------------------------------+-----------+-----------+---------+
| ## 1. Economically Disadvantaged |           |           |         |
+----------------------------------+-----------+-----------+---------+
| Level 4 -- Exceed the standards  | 28%       | 6%        | 18%     |
+----------------------------------+-----------+-----------+---------+
| Level 3 -- Meet the standards    | 56%       | 56%       | 48%     |
+----------------------------------+-----------+-----------+---------+
| Level 2 -- Need extra help       | 16%       | 22%       | 18%     |
+----------------------------------+-----------+-----------+---------+
| Level 1 -- Have serious academic | 0%        | 16%       | 16%     |
| deficiencies                     |           |           |         |
+----------------------------------+-----------+-----------+---------+
| Number of students tested        | 32        | 30        | 27      |
+----------------------------------+-----------+-----------+---------+
| 2\. Black                        |           |           |         |
+----------------------------------+-----------+-----------+---------+
| Level 4 -- Exceed the standards  | 12%       | 3%        | 18%     |
+----------------------------------+-----------+-----------+---------+
| Level 3 -- Meet the standards    | 59%       | 53%       | 50%     |
+----------------------------------+-----------+-----------+---------+
| Level 2 -- Need extra help       | 29%       | 18%       | 14%     |
+----------------------------------+-----------+-----------+---------+
| Level 1 -- Have serious academic | 0%        | 26%       | 18%     |
| deficiencies                     |           |           |         |
+----------------------------------+-----------+-----------+---------+
| Number of students tested        | 17        | 19        | 15      |
+----------------------------------+-----------+-----------+---------+
| 3\. White                        |           |           |         |
+----------------------------------+-----------+-----------+---------+
| Level 4 -- Exceed the standards  | 29%       | 14%       | 33%     |
+----------------------------------+-----------+-----------+---------+
| Level 3 -- Meet the standards    | 71%       | 67%       | 41%     |
+----------------------------------+-----------+-----------+---------+
| Level 2 -- Need extra help       | 0%        | 19%       | 19%     |
+----------------------------------+-----------+-----------+---------+
| Level 1 -- Have serious academic | 0%        | 0%        | 7%      |
| deficiencies                     |           |           |         |
+----------------------------------+-----------+-----------+---------+
| Number of students tested        | 35        | 36        | 27      |
+----------------------------------+-----------+-----------+---------+

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)