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

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

**Cover Sheet**

Name of Principal [Mrs. Patricia B. Molloy]{.underline}

Official School Name [Meadow Drive Elementary School]{.underline}

School Mailing Address 25 Meadow Drive

Albertson, NY 11507-1432

Tel. [(516) 237-2400]{.underline} Fax [(516) 237-2408 or
484-3561]{.underline}

Website/URL [www.mineola.k12.ny.us](http://www.mineola.k12.ny.us/)
E-mail <pmolloy@mineola.k12.ny.us>

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\* [Dr. Lorenzo Licopoli]{.underline}

District Name [MINEOLA UFSD]{.underline} Tel. [( 516 )
237-2001]{.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. Stephen Siwinski]{.underline}

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

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

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

**PART 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: [4]{.underline} Elementary
schools

[1]{.underline} Middle schools

[0]{.underline} Junior high schools

[1]{.underline} High schools

[1]{.underline} Other (Briefly explain) Pre K/K Center

[7]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$19,864]{.underline} (2000-01)

Average State Per Pupil Expenditure: [\$11,871]{.underline} (2000-01)

**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\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

[16]{.underline} If fewer than three years, how long was the previous
principal at this school?

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

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

  **K**                                                     **7**                             

  **1**       18        18                     **36**       **8**                             

  **2**       15        20                     **35**       **9**                             

  **3**       22        17                     **39**       **10**                            

  **4**       25        27                     **52**       **11**                            

  **5**       23        19                     **42**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   204
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 84% White

the students in the school: [0]{.underline} % Black or African American

[9]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_[5]{.underline}\_\_%

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)
>
> **(Data from October, 2002 -- June 2003. Meadow Drive was a PreK-5
> school.)**

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 4
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 10
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        14
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    283
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .049
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    4.9
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [4]{.underline}%

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

Number of languages represented: [3]{.underline}

Specify languages: Spanish, Portuguese, and Malaysian

9\. Students eligible for free/reduced-priced meals: [5]{.underline} %

[11]{.underline} 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:
\_\_\_[23]{.underline}\_\_% (Data from 2003-2004)

\_\_\_[46]{.underline}\_\_Total Number of Students Served

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

[2]{.underline} Autism [0]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [2]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [9]{.underline} Specific Learning
Disability

[0]{.underline} Hearing Impairment [26]{.underline} Speech or Language
Impairment

[0]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[7]{.underline} Multiple Disabilities [0]{.underline} Visual Impairment
Including Blindness

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

    **Number of Staff**

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

Administrator(s) [1]{.underline} [0]{.underline}

Classroom teachers [12]{.underline} [0]{.underline}

Special resource teachers/specialists [6]{.underline} [8]{.underline}

Paraprofessionals [5]{.underline} [12]{.underline}

> Support staff [0]{.underline} [3]{.underline}
>
> Total number [24]{.underline} [23]{.underline}

12\. Average school student-"classroom teacher" ratio:
[17:1]{.underline} (2003-04)

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.)
**Teacher attendance and turnover based on Full Time Teacher data.**

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

  Daily student        95.7%       97%         94.2%       94.02%      
  attendance                                                           

  Daily teacher        93%         93%         92%         94%         
  attendance                                                           

  Teacher turnover     10% 19/21   14% 19/22   5% 21/22    5% 21/22    
  rate                                                                 

  Student dropout rate                                                 

  Student drop-off                                                     
  rate                                                                 
  -------------------- ----------- ----------- ----------- ----------- -----------

# PART III -- SUMMARY

Meadow Drive Elementary School, a one-floor U structure, is located on a
residential street in Albertson, New York, a small suburban town in
Nassau County on Long Island. Meadow Drive is one of four elementary
(1-5) schools in the Mineola Union Free School District (UFSD). Students
from certain sections of the towns of Albertson, Mineola, Roslyn
Heights, and Williston Park attend Meadow Drive. There are ten
heterogeneously grouped general education classrooms, two classes for
each grade. The most impaired special education students who are not
being educated at one of the many Board of Cooperative Education Schools
(BOCES) and who are age appropriate, are sent to Meadow Drive which
houses the only special classes in the district at the elementary level.
There are two special education classes: one for students in grades 1
through 3 and one for students in grades 4 and 5. The students have
varying abilities and disabilities. Although students from the special
education classes are not assigned to general education classrooms, they
are an integral part of the school. A variety of inclusion models are
used to deliver services to them within the general education
population. Currently, Meadow's total student population is 204.

There are 17 full time teachers with one full time Speech and Language
Pathologist and one full time nurse. Meadow Drive has seven part-time
teachers whose services range from a .2 to a .8 position. A .6
psychologist, a .4 social worker and a .2 school counselor provide
valuable services also. Of the above-mentioned staff, excluding the
nurse who is a registered nurse and the school psychologist who has a
doctorate, all but four have their Masters and all but three are
tenured.

Meadow's motto is "A School Where Everybody is Somebody." When people
talk about Meadow, they describe it as a "family." Meadow Drive is a
school where every teacher, teacher aide, secretary, custodian and the
principal know each student's name. As a community of learners, we
believe that "It takes a village..." to meet the psychological, social,
physical, and educational needs of each child. The students are involved
in many community projects to help those who are less fortunate, and the
community, in turn, supports all of Meadow Drive's efforts to help
others. Additionally, guest speakers from the community share their
talents and skills and provide first hand information about careers and
other activities of interest. Meadow Drive has a very supportive,
strong, and involved Parent -- Teacher Association (PTA). Many PTA
members volunteer for a variety of programs and activities to help the
school run in a caring and efficient manner. The PTA provides financial
support for special programs that are not funded by the school district
and regularly provides special learning opportunities for all students
that enhance the curriculum.

Children make the Mineola UFSD. The district is committed to the
continuous improvement of student achievement and learning experiences.
To address these goals, representatives from all "stakeholder" groups
met in the fall of 2001 to create a mission statement, list core values
and delimiters, and develop strategic objectives. In 2002-2003, a group
of district representatives developed assessment tools for the strategic
objectives. Mineola is committed to developing and implementing
instructional best practices that insure accountability and the
improvement of programs. Mineola's mission and district goals have
provided the focus for Meadow Drive. Meadow Drive is committed to
inspiring each student to be a life-long learner, pursue excellence,
exhibit strength of character and contribute positively to a global
society.

# PART IV -- INDICATORS OF ACADEMIC SUCCESS

1\. The New York State English Language Arts (ELA) Assessment for fourth
grade is a three-day assessment based on the New York State Learning
Standards in English Language Arts. Although the learning standards
encompass four areas, there are three areas that are assessed:
listening, reading and writing. The three of the four standards that
involve the three above-mentioned processes are listening, reading and
writing for information and understanding, for literary response and
expression, and for critical analysis and evaluation. There are four
scores that are reported: the New York State ELA score, the Performance
Level, the New York Standards Performance Index and the New York State
Reading Score. Although all the scores provide important information,
the scores that we usually use are the New York State ELA Score (scale
score), the Reading Scores and the Performance Levels. The SS shows the
level of proficiency a student has in English Language Arts (i.e.
reading, listening, and writing combined). The Reading Score provides
information about the student's performance on the multiple-choice and
open-ended items that test reading comprehension. There are four
Performance Levels with Level 1 indicating low student achievement and
Level 4 indicating high student achievement. Students are classified
into one of the four levels of performance based on their overall
performance on the test as determined by their New York State ELA Scale
Scores. A student's performance level will provide information on a
student's abilities in relation to the New York Sate ELA Learning
Standards. Descriptions of the skills and knowledge required in each
performance level are written on the Student Performance Report. The
Performance Level is published in the newspaper (i.e. *The New York
Times, Newsday*), and those are the scores that are analyzed and
compared not only by the school but also by the public. Even if the
tests change slightly from year to year, the scale scores enable
comparisons from year to year, because the same scale score represents
the same level of achievement for the New York State Standards. The
Performance Levels are used to measure the growth of the students in
English Language Arts. Levels 2, 3, and 4 are considered at or above
Basic. Levels 3 and 4 are considered at or above Proficient. Level 4 is
considered Advanced. Performance levels of the Meadow Drive students
have improved over a three-year time period. The number of students
performing at both Level 4 and Levels 3 and 4 has increased.

The New York State Mathematics Assessment for fourth grade is structured
similarly to the ELA. However, there are seven Key Ideas that are
assessed instead of Standards. The Key Ideas are: Mathematical
Reasoning, Number and Numeration, Operations, Modeling/Multiple
Representation, Measurement, Uncertainty, and Patterns/Functions. Three
scores are reported: the Standards Performance Index, the New York State
Mathematics Score (scaled score), and the Performance Levels. Again, the
Scaled Scores determine the Performance Level and the Scaled Scores and
Performance Level are analyzed and compared yearly. Four Performance
Levels are used to measure the growth of the students in Mathematics.
Levels 2, 3, and 4 are considered at or above Basic. Levels 3 and 4 are
considered at or above Proficient. Level 4 is considered Advanced.
Performance levels of the Meadow Drive students have improved over a
three-year time period in Mathematics also. The number of students
performing at both Level 4 and Levels 3 and 4 has increased.

2 The assessment data is examined systematically in order to provide
valuable information for decision-making, establishing priorities, and
comprehensive planning that will result in improving student achievement
and school performance. First, the test data is disaggregated. A chart
is created which lists subgroups and the four performance levels.
Tallies in the boxes indicate how many students from each subgroup
performed at the various levels. For instance, a quick glance at the
2003 ELA chart will indicate which groups of students scored at Level 4
and Level 3. Also, it will be evident that no one scored at Levels 1 and
2. In addition, the chart clearly indicates that four of the special
education students in special class were Limited English Proficiency
students and were assessed using the New York State English as a Second
Language Achievement Test. After disaggregation, an item analysis chart,
which is provided by the state, delineates the areas of strengths and
weaknesses. Once this information is examined, the school improvement
team establishes a priority area. Although our 5^th^ grade students
performed well on the 4^th^ grade ELA assessment, ELA was a Priority
Area. The goals were "maintain, strengthen and enrich the ELA curriculum
and instructional practices. Next, two objectives were stated: 25% of
level 3 students will score a 4 on the 5^th^ grade Terra Nova and 72% of
level 4 students will score a high 4 on the Terra Nova. Target Areas in
ELA were listed for grade 5 based on the item analysis. The topic
*Information and Understanding* showed the following subtopics,
Identifying Main Idea and Identifying Supporting Details, as challenge
areas. The other target area was *Enrichment.* Next, action steps and
strategies were planned for both target areas and different types of
*Evidence* were listed to demonstrate various observable ways to assess
whether the goals and objectives were being addressed and met. This is
an ongoing process.

3\. Meadow Drive communicates student performance and assessment data to
the parents by sending a letter with a general explanation of the New
York State ELA and Math Assessments. Along with the letter is an
attached Student Performance Report from the state that provides
different types of scores and a range of scores for the performance
level. The parents are advised to focus on the scaled score and the
performance level. The range of scores helps parents understand where in
the performance level their child's score fell. Finally, a detailed
description of the four levels and the skills necessary to achieve at
that particular level are included in the report. Many parents prefer to
discuss their child's data and performance in person, so conferences
with the principal are scheduled. Teachers use the tests for diagnostic
purposes to design their planning and individualized teaching; they do
not share specific information with each student. Students are always
confident that they performed well. The New York Times and Newsday both
publish the scores. New York State School Report Card that contains
assessment scores and other important information is shared with the PTA
at a PTA meeting. Any parent who requests the school report card
receives it. Also, in the PTA newsletter, under the Principal's Message,
is an explanation of the test and a brief analysis of the scores. The
Board of Education receives the district report card and report cards
from each individual school. Also, each principal presents his/her
School Improvement Plan to the Board of Education and the community
using PowerPoint software. Data is clearly presented using charts, bar
graphs, and samples of student work. The Priority areas, goals and
objectives, target areas, action steps and strategies, with evidence
such as student work, projects, and interdisciplinary activities are
presented and explained.

4\. Meadow Drive Elementary School has begun to share its successes with
other schools in the district. To begin, the Mineola district elementary
principals meet monthly. Best practices are discussed along with
strategies, action plans, programs and activities that have been
successful. The administrators from the high school, middle school and
Pre-K -- K center were introduced to the Meadow Drive School Improvement
Plan that demonstrated their successes. They listened, took notes, asked
questions, and discussed the successes after the plan was presented.

The teachers and staff at Meadow Drive would be more than willing to
arrange tours and visitations for interested people from other
districts. Also, the School Improvement Plan and/or a description of the
school with its curriculum, strategies and action plans that contributed
to the success of our 4^th^ grade students could be made available.
Phone calls, digital photos, slide shows and email are additional ways
that schools would be able to share Meadow's successes. Meadow could
create a link on its website where its school improvement plan was
posted. People from other school districts would be able to ask specific
questions and have their questions answered. Finally, Meadow teachers
and staff look forward to suggestions from other districts in regards to
other ways they could share their successes.

# PART V -- CURRICULUM AND INSTRUCTION

1\. Meadow Drive Elementary School has a rich, standards-based
curriculum called the Essential Curriculum. Each student receives
instruction in English Language Arts, Mathematics, Social Studies,
Science, Technology (Multimedia), Vocal Music, Health, Art, and Physical
Education. Additionally, Character Education which is infused in the
daily life of our students., English Language Arts is viewed as a
process whereby teachers develop interdisciplinary lessons incorporating
a variety of curriculum areas. Meadow teachers agree that all learning
experiences should be authentic, meaningful and constructivist-based.
Lessons should be connected to and built upon what preceded them. All
lessons should be learner-centered, interactive and inclusive.
Inquiry-based lessons, ongoing assessments (i.e. observations, student
work), and teacher and student reflections are also necessary to improve
student performance. Enrichment activities such as activities based on
Renzulli's Enrichment Triad Model (5^th^ grade Book Project),
interdisciplinary projects such as photojournalism, and many multimedia
projects strengthen and enhance Meadow's curricula.

[English Language Arts]{.underline} -- The English Language Arts Program
is based on the New York State Learning Standards. Teachers focus on
teaching their students to listen, speak, read and write for information
and understanding, for literary response and expression, for critical
analysis and evaluation and for social interaction. The Mineola Literacy
Program was designed to demonstrate what these standards look like in
practice. The writing process is integrated into the program and used to
help students become critical and effective writers. In addition to the
Mineola Literacy Program, the key ideas, performance indicators and
evidence from the NYS Learning Standards booklet help guide the teachers
at Meadow Drive. Data from the 4^th^ grade NYS ELA assessment as well as
the Terra Nova assessments also drive instruction. Target areas and
action steps/strategies provide a focus for teachers. The Morning News
Program provides opportunities for the news crew as well as student
guest presenters to develop expertise in speaking, listening, reading
and writing.

[Mathematics]{.underline} -- Meadow Drive uses the McGraw-Hill SRA
Program district-wide to instruct students in Mathematics and to teach
the seven Key Ideas of the NYS Learning Standards in Mathematics.
Teachers at Meadow also use real world settings to teach children to
communicate and reason mathematically. After a field trip to the
Greenbelt Trail, where the students collected a variety of leaves, the
students created graphs and spreadsheets to analyze and to organize
their data. The naturalists (students) extended this project by
designing a tree census data sheet to sort and identify trees around the
Meadow Drive area. The SRA program provides activities for children on
all grade levels. The program scaffolds learning experiences to ensure
mastery and provides review of concepts that are taught. SRA provided
games offer a creative alternative to paper and pen practice sessions.
Meadow Drive teachers share the philosophy of a hands-on, real life, and
problem solving approach to learning. As a staff that is dedicated to
meeting the diverse needs of learners, differentiated instruction is
used to teach all learners. This differentiated instruction consists of
enrichment, strengthening of skills and concepts, and practice through
the use of manipulatives, cooperative group exploration experiences,
games that promote the strengthening of cognitive mathematical
development, and finally assessment as a tool for reflective teaching.
Meadow Drive provides its fourth and fifth grade students with an
opportunity to excel in the Math Olympiads program, a nation-wide
program that challenges students to solve high-level math problems.
Meadow Drive is proud that over half of the students in both 4^th^ and
5^th^ grades participate.

[Social Studies]{.underline} -- The social studies curriculum is based
on the five NYS standards: History of the United States and New York,
World History, Geography, Economics, and Civics, and Citizenship, and
Government. A variety of trade books, textbooks, newspapers, magazines,
websites, artwork, music, etc. provide information for our students in
this curriculum area. Students use their ELA skills and mathematical
skills to gather, process, interpret, analyze, synthesize, and compare
information. Students share their customs, traditions, beliefs, and
language as they learn about the diversity that exists in their own
community. Diversity can unify groups as similarities in values,
practices and traditions are discovered. Social studies provides the
opportunity to apply interests, knowledge and creative ideas to an issue
or problem. Feelings of self-confidence, task commitment and creative
accomplishments are developed.

[Science]{.underline} -- Science concepts at Meadow Drive are taught
through hands-on, inquiry-based, exploration and discovery activities.
Foss science kits, kits from BOCES, household items and natural
resources (i.e. rocks) provide the necessary supplies and materials to
conduct scientific studies. Students use their ELA skills and
mathematical skills to predict, gather, classify, sort, categorize,
record, analyze, synthesize, interpret, and compare information. This
curriculum is also based on the NYS Science standards that state,
"Students will understand and apply scientific concepts, principles, and
theories pertaining to the physical setting and living environment and
recognize the historical development of ideas in science." Often, the
cafeteria is transformed into a large laboratory where every fourth
grade student (54), including very impaired special education students,
works in pairs to discover and experiment with an important scientific
concept.

[Art]{.underline} -- Art at Meadow Drive is viewed as a curriculum area,
as a means to enrich all curricular areas and as a way to learn skills
and concepts. The four NYS Learning Standards in Art are addressed
through various projects and activities. Art has been used to teach the
ELA skills of main idea and supporting details. Many students use art to
express their thoughts, ideas and understandings. Students have also
learned about topics, themes, and metaphors through art. The exploration
of art and artifacts from various historical periods and world cultures
enables students to discover the roles that art plays in the lives of
people of a given time and place and to understand how the time and
place influence the visual characteristics of the artwork. Students
enhance their understandings of various social studies concepts through
art. It helps them analyze the social, cultural, and environmental
dimensions of society. The integration of art into student learning is
very important at Meadow Drive.

[Music]{.underline} -- The Meadow Drive music program consists of both
vocal and instrumental experiences. The foundation of the music class
experience is group participation in song, reflecting an eclectic mix of
research based methodologies and curricular integration with classroom
teachers. The students are introduced to rhythmic and melodic notation
and the singing of folk music from different cultures, which correlate
with cultures being studied in the classrooms as well as state and
national standards. The culminating vocal experience is the chorus,
where a standard of excellence has been established through large
numbers of children participating in all-county choruses, excellent
festival performance ratings, and a commitment to a varied and
interesting mix of music. Parallel achievements are attained in the
instrumental program, with many children participating on orchestral and
band instruments. In addition, when students enter the third grade, they
become eligible to take instrumental music lessons that continue through
fourth and fifth grades.

[Physical Education/Health Education]{.underline} - The physical
education program is designed to enable all students to experience
physically engaging, socially rewarding, and co-operative activities
while developing competence, confidence, and self esteem. A wide variety
of offerings guides students to develop specific locomotor skills, to
realize the importance of teamwork, to learn rules and follow
directions, to plan and execute strategies, and to practice good
sportsmanship. Physical fitness, personal health and safety are
emphasized at all grade levels. The Physical Education teacher's motto
is, "If you had fun, you won!"

2\. Meadow Drive embraces literacy. Our goal for every student is to
become literate. Our definition of a literate person is one who is
knowledgeable, well educated, and cultured. To develop literate
individuals, the school and community promote and require competence in
listening, speaking, reading, and writing. The philosophy of literacy at
Meadow Drive is that none of these skill areas exists in isolation. We
adhere to the formal district-wide Mineola Literacy Program. This
program was developed for the Mineola schools because the district was
searching for a program that paralleled the standards, met individual
student needs, and provided a structured assessment tool and plan. This
program is assessed assiduously with benchmark skills that spirals
reading and writing from the emergent level through fluency (K-3).
Intermediate literacy (3-5) focuses on independent reading and writing,
organizational patterns of text, types and genres of literature and the
interpretation of said literature. At this level, quarterly assessments
measure growth and progress. Notwithstanding, literacy activities are
attached to all curricular areas. To meet the needs of students who do
not meet expected achievement in literacy, we offer three types of
support, each of which is in addition to differentiated instruction
already carried out in the mainstream classroom. A before-school program
has been designed to provide fourth grade students with specific
strategies for extended response of listening and reading. This program
capitalizes on intensive small group instruction, where skills are built
from basic to more complex. Mini lessons, modeling, and critical
examination of tasks and exemplars are inherent to the program. Learning
is student-centered and immediate feedback, with suggestions for
improvement, is provided. Flexible grouping within even small group
instruction enables each student's needs to be met. The materials used
have been created specifically for challenge areas in reading and
language and parallel the format of the New York State English Language
Arts assessment. This is the third year of the program. An after-school
Reading Intervention Program, targeting the primary grades, offers
support to students struggling in reading skills at benchmark levels and
to students just maintaining, but at risk of falling behind, a grade
appropriate reading level. Additionally, "pull-out" and /or "push in"
supportive reading/writing services assist students to attain the skills
needed for higher literacy achievement. The importance of literacy at
the formative elementary level cannot be advocated enough as we prepare
students with skills that will stay with them for life and serve them
well.

3\. Technology is a very important part of the curriculum at Meadow
Drive. The Meadow children work on iMacs in the computer lab. Every
classroom is equipped with eMacs. Meadow Drive students, grades one
through five, participate in lessons in the computer lab. Grade one
begins sessions in January once weekly, while our second through fifth
grade students attend sessions twice weekly throughout the year. Primary
grades experience a very rich curriculum using *MicroWorlds* to foster
higher order thinking skills as well as to generate integrated
curriculum projects. Intermediate grades learn all *Appleworks*
components: word processing, spreadsheets, databases, drawing and
painting. Multimedia presentation software for our students includes
*KidPix* and *HyperStudio.* Other programs used to address our
technology competencies include *Timeliner,* *Type to Learn,* and
*Inspiration*. Students are instructed on Internet usage and safety, as
well as in research techniques. Children experience other components of
technology by learning to use digital cameras, scanners, printers,
cd-rom drives and more. All of the above software are used to complete
and enrich curriculum based projects. For example, our fourth graders
create a year-long project called, "Take a Peek At Me." It covers five
historical time periods where the students depict themselves as children
living during that era. Use of the Internet, scanner, word processing,
and paint components help to complete these projects while meeting state
standards and district competencies. Fifth grade students (including our
special education fifth graders) are writing, designing, and editing a
non-fiction children's book integrating core subjects with compelling,
hands-on technology. The project, *The Gizmo Tales: Working* Dogs,
explores working dogs and their handlers throughout the United States,
and reports community and social services performed by these teams.
Literary arts (writing, language, and literary narrative) are integrated
with visual arts (drawing, graphics, book design and photography)
through the use of computers, digital cameras, online research,
*Photoshop*, and *Quark Express*. Students will use computers in school
and at home, if they have them, to conduct research on individual teams,
affiliated organizations (i.e. The Guide Dog Foundation and dogs for the
blind and visually handicapped), conduct e-mail interviews of handlers
around the country, and work with digital photographs and illustration.
The fun and excitement of creating their own book will be further
enhanced by live classroom visits of dogs and their handlers who
students have researched and connected with online. This project is a
clear example of Renzulli's Triad Model. Finally, these projects inspire
students, promote excellence, develop character, provide skills for
life-long learning and enable students to contribute to a global
society.

4\. Meadow Drive uses the following "Good Teaching Strategies" or
instructional practices to improve student learning: modeling,
differentiated instruction with tiered lessons and differentiated
homework, flexible skill grouping, implementation of different models of
inclusion, team teaching and buddy classes, questioning based on Bloom's
Taxonomy, parallel tasks that reflect NYS English Language Arts and
Mathematics assessments, student and teacher reflection, use of graphic
organizers, collaboration, interdisciplinary projects, cooperative
groups, word walls, research, connection to "real life," use of rubrics,
use of exemplars, emphasis on connections and the creation and use of
essential questions. It is the ongoing search for the ideal
strategy(ies) from the aforementioned that enables teachers to
continually modify, expand, and "fine tune" their teaching for optimum
learning experiences in our classrooms.

5\. Professional development is critical for continuous improvement,
high expectations for students and staff, and ultimately high student
achievement. Mineola teachers are provided with many opportunities for
professional development. Teachers meet weekly for formal staff
development sessions on a variety of pedagogical topics. For example,
teachers explored Mel Levine's theory and practice by discussing select
chapters in his book, *One Mind at a Time.* Other sessions found
teachers working together to analyze test data for the development of
Meadow's School Improvement Plan. Reflective practice and goal setting
are encouraged. Our school is viewed as an ongoing learning laboratory
for both teachers and students. Currently, the district is focusing on
two initiatives, which involve all the teachers at Meadow and the
district. One focus is Mineola's Annual Professional Performance Review
Plan based on the work of Charlotte Danielson in her book, *Enhancing
Professional Practice, A Framework for Teaching*. Her work is based on
empirical study and research. Through professional development, teachers
understand that a framework for teaching creates an awareness of what
behaviors are necessary to be at the highest level of teaching. It
becomes clear, that to achieve this level, the teacher must involve her
students in their own learning, which research has shown to be most
effective for improving student achievement. Reflection, an important
part of the framework, is not only encouraged but required.

The other focus is Differentiated Instruction. Over a yearly series of
workshops, teachers in grades 3-5 are being trained in the techniques
for developing and using differentiated instruction as part of their
classroom routine. Teachers revisit the ideologies of Howard Gardner's
Multiple Intelligence and Bloom's Taxonomy to develop effective
questioning techniques that elicit response at varying levels of
understanding. Teachers are learning to "differentiate" their
instruction with tiered lessons, ensuring lessons meet the needs of the
varying capabilities of students. All students demonstrate that they are
capable of learning. Both initiatives have contributed to high student
achievement.

**NEW YORK STATE ENGLISH LANGUAGE ARTS ASSESSMENT**

Grade 4

February 2003 -- McGraw Hill

English Language Arts Levels -- Listening, Reading, and Writing
Standards

  --------- --------------------------------------------------------------
  **Level   These students **exceed the standards** and are moving toward
  4**       high performance on the Regents examination.

  **Level   These students **meet the standards** and, with continued
  3**       steady growth, should pass the Regents examination.

  **Level   These students **need extra help** to meet the standards and
  2**       pass the Regents examination.

  **Level   These students have **serious academic deficiencies**.
  1**       
  --------- --------------------------------------------------------------

+---------------------------------------+----------+---------+--------+
|                                       | 2002     | 2001 -  | 2000   |
|                                       | -2003    | 2002    | -2001  |
+---------------------------------------+----------+---------+--------+
| Testing Month                         | February | F       | Fe     |
|                                       |          | ebruary | bruary |
+---------------------------------------+----------+---------+--------+
| **SCHOOL SCORES**                     |          |         |        |
+---------------------------------------+----------+---------+--------+
| \% at or above Basic -- **Level       | 100%     | 100%    | 95%    |
| 2,3,4**                               |          |         |        |
+---------------------------------------+----------+---------+--------+
| \% at or above Proficient -- **Level  | 100%     | 90%     | 75%    |
| 3,4**                                 |          |         |        |
+---------------------------------------+----------+---------+--------+
| \% at Advanced -- **Level 4**         | 68%      | 45%     | 13%    |
+---------------------------------------+----------+---------+--------+
| Number of students tested             | 37       | 40      | 39     |
+---------------------------------------+----------+---------+--------+
| Percent of total students tested      | 89%      | 90%     | 92%    |
+---------------------------------------+----------+---------+--------+
| Number of students excluded           | 4        | 4 - ELL | 3 -    |
|                                       |          |         | ELL    |
|                                       | \*\*     | EXEMPT  |        |
|                                       | NYSESLAT |         | EXEMPT |
+---------------------------------------+----------+---------+--------+
| Percent of students excluded          | 11%      | 10%     | 8%     |
+---------------------------------------+----------+---------+--------+
|                                       |          |         |        |
+---------------------------------------+----------+---------+--------+
| SUBGROUP SCORES                       |          |         |        |
+---------------------------------------+----------+---------+--------+
| 1\. General Education                 |          |         |        |
+---------------------------------------+----------+---------+--------+
| \% at or above Basic -- **Levels      | 100%     | 100%    | 100%   |
| 2,3,4**                               |          |         |        |
+---------------------------------------+----------+---------+--------+
| \% at or above Proficient -- **Levels | 100%     | 92%     | 86%    |
| 3,4**                                 |          |         |        |
+---------------------------------------+----------+---------+--------+
| \% at Advanced -- **Level 4**         | 66%      | 47%     | 15%    |
+---------------------------------------+----------+---------+--------+
| Number of students tested             | 29       | 38      | 34     |
+---------------------------------------+----------+---------+--------+
|                                       |          |         |        |
+---------------------------------------+----------+---------+--------+
| 2\. Special Education                 |          |         |        |
+---------------------------------------+----------+---------+--------+
| \% at or above Basic -- **Levels      | 100%     | 100%    | 60%    |
| 2,3,4**                               |          |         |        |
+---------------------------------------+----------+---------+--------+
| \% at or above Proficient -- **Levels | 100%     | 50%     | 0%     |
| 3,4**                                 |          |         |        |
+---------------------------------------+----------+---------+--------+
| \% at Advanced -- **Level 4**         | 75%      | 0%      | 0%     |
+---------------------------------------+----------+---------+--------+
| Number of students tested             | 8        | 2       | 5      |
+---------------------------------------+----------+---------+--------+
|                                       |          |         |        |
+---------------------------------------+----------+---------+--------+
| **STATE SCORES**                      |          |         |        |
+---------------------------------------+----------+---------+--------+
| State Mean Score                      | 660      | 659     | 653    |
+---------------------------------------+----------+---------+--------+
| \% at or above Basic -- **Levels      | \*NA     | 92%     | 90%    |
| 2,3,4**                               |          |         |        |
+---------------------------------------+----------+---------+--------+
| \% at or above Proficient -- **Levels | \*NA     | 62%     | 60%    |
| 3,4**                                 |          |         |        |
+---------------------------------------+----------+---------+--------+
| \% at Advanced -- **Level 4**         | \*NA     | 21%     | 17%    |
+---------------------------------------+----------+---------+--------+

\*NA - not available

\*\*NYSESLAT **--** New York State English as a Second Language
Achievement Test. Assessment of four language skills for English
Language Learners (ELL), paralleling the NYS English Language Arts
Assessment. NYSESLAT first administered in Spring 2003.

**NEW YORK STATE MATHEMATICS ASSESSMENT**

Grade 4

May 2003 -- McGraw Hill

Mathematics Levels -- Knowledge, Reasoning, and Problem-Solving
Standards

  --------- --------------------------------------------------------------
  **Level   These students **exceed the standards** and are moving toward
  4**       high performance on the Regents examination.

  **Level   These students **meet the standards** and, with continued
  3**       steady growth, should pass the Regents examination.

  **Level   These students **need extra help** to meet the standards and
  2**       pass the Regents examination.

  **Level   These students have **serious academic deficiencies**.
  1**       
  --------- --------------------------------------------------------------

  ----------------------------------------- ---------- ---------- ---------
                                            2002 -2003 2001 -     2000
                                                       2002       -2001

  Testing Month                             May        May        May

  **SCHOOL SCORES**                                               

  \% at or above Basic -- **Level 2,3,4**   100%       100%       100%

  \% at or above Proficient -- **Level      100%       93%        84%
  3,4**                                                           

  \% at Advanced -- **Level 4**             83%        71%        42%

  Number of students tested                 40         41         38

  Percent of total students tested          100%       100%       100%

  Number of students excluded               0          0          0

  Percent of students excluded              0%         0%         0%

                                                                  

  SUBGROUP SCORES                                                 

  1\. General Education                                           

  \% at or above Basic -- **Levels 2,3,4**  100%       100%       100%

  \% at or above Proficient -- **Levels     100%       95%        94%
  3,4**                                                           

  \% at Advanced -- **Level 4**             97%        72%        47%

  Number of students tested                 30         39         34

                                                                  

  2\. Special Education                                           

  \% at or above Basic -- **Levels 2,3,4**  100%       100%       100%

  \% at or above Proficient -- **Levels     100%       50%        0%
  3,4**                                                           

  \% at Advanced -- **Level 4**             40%        50%        0%

  Number of students tested                 10         2          4

                                                                  

  **STATE SCORES**                                                

  State Mean Score                          661        651        655

  \% at or above Basic -- **Levels 2,3,4**  \*NA       93%        91%

  \% at or above Proficient -- **Levels     \*NA       68%        69%
  3,4**                                                           

  \% at Advanced -- **Level 4**             \*NA       23%        26%
  ----------------------------------------- ---------- ---------- ---------

\*NA -- not available