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

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

**Cover Sheet**

Name of Principal: Mr. Frederick J. Scully

Official School: Hyannis West Elementary School

School Mailing Address: 549 West Main Street

City: Hyannis State: MA Zip Code+4 : 02601-3459

Tel. (508) 790-6480 Fax (508) 790-6433

Website/URLhttp://www.barnstable.k12.ma.us/hywest/hyannis_west.htm

E-mail scullyf@bps.mec.edu

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\* Mr. Andre Ravenelle

District Name: Barnstable Tel. (508) 790-9802

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. Ralph Cahoon

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**

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.)

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1.  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.

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

3.  The school has been in existence for five full years, that is, from
    at least September 1998.

4.  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.

5.  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.

6.  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.

7.  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: 10 Elementary schools

1 Middle schools

0 Junior high schools

1 High schools

12 TOTAL

2\. District Per Pupil Expenditure: \$6,324 (FY 02)

Average State Per Pupil Expenditure: \$8,132 (FY 02)

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

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

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

4\. [15]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**       26        29                     **55**       **7**                             

  **1**       31        31                     **62**       **8**                             

  **2**       47        34                     **81**       **9**                             

  **3**       27        35                     **62**       **10**                            

  **4**       30        37                     **67**       **11**                            

  **5**                                                     **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   327
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 72.9% White

the students in the school: 12.7% Black or African American

7.9% Hispanic or Latino

2.9% Asian/Pacific Islander

3.5% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year: 23.5%

> (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 29
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 51
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        80
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    340
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .235
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    23.5
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: 8.6%

28 Total Number Limited English Proficient

Number of languages represented: 4

Specify languages: Urdu, Portuguese, Spanish, Vietnamese

9\. Students eligible for free/reduced-priced meals: 52%

170 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: 12.2%

39 Total Number of Students Served

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

Autism Orthopedic Impairment

Deafness 4 Other Health Impaired

Deaf-Blindness 8 Specific Learning Disability

Hearing Impairment 25 Speech or Language Impairment

1 Mental Retardation 1 Traumatic Brain Injury

Multiple Disabilities Visual Impairment Including Blindness

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

    **Number of Staff**

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

Administrator(s) 1

Classroom teachers 20 1

Special resource teachers/specialists 7 2

Paraprofessionals 8

> Support staff 4 2
>
> Total number 40 5

12\. Average school student-"classroom teacher" ratio: 16.3:1

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 93.7%       93.6%       96.7%       93.8%       93.6%

  Daily teacher attendance 95.6%       95.5%       95.9%       95.9%       94.7%

  Teacher turnover rate    0%          4%          0%          4%          4%

  Student dropout rate     na          na          na          na          na

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

**PART III ‑ SUMMARY**

Hyannis West Elementary School is located in Hyannis, Massachusetts on
Cape Cod. It is a grade K to 4 public elementary school and one of ten
elementary schools comprising the Barnstable Public School District. We
serve a diverse student population of approximately 340 students, the
majority being from low income families with over 50% receiving free or
reduced lunch benefits. Although the mobility rate on page 4 of this
application indicates 80 transfers last year it does not present an
accurate picture of our students' mobility. When we look at the full
year statistics, not just October 1 through the end of the year, the
mobility rate looks much different. The average number of students
transferring in or out of Hyannis West from one September to the next
has averaged well over 200 students for each of the last ten years. In
addition, each year between 8 -- 10 % of our students meet the state
criteria to be classified as homeless.

We have implemented a number of programs and practices that have
drastically reduced the interruption of instruction due to poor
behavior. Every certified teacher has been trained in the Responsive
Classroom approach. Also, our school is organized into family groupings
with each family containing at least one class from grade levels 1-4.
Each family has lunch and recess together, promoting a nurturing
atmosphere throughout the school. In addition, our professional staff
(PE, Art, Music Teachers, etc.) volunteer to serve as mentors to at-risk
students.

With greater opportunity to improve instruction within the classroom,
we've taken several steps to structure our instruction so that
prevention is our main objective and intervention is part of that
structure. First, class size targets of 15:1 are set in all classrooms.
We have a Title 1 school wide project that provides every classroom with
a Title I Co-teacher for part of each day which allows more opportunity
for multilevel instruction.

Hyannis West is research and data driven. We are constantly assessing
student performance and analyzing test results in order to adjust
curriculum and instruction. This has created a school culture of
striving to be the best.

Parental and community involvement is an integral part of our school
culture. Hyannis West Elementary boasts the most volunteer hours of any
elementary school in our district. Senior citizens, local middle and
high school students, and family members are welcomed daily to tutor
children, assist staff members, or serve as instructors in our after
school programs.

The efforts our entire staff have undertaken to improve student
performance are strongly supported by the Hyannis West Elementary School
Council. It's primary mission is to establish a clear blueprint for
learning at our school that is focused, coordinates resources, clearly
identifies individual responsibilities, assesses student progress, and
is closely monitored and adjusted. The School Council operates under a
no-fault problem solving model that is also data and research driven.
Decisions are made by consensus.

Our efforts have resulted in being named a Commonwealth of Massachusetts
Compass School as well as being appointed a Vanguard School by Mass
Insight. We are dedicated to providing a comprehensive education to all
children in a safe, accepting, and nurturing setting. Our goal is to
help our students develop to their fullest potential intellectually,
socially, emotionally, and physically in a challenging and stimulating
environment. Partnership among school, students, parents and the
community is critical to our mission.

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

1\. Describe in one page the meaning of the school's assessment results
in reading (language arts or English) and mathematics in such a way that
someone not intimately familiar with the tests can easily understand
them.

The Massachusetts Comprehensive Assessment System (MCAS) is a testing
program that has been utilized in our state since 1993. Currently all
students are required to take this test at certain grade levels
regardless of whether or not they have learning disabilities or limited
English proficiency. The MCAS testing reflects the Massachusetts
Curriculum Frameworks and provides a means of accountability to each
school district. All students in our state are required to pass the MCAS
in order to receive a high school diploma. Tenth grade is the first
opportunity to take the test. This all started with the class of 2003.

After taking the exam, scaled scores are sent to individual students,
principals and school districts. There are four performance levels that
range from 200- 280 and are

defined below.

Advanced (260-280) Students at this level demonstrate a comprehensive in
depth

understanding of rigorous subject matter and provide

sophisticated solutions to complex problems.

Proficient (240-259) Students at this level demonstrate a solid
understanding of

challenging subject matter and solve a wide variety of

problems.

Needs Improvement (220-239) Students at this level demonstrate a partial
under-

standing of subject matter and solve some simple

problems.

Warning (200-219) Students at this level demonstrate a minimal
understanding of

subject matter and do not solve simple problems.

The MCAS scores for Hyannis West Elementary clearly reflect our
students' increased levels of success. In the past five years, our
fourth graders have made vast improvements in the English Language Arts
section of the test. During 1998-1999, 9% of our students scored in the
proficient and advanced range, whereas in 2002-2003, 84% of our children
scored in this range. During 1998-1999, 1% of our students scored in the
advanced range. This was brought up to 26% in the 2002-2003 school year.
Hyannis West students have done consistently better than the state
averages in the past four years. Our scores in the Mathematics section
of the MCAS reflect significant heightened levels of achievement as
well. During the 1998-1999 school year 23% of our students scored in the
proficient and advanced range, whereas by last year we had 74% of our
students in that range. When you compare our 74% to the state's 40%, you
recognize how much our students have accomplished. Our advanced scores
in 1998-1999 were at 7% which was still better than the state's average
at that time, but as of last year we brought our advanced average up to
26%. We have done consistently better than the state in the mathematics
section of the MCAS testing in the last five years.

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

Hyannis West is research and data driven. We are constantly assessing
student performance and analyzing test results in order to adjust
curriculum and instruction. First, MCAS analysis teams use the MCAS
results to recommend specific curricular and instructional adjustments.
During the 1999-2001 time period, each teacher in grades K-4 developed
an MCAS action plan for their class in order to provide instruction that
is matched to the frameworks. Starting in 2001, teachers began to
develop instructional plans for their classrooms based on their
students' performance on the Stanford 9 test. Plans are submitted in
September, and updated in December, March, and May.

The teachers see these check ins as an opportunity to assess the
individual needs of their students and ensure changes are made if
warranted in their delivery of the curriculum. These instructional plans
help meet the individual student's needs which in turn provides
opportunities for internalizing the curriculum based on the learning
styles of each student. As a result of these MCAS action plans and
instructional plans, our staff was able to identify the needs of all the
students and created a reading plan for our building, adopted a
comprehensive writing program which has different levels of
sophistication (LINKS, Effective Writing Program/Gary Chadwell, and
Empowering Writers), and is currently working on a math plan for all our
students. The consistency throughout grades K-4 in the areas of reading,
writing, and math has been invaluable to our students.

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

There are many ways the school communicates student performance. An Open
House is set up in the beginning of the school year to give the parents
an opportunity to meet their child's teacher and get an overview of the
curriculum covered at that grade level. Teachers are also required to
write a biweekly newsletter to parents as a means of communicating what
is happening in the classroom. Our principal also sends home a biweekly
newsletter in which he disseminates information around events at our
school, gives meeting reviews, summarizes test results, celebrates
students successes, etc. The Reading Specialist also sends out a monthly
newsletter reviewing different books, giving parents ideas on ways to
encourage reading at home, and summarizing articles she has found
helpful in her field. Our PTO (Parent Teacher Organization) also sends
home information to the parents around the needs in our building,
parenting tips, upcoming events, etc. The children receive report cards
four times a year, get test results, and the parents are invited to
attend at least two conferences with their child's teacher a year. If
there is a need for more than the two scheduled conference times, a
teacher sets up an appointment with the parent. Some teachers in our
building also hand out daily or weekly reports to communicate to the
parents how their child is doing. Often these reports give a number
rating in different areas like effort, behavior, listening,
participation, etc. MCAS results are published in our local paper, our
Principal's Newsletter and the parents receive a summary of their
child's scores by mail.

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

> Hyannis West Elementary received the Compass School Award from the
> Massachusetts Department of Education in October 2003 as well as being
> named a Vanguard School by Mass Insight Education in May 2002. Since
> we have been recognized as a result of our increased student
> achievement, staff members provide guidance to other schools
> interested in incorporating the approaches that have led to our
> success. In doing this, we present the data our school collected which
> has greatly impacted the delivery of curriculum and instruction. We
> have provided day long workshops to those schools who contact us and
> invite them to phone us if they have any questions after they return
> to their schools to implement a plan. Along with providing this
> information, we allow schools to observe the standard-based teaching
> that is happening at all the grade levels (K-4) in our building. In
> addition to this, members of our staff have presented our action plan
> at the "Pathways to Excellence" conference. They shared our best
> practices as a result of receiving the Massachusetts Compass School
> award. This same team of professionals also presented a similar
> workshop at a conference for the principals of our schools on Cape
> Cod. Hyannis West Elementary will continue to provide guidance to
> those schools who are interested in developing a plan to close the
> achievement gap and heighten the test scores of their students.

**PART V -- CURRICULUM AND INSTRUCTION**

> **1. Describe in one page the school's curriculum. Outline in several
> sentences the core of each curriculum area and show how all students
> are engaged with significant content based on high standards. Include
> art and foreign languages in the descriptions (foreign language
> instruction as a part of the regular curriculum is an eligibility
> requirement for middle, junior high, high schools, and elementary
> schools in grades seven and higher).**

Hyannis West\'s school curriculum has been developing over the years to
what is now a very effective program with high standards for all
students with the programs and tools to enable each student to reach
these goals. Committees have worked carefully to make sure our
curriculum and materials match the Massachusetts Curriculum Frameworks.
Since we are data and research driven, we are constantly assessing
student performance and analyzing the results in order to adjust
curriculum and instruction.

The time our school has allotted each week for Language Arts is 1065
plus minutes in grades one and two, with 725 plus minutes in grades
three and four. Our Reading Committee wrote a comprehensive Reading (LA)
Instruction Plan outlining instructional materials, intervention tools,
assessments, benchmarks, routines, strategies and techniques to be used
at each grade level. Our school uses the Scott Foresman Reading and
Spelling Series along with Phonics and Friends (Hampton-Brown) (K - 2).
These programs have a variety of materials for all learning styles and
levels. Student writing has greatly improved due to the programs we use
constantly throughout our school. The Effective Writing Program (Gary
Chadwell) is used across the curriculum along with LINKS to organize
ideas. Empowering Writers is used for quality narrative and expository
writing. Daily Oral Language (McDougall-Little) is also used to improve
students\' grammar skills.

Hyannis West has allotted 360 plus minutes a week for math. The program
we use is Scott Foresman-Addison Wesley along with Math Their Way and
other programs. Students have many opportunities to write about math and
use higher order thinking skills to effectively problem-solve. Currently
our Math Committee is researching ways to improve our curriculum and
writing our school\'s Mathematics Action Plan.

Science and social studies in grades one and two are taught mainly
through literature and discussion. Time allocated for these subjects in
grades three and four is 170 minutes each. Teachers use \'kits\' put
together by our district. Each kit is filled with many hands-on
activities and literature.

Students participate in a variety of enrichment which include art,
music, physical education, library or technology and Spanish or health.
The time spent with specialists amounts to 225 minutes per week

Hyannis West utilizes The Responsive Classroom approach to develop
social skills, boost self esteem and to create a community of learners.
Cooperative Learning and Talents Unlimited are used on a regular basis
to teach and enrich the curriculum in a variety of ways to reach all
learning levels and styles.

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

Hyannis West has done a lot of research and teacher training for the
current programs we use to meet the needs of our students and align the
curriculum with the Frameworks. The reading program we use is Scott
Foresman Reading 2002. It has a variety of current fiction, nonfiction
and poetry in each basal. We find the supplemental leveled readers
helpful in meeting all students needs. Every student takes the weekly
tests and the benchmark tests provided. The teaching of vocabulary,
spelling, grammar, phonics and other skills are very appropriately
timed. Our students needed more of a phonics base so we also use Phonics
and Friends (Hampton and Brown) in grades K-2. Since reading and writing
are closely related we have adopted many effective programs/techniques
to improve student writing which in turn improves their reading (see
Part V - 1). After implementing these programs over the past several
years we have seen higher MCAS scores and overall reading ability
improve greatly.

**3. Describe in one-half page one other curriculum area of the school's
choice and show how it relates to essential skills and knowledge based
on the school's mission.**

Hyannis West Elementary School offers a diverse writing curriculum that
is suited to all individual learning styles. LINKS, The Effective
Writing Program/Gary Chadwell, and Empowering Writers are three programs
that are utilized simultaneously to provide each child the opportunity
to achieve success in this curriculum area.

\* LINKS: Offers a variety of graphic organizers to allow students the
opportunity to develop and visualize their thoughts before writing. The
templates provide a systematic approach to the prewriting process, are
available at all grades K -- 4, and can be used to organize ideas in all
curriculum areas.

\* The Effective Writing Program/Gary Chadwell Identifies 5 Types of
writing and a series of focus correction areas. Type 1's and 2's are
performed frequently to increase fluency, assess for understanding, and
improve oral and written language. Type 3's, 4's, and 5's are assigned
to apply skills that have been previously taught. Focus correction areas
are grade-appropriate and build upon the previous year. Self and peer
editing are integral parts of this program.

\* Empowering Writers: Enhances the previously mentioned programs by
improving organization, vivid language and voice. Lessons are easily
applied to our existing curriculum and adaptable to every grade level.

These programs support our multilevel approach to teaching, generate a
common language throughout the school, and allow all students to feel
successful in the area of writing.

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

Hyannis West Elementary School's Improvement Plan identifies a number of
core instructional methods that meet the needs of our diverse student
population.

The Responsive Classroom, Cooperative Learning, and Talents Unlimited,
are school-

wide programs that provide teachers with models to help transform their
classrooms into learning communities where high social and academic
goals are attained.

Every classroom is provided with a Title 1 co- teacher for 90 minutes
per day, usually in the area of Reading/Language Arts. This school-wide
initiative allows for greater multilevel instruction as well as lower
student/teacher ratios. This co-teaching model provides the opportunity
for small group instruction, parallel lessons, and one-on-one
conferencing.

Each teacher develops an instructional plan for their classroom. Plans
are submitted quarterly and include performance profiles, materials and
strategies to be used, remediation and enrichment strategies, and
assessment procedures.

Gateway is an enrichment program offered for students in grades 3 and 4.
4th grade students also have the opportunity to be chosen for our
Destination Imagination team, a unique, cooperative approach to creative
problem solving.

Our school adopted these particular programs and practices due to their
high success rate supported by research, ease of incorporating them into
the existing curriculum, and ability to provide multilevel instruction
in order to address the learning styles of all of our students.

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

Hyannis West Elementary School's professional development is a critical
component of our ongoing success. Along with attending professional
development workshops within or outside the district, our school is
allocated funds that support training for our staff based on our
school-wide initiatives, brought forth as a result of subcommittee
findings and School Council recommendations.

A key element in the sustainability of Hyannis West improvement efforts
is uniform professional development. Currently, all staff members have
been trained in Responsive Classroom, Cooperative Learning, LINKS, An
Effective Writing Program, and Empowering Writers. An indicator of our
school's effort to ensure continued commitment to and implementation of
programs is that the granting of professional status to teachers at
Hyannis West is contingent upon the successful completion of
professional development in the selected programs.

Staff members attend two faculty meetings per month with a portion of
each meeting devoted to a variety of activities that enhance
instruction. Grade-level colleagues utilize this time to develop
curriculum, share ideas or analyze data. Sometimes the meeting is an
opportunity for a fellow teacher to instruct the staff in their area of
expertise.

Hyannis West's professional development program benefits our school by
ensuring consistency throughout the entire school with a common language
evident among the various grade levels. The constant reflection and
refinement of our programs and practices allow us to meet the needs of
all of our students.

### PART VII -- ASSESSMENT RESULTS

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

[STATE CRITERION-REFERENCED TESTS]{.underline}

[MCAS- MASSACHUSETTS COMPREHENSIVE ASSESSMENT SYSTEM]{.underline}

Hyannis West Elementary School

## Grade 3 Reading

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 1    | 1    |
|                                 | 002- | 001- | 000- | 999- | 998- |
|                                 | 2003 | 2002 | 2001 | 2000 | 1999 |
+---------------------------------+------+------+------+------+------+
| Testing month                   | A    | A    | A    | A    | A    |
|                                 | pril | pril | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| # SCHOOL SCORES                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| At or Above Basic               | 90%  | 95%  | 94%  | na   | na   |
+---------------------------------+------+------+------+------+------+
| At Proficient                   | 67%  | 73%  | 54%  | na   | na   |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 68   | 59   | 85   | na   | na   |
+---------------------------------+------+------+------+------+------+
| Percent of total students       | 97%  | 97%  | 98%  | na   | na   |
| tested                          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students excluded     | 2    | 2    | 2    | na   | na   |
+---------------------------------+------+------+------+------+------+
| Percent of students excluded    | 3%   | 3%   | 2%   | na   | na   |
+---------------------------------+------+------+------+------+------+
| **Subgroup Scores**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| **Low Income**                  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| At or Above Basic               | 80%  | Na\* | Na\* |      |      |
+---------------------------------+------+------+------+------+------+
| At Proficient                   | 58%  | Na\* | Na\* |      |      |
+---------------------------------+------+------+------+------+------+
| # **Mixed or Other**            |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| # At or Above Basic             | 91%  | Na\* | Na\* |      |      |
+---------------------------------+------+------+------+------+------+
| # At Proficient                 | 64%  | Na\* | Na\* |      |      |
+---------------------------------+------+------+------+------+------+
| # STATE SCORES                  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| At or Above Basic               | 93%  | 94%  | 93%  | na   | na   |
+---------------------------------+------+------+------+------+------+
| At Proficient                   | 63%  | 67%  | 62%  | na   | na   |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| **\*Massachusetts did not       |      |      |      |      |      |
| report**                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ### S                           |      |      |      |      |      |
| ubgroup scores for these years. |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| #                               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| #                               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| #                               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

## 

## Grade 4 English Language Arts

+------------------------------------+-----+-----+-----+-----+------+
|                                    | 200 | 200 | 200 | 199 | 1    |
|                                    | 2-2 | 1-2 | 0-2 | 9-2 | 998- |
|                                    | 003 | 002 | 001 | 000 | 1999 |
+------------------------------------+-----+-----+-----+-----+------+
| Testing month                      | May | May | May | May | May  |
+------------------------------------+-----+-----+-----+-----+------+
| # SCHOOL SCORES                    |     |     |     |     |      |
+------------------------------------+-----+-----+-----+-----+------+
| At or Above Basic                  | 98% | 98% | 97% | 89% | 80%  |
+------------------------------------+-----+-----+-----+-----+------+
| At or Above Proficient             | 84% | 72% | 71% | 29% | 9%   |
+------------------------------------+-----+-----+-----+-----+------+
| At Advanced                        | 26% | 21% | 10% | 3%  | 1%   |
+------------------------------------+-----+-----+-----+-----+------+
| Number of students tested          | 58  | 67  | 81  | 89  | 91   |
+------------------------------------+-----+-----+-----+-----+------+
| Percent of total students tested   | 98% | 93% | 97% | 94% | 93%  |
+------------------------------------+-----+-----+-----+-----+------+
| Number of students excluded        | 1   | 5   | 2   | 6   | 5    |
+------------------------------------+-----+-----+-----+-----+------+
| Percent of students excluded       | 2%  | 7%  | 2%  | 6%  | 6%   |
+------------------------------------+-----+-----+-----+-----+------+
| **Subgroup Scores**                |     |     |     |     |      |
+------------------------------------+-----+-----+-----+-----+------+
| **Low Income**                     |     |     |     |     |      |
+------------------------------------+-----+-----+-----+-----+------+
| At or Above Basic                  | 97% | N   | N   | N   | Na\* |
|                                    |     | a\* | a\* | a\* |      |
+------------------------------------+-----+-----+-----+-----+------+
| At or Above Proficient             | 77% | N   | N   | N   | Na\* |
|                                    |     | a\* | a\* | a\* |      |
+------------------------------------+-----+-----+-----+-----+------+
| At Advanced                        | 17% | N   | N   | N   | Na\* |
|                                    |     | a\* | a\* | a\* |      |
+------------------------------------+-----+-----+-----+-----+------+
| # **Mixed or Other**               |     |     |     |     |      |
+------------------------------------+-----+-----+-----+-----+------+
| # At or Above Basic                | 1   | N   | N   | N   | Na\* |
|                                    | 00% | a\* | a\* | a\* |      |
+------------------------------------+-----+-----+-----+-----+------+
| # At or Above Proficient           | 58% | N   | N   | N   | Na\* |
|                                    |     | a\* | a\* | a\* |      |
+------------------------------------+-----+-----+-----+-----+------+
| # At Advanced                      | 33% | N   | N   | N   | Na\* |
|                                    |     | a\* | a\* | a\* |      |
+------------------------------------+-----+-----+-----+-----+------+
| #                                  |     |     |     |     |      |
| **\*Massachusetts did not report** |     |     |     |     |      |
+------------------------------------+-----+-----+-----+-----+------+
| # **                               |     |     |     |     |      |
| Subgroup scores for these years.** |     |     |     |     |      |
+------------------------------------+-----+-----+-----+-----+------+
| # STATE SCORES                     |     |     |     |     |      |
+------------------------------------+-----+-----+-----+-----+------+
| At or Above Basic                  | 89% | 91% | 89% | 87% | 88%  |
+------------------------------------+-----+-----+-----+-----+------+
| At or Above Proficient             | 55% | 53% | 51% | 20% | 21%  |
+------------------------------------+-----+-----+-----+-----+------+
| At Advanced                        | 10% | 8%  | 7%  | 1%  | 0%   |
+------------------------------------+-----+-----+-----+-----+------+

**[Grade 4 Mathematics]{.underline}**

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 1    | 1    |
|                                 | 002- | 001- | 000- | 999- | 998- |
|                                 | 2003 | 2002 | 2001 | 2000 | 1999 |
+---------------------------------+------+------+------+------+------+
| Testing month                   | May  | May  | May  | May  | May  |
+---------------------------------+------+------+------+------+------+
| # SCHOOL SCORES                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| At or Above Basic               | 100% | 88%  | 87%  | 88%  | 71%  |
+---------------------------------+------+------+------+------+------+
| At or Above Proficient          | 74%  | 52%  | 41%  | 41%  | 23%  |
+---------------------------------+------+------+------+------+------+
| At Advanced                     | 26%  | 22%  | 11%  | 11%  | 7%   |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 58   | 66   | 81   | 93   | 93   |
+---------------------------------+------+------+------+------+------+
| Percent of total students       | 98%  | 92%  | 98%  | 98%  | 95%  |
| tested                          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students excluded     | 1    | 6    | 2    | 2    | 3    |
+---------------------------------+------+------+------+------+------+
| Percent of students excluded    | 2%   | 8%   | 2%   | 2%   | 3%   |
+---------------------------------+------+------+------+------+------+
| **Subgroup Scores**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| **Low Income**                  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| At or Above Basic               | 100% | Na\* | Na\* | Na\* | Na\* |
+---------------------------------+------+------+------+------+------+
| At or Above Proficient          | 63%  | Na\* | Na\* | Na\* | Na\* |
+---------------------------------+------+------+------+------+------+
| At Advanced                     | 20%  | Na\* | Na\* | Na\* | Na\* |
+---------------------------------+------+------+------+------+------+
| # **Mixed or Other**            |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| # At or Above Basic             | 100% | Na\* | Na\* | Na\* | Na\* |
+---------------------------------+------+------+------+------+------+
| # At or Above Proficient        | 59%  | Na\* | Na\* | Na\* | Na\* |
+---------------------------------+------+------+------+------+------+
| # At Advanced                   | 17%  | Na\* | Na\* | Na\* | Na\* |
+---------------------------------+------+------+------+------+------+
| # **\*                          |      |      |      |      |      |
|  Massachusetts did not report** |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| # **Sub                         |      |      |      |      |      |
| group scores for these years.** |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| # STATE SCORES                  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| At or Above Basic               | 83%  | 81%  | 80%  | 82%  | 88%  |
+---------------------------------+------+------+------+------+------+
| At or Above Proficient          | 40%  | 39%  | 34%  | 40%  | 21%  |
+---------------------------------+------+------+------+------+------+
| At Advanced                     | 12%  | 12%  | 10%  | 12%  | 0%   |
+---------------------------------+------+------+------+------+------+