U.S. Department of Education September 2003

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

**Cover Sheet**

Name of Principal [Mr. John H. Kroh]{.underline}

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

Official School Name [Carroll Manor Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [4434 Carroll Manor Rd.]{.underline}

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

[Baldwin Maryland 21013]{.underline} City State Zip Code+4 (9 digits
total)

Tel. [(410) 887-5947]{.underline} Fax [(410) 887-5948]{.underline}

Website/URL <http://schools.bcps.org/schools/ces/carroll_manor/> E-mail
<jkroh@bcps.org>

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. Joe A. Hairston]{.underline}

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

District Name [Baltimore County Public Schools]{.underline} Tel. [( 410
) 887-4281]{.underline}

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

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

Name of School Board Mr. James Sasiadek

President/Chairperson

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [102]{.underline} Elementary
schools

[29]{.underline} Middle schools

[\-\--]{.underline} Junior high schools

[28]{.underline} High schools

[6]{.underline} Other ( Special Education Schools)

[165]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7,973.00]{.underline}

Average State Per Pupil Expenditure: [\$8,351.00]{.underline}

**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\. [6]{.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**       20        21                     **41**       **7**                             

  **1**       33        27                     **60**       **8**                             

  **2**       25        27                     **52**       **9**                             

  **3**       20        22                     **42**       **10**                            

  **4**       34        20                     **54**       **11**                            

  **5**       27        23                     **50**       **12**                            

  **6**                                                     Pre-k       10        10          20

                                    **TOTAL                                                   319
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [97]{.underline} % White

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

[2]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year[:
2.5]{.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.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 5
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 3
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        8
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    314
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.025
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    2.5
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: \_\_\_0\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals: \_\_\_\_0\_\_\_\_%

\_\_\_\_0\_\_\_\_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[: 14%]{.underline}

[47]{.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.

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

[0]{.underline} Deafness [1]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [17]{.underline} Specific Learning
Disability

[0]{.underline} Hearing Impairment [28]{.underline} Speech or Language
Impairment

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

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

[1]{.underline} Emotional Disturbance

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) [2.0]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [13.0]{.underline} [.5]{.underline}

Special resource teachers/specialists [5.0]{.underline}
[1.9]{.underline}

Paraprofessionals [1.0]{.underline} \_\_\_\_\_\_\_\_

> Support staff [9.0]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [30.0]{.underline} [2.4]{.underline}

12\. Average school student-"classroom teacher" ratio: [23.6 to
1]{.underline}

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

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

  Daily student attendance 96.7%       97%         96.7%       96.7%       96.6

  Daily teacher attendance 99%         99.2%       98.9%       98.3%       99.5%

  Teacher turnover rate    3%          0%          0%          15%         12%

  Student dropout rate                                                     

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

**PART III ‑ SUMMARY**

Overlooking the beautiful Long Green Valley in northern Baltimore
County, Carroll Manor Elementary School opened its doors to students in
September 1935 as the "Tenth District Consolidated School." Though one
of the oldest schools in Baltimore County, Carroll Manor continues to
provide a quality education to the students of the Baldwin, Phoenix, and
Glen Arm communities. Although the character of the surrounding area has
transitioned over the years from a rural to a suburban school, our
families continue to support the mission of the school as they actively
volunteer in classrooms and serve as members of the PTA and School
Improvement Team. Our students' families represent a variety of
backgrounds and occupations including business owners, executives,
technology and communications technicians, and other professionals.

Carroll Manor Elementary School pursues excellence as we strive to
prepare students for the twenty-first century. Our mission is to
challenge, extend, and enrich the capabilities of all our students. We
are committed to developing students who are knowledgeable,
self-motivated, critical thinkers. We continue to develop awareness and
appreciation of the uniqueness of all children.

Carroll Manor Elementary School's faculty is a dedicated and committed
group of professionals who work diligently to ensure that every child
reaches his/her full potential. Our staff consists of experienced
teachers with a great deal of knowledge and expertise in their
individual fields. During the past three years, the staff development
focus has been with the *Open Court Phonics Kit* and the *Houghton
Mifflin: A Legacy of Literacy* curriculum. We continue to work with the
Department of Elementary Programs to provide staff development and to
focus on developing specific reading programs. Additionally, we continue
to concentrate on appropriate language arts assessment strategies that
increase student achievement.

In addition to academic achievement, our students are provided with many
opportunities to showcase their talents. The school operetta is of a
professional nature, and students, parents, and staff look forward to
the annual production. Our students participate in numerous musical
performances throughout the year and also a talent show. The Carroll
Manor Elementary Student Leadership Committee initiates and promotes a
variety of school spirit and community service projects. Our Value for
the Month and Valuable Readers Program promotes self-development and
emphasizes responsibility and respect for the rights of others.

Parent and community support is key to students' progress and
achievement at Carroll Manor Elementary School. Parent volunteers assist
in classrooms, organize and conduct special programs, and chaperone
field trips and student/family events. They serve in a variety of
capacities including individual and small group instruction, clerical
tasks, public relations efforts, and class coverage for teachers.
Carroll Manor Elementary has a most active and involved PTA.
Parent/guardian volunteers coordinate and instruct before and after
school programs: Creative Writing, Spelling Aces, Sacks of Science,
Computer Club, Chess Club, and 24 Challenge. They support the
educational program with curriculum enhancement funds, cultural arts
programs, and instructional programs such as Junior Achievement Exchange
City and the MD Agricultural Science Lab. Our School Improvement Team
promotes student achievement by actively supporting the mission of the
Baltimore County Public Schools and Carroll Manor Elementary School.
They assist in the development and implementation of the School
Improvement Plan, manage the Champions for Carroll Manor fund, and
develop and approve local programs and policies.

Carroll Manor's accomplishments result from the efforts of hard working
and motivated students, caring and supportive parents, and a committed
and competent staff. We strive to provide a quality education for our
students through a variety of programs and initiatives as we make every
effort to develop skills, knowledge, and viewpoints that assist our
students in reaching their maximum potential during their formative
elementary years. We live by the words quoted in the *Baltimore County
Public Schools Blueprint for Progress: Realizing the Vision*: "We must
and do teach them well. They deserve the best."

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

1\. Assessment results in reading and math.

From 1993-2002, Maryland used the Maryland School Performance Assessment
Program (MSPAP) to assess and monitor student and school progress. This
program included performance tasks that assessed grades 3, 5, and 8
Maryland Learning Outcomes in reading, writing, language usage,
mathematics, science, and social studies. The MSPAP measured the
performance of Maryland schools by illustrating how well the students
solve problems cooperatively and individually, their ability to apply
what they have learned to real world problems, and how well students can
relate and use knowledge from different subject areas.

The MSPAP also assessed the school's achievement on the standards for
satisfactory and excellent performance in the Maryland Learning Outcome
areas. For each area, results are reported through five proficiency
levels. Satisfactory level responses include proficiency levels 3 and
above. Excellent level responses include proficiency levels 2 and
higher. The scores listed on the charts included in this application
represent the percentage of students scoring at the satisfactory or
excellent level on each of the subject areas reported. Carroll Manor has
consistently met all of the goals set by the county and state of
Maryland on the MSPAP and Maryland School Assessment (MSA) in both
reading and mathematics. The faculty and students have worked rigorously
to attain assessment results well above the county, state, and national
norms.

In March, 2003, Maryland introduced the MSA that replaced the MSPAP as
the primary measure of accountability. The MSA was administered to
students in grades 3, 5, and 8 in mathematics, and 3, 5, 8, and 10 in
reading. The MSA school performance data is displayed with three new
achievement levels of basic, proficient, and advanced, aligned to
statewide standards.

The MSA produces a score that describes how well a student masters the
reading and mathematics content specified in the Maryland Content
Standards and Voluntary State Curriculum. Students receive a proficiency
level that categorizes their performance as basic, proficient, or
advanced. To clarify, a student performing at the advanced level in
reading can regularly read above-grade level texts and demonstrate the
ability to comprehend complex literature and informational passages. In
mathematics, a student performing at the advanced level can regularly
solve complex problems and demonstrate superior ability to reason
mathematically. MSA scores are criterion-referenced scores depicting
student performance compared to other students across the nation. The
test includes both multiple-choice and short-essay questions.

Significant disaggregated data for Carroll Manor Elementary reveals that
in reading, females scored significantly higher on the MSPAP than males
for 2001 and 2002. Closing the achievement gap between the males and
females in reading became a focus of our School Improvement Plan. As a
result, the third and fifth grade boys improved greatly on the 2003 MSA
testing, and the boys in fifth grade scored higher than the girls. There
were no outstanding discrepancies regarding gender in third or fifth
grade mathematics. On the MSA test in 2003, the boys scored slightly
higher than the girls.

Carroll Manor has done a tremendous job on both the MSPAP and MSA
assessments for students in third and fifth grade. Our school takes
great pride in being one of the highest performing schools on both
assessments in Baltimore County and for the state of Maryland. By
continually analyzing the data from the MSPAP and MSA, we have been able
to adjust our school plan to ensure that there are no gaps in learning.
The scores earned are a direct reflection of the dedication of the staff
as they strive to meet the needs of all students and the hard work of
the students themselves. The idea of meeting the needs of all students
became a reality at Carroll Manor when 100% of our students scored in
the proficient or advanced range on the math section of the MSA test in
2003. Carroll Manor was the only school in the state of Maryland to
achieve 100% on any section of the MSA in 2003.

2\. Assessment data.

Data driven instruction and assessment are the driving force for
instruction at Carroll Manor Elementary School. A majority of the goals
listed on our School Improvement Plan are generated from the information
we receive from standardized norm-referenced tests (CTBS, Gates,
Houghton Mifflin) and non-standardized criterion referenced tests
(MSPAP, MSA, BCPS Benchmarks and BCPS Milestones). Using a variety of
testing measures assures accountability and promotes a unified action
plan to increase student performance. The Carroll Manor Elementary
School Assessment Committee uses the data generated from various
assessments to make recommendations to the School Improvement Team
regarding instruction, staff development, curriculum enhancement and the
utilization of resource personnel to provide a quality program for all.

To ensure that all faculty and staff understand the curricular targets,
each member has the opportunity to proctor the standardized assessments
given at various grade levels. Additionally, professional development
days have been devoted to grading non-standard assessments in scoring
teams, which include administrators, the school nurse and special area
teachers. This has been a unifying force among our faculty because each
professional established a greater appreciation for their colleagues
teaching at a different grade level or discipline. It also prompted
enhanced collaboration among grade level teams and a more efficient
utilization of school resources.

The faculty works tirelessly to interpret the data gleaned from testing.
Various grade level meetings are held to analyze assessment results and
to develop an action plan for meeting the needs of each student. Trends
are noted and tracked using a school database to guarantee
accountability for each child in our care. Teachers are committed to
excellence and continually make changes to their programs as dictated by
the testing evidence. The ongoing assessment checkpoints in effect at
Carroll Manor Elementary School guarantees that "No child will be left
behind."

3\. Communication.

The students at Carroll Manor Elementary School are fortunate to have a
supportive community that thrives on communication among its families,
teachers and other school staff. Carroll Manor initiates contact with
families by delivering a monthly School Improvement Team update and a
school newsletter which includes information from special area teachers
concerning educational topics being covered at each grade level.
Classroom teachers send monthly class newsletters home informing parents
of their children's activities from the core curriculum. Some teachers
maintain classroom websites, with information about classroom events,
field trips, homework, and displays of student work. Carroll Manor also
has a strong Parent Teacher Association that communicates extensively
with the school community through meetings and a monthly Parent Teacher
Association newsletter.

Information regarding student progress and achievement at school is
shared with families in a variety of ways. In addition to interim
reports and quarterly report cards, teachers encourage conferences, in
person or by phone, email, or letter. During conferences, teachers may
use the computerized Test Trax database to show how a student performed
on recent standardized tests by reviewing individual scores and by
comparing with other students. Additionally, data from Houghton Mifflin
reading theme tests is compiled in an electronic spreadsheet. Teachers
can discuss with parents how their children are performing on these and
see a color-coded display of their child's scores.

Finally, informal communication and conferences occur frequently, as
many parents volunteer regularly on school projects and in the
classrooms. Teachers are quite willing to share information with
families in the interest of strengthening the educational experience at
Carroll Manor Elementary School.

4\. Success sharing.

Carroll Manor Elementary is committed to sharing our students' success
and professional knowledge with various communities for the benefit of
all children. Our faculty and staff have been valuable resources to
parents and other professionals. Some examples of sharing our resources
include:

-   Our reading specialist presenting at the State of Maryland
    International Reading Association Conference. The purpose of the
    presentation is to share the most effective practices for teaching
    reading employed by the Carroll Manor Elementary faculty.

-   The fourth grade team inviting parents to attend a resource night to
    discuss the data from the reading benchmark assessments and the
    Performance Series used by all county schools.

-   The kindergarten teacher representing our school in the Baltimore
    County Public School Early Childhood Cadre providing information at
    the roundtable discussion regarding the use of the reading
    specialist and library media specialist to teach emergent literacy
    in our kindergarten program.

-   Our administrative facilitator and reading specialist sharing "How
    to Promote Reading Success at Home" to the Carroll Manor Elementary
    School community.

Over the years, Carroll Manor has hosted various student teachers and
practicum students from area colleges as well as provided demonstration
lessons for inexperienced teachers. Our master educators are recognized
for sharing their expertise and promoting student achievement throughout
the state.

**PART V -- CURRICULUM AND INSTRUCTION**

1\. Describe the school's curriculum.

Carroll Manor Elementary School works with the parents and members of
the community to provide a comprehensive, engaging, and challenging
academic program for students. We recognize that knowledge of basic
skills is necessary for future academic success, so we lay a strong
foundation by involving students in meaningful learning tasks that will
allow them to become life long learners. Students have different
learning styles, and we provide them many ways to share their individual
strengths. The focus on process learning enables students to become
knowledgeable, self-motivated, critical thinkers who will be able to
compete and succeed in an ever-changing global society.

Carroll Manor Elementary School realizes that learning is a
developmental process, and skills are developed in a logical, sequential
manner. Teachers use the Maryland Content Standards and the Voluntary
State Curriculum in conjunction with the Baltimore County Public
Schools' curriculum to identify specific skills to introduce and
reinforce at each grade level. Skills are taught, applied, and assessed
in isolation and also within authentic learning experiences. Lesson
objectives highlight our emphasis on the acquisition of basic skills
through direct instruction and the promotion of critical thinking
skills.

Reading, writing, math, science, and social studies are taught daily at
all grade levels. Content is presented in a variety of ways, including
books, periodicals, manipulatives, audio-visual materials, computer
simulations, field trips, special events, guest speakers, assemblies,
and student projects. Lessons and activities incorporate vocabulary,
concepts, skills, and processes specific to each content area. Teachers
work together to make interdisciplinary connections and to achieve
consistency among grade levels. This vertical teaming approach enables
students to see the interrelations of content information, and it
provides teachers a collaborative basis for planning and presenting
subject material at each grade level.

At Carroll Manor Elementary School, students have opportunities to
develop basic academic skills and to apply more advanced skills in all
content areas. With the help of teachers, staff, administrators,
volunteers, and classmates, students are actively engaged in their
learning each day. In mathematics, students explain processes through
journal writing, estimate and compute, explore content by using
manipulatives, and apply problem-solving skills to real world
applications. Our reading program allows students to make predictions,
monitor and clarify text, develop vocabulary, share personal
connections, and demonstrate comprehension through a variety of creative
forms. Science lessons include predicting hypotheses, conducting
investigations, applying the scientific method, collaborating with
peers, and sharing results. Within the social studies program, students
analyze a variety of sources, discuss interpretations of sources,
compare/contrast various time periods, create simulations to learn about
important historical events, and make real life connections through
cooperative learning experiences. Students are constantly challenged
through purposeful daily instruction.

In addition to the main content areas, Carroll Manor Elementary develops
the whole child by delivering quality art, vocal music, instrumental
music, physical education, and health programs. Extra-curricular
computer, chess, foreign language, spelling, and writing clubs develop
creative abilities and encourage higher-level thinking. Interested art
and music students have opportunities to cultivate their skills through
seasonal programs, displays, and demonstrations. All students are
exposed to more aesthetic experiences through cultural arts assemblies
and class field trips. Students gain confidence, make decisions, and
share insight by employing the multitude of creative venues they are
exposed to repeatedly.

Carroll Manor Elementary School continues to provide its students with
an exceptional academic program where students are engaged in learning
and held to high standards. The long-term success of our program is a
testimony to the strong partnership between school and community, and it
reflects the overall desire to provide each child with a meaningful
learning experience.

2\. Describe the school's reading curriculum.

When developing our School Improvement Plan, assessment data is analyzed
and reading goals are designed to help students construct meaning
through a variety of reading purposes. Our curriculum is aligned with
the Maryland English Language Arts Content Standards and Voluntary State
Curriculum. We focus on word identification and comprehension in the
primary grades and progress to word study and comprehension in the
intermediate grades. Reading instruction in pre-kindergarten and
kindergarten emphasizes letter, word, print, and sound recognition.
Students are given many opportunities to build listening comprehension
and oral composition skills. Instruction in the primary grades includes
phonemic awareness, phonics and word knowledge, comprehension
strategies, inquiry skills, and written language skills and strategies.
As students progress through the grades, reading instruction focuses on
teaching students to construct, extend, and examine meaning through
global understanding, developing interpretation, personal reflection and
response, and critical analysis.

Utilizing *Open Court Phonics Kits* and *Houghton Mifflin: A Legacy of
Literacy* our students are exposed to a wide variety of genres, and are
reading for literary, informational, and functional purposes. Additional
resources are used across all grade levels such as periodicals (*Time
for Kids*), textbooks, and reference books to facilitate development of
successful content area readers. Students also read, comprehend,
interpret, analyze, and evaluate poetry, fairy tales and folklore. They
independently apply their understanding of reading strategies through
daily reading assignments and by setting goals for the number of books
to be read during the school year. We recognize that it is not only
through reading but also through writing that students acquire a working
knowledge of language. Writing intersects each content area and prepares
students to respond for authentic purposes. One way this is established
is through the use of content area journals. Continuity among grade
levels is essential and teachers often discuss how reading instruction
can be enhanced during faculty and grade level meetings.

3\. Describe another curriculum area of the school's choice.

The goal of our social studies program is to prepare students to become
involved, active citizens of the community. Our social studies program
corresponds with the Maryland Social Studies Content Standards, and
Voluntary State Curriculum instruction begins in the primary grades with
an examination of life in communities through the study of citizenship,
geography, economics, and diverse cultures. Intermediate grades continue
to develop advanced geography and economics topics, while discussing
Maryland and United States history, as well as current events. Content
reading skills are developed through the use of textbooks, reference
materials, internet resources, and periodicals, providing students with
the opportunity to read a variety of expository texts. Across all grade
levels, special area teachers use their expertise to enhance the lessons
by incorporating art, music, literature, research skills, and technology
into the social studies program. For example, second graders study the
wood carved folk art of Oxacan artists and create paper mâché animals as
they study Mexican culture.

Several opportunities to extend and enrich the social studies curriculum
are available. Fifth graders participate in a Revolutionary Rally
corresponding with the units, *Revolution* and *Liberty*, where students
dress as colonists and participate in activities including a hayride,
lessons with slates, student interviews, a "Patriot Banquet," guest
speakers, colonial games, and demonstrations of colonial crafts. During
the fourth grade unit, *A Time of Exploration*, students cloaked in time
period costumes participate in an Explorer's Wax Museum sharing
biographical summaries of the explorers they represent. Learning
opportunities outside the classroom include field trips to Carroll
County Farm Museum (*Life Long Ago*, Grade One), Maryland Historical
Society (*Communities in Different Times*, Grade Two), and Herr's Snack
Factory (*Economics and Me*, Grade Three). Fifth graders visit "Exchange
City," a Junior Achievement program, where they assume the role of
productive, responsible citizens while running their own city for a day,
putting into practice the basic economic concepts they have learned
about free enterprise.

4\. Describe the different instructional methods the school uses to
improve student learning.

Carroll Manor Elementary School's commitment to improve learning is
evidenced in the daily implementation of instructional methods that
address individual learning styles. We recognize that learning is a
developmental process and students in the same grade and class could be
on different levels of the developmental continuum. To meet these
challenges, many opportunities are provided for our students to learn
content; to internalize concepts, and to review, practice, apply,
refine, and extend skills. A variety of assessments, both formal and
informal are evaluated to determine a mastery of each skill. After
gleaning pertinent data, each student is placed in a developmentally
appropriate learning environment that includes individual assistance,
flexible grouping, curricular and instructional modifications, and
adaptations as needed. To meet all possible learning modalities (visual,
auditory, and kinesthetic) and multiple intelligences, we provide our
students with authentic purposes for learning through a variety of
unique programs, projects, activities, instructional materials and
assessment tools. We believe that all students can and want to learn,
and engaged learners are successful learners. Interdisciplinary
connections, challenging content, real-world contexts and materials,
active learning, meaningful assessments, grade level to grade level
continuity, and active team teaching are all important features of our
highly successful instructional program.

We provide a number of programs that focus on the specific needs and/or
strengths of its students. Lesson plans are designed to include
strategies for differentiating instruction and accelerating or
reteaching content. A collaborative planning time is provided in order
for teams of teachers to discuss student performance and plan
instruction. Faculty and staff work to provide small group instruction
as part of our inclusion program. In addition, the Primary Talent
Development program allows primary teachers to observe gifted behaviors
in all of their students. Identified students in third, fourth, and
fifth grades have multiple opportunities to interact with like minded
peers on specifically designed units of study. Students with 504 Plans
and IEPs have individualized programs to address their specific learning
styles and modalities.

5\. Describe the school's professional development program.

Realizing that professional development is the key component to
improving student achievement, our Instruction Committee is responsible
for planning activities that align with the goals in the School
Improvement Plan. This committee conducts a needs assessment before
preparing a calendar for staff development. During the past three years,
our focus has been on implementing the *Open Court Phonics Program* and
the *Houghton Mifflin: A Legacy of Literacy* curriculum. Our goal has
been to differentiate instruction by providing flexible grouping, by
using a variety of student texts, and through the utilization of all
resource staff to address the learning styles of all students. We have
focused on student acquisition of strategic reading behaviors so they
will be successful in reading a variety of genres. The assessment data
we have gathered to date demonstrates our proficiency in this area.

To prepare our students to be technologically literate, we have utilized
the funds from the Technology in Maryland School grant to provide staff
training in Power Point, Excel and Kid Pix 3. All intermediate students
were required to make a Power Point presentation as an extension
activity to the curriculum. Our students and faculty have an impressive
command of technology and are well prepared to master the technological
demands of the twenty-first century.

Furthermore, the faculty and staff at Carroll Manor Elementary are a
dedicated group of professionals who work diligently to perfect their
craft. All of our teachers have advanced degrees in education and take
part in the county inservice courses to supplement their expertise.
Additionally, funds are designated each year for attendance at
conferences and workshops of interest. Often, resources are purchased to
supplement our professional library and information is circulated on an
ongoing basis to improve our instructional program. This forum has
provided a wealth of information to support the professional growth of
our faculty and staff and ultimately has increased student achievement.

> **STATE CRITERION-REFERENCED TESTS**
>
> Maryland State Assessment (MSA) 2003
>
> And
>
> Maryland School Performance Assessment Program (MSPAP) 2002, 2001

Grade [3 Reading]{.underline} Test [MSA 2003]{.underline}

Edition/Publication Year [2003]{.underline} Publisher [Harcourt
Assessment]{.underline}

Grade [3 Reading]{.underline} Test [MSPAP 2001, 2002]{.underline}

Edition/Publication Year [01-02]{.underline} Publisher [CTB
McGraw-Hill]{.underline}

MSA MSPAP MSPAP

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

  Testing month                               Feb.        May         May                     

  **SCHOOL SCORES (MSA) (MSPAP)**                                                             

  \% At or Above Basic not met                4           25          24                      

  \% At or Above Proficient satisfactory      96          75          76                      

  \% At Advanced excellent                    39          11          25                      

  Number of students tested                   51          45          53                      

  Percent of total students tested            100         96          100                     

  Number of students excluded                 0           2           0                       

  Percent of students excluded                0           4           0                       

                                                                                              

  SUBGROUP SCORES                                                                             

  1.\_\_\_Males (MSA)\_\_\_\_\_\_\_(MSPAP)                                                    

  \% At or Above Basic not met                7                                               

  \% At or Above Proficient satisfactory      58          70          65                      

  \% At Advanced excellent                    36          9           15                      

  Number of students tested                   31          23          20                      

  2.\_\_\_Females\_\_(MSA)\_\_\_\_\_(MSPAP)                                                   

  \% At or Above Basic not met                0                                               

  \% At or Above Proficient satisfactory      55          78          82                      

  \% At Advanced excellent                    45          13          30                      

  Number of students tested                   20          23          34                      

                                                                                              

  **STATE SCORES (MSA) (MSPAP)**                                                              

  \% At or Above Basic not met                42          65          58                      

  State Mean Score                                                                            

  \% At or Above Proficient satisfactory      58          34          42                      

  State Mean Score                                                                            

  \% At Advanced excellent                    9           4           5                       

  State Mean Score                                                                            
  ------------------------------------------- ----------- ----------- ----------- ----------- -----------

> \* Note: From 2001 through 2002 Maryland administered the MSPAP. This
> assessment provided two proficiency levels, "satisfactory" and
> "excellent," where the "excellent" was contained within the upper
> scale points of "satisfactory."
>
> \* Note: Percents rounded to whole numbers.

Sources: [www.mdk12.org](http://www.mdk12.org/) and 2001, 2002 MSPP
Report Cards

> **STATE CRITERION-REFERENCED TESTS**
>
> Maryland State Assessment (MSA) 2003
>
> And

Maryland School Performance Assessment Program (MSPAP) 2002, 2001

Grade [5 Reading]{.underline} Test [MSA 2003]{.underline}

Edition/Publication Year [2003]{.underline} Publisher [Harcourt
Assessment]{.underline}

Grade [5 Reading]{.underline} Test [MSPAP 2001, 2002]{.underline}

Edition/Publication Year [01-02]{.underline} Publisher [CTB
McGraw-Hill]{.underline}

MSA MSPAP MSPAP

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

  Testing month                               Feb.        May         May                     

  **SCHOOL SCORES (MSA) (MSPAP)**                                                             

  \% At or Above Basic not met                3           25          15                      

  \% At or Above Proficient satisfactory      97          75          85                      

  \% At Advanced excellent                    70          21          30                      

  Number of students tested                   57          61          46                      

  Percent of total students tested            100         97          100                     

  Number of students excluded                 0           2           0                       

  Percent of students excluded                0           3           0                       

                                                                                              

  SUBGROUP SCORES                                                                             

  1.\_\_\_Males (MSA)\_\_\_\_\_\_\_(MSPAP)                                                    

  \% At or Above Basic not met                0.0                                             

  \% At or Above Proficient satisfactory      26          64          77                      

  \% At Advanced excellent                    74          12          23                      

  Number of students tested                   23          33          22                      

  2.\_\_\_Females\_\_(MSA)\_\_\_\_\_(MSPAP)                                                   

  \% At or Above Basic not met                6                                               

  \% At or Above Proficient satisfactory      27          87          92                      

  \% At Advanced excellent                    68          30          38                      

  Number of students tested                   34          30          24                      

                                                                                              

  **STATE SCORES (MSA) (MSPAP)**                                                              

  \% At or Above Basic not met                34          47          43                      

  State Mean Score                                                                            

  \% At or Above Proficient satisfactory      66          53          57                      

  State Mean Score                                                                            

  \% At Advanced excellent                    26          11          12                      

  State Mean Score                                                                            
  ------------------------------------------- ----------- ----------- ----------- ----------- -----------

> \* Note: From 2001 through 2002 Maryland administered the MSPAP. This
> assessment provided two proficiency levels, "satisfactory" and
> "excellent," where the "excellent" was contained within the upper
> scale points of "satisfactory."
>
> \* Note: Percents rounded to whole numbers.

Sources: [www.mdk12.org](http://www.mdk12.org/) and 2001, 2002 MSPP
Report Cards

> **STATE CRITERION-REFERENCED TESTS**
>
> Maryland State Assessment (MSA) 2003
>
> And
>
> Maryland School Performance Assessment Program (MSPAP) 2002, 2001

Grade [3 Mathematics]{.underline} Test [MSA 2003]{.underline}

Edition/Publication Year [2003]{.underline} Publisher [CTB
McGraw-Hill]{.underline}

Grade [3 Mathematics]{.underline} Test [MSPAP 2001, 2002]{.underline}

Edition/Publication Year [01-02]{.underline} Publisher [CTB
McGraw-Hill]{.underline}

MSA MSPAP MSPAP

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

  Testing month                               Feb.        May         May                     

  **SCHOOL SCORES (MSA) (MSPAP)**                                                             

  \% At or Above Basic not met                0           19          6                       

  \% At or Above Proficient satisfactory      100         81          94                      

  \% At Advanced excellent                    45          15          13                      

  Number of students tested                   51          51          53                      

  Percent of total students tested            100         98          98                      

  Number of students excluded                 0           1           1                       

  Percent of students excluded                0           2           2                       

                                                                                              

  SUBGROUP SCORES                                                                             

  1.\_\_\_Males (MSA)\_\_\_\_\_\_\_(MSPAP)                                                    

  \% At or Above Basic not met                0                                               

  \% At or Above Proficient satisfactory      52          85          90                      

  \% At Advanced excellent                    48          15          15                      

  Number of students tested                   31          26          20                      

  2.\_\_\_Females\_\_(MSA)\_\_\_\_\_(MSPAP)                                                   

  \% At or Above Basic not met                0                                               

  \% At or Above Proficient satisfactory      60          80          98                      

  \% At Advanced excellent                    40          16          12                      

  Number of students tested                   20          25          33                      

                                                                                              

  **STATE SCORES (MSA) (MSPAP)**                                                              

  \% At or Above Basic not met                35          69          58                      

  State Mean Score                                                                            

  \% At or Above Proficient satisfactory      65          31          42                      

  State Mean Score                                                                            

  \% At Advanced excellent                    15          2           5                       

  State Mean Score                                                                            
  ------------------------------------------- ----------- ----------- ----------- ----------- -----------

> \* Note: From 2001 through 2002 Maryland administered the MSPAP. This
> assessment provided two proficiency levels, "satisfactory" and
> "excellent," where the "excellent" was contained within the upper
> scale points of "satisfactory."
>
> \* Note: Percents rounded to whole numbers.

Sources: [www.mdk12.org](http://www.mdk12.org/) and 2001, 2002 MSPP
Report Cards

> **STATE CRITERION-REFERENCED TESTS**
>
> Maryland State Assessment (MSA) 2003
>
> And
>
> Maryland School Performance Assessment Program (MSPAP) 2001, 2002

Grade [5 Mathematics]{.underline} Test [MSA 2003]{.underline}

Edition/Publication Year [2003]{.underline} Publisher [CTB
McGraw-Hill]{.underline}

Grade [5 Mathematics]{.underline} Test [MSPAP 2001, 2002]{.underline}

Edition/Publication Year [01-02]{.underline} Publisher [CTB
McGraw-Hill]{.underline}

MSA MSPAP MSPAP

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

  Testing month                               Feb.        May         May                     

  **SCHOOL SCORES (MSA) (MSPAP)**                                                             

  \% At or Above Basic not met                9           9           13                      

  \% At or Above Proficient satisfactory      91          91          87                      

  \% At Advanced excellent                    19          21          49                      

  Number of students tested                   57          67          47                      

  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.\_\_\_Males (MSA)\_\_\_\_\_\_\_(MSPAP)                                                    

  \% At or Above Basic not met                4                                               

  \% At or Above Proficient satisfactory      74          89          91                      

  \% At Advanced excellent                    22          29          48                      

  Number of students tested                   23          35          23                      

  2.\_\_\_Females\_\_(MSA)\_\_\_\_\_(MSPAP)                                                   

  \% At or Above Basic not met                12                                              

  \% At or Above Proficient satisfactory      71          94          83                      

  \% At Advanced excellent                    18          13          50                      

  Number of students tested                   34          32          24                      

                                                                                              

  **STATE SCORES (MSA) (MSPAP)**                                                              

  \% At or Above Basic not met                45          51          46                      

  State Mean Score                                                                            

  \% At or Above Proficient satisfactory      55          49          54                      

  State Mean Score                                                                            

  \% At Advanced excellent                    10          10          12                      

  State Mean Score                                                                            
  ------------------------------------------- ----------- ----------- ----------- ----------- -----------

> \* Note: From 2001 through 2002 Maryland administered the MSPAP. This
> assessment provided two proficiency levels, "satisfactory" and
> "excellent," where the "excellent" was contained within the upper
> scale points of "satisfactory."
>
> \* Note: Percents rounded to whole numbers.
>
> Sources: [www.mdk12.org](http://www.mdk12.org/) and 2001, 2002 MSPP
> Report Cards