##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: \_[X]{.underline}\_ Elementary \_\_
Middle \_\_ High \_\_ K-12

Name of Principal [Mr. Jon Romeo]{.underline}

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

Official School Name [Windham Center School]{.underline}

(As it should appear in the official records)

School Mailing Address\_[45 North Road]{.underline} \_[/ Post Office Box
138]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Windham]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Connnecticut\_\_\_\_\_\_\_\_\_06280-0138\_\_\_\_\_\_\_
\_]{.underline}

City State Zip Code+4 (9 digits total)

County
\_\_[Windham]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
School Code
Number\*\_\_[11-163-05]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [(860) 465-2440]{.underline} Fax [(860) 465-2443]{.underline}

Website/URL [http://www.windham.k12.ct.us]{.underline} E-mail
<jromeo@windham.k12.ct.us> [.]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. Paul Perzanoski]{.underline}

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

District Name [Windham Public Schools]{.underline} Tel. [(860)
465-2443]{.underline}

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

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

Name of School Board President / Chairperson [Mr. Ken Folan
.]{.underline} .

(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 2004-2005 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 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district:

  -------------- ---- ----------------------------------------------------
  4                   Elementary Schools

  1                   Middle Schools

                      Junior High Schools

  1                   High Schools

                      Other

                      

  6                   TOTAL
  -------------- ---- ----------------------------------------------------

2\. District Per Pupil Expenditure: [\$11,114]{.underline}

Average State Per Pupil Expenditure: [\$9,663]{.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
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[X \] Rural

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

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

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

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

  **PreK**                                                  **7**                             

  **K**       18        28                     **46**       **8**                             

  **1**       30        29                     **59**       **9**                             

  **2**       27        25                     **52**       **10**                            

  **3**       21        25                     **46**       **11**                            

  **4**       22        22                     **44**       **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   247
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

  ----- ------------------------ --- ---------- -- -----------------------------
  6\.   Racial/ethnic                37%           White
        composition of                             

        the students in the          2%            Black or African American
        school:                                    

                                     59%           Hispanic or Latino

                                     1%            Asian / Pacific Islander

                                     1%            American Indian / Alaskan
                                                   Native

                                     **100%**      **Total**
  ----- ------------------------ --- ---------- -- -----------------------------

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

7\. Student turnover, or mobility rate, during the past year:
[23%]{.underline}

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      13
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      43
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 56
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 246
                            the school as of October 1  

  **(5)**                   Subtotal in row (3) divided .2276
                            by total in row (4)         

  **(6)**                   Amount in row (5)           23%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [31%]{.underline}

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

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

Specify languages: [Spanish]{.underline}

9\. Students eligible for free/reduced-priced meals: [70%]{.underline}

Total number students who qualify: [172]{.underline}

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

10\. Students receiving special education services: [16%]{.underline}

[40]{.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.

  --- -- ------------------------ -- ---- -- -------------------------------
  1      Autism                              Orthopedic Impairment

         Deafness                    9       Other Health Impaired

         Deaf-Blindness              12      Specific Learning Disability

         Hearing Impairment          17      Speech or Language Impairment

  1      Mental Retardation                  Traumatic Brain Injury

         Multiple Disabilities               Visual Impairment Including
                                             Blindness

                                             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)                 1                                                                   

         Classroom Teachers               15                                                                  

         Special resource teachers /      6                                                                   
         specialists                                                                                          

         Paraprofessionals                11                                    4                             

         Support staff                    3                                     1                             

         Total Number                     35                                    5                             
  ------ ----------------------------- -- ----------------------------- ------- ----------------------------- --------

12\. Average school student-"classroom teacher" ratio:
\_[16]{.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.)

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

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

  Daily teacher attendance  **95%**     **95%**     **94%**     **95%**     **95%**

  Teacher turnover rate     **3%**      **9%**      **24%**     **40%**     **34%**

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

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

**PART III ‑ SUMMARY**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 600 words). Include at least a summary of the school's
mission or vision in the statement.**

Windham Center School is one of four elementary schools in the Windham
Public School district. The school is located in a rural area on the
outskirts of the city of Willimantic. For many years, Windham Center
School's student population was comprised primarily of children from the
village of Windham Center. Then, as part of a district reorganization to
achieve racial and socio-economic equity at the elementary level,
students from more diverse cultural and socio-economic backgrounds began
to attend the school. Teachers recognized the need to adjust their
instructional methods to accommodate the changing student population and
took immediate steps to grow professionally. Windham Center School's
mission statement addresses the recognition that children deserve a
caring network of people who will provide a stimulating and positive
environment for learning.

The school serves an ethnically and culturally diverse community of
learners. The student population of 250 is comprised of 59% Hispanic or
Latino, 37% Caucasian, with the remaining 4% being African American,
American Indian, or Asian/Pacific Islander. Over 30% of the students are
English learners and 70% receive public assistance through the free and
reduced lunch program. Bilingual instruction is offered for English
Language Learners in kindergarten, first, and second grade. Special
education students are mainstreamed and receive the majority of their
instruction in the regular education setting. The faculty and staff of
the school take pride in their efforts to establish relationships with
all families to create a united school community.

The staff at Windham Center School seeks opportunities to complement the
core curriculum with additional learning activities involving the
community. Members of our fourth grade class are involved with a
yearlong intergenerational program with a neighborhood senior citizen
center. The local Big Brothers / Big Sisters program is active in the
school providing mentors to more than two dozen students. The school's
Student Council frequently organizes events to help the town's less
fortunate families. Other examples include our physical education
teacher coordinating the annual Jump Rope for Heart activity, and a
special education teacher who supports student involvement in the
Special Olympics.

A strong relationship exists with the school and local universities. The
majority of Windham Center School's staff is certified to serve as
mentors to new teachers or supervisors for student-teachers.
Additionally, many of our classrooms routinely host university students
during field placements or internships.

The teachers recognize the critical importance of creating a strong
partnership between the home and school. Therefore, family involvement
is highly encouraged. Conferences for all students are held regularly in
the fall and spring each year. Parent and community volunteers are an
integral part of the school's daily operation. Regularly published
newsletters are sent home to inform families of important school events.
Evening outreach activities are held throughout the year to support
family involvement. This partnership is aligned with the school's
mission of ensuring the home, school, and community work cooperatively
to help children acquire the attitudes, behaviors, and abilities
necessary to function successfully in a global society.

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

**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. Explain disparities among subgroups. If the school participates in
the state assessment system, briefly explain the state performance
levels and the performance level that demonstrates meeting the standard.
Provide the website where information on the state assessment system may
be found.**

The staff of Windham Center School believes that academic excellence is
measured one child at a time. With this in mind, many different types of
academic assessments are used to guide our instructional practices. The
Connecticut Mastery Test (CMT) is perhaps the most widely known
assessment used at Windham Center School. The Connecticut State
Department of Education mandates a statewide mastery test to be
administered annually in the fall to all public school students enrolled
in grades 4, 6, and 8. The CMT was designed to measure student
performance in the areas of Mathematics, Reading, and Writing.

To assist in reporting and analyzing school data, the State Department
of Education developed Education Reference Groups (ERGs), which are
designed to compare groups of schools and districts that have similar
characteristics. They are used to place resources and student
achievement into perspective. The state's 166 school districts have been
divided into nine groups, based on socioeconomic status, indicators of
need and enrollment. As expected, Windham Public Schools have been
placed in ERG I, along with the most impoverished and racially diverse
cities and towns in the state.

In examining the assessment results of Windham Center School over the
past few years, there is strong evidence of outstanding student
achievement in the area of reading and mathematics. In every instance,
the students of Windham Center School have outperformed their peers in
comparable schools and districts. This is a direct tribute to the work
of the staff in overcoming challenges presented by poverty, barriers to
language, and the transient nature of some of the Windham Center School
families.

Looking at analysis of the student scores at Windham Center on the CMT
-- Third Generation, the following is evident:

-   an average of 46% of the students at Windham Center School scored at
    or above the proficient range in reading as compared to an average
    of 38% of the students in our Educational Reference Group.

-   an average of 66% of the students at Windham Center School scored at
    or above the proficient range in mathematics as compared to an
    average of 61% of the students in our Educational Reference Group.

-   Although writing scores for Windham Center School are slightly below
    the Educational Reference Group average, there has been noteworthy
    improvement in reducing the equity gap which had existed between
    those eligible for free or reduced lunch and those not eligible.
    During the 2001-2002 test administration, only 8% of those eligible
    for free or reduced lunch scored in the proficient range compared
    with 54% not eligible. During the most recent test administration,
    40% of those eligible for free or reduced lunch scored in the
    proficient range.

Disparities among subgroups are extremely difficult to calculate due to
the Connecticut State Department of Education's practice of not
reporting equity gaps for subgroups with less than 20 students tested.
In a given year, the majority of subgroups at Windham Center School are
less than twenty. Although this prevents detailed subgroup trend
analysis, it supports our practice of measuring academic excellence one
child at a time.

**Show how the school uses assessment data to understand and improve
student and school performance.**

Windham Center School teachers and staff administer a variety of
assessments to students to gauge current levels of achievement. This
information is used for the purposes of gearing classroom instruction to
meet the individual needs of students.

Among the assessments that are given at Windham Center School in reading
are the Developmental Reading Assessment, the Dynamic Indicator of Basic
Early Literacy Skills, which measures skills in reading. A writing
prompt which mirrors the Connecticut Mastery Test is given to our
students periodically throughout the school year and scored using a
holistic rubric. Teachers in the Windham Public Schools have designed a
Math Benchmark Assessment, portions of which are given at set intervals
during the year. The data generated by the assessments are used by
individual teachers, but are also reported for use by the school's
Teacher Assistance Team.

The Teacher Assistance Team looks at assessment data for individual
students and provides support and guidance to teachers for modifying
instructional strategies. Specialists in the area of reading, writing,
math, and special education comprise the core of the team. This data
driven process is a precursor to potential special education referrals
and serves to provide students with every instructional advantage.

In addition to looking at data for individual students and classrooms,
the school's teachers explore data on a building-wide basis. Comparing
the performance of our students with students in the district, the
region, and the state provides meaningful information about the success
of our instructional strategies. Further, time is spent with
disaggregated state reports about the performance of Windham Center
School students for the purpose of identifying any possible equity gaps
for gender, special education, or socio-economic status.

**Describe how the school communicates student performance, including
assessment data, to parents, students, and the community.**

Windham Center School recognizes the importance of communicating student
performance to parents, students, and the community. The school utilizes
a variety of vehicles to convey the academic success of our students.

As part of the No Child Left Behind (NCLB) Act, the school constructs a
comprehensive report which includes school-wide data relative to student
performance on the Connecticut Mastery Test and the school's growth to
meet Adequate Yearly Progress goals. A detailed Strategic School Profile
is completed annually which contains information on measures of student
needs, resources, and student and school performance. These documents
are available to the public on-line and in paper format. Students at
Windham Center School participate in the Connecticut Mastery Testing
program in fourth grade. Reports are distributed for each student with
progress outlined in the areas of reading, writing, and mathematics.

Classroom teachers hold parent -- teacher conferences two times each
year. The conferences are scheduled in conjunction with the distribution
of report cards to guide the conversation around student achievement.
Teachers also communicate with parents regularly via email, by phone,
through classroom newsletters, and notes. Teachers can also have parents
contacted directly by the school principal regarding their child's
academic accomplishments by submitting a Positive Referral note.

Displaying student work throughout the school is another means in which
we honor the academic accomplishments of our students. In addition,
monthly school-wide assemblies are held to spotlight student
achievement.

**Describe in one-half page how the school has shared and will continue
to share its successes with other schools.**

The Windham Center School staff continually collaborates with colleagues
in education from preschool through the university level. The teachers
understand that in addition to their need for continual professional
growth, they have a responsibility to share knowledge with others in the
educational community.

The primary level teachers are active participants in the Windham Early
Childhood Initiative which plans for the smooth transition from
preschool to elementary school for the youngest students and their
families. Elementary teachers are provided time throughout the school
year to interact with peers in the district for the purpose of
curriculum development and implementation. The staff has provided
professional development support for colleagues in the district on a
variety of topics. The building leadership team members meet regularly
with district leaders to facilitate the overall growth of the school
system. The majority of the teaching staff has been trained as mentor
teachers for those new to the profession. There is also a strong
relationship with two local universities in which teachers routinely
serve as hosts to student-teachers and student interns.

Many teachers are active participants in local, state, and national
organizations designed to further their knowledge and share learning
with others. Membership in the organizational affiliations of the
teaching staff range from the Board of Directors at the local library to
membership in the International Reading Association.

The school communicates success with student families through a variety
of means. In addition to regularly published school and classroom
newsletters, a developing website serves as an additional vehicle for
sharing the success of the school community. Regularly scheduled
meetings of the school's Parent-Teacher Organization serve to further
spotlight the wonderful things happening in the areas of teaching and
learning.

**PART V -- CURRICULUM AND INSTRUCTION**

**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.**

The Windham Center School faculty and staff value the importance of
presenting a rigorous curriculum to our students with the goal of
preparing them for academic success. Windham Public School's curriculum
areas include Language Arts, Mathematics, Social Studies, and Science.
In addition, students receive instruction in the unified arts areas of
Library, Art, Music, Enrichment, Health and Physical Education. These
curricula topics are aligned with [The Connecticut Framework -- K-12
Curricular Goals and Standards]{.underline}. To support a coordinated
approach to the delivery of curricula, a full-time instructional
consultant is on staff.

Windham Center School engages students in a rich variety of experiences
in an integrated Language Arts program. The major focus is to develop
students who can read, write, listen, speak, and view effectively. The
curriculum is closely aligned with the objectives and expectations of
the Connecticut Mastery Test. Assessment is a major component of
language arts and drives the instruction, often delivered in small
groups. The district recently invested in the LeapFrog program to
further individualize instruction and provide up-to-date assessments of
student progress. The school's Literacy Center provides abundant
resources for classroom teachers to select leveled text for students.

Our Mathematics instruction revolves around the Everyday Mathematics
program and is aligned with the Connecticut Mastery Test objectives as
well as the vision of the NCTM standards. The scope of the K-6 Everyday
Mathematics curriculum includes the following mathematical strands:
Algebra, Data, Geometry, Measurement, Numeration, Patterns, and
Operations. Math instruction emphasizes the application of mathematics
to real world situations. Each day's lesson provides time for
whole-group as well as small group, partner, or individual activities.
Throughout the curriculum, students are encouraged to explain and
discuss their mathematical thinking. Finally, appropriate uses of
technology are integrated into students' mathematical experiences.

Science instruction provides students with opportunities to learn
through a variety of techniques including questioning, experimenting,
observing, recording, analyzing, predicting, and, perhaps most
importantly, learning from the unexpected, as well as the expected. An
inquiry-based curriculum is utilized to expand the interests, knowledge,
understanding, abilities, and experiences of students. At each grade
level, students are exposed to topics in life science, physical science,
earth science, and the human body. These experiences are frequently
integrated with other curricula areas to foster an interdisciplinary
approach to teaching and learning.

In Social Studies, the goal is to prepare all students for responsible
citizenship, further learning and productive employment in our global,
modern economy. Students develop a comprehensive understanding of the
world: its history, peoples, cultures, and civilizations. The Windham
Public Schools' social studies curriculum provides a coordinated,
systematic study of history, geography, culture, civics, economics,
psychology, and sociology. Teachers integrate social studies concepts
into other content areas, most notably language arts, to strengthen
student mastery of key skills.

Our Unified Arts Specialists teach curricula in the areas of Enrichment,
Art, Music, Health, Library, and Physical Education. Teachers in these
areas develop an appreciation and connection among the arts and the
lives of our students. These curriculum areas are also routinely
integrated into classroom instruction.

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

The guided reading approach is the primary vehicle used for reading
instruction at Windham Center School. This approach was selected, in
part, for its effectiveness at providing a balanced approach to
literacy. Teachers have access to additional reading materials from our
Literacy Lab with books leveled according to Fountas and Pinnell and the
DRA reading levels. The school also has a large selection of books
written in Spanish to support the reading development of English
Language Learners.

Small group instruction forms the backbone of the reading program. The
master schedule supports large blocks of time dedicated to reading
instruction. Schedules for reading teachers, special education teachers,
and paraprofessionals are designed to ensure that students receive
direct support during the reading block.

Assessment is an important component of the reading program and students
participate in the Developmental Reading Assessment at scheduled times
throughout the school year. Additionally, teachers administer running
records periodically to gauge growth in reading. Students not performing
at grade-level in reading receive supplemental instruction in programs
such as Wilson Reading.

Technology plays a key role in reading instruction through the use of
LeapPad Learning System. Each child in the school has access to a
LeapPad, a tool which generates personal learning paths based on
assessment data. This method of skill reinforcement ensures that each
child is engaged in activities which are geared to their individual
learning needs.

**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.**

The district mathematics curriculum is closely aligned with the goals
and objectives measured by the Connecticut Mastery Test. The math
program used is the Everyday Mathematics, a research-based curriculum
developed by the University of Chicago School Mathematics Project. A
full-time mathematics teacher is on staff to support and coordinate math
instruction at the school.

The math curriculum emphasizes the application of mathematics to real
world situations which is aligned with our school's goal of developing
problem solving expertise. Numbers, skills and mathematical concepts are
not presented in isolation, but are linked to situations and contexts
that are relevant to everyday lives. Math lessons include time for
whole-group instruction as well as small group, partner, or individual
activities. These activities balance teacher-directed instruction with
opportunities for open-ended, hands-on explorations, long-term projects
and on-going practice. During math instruction students are encouraged
to explain and discuss their mathematical thinking, in their own words.
Opportunities to verbalize their thoughts and strategies give students
the chance to clarify their thinking and gain insights from others.
Technology is integrated into math instruction at Windham Center School
through the use of calculators.

Another integral component to the math program is the home-school
connections which provide opportunities for family members to
participate in the students\' mathematical learning. Staff members
further promote this home-school connection through the annual Family
Math Night program.

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

Instructional experiences at Windham Center School are designed to meet
the needs of individual learners within the context of a regular
education classroom. Students are exposed to a wide variety of
instructional groupings throughout the school day. Teachers design
learning activities for whole class, small groups, partners, and
individual students depending on the goals for the lesson.

The master schedule is thoughtfully crafted to ensure instructional
assistants are on hand to support students during language arts and math
instruction. Students also benefit from the expertise of reading and
math consultants as well as special education teachers who provide
instruction alongside classroom teachers throughout the day.

With a large majority of students learning English as a second language,
the Sheltered Instruction Observation Protocol has been implemented in
all classrooms. In a sheltered class, teachers use specific strategies
to teach a content area in ways comprehensible to the students while
promoting their English language development. This strategy not only
benefits the bilingual students, but supports the academic development
of their native language peers.

Teachers at Windham Center School involve families in the learning
process through nightly homework activities, as well as long and short
term assignments.

**Describe the school's professional development program and its impact
on student achievement**

Windham Public Schools promotes the continuous professional growth of
our certified and non-certified staff through a comprehensive staff
development program carefully designed to advance student performance.

Every educator in the school is supported in the development of a
Professional Growth Plan directly connected to improved student
learning. The options for these plans include activities such as the
participation in a study group, the development of an action research
project, the preparation and presentation of a Staff Development
Program, or work toward National Board Teaching Certification. Teachers
learning and growing together form the backbone of our professional
development goals.

To support the continued professional growth of our teachers, the
school's staff includes a full-time instructional consultant and two
full-time reading consultants and a full-time math consultant. In
addition, grade level teachers are provided with common planning time
each school day. Twelve half-days of professional development are
distributed through the school calendar for district-based and
building-based initiatives. Recent activities include workshops on
research based reading programs and uses of instructional technology. In
addition, the district has provided training for all teachers on the
Sheltered Instruction Observation Protocol, which provides a framework
for creating lessons to support the content acquisition of English
Language Learners.

Beginning teachers are supported through Connecticut's Beginning
Educator Support and Training Program (BEST), a three-year comprehensive
induction program of support and assessment for those new to the
profession. In addition to the wide-ranging state requirements, Windham
Public Schools supports new teachers with monthly professional
development activities and assigns each teacher with a trained BEST
Mentor.

Integrated into the overall plan is the opportunity for educators to
attend outside conferences and workshops geared toward improving their
understanding of best practices.

**[PART VII - ASSESSMENT RESULTS]{.underline}**

**STATE CRITERION-REFERENCED TESTS RESULTS**

**READING RESULTS\
**

Subject: [Reading]{.underline} Grade: [Fourth]{.underline} Test:
[Connecticut Mastery Test]{.underline}

Edition/Publication Year: [3^rd^ Generation]{.underline} Publisher:
[Harcourt Educational Measurement]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                        Sept.       Sept.       Sept.       Sept.       Sept.

  **SCHOOL SCORES**                                                                    

  \% Approaching Basic (Level 1)       100%        100%        100%        100%        100%

  \% At or Above Basic (Level 2)       63%         56%         61%         59%         63%

  \% At or Above Proficient (Level 3)  44%         43%         47%         50%         50%

  \% At or Above Goal (Level 4)        19%         33%         33%         37%         33%

  \% At Advanced (Level 5)             3%          11%         6%          9%          13%

  Number of students tested            32          38          49          46          46

  Percent of total students tested     100%        100%        98%         94%         100%

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0%          0%          0%          0%          0%
  assessed                                                                             

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1\. Eligible for Free and Reduced                                                    
  Lunch                                                                                

  \% Approaching Basic (Level 1)       \*          100%        100%        100%        \*

  \% At or Above Basic (Level 2)       \*          35%         40%         33%         \*

  \% At or Above Proficient (Level 3)  \*          17%         24%         20%         \*

  \% At or Above Goal (Level 4)        \*          13%         16%         12%         \*

  \% At Advanced (Level 5)             \*          4%          4%          4%          \*

  Number of students tested            16          23          25          24          17

  2\. Not Eligible for Free and                                                        
  Reduced Lunch                                                                        

  \% Approaching Basic (Level 1)       \*          \*          100%        100%        100%

  \% At or Above Basic (Level 2)       \*          \*          84%         87%         86%

  \% At or Above Proficient (Level 3)  \*          \*          71%         82%         69%

  \% At or Above Goal (Level 4)        \*          \*          50%         64%         45%

  \% At Advanced (Level 5)             \*          \*          8%          14%         17%

  Number of students tested            16          15          24          22          29

                                                                                       

  **EDUCATIONAL REFERENCE GROUP                                                        
  SCORES**                                                                             

  \% Approaching Basic (Level 1)       \*\*        100%        100%        100%        100%

  \% At or Above Basic (Level 2)       \*\*        57%         52%         56%         45%

  \% At or Above Proficient (Level 3)  \*\*        40%         36%         43%         32%

  \% At or Above Goal (Level 4)        \*\*        24%         22%         31%         16%

  \% At Advanced (Level 5)             \*\*        3%          3%          7%          2%

                                                                                       

  **STATE OF CONNECTICUT SCORES**                                                      

  \% Approaching Basic (Level 1)       \*\*        100%        100%        100%        100%

  \% At or Above Basic (Level 2)       \*\*        79%         79%         80%         79%

  \% At or Above Proficient (Level 3)  \*\*        68%         69%         71%         70%

  \% At or Above Goal (Level 4)        \*\*        54%         56%         58%         56%

  \% At Advanced (Level 5)             \*\*        16%         19%         20%         21%
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\* The Connecticut State Department of Education (CSDE) does not present
results for subgroups N\<20

\*\* Scores for 2004-05 were not available from CSDE at time of
application

> **STATE CRITERION-REFERENCED TESTS RESULTS**
>
> **MATHEMATICS RESULTS**

Subject: [Mathematics]{.underline} Grade: [Fourth]{.underline} Test:
[Connecticut Mastery Test]{.underline}

Edition/Publication Year: [3^rd^ Generation]{.underline} Publisher:
[Harcourt Educational Measurement]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                        Sept.       Sept.       Sept.       Sept.       Sept.

  **SCHOOL SCORES**                                                                    

  \% Approaching Basic (Level 1)       100%        100%        100%        100%        100%

  \% At or Above Basic (Level 2)       94%         77%         82%         73%         78%

  \% At or Above Proficient (Level 3)  81%         66%         60%         64%         69%

  \% At or Above Goal (Level 4)        47%         45%         36%         39%         41%

  \% At Advanced (Level 5)             9%          16%         6%          6%          11%

  Number of students tested            32          38          50          48          46

  Percent of total students tested     100%        100%        100%        98%         100%

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0%          0%          0%          0%          0%
  assessed                                                                             

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1\. Eligible for Free and Reduced                                                    
  Lunch                                                                                

  \% Approaching Basic (Level 1)       \*          100%        100%        100%        \*

  \% At or Above Basic (Level 2)       \*          64%         72%         72%         \*

  \% At or Above Proficient (Level 3)  \*          47%         36%         60%         \*

  \% At or Above Goal (Level 4)        \*          21%         20%         33%         \*

  \% At Advanced (Level 5)             \*          4%          0%          4%          \*

  Number of students tested            16          23          25          26          17

  2\. Not Eligible for Free and                                                        
  Reduced Lunch                                                                        

  \% Approaching Basic (Level 1)       \*          \*          100%        100%        100%

  \% At or Above Basic (Level 2)       \*          \*          92%         87%         92%

  \% At or Above Proficient (Level 3)  \*          \*          84%         82%         89%

  \% At or Above Goal (Level 4)        \*          \*          52%         59%         58%

  \% At Advanced (Level 5)             \*          \*          12%         9%          17%

  Number of students tested            16          15          25          22          29

                                                                                       

  **EDUCATIONAL REFERENCE GROUP                                                        
  SCORES**                                                                             

  \% Approaching Basic (Level 1)       \*\*        100%        100%        100%        100%

  \% At or Above Basic (Level 2)       \*\*        81%         81%         76%         89%

  \% At or Above Proficient (Level 3)  \*\*        58%         57%         58%         69%

  \% At or Above Goal (Level 4)        \*\*        29%         30%         30%         30%

  \% At Advanced (Level 5)             \*\*        5%          5%          5%          5%

                                                                                       

  **STATE OF CONNECTICUT SCORES**                                                      

  \% Approaching Basic (Level 1)       \*\*        100%        100%        100%        100%

  \% At or Above Basic (Level 2)       \*\*        90%         90%         91%         92%

  \% At or Above Proficient (Level 3)  \*\*        80%         80%         82%         82%

  \% At or Above Goal (Level 4)        \*\*        58%         60%         62%         60%

  \% At Advanced (Level 5)             \*\*        19%         21%         21%         18%
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\* The Connecticut State Department of Education (CSDE) does not present
results for subgroups N\<20

\*\* Scores for 2004-05 were not available from CSDE at time of
application

**STATE CRITERION-REFERENCED TESTS RESULTS**

**WRITING RESULTS**

Subject: [Writing]{.underline} Grade: [Fourth]{.underline} Test:
[Connecticut Mastery Test]{.underline}

Edition/Publication Year: [3^rd^ Generation]{.underline} Publisher:
[Harcourt Educational Measurement]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                        Sept.       Sept.       Sept.       Sept.       Sept.

  **SCHOOL SCORES**                                                                    

  \% Approaching Basic (Level 1)       100%        100%        100%        100%        100%

  \% At or Above Basic (Level 2)       94%         86%         85%         90%         82%

  \% At or Above Proficient (Level 3)  72%         52%         65%         59%         58%

  \% At or Above Goal (Level 4)        47%         44%         41%         28%         28%

  \% At Advanced (Level 5)             0%          5%          2%          6%          0%

  Number of students tested            32          38          49          49          46

  Percent of total students tested     100%        100%        98%         100%        100%

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0%          0%          0%          0%          0%
  assessed                                                                             

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1\. Eligible for Free and Reduced                                                    
  Lunch                                                                                

  \% Approaching Basic (Level 1)       \*          100%        100%        100%        \*

  \% At or Above Basic (Level 2)       \*          78%         76%         86%         \*

  \% At or Above Proficient (Level 3)  \*          35%         44%         38%         \*

  \% At or Above Goal (Level 4)        \*          26%         16%         8%          \*

  \% At Advanced (Level 5)             \*          0%          0%          4%          \*

  Number of students tested            16          23          25          27          17

  2\. Not Eligible for Free and                                                        
  Reduced Lunch                                                                        

  \% Approaching Basic (Level 1)       \*          \*          100%        100%        100%

  \% At or Above Basic (Level 2)       \*          \*          96%         95%         93%

  \% At or Above Proficient (Level 3)  \*          \*          88%         86%         75%

  \% At or Above Goal (Level 4)        \*          \*          67%         54%         41%

  \% At Advanced (Level 5)             \*          \*          4%          9%          0%

  Number of students tested            16          15          24          22          29

                                                                                       

  **EDUCATIONAL REFERENCE GROUP                                                        
  SCORES**                                                                             

  \% Approaching Basic (Level 1)       \*\*        100%        100%        100%        100%

  \% At or Above Basic (Level 2)       \*\*        88%         82%         85%         83%

  \% At or Above Proficient (Level 3)  \*\*        65%         62%         64%         61%

  \% At or Above Goal (Level 4)        \*\*        41%         35%         35%         35%

  \% At Advanced (Level 5)             \*\*        7%          5%          6%          5%

                                                                                       

  **STATE OF CONNECTICUT SCORES**                                                      

  \% Approaching Basic (Level 1)       \*\*        100%        100%        100%        100%

  \% At or Above Basic (Level 2)       \*\*        95%         92%         93%         92%

  \% At or Above Proficient (Level 3)  \*\*        83%         82%         82%         79%

  \% At or Above Goal (Level 4)        \*\*        66%         62%         61%         57%

  \% At Advanced (Level 5)             \*\*        22%         20%         20%         14%
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\* The Connecticut State Department of Education (CSDE) does not present
results for subgroups N\<20

\*\* Scores for 2004-05 were not available from CSDE at time of
application