##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mr. Richard D. Kuder]{.underline}

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

Official School Name [Dwight D. Eisenhower Middle School]{.underline}

(As it should appear in the official records)

School Mailing Address [344 Calvin Court]{.underline}

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

[Wyckoff NJ 07481-1998]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(201) 848-5750]{.underline} Fax [( 201 )
848-5682\_\_\_\_\_\_]{.underline}

Website/URL [www.wyckoffschools.org]{.underline} Email
[rkuder@wyckoffschools.org]{.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\_\_\_\_\_3/27/03\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

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

Name of Superintendent [Dr. James F. Bender]{.underline}

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

District Name Wyckoff Township Public Schools Tel. [(201)
848-5701]{.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\_\_\_\_\_\_\_3/27/03\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mrs. Siobhan Carlino]{.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 3/27/03\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

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

1\. Number of schools in the district: [\_\_4\_\_]{.underline}
Elementary schools

\_\_[1]{.underline}\_\_ Middle schools

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

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

[\_\_5]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_9038\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_8824\_\_\_\_\_

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

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

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

4\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**                                                     **7**       121       121         242

  **1**                                                     **8**       141       144         285

  **2**                                                     **9**                             

  **3**                                                     **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**       139       156                    295          Other                             

                                    **TOTAL                                                   822
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [98]{.underline} % White

the students in the school: % Black or African American

\% Hispanic or Latino

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

\% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_1.3\_\_\_\_%

> (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 6
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        11
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    824
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .013
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    1.3
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: \_\_\_.3\_\_\_\_%

\_\_\_\_3\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_3\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals: \_\_\_\_.3\_\_\_\_%

\_\_\_\_3\_\_\_\_Total Number Students Who Qualify

> If this method is not 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: \_\_\_\_10\_\_\_\_%

\_\_\_\_86\_\_\_\_Total Number of Students Served

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

\_\_3_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness 13\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness 63\_\_Specific Learning Disability

\_\_1_Hearing Impairment 2\_\_\_Speech or Language Impairment

\_\_1_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_3_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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

    **Number of Staff**

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

Administrator(s) 2\_\_\_\_\_\_ 0\_\_\_\_\_\_\_

Classroom teachers 38\_\_\_\_\_ 3\_\_\_\_\_\_\_

Special resource teachers/specialists 28\_\_\_\_\_ 1\_\_\_\_\_\_\_

Paraprofessionals 9\_\_\_\_\_\_ 0\_\_\_\_\_\_\_

> Support staff 15\_\_\_\_\_ 0\_\_\_\_\_\_\_
>
> Total number 92\_\_\_\_\_ 4\_\_\_\_\_\_\_

12\. Student-"classroom teacher" ratio: 22:1\_\_\_\_\_\_\_

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ --------------------- --------------------- --------------------- --------------------- ---------------------
                           2001-2002             2000-2001             1999-2000             1998-1999             1997-1998

  Daily student attendance [95.8%]{.underline}   [95.8%]{.underline}   [95.8%]{.underline}   [95.7%]{.underline}   [95.6%]{.underline}

  Daily teacher attendance [98.2%]{.underline}   [98.2%]{.underline}   [98.2%]{.underline}   [98.4%]{.underline}   [98.2%]{.underline}

  Teacher turnover rate    [4%]{.underline}      [10.2%]{.underline}   [11.5%]{.underline}   [12.3%]{.underline}   [3%]{.underline}

  Student dropout rate     [0]{.underline}       [0]{.underline}       [0]{.underline}       [0]{.underline}       [0]{.underline}

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

#  

# [PART III \-\-- SUMMARY STATEMENT]{.underline}

Dwight D. Eisenhower Middle School in Wyckoff, New Jersey is a beautiful
place to learn, in which everyone---students, parents, and professional
educators---works together to create a community of learners committed
to the success of all children. Wyckoff is a suburb of Manhattan with
the feel of a small town. It is located in Bergen County, just fifteen
miles northwest of New York City. Sixty-six faculty members serve the
needs of 824 students. The school is in a central location in the
district and creates a wonderful sense of belonging for the community of
learners, including students, teachers, and parents. This comprehensive
facility for 6 ^th^, 7^th^, and 8^th^ grade students is organized around
a team concept with approximately 140 students per team. Each team has a
designated team leader and a scheduled daily team-planning period to
facilitate curriculum integration as well as collective sharing of
student progress. The teaming concept further defines the sense of
belonging, which the school promotes to truly embrace the concept of "No
child left behind."

The rigorous academic program provides opportunities to meet the needs
of all students. Our middle school believes strongly in its mission to
ensure that all students meet high academic standards. To achieve this
outcome, we continually nurture a school community of lifelong learners
where excellence is achieved in a fair and equitable learning
environment. We provide experiences for all learners, which facilitate
the development of a student's full potential including intellectual,
social, emotional, and physical growth. A full range of special
education services is available to students in need, including an
in-class support option for each team. Three full time guidance
counselors along with the teaching teams help coordinate social,
emotional and academic services for students. Incoming sixth graders are
welcomed during the summer through the popular Scavenger Hunt to
acquaint them with the facility and give them a sense of belonging
before they arrive in September.

Parents play an important role in the school, working closely with the
faculty and staff to coordinate cultural assemblies, field trips,
newcomer's functions, and student social events. The Eisenhower Service
Project is a volunteer-driven organization designed to give students
opportunities to give back to the community. Project-directed PTO
fundraising activities provide dollars to the school, increased
co-curricular offerings and enrichment for students. The school promotes
a sense of belonging for every parent through continued parent contact
via email, phone calls, notes, and daily announcements posted on the
school web site. In addition to believing that no child be left behind,
we also believe strongly that no parent be left behind.

Advances in technology at the school further nurture an atmosphere of
belonging. Our school is networked and maintains a comprehensive, daily
updated website with information readily available for students, parents
and the community at large. By keeping close connections through e-mail,
the community of learners maintains a close knit sense of belonging.
Additionally, we maintain a highly vigorous intergenerational outreach
program for our senior citizens including iMovie history documentaries,
pasta parties and talent shows and an artist representation of "Bridging
the Gap" for display in our school courtyard. Our intergenerational
activities promote a greater understanding of humankind and sacrifices
necessary for the betterment of society.

The New Jersey Department of Education recognized the school as a "1999
Star School," the highest award given by the State of New Jersey.
Additionally, the school received NJ Best Practice awards in 1998 for
Technology and 2000 for Health. Best Practice awards are given for
innovative strategies that promise high student achievement, address
specific educational needs and yield documented results.

The warmth and pride at Eisenhower can be appreciated by a stroll
through the campus---past the lighted art galleries, central courtyard,
modern science labs, aquarium, lively murals, and engraved "memory lane"
brick path. Eisenhower School is truly a place for all to
belong...students, parents, faculty and community.

**[PART IV -- INDICATORS OF ACADEMIC SUCC]{.underline}ESS**

**1. Assessment Results (See pages 21-23)**

In reporting standardized test scores, the New Jersey State Department
divides students into three categories: Partially Proficient,
Proficient, and Advanced Proficient. A review of the attached tables
indicates that in each of the last three years Wyckoff School District
has achieved well above the state average in Language Arts and
Mathematics.

Specifically, in 1998/1999, 98.7% of the district's eighth graders were
proficient or advanced proficient as compared to 78% for the state.
Within the Wyckoff School District this number dipped slightly in
1999/2000 to 97.1% proficient or advanced proficient, still
significantly higher than the state average of 84% for the same year.
Finally, the district results rose slightly in 2000/2001 to 97.3% as
compared to the state average of 73.3%.

A similar result is found in an analysis of the mathematics portion of
the standardized test scores. In 1998/1999 the state numbers indicated
62% of the eighth graders to be proficient or advanced proficient in
Math. The Wyckoff results for the same time frame was 89.1% proficient
or advanced proficient. Similarly, in 1999/2000 the state average was
67.3% proficient or advanced proficient, compared to 93.1% of the
Wyckoff students being rated as proficient or advanced proficient. The
district results for math experienced as miniscule drop to 91.3%
proficient or advanced proficient in 2000/2001, still dramatically
higher than the state average.

Terra Nova testing offers us a wide variety of reports enabling precise
measures of both individual performance and curricular needs. From the
results of these we are able to see the distribution of content area
scores by several benchmarks. The Objective Performance Index (OPI)
report has been particularly helpful to us. This report provides a clear
look at the number of items a student would answer correctly if 100
items were given. Additionally, it shows us the objectives in each
content area by mastery level -- high, moderate, and low. By scanning a
row of data for an objective, the teacher can easily identify students
who are above or below the local group's average as well as get an
individual profile of student's strengths and weaknesses according to
content areas and objectives. Each year NCE scores can be compared for
individual students to determine their actual yearly progress as well as
the group NCE score history. Additionally, analysis of given student
cohorts (sixth graders year 1 to seventh graders year 2), as measured
/indicated by the Terra Nova results, also show gains each year in each
category.

The Wyckoff School District views these tests as a diagnostic tool to
assess our students. We do not rely on the results of any one particular
test but look at them all as a pool of assessment. Each year we
cyclically select curriculums for revision. As these achievement
directed curriculums are addressed they will not only be updated and
looked at for compliance with the core curriculum standards but also as
a means of ensuring that our entire educational community has greater
exposure to open ended questioning, problem solving, and the development
of higher order thinking skills. In Wyckoff we continue to strive
towards excellence. It is and will always remain our goal in to provide
as rich a curriculum as possible to our students. This will ensure that
whatever type of standardized testing they may encounter \... they will
be very well prepared.

a.  No statistically significant data to report.

b.  No groups excluded from test

c.  Test data attached

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

Eisenhower School is committed to using student assessment data as a
building block for future improvements in classroom instruction.
Analysis of the results provides a powerful tool at the school and
classroom level. Test results may indicate areas of strength and/or
weakness for individual groups of students and curriculum as well as
professional development can be adjusted accordingly. A new program was
implemented this past September called the Academic Support Program
(ASP). Student selection for this program is based on information from
the Objective Performance Index component of the Terra Nova Achievement
Test. The Objective Performance Index (OPI) is a criterion-referenced
report that supplies us with detailed information of a child's
individual level of mastery of specific skills in reading, language and
mathematics. The collection of this type of data allows us to gather and
maintain individual data on student progress in math, language and
reading and to give supplemental focused instruction in those identified
areas. Each class is tracked from second grade through the middle school
and individual grade level results are tracked year-to-year in an effort
to determine whether changes in curriculum/instructional methods are
having the desired result. In addition, as part of a district wide
peer-to-peer program of ongoing professional support, school staff has
regularly shared metacognitive strategies and refined instructional
practices, which have contributed to the improvement of student
learning. The school's commitment to teacher professional development is
evidenced by hard results that reflect an upward trend in a school whose
standardized scores have always been well above the national average.

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

Each month Eisenhower School uses all available Mondays to provide time
for staff meetings (team leader, department and grade level) to discuss
curriculum, staff development, areas of concern, and student progress.
The guidance department converts all standardized test data to an
in-house database. Class lists are generated for the new configured
math, reading and language arts scores from highest to lowest, as well
as any child who falls below the 50^th^ NCE. Additional in-depth
analysis is performed at the district level and results are transmitted
to and addressed at the building level. This aggressive approach
provides direct feedback on student performance directly related to
local performance standards. Statewide assessment results are posted
through the district's Website and are available through a yearly
state-generated school "Report Card" which also includes statistical,
demographic and financial information about the school and district.

Eisenhower School realizes the importance of creating relationships that
help build and support a professional community. Parents are critical to
the success of this type of community. They are extremely involved in
many areas and PTO meetings showcase middle school curriculum areas and
experiences. Evening events focus on furthering the understanding of the
middle school child and presenting academic and behavioral strategies
that are both practical and informative. Programs designed to meet the
unique needs of middle school students and families are presented
throughout the year. Many positive programs and events are publicized in
local newspapers and on our web site as well as in our Wyckoff
Newsletter that is mailed to the general public twice each year.

Academic support by parents is common because daily, weekly and monthly
plans are posted by teachers on the Eisenhower web site and easily
accessed by parents. Students in our Middle School volunteer for
community projects and earn Eisenhower service hours. Parents,
recognized as stakeholders, become part of curriculum decisions through
their participation on various committees and their input to our
five-year plans. Our Middle School students host an annual Pasta Dinner
for senior citizens in Wyckoff and develop personal connections that
withstand the test of time. Eisenhower students and staff continue to
look for creative ways to build on our successful, existing base.

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

Eisenhower Middle School is a highly collaborative environment where
ideas are freely exchanged among the staff. The same can also be said
about the exchange of ideas outside the school. For many years,
districts from around the state of New Jersey have come to Eisenhower to
observe the programs, schedule and more recently the creation of our
television station ETV. Not only do we encourage others to visit us, we
encourage our staff to go out and visit other programs and make
presentations at state level conferences. Over the past five years our
school and district have presented programs at the New Jersey School
Boards annual meeting, applied for and received a New Jersey Best
Practice and Star School Award, and have had numerous opportunities to
share our programs at New Jersey conferences.

However, perhaps the greatest opportunity that we have to share our
success with others is using the Internet. In the last two years our
website: (http://www.wyckoffschools.org/eisenhower/index.html) has grown
to include the best and most creative ideas that our school can offer.
Using narrative text and both still and QuickTime movies others can get
almost a full understanding of what our outstanding programs offer. A
major focus of our website is to publish the work of students and
curricula. To date, twelve schools have visited our school TV station as
a result word of mouth and our inclusive, instructive website. Last year
a nursing home in England, while searching the web came across our
online literary magazine "A Jar of Dreams" and subsequently used poetry
created by our students in one of their journals for residents. Not only
can Eisenhower share its success in the US, but also the world.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

1.  **Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.**

To provide a strong foundation the curriculum is continually discussed,
revised and enriched to ensure integration with the New Jersey Core
Curriculum Standards and challenging curricular content. Annually,
committees assess and improve curriculum both within subject areas and
externally. All curriculum areas are reviewed and articulation is
provided through the district Curriculum Council, grade level, subject
area, and daily team meetings. Externally, all content areas are
reviewed at the regional level Curriculum Council.

The language arts/ reading curriculum aims to present the study of our
language through the instruction of basic skills in grammar, usage and
mechanics, various genres of literature, purposeful writing and public
speaking skills. The integration of these ideas is a key to the success
of our program. Through projects such as our "I-Seach", students
research, write and make oral presentations on a subject in the first
person and learn the various skills in context.

The mathematics program is strong in conceptual knowledge while
stressing a strong foundation in basic facts and operation. Exploration
and application of math concepts provides all students with an
opportunity to develop math literacy. The math curriculum, based on the
NCTM and state standards also uses calculators and computers as an
integral part of the curriculum. Homogeneous groups are also monitored
carefully to ensure that a student's placement is correct and that
upward mobility exists for students.

The science curriculum is an experiential, student-centered program. The
program is designed around a series of instructional modules that, over
the course of three years, meet both national and state standards. Using
a spiraling approach, the curriculum introduces and then builds and
refines concepts as students proceed through the grade levels. There is
also extensive infusion of technology into the curriculum using portable
computer labs to analyze and collect real-time data that is immediately
used in the classroom.

The social studies curriculum is designed as a cumulative and integrated
system of learning experiences orchestrated to develop selected skills,
concepts, and attitudes. The curriculum's focus is to educate and
develop citizens for the world's leading democracy and develop habits of
the mind that help them navigate an increasingly complex and changing
world. In keeping with the standards the social studies curriculum
includes instruction into the five major periods of US history and seven
periods of world history. In addition there is a strong emphasis on
geography skills, problem solving and higher order thinking skills.

The world language program is unique. In sixth grade students are
offered ECL (Exploring Cultures and Languages) in three language areas:
Latin, French and Spanish. In each language cycle students are exposed
to conversational language and cultural study. At the culmination of
sixth grade, students have been introduced to three languages and will
then make a decision to choose one for further study in seventh and
eight grade. At the end of grade eight, students are prepared to enter
the second level of a language at the high school. Overall, our world
language program continually promotes very high student achievement
among our middle school population. This past year for example, Latin
students met with tremendous success on the National Latin Exam taken by
over 150,000 middle and high school students nationally. We had three
gold medal winners, five silver and sixteen certificates of merit.

While these are brief explanations of our programs, our consistent
message to our students and community is that we recognize the unique
needs of our youngsters and endeavor to help all of our students, by
providing the instructional support required, to achieve the high levels
of expectation set by national and state standards and demanded by our
community.

**2. Describe in one-half page the school's English language curriculum,
including efforts the school makes to improve the reading skills of
students who read below grade level.**

The language arts and reading curriculum aim to present the study of our
language through basic skills in mechanics grammar and usage, various
genres of literature, poetry, writing and public speaking skills. The
implementation of a comprehensive writing guide develops a process for
students to produce the best and most competent writing possible.
Students perfect their writing craft through I-Search projects in the
sixth and seventh grade, reports, reviews, timed writing experiences and
extensive, purposeful expository writing.

It is our goal to foster a community of readers and educate students to
be literate in the 21st century. Trade books, anthologies, newspaper and
magazine articles, technical text, advertisements and poetry are all
used to develop reading skills, vocabulary and both literal and
inferential thinking. There are also ongoing efforts to make reading
attractive to middle school youngsters. From modifications to the
required reading list that appeal to reluctant readers, to author
visits, to parent reading groups, we strive to increase our students
desire to read, in addition to addressing their reading readiness and
comprehension skills through analysis of testing data and attention to
individual student remediation.

To attend to the needs of less proficient readers we evaluate students
using a matrix that includes standardized testing data, past and current
academic achievement, teacher recommendation and parent input to
identify those students who should be placed in a more reading intensive
environment. Using this measure, students are placed into everyday
reading or every-other-day reading groups in sixth and seventh grade. In
eighth grade students either receive additional reading instruction or
are enrolled a world language program.

The integration of other content areas is also evident in our language
and reading programs through the I-Search project. In this project
students integrate the use of technology, reading and social studies to
produce a multimedia presentation.

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

Eisenhower School has a rich history of providing students with a wide
array of courses in an exploratory arts curriculum, which support and
enhance our mission statement. We see our students three years at
Eisenhower as part of the continuum of their educational experience,
which will provide them with the necessary skills to be lifelong
learners, technologically skilled purveyors of information, emotionally
and socially strong citizens and intellectually creative problem
solvers.

Visual, performing and media arts are very strong components of the
exploratory curriculum. In order to keep the arts current and appealing
to our students needs, our staff has grown by the addition of two staff
members. The arts faculty works closely with other disciplines to make
the "arts" experience a truly school-wide experience. We also reach out
to the community to enhance this program. This year we sponsored Artists
in Residence Month where artists representing the arts -- literary and
visual - visited the school to share their expertise and encouragement
with our students. The visual artist from the Visual Arts League of New
Jersey worked with our students and seniors citizens from Wyckoff to
create a permanent work of art called "Bridging the Gap." The learning
in the classroom is extended to our co-curricular activities and
productions, which have been recognized at county and state competitions
and festivals.

The technology program offers many opportunities for students to find
their niche in this rich and expanding field. Students are given a wide
range courses that suit their many learning styles and develop their
nascent technology skills. A daily television program, digital
photography and video, web design and basic keyboarding are the
foundation of our technology program. Laptops are in use in all
classrooms and each room is networked to other rooms and to the media
center for locating materials. The use of our LAN and WAN instill in our
students their role of living and functioning in a global society.

Exploratory arts provide experiences that will facilitate the
development of a student's full potential as unique and special person.
That is why our exploratory arts also include courses in Family and
Consumer Sciences, Health Sciences, Study Skills and Exploring Cultures
and Languages. While all our school programs contribute to our school's
mission, the exploratory arts are special in that they offer a wide
selection of courses that provide unique experiences that will address
the many learning styles and diverse interests and strengths of our
student body while providing them with the opportunities for creative
problem solving, inquiry based learning and critical thinking skills.
Our exploratory arts program offers many options to reach our diverse
and unique student body. There is something for everyone and
Eisenhower's goal is to offer courses which ensure that diverse learners
have opportunities to learn challenging content and achieve at high
levels. Our exploratory arts curriculum leaves no child behind by
ensuring that that all children are provided with learning experiences
in work place readiness skills consistent with district objectives and
the New Jersey State Core Curriculum Standards.

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

Teachers at Eisenhower rely on a variety of teaching methods depending
on the needs of their students and the specific outcomes desired. In
daily lessons, one can observe teachers using cooperative learning,
student-initiated learning, hands-on learning, constructivist learning,
reality based learning and other practices and methods. Teachers always
plan lessons with high expectations for student success. Our teachers
currently plan on-line and through matrix created specifically for
Eisenhower staff they are asked to plan enrichment activities, in-class
support accommodations, assessment strategies and align plans with Core
Content Standards. All students are to succeed; teachers must account
for different learning styles and provide a variety of learning tools.

Eighth grade social studies classes undertake a project called "Every
Picture Tells a Story." Cooperatively in-groups, students are asked to
create a storyboard of a specific event in American history that can be
used as a teaching tool for students in other groups. One group might be
given the Inauguration of George Washington and the beginning of our
Republic; an example of constructivist and cooperative learning. The
Cartographer's Dilemma is a problem-based practice used in 7th grade in
which students are asked to solve the problem of how a mapmaker could
create a flat map of the world from a 3 dimensional object. Students are
given a ball and asked to cut it so it will lie flat. From there they
deduce how a cartographer such as Juan de la Cosa who journeyed with
Columbus on his second expedition, could have made a flat map of a round
world.

The gifted and talented program, known as the WEL (Wyckoff Extended
Learning) program, incorporates a number of teaching practices in their
seventh grade Free Enterprise Program. In small groups, these students
design a restaurant beginning with the menu and decor to kitchen designs
and equipment. Cooperative learning, reality-based and constructivist
learning are three of the teaching strategies within this program. In
sixth grade, student-initiated learning is prevalent in a unique course
called Exploring Cultures and Languages, which prepares the sixth
graders for their choice of a foreign language in 7th grade. At the end
of the year they organize "Culture Grams" where students research and
present any aspect of any culture and language studied during the year
to other students. Think, pair and share is a strategy upon which the
sixth grade language arts teachers base their "Mostly Mythology" unit
where students read Greek and Roman myths and as a pair, they create a
skit based upon what they have learned in the original myth.

Though these lessons and teaching practices are just a small sampling of
the outstanding lessons offered by our teaching staff, they do represent
many types of teaching methods which address the different types of
learning styles. The lessons are taught in a variety of environments
from the classroom to the media center to the computer lab. Students are
always given a variety of tools with which they can complete the
assignment. But it is important to stress that with our emphasis on
making connections out of the classroom, that there will be a logical
emphasis and application of computer use.

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

Professional development in the school focuses on the teacher as a
life-long learner and looks to embrace a developmental approach to
continued adult learning. Teachers and other staff have numerous
opportunities to build a professional community that enhances their
collective capacity to work together to support student learning.
Teachers can pick from over thirty in-district workshops as well as
courses and workshops offered by other local school districts. Wyckoff
also provides an annual allowance to each teacher to be applied toward
"fee" courses offered through colleges and professional organizations.
Within a five-year period in the state of New Jersey, all teachers must
complete at least 100 hours of professional development. Over the past
12 months, 100% of Eisenhower teachers completed workshops in technology
and inclusion, two of the four district goals. The school strongly
encourages collegial support through weekly team/department meetings,
monthly faculty meetings and summer curricular workshops. This past
summer 39% of Eisenhower teachers took part in workshops, which focused
on a collective effort of reflection, research, analysis and planning
for updating multiple student curricula. These revised curricula will
provide the basis of future teaching efforts and will support student
learning in a cohesive and collaborative fashion.

The school recognizes the differences in the levels of professional
development of the staff and tailors programs based on these
differences. First year teachers/counselors/specialists participate in a
"peer-to-peer" mentoring program that includes a 2-day orientation and
20 hour in-service class covering topics such as parent/teacher
communications, Pupil Assistance Committee procedures, the Writing
Process, differentiated instruction and the development of IEP's. This
first year professional program provides necessary information to make
an immediate impact on improving student achievement in new teachers'
classes. These teachers/counselors/specialists are paired with a
carefully selected "master" coach who complements their skills and
provides critical support through observation and evaluation.

Additionally, our staff is very involved with the International Reading
Association. Staff participation in IRA workshops translates into an
immediate impact on improving student achievement through the
introduction of new reading strategies, new book selections, and new
teaching/learning strategies for students.

**[Wyckoff Public Schools District]{.underline}**

**[Grade Six Multiple Assessment]{.underline}**

**[Terra Nova -- Form A]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_\_\_6\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_Terra Nova -- Form A
Level 16\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_\_1997 Publisher \_\_\_\_\_\_CTB/McGraw
Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? None. Why, and how were they
assessed?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_X\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_\_\_

  ------------------------------------------ ----- -------------------- ----- ----------- ----- ----------- ----- ----------- ----- -----------
                                                   2001-2002                  2000-2001         1999-2000         1998-1999         1997-1998

  Testing month                                    March                      March             March             March             March

  **SCHOOL SCORES**                                                                                                                 

  Total Score                                      [72.0]{.underline}         73.5              71.4              71.8              69.4

  Number of students tested                        235                        272               232               250               219

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

  Number of students excluded                      0                          0                 0                 0                 0

  Percent of students excluded                     0%                         0%                0%                0%                0%

  SUBGROUP SCORES                            N/A                        N/A               N/A               N/A               N/A   

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                          
  (specify subgroup)                                                                                                                

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                          
  (specify subgroup)                                                                                                                

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                          
  (specify subgroup)                                                                                                                

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                          
  (specify subgroup)                                                                                                                

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                          
  (specify subgroup)                                                                                                                
  ------------------------------------------ ----- -------------------- ----- ----------- ----- ----------- ----- ----------- ----- -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[Wyckoff Public Schools District]{.underline}**

**[Grade Seven Multiple Assessment]{.underline}**

**[Terra Nova -- Form A]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_\_\_7\_\_\_ Test\_\_\_\_\_\_\_Terra Nova Form A Level
17\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_\_1997\_\_\_\_ Publisher
\_\_\_\_\_\_\_CTB/McGraw Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? None. Why, and how were they
assessed? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Scores are reported here as (check one): NCEs\_\_X\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_\_\_

  ------------------------------------------ ----- -------------------- ----- --------------- ----- --------------- ----- --------------- ----- ---------------
                                                   **2001-2002**              **2000-2001**         **1999-2000**         **1998-1999**         **1997-1998**

  Testing month                                    March                      March                 March                 March                 March

  **SCHOOL SCORES**                                                                                                                             

  Total Score                                      [74.4]{.underline}         71.9                  75.3                  73.2                  72.0

  Number of students tested                        276                        236                   250                   221                   247

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

  Number of students excluded                      0                          0                     0                     0                     0

  Percent of students excluded                     0%                         0%                    0%                    0%                    0%

  SUBGROUP SCORES                            N/A                        N/A                   N/A                   N/A                   N/A   

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                      
  (specify subgroup)                                                                                                                            

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                      
  (specify subgroup)                                                                                                                            

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                      
  (specify subgroup)                                                                                                                            

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                      
  (specify subgroup)                                                                                                                            

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                      
  (specify subgroup)                                                                                                                            
  ------------------------------------------ ----- -------------------- ----- --------------- ----- --------------- ----- --------------- ----- ---------------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

+--------------------+---------------+---------------+----------------+
| **New Jersey Grade |               |               | **Test: GEPA** |
| 8 Proficiency      |               |               |                |
| Assessment**       |               |               |                |
+--------------------+---------------+---------------+----------------+
| Publisher: State   |               |               |                |
| of New Jersey      |               |               |                |
+--------------------+---------------+---------------+----------------+
|                    |               |               |                |
+--------------------+---------------+---------------+----------------+
|                    |               |               |                |
+--------------------+---------------+---------------+----------------+
| What groups were   |               |               |                |
| excluded from      |               |               |                |
| testing, why, and  |               |               |                |
| how were they      |               |               |                |
| assessed?          |               |               |                |
| [None]{.underline} |               |               |                |
+--------------------+---------------+---------------+----------------+
|                    |               |               |                |
+--------------------+---------------+---------------+----------------+
|                    |               |               |                |
+--------------------+---------------+---------------+----------------+
| Number excluded [- | Percent       |               |                |
| 0 -]{.underline}   | excluded: [-  |               |                |
|                    | 0             |               |                |
|                    | -             |               |                |
|                    | ]{.underline} |               |                |
+--------------------+---------------+---------------+----------------+
|                    |               |               |                |
+--------------------+---------------+---------------+----------------+
| Scores are         |               |               |                |
| reported here as   |               |               |                |
| (check one):       |               |               |                |
|                    |               |               |                |
| Scaled Scores      |               |               |                |
| [X]{.underline}    |               |               |                |
| NCEs               |               |               |                |
+--------------------+---------------+---------------+----------------+
|                    |               |               |                |
+--------------------+---------------+---------------+----------------+
| **Testing Month:   | **1999-2000** | **2000-2001** | **2001-2002**  |
| March**            |               |               |                |
+--------------------+---------------+---------------+----------------+
| **LA/L: Total      |               |               |                |
| M-SS**             |               |               |                |
+--------------------+---------------+---------------+----------------+
| Total Students     | 221 / 228.3   | 251 / 229.0   | 237/229.2      |
| #/MSS              |               |               |                |
+--------------------+---------------+---------------+----------------+
| Gen. Educ.         | 205 / 230.5   | 220 / 231.8   | 214/231.6      |
| Students #/MSS     |               |               |                |
+--------------------+---------------+---------------+----------------+
| Spec. Educ.        | 15 / 203.5    | 30 / 208.6    | 22/208.0       |
| Students #/MSS     |               |               |                |
+--------------------+---------------+---------------+----------------+
| LEP Students #/MSS | 1 / 156.0     | 1 / 206.0     | 1/182.0        |
+--------------------+---------------+---------------+----------------+
|                    |               |               |                |
+--------------------+---------------+---------------+----------------+
|                    |               |               |                |
+--------------------+---------------+---------------+----------------+
| **\*** denotes     |               |               |                |
| score not given    |               |               |                |
+--------------------+---------------+---------------+----------------+
|                    |               |               |                |
+--------------------+---------------+---------------+----------------+
| **LA/L: Levels of  | **PP P AP**   | **PP P AP**   | **PP P AP**    |
| Proficiency**      |               |               |                |
+--------------------+---------------+---------------+----------------+
|                    |               |               |                |
+--------------------+---------------+---------------+----------------+
| Total Students #/  | 2/5.5         | 16/6.4        | 14/5.9         |
| %                  | 194/88.2      | 213/84.9      | 206/86.9       |
|                    | 14/6.4        | 22/8.8        | 17/7.2         |
+--------------------+---------------+---------------+----------------+
| Gen. Educ.         | 6/2.9         | 6/2.7         | 4/1.9 193/90.2 |
| Students #/ %      | 184/90.2      | 192/87.3      | 17/7.9         |
|                    | 14/6.9        | 22/10.        |                |
+--------------------+---------------+---------------+----------------+
| Spec. Educ.        | 5/33.3        | 10/33.3       | 9/40.9 13/59.1 |
| Students #/ %      | 10/66.7 0/0.0 | 20/66.7 0/0.0 | 0/0.0          |
+--------------------+---------------+---------------+----------------+
| LEP Students #/ %  | 1/100.0 0/0.0 | 0/0.0 1/100.0 | 1/100.0 0/0.0  |
|                    | 0/0.0         | 0/0.0         | 0/0.0          |
+--------------------+---------------+---------------+----------------+
|                    |               |               |                |
+--------------------+---------------+---------------+----------------+
|                    |               |               |                |
+--------------------+---------------+---------------+----------------+
| **\*** denotes     |               |               |                |
| score not given    |               |               |                |
+--------------------+---------------+---------------+----------------+
|                    |               |               |                |
+--------------------+---------------+---------------+----------------+
|                    |               |               |                |
+--------------------+---------------+---------------+----------------+
| **Testing Month:   | **1999-2000** | **2000-2001** | **2001-2002**  |
| March**            |               |               |                |
+--------------------+---------------+---------------+----------------+
| **MATH: Total      |               |               |                |
| M-SS**             |               |               |                |
+--------------------+---------------+---------------+----------------+
| Total Students     | 221 / 235.0   | 251 / 235.6   | 238/229.5      |
| #/MSS              |               |               |                |
+--------------------+---------------+---------------+----------------+
| Gen. Educ.         | 205 / 237.5   | 220 / 239.8   | 215/232.7      |
| Students #/MSS     |               |               |                |
+--------------------+---------------+---------------+----------------+
| Spec. Educ.        | 15 / 205.5    | 30 / 204.2    | 22/200.0       |
| Students #/MSS     |               |               |                |
+--------------------+---------------+---------------+----------------+
| LEP Students #/MSS | 1 / 176.0     | 1 / 258.0     | 1/180.0        |
+--------------------+---------------+---------------+----------------+
|                    |               |               |                |
+--------------------+---------------+---------------+----------------+
|                    |               |               |                |
+--------------------+---------------+---------------+----------------+
| **\*** denotes     |               |               |                |
| score not given    |               |               |                |
+--------------------+---------------+---------------+----------------+
|                    |               |               |                |
+--------------------+---------------+---------------+----------------+
|                    |               |               |                |
+--------------------+---------------+---------------+----------------+
| **MATH: Levels of  | **PP P AP**   | **PP P AP**   | **PP P AP**    |
| Proficiency**      |               |               |                |
+--------------------+---------------+---------------+----------------+
|                    |               |               |                |
+--------------------+---------------+---------------+----------------+
| Total Students #/  | 21/9.5        | 32/12.8       | 38/16.0        |
| %                  | 129/58.4      | 130/52.0      | 125/52.5       |
|                    | 71/32.1       | 88/35.2       | 75/31.5        |
+--------------------+---------------+---------------+----------------+
| Gen. Educ.         | 14/6.8        | 19/8.7        | 27/12.6        |
| Students #/ %      | 121/59.0      | 115/52.5      | 114/53.0       |
|                    | 70/34.1       | 85/38.8       | 74/34.4        |
+--------------------+---------------+---------------+----------------+
| Spec. Educ.        | 6/40.0 8/53.3 | 13/43.3       | 10/45.5        |
| Students #/ %      | 1/6.7         | 15/50.0 2/6.7 | 11/50.0 1/4.5  |
+--------------------+---------------+---------------+----------------+
| LEP Students #/ %  | 1/100.0 0/0.0 | 0/0.0 0/0.0   | 1/100.0 0/0.0  |
|                    | 0/0.0         | 1/100.0       | 0/0.0          |
+--------------------+---------------+---------------+----------------+