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

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

**Cover Sheet**

Name of Principal [Mrs. Anne C. Lane]{.underline}

> (Specify: Ms., Miss, **[Mrs]{.underline}**., Dr., Mr., Other) (As it
> should appear in the official records)

Official School Name [Academy Avenue Primary School]{.underline}

(As it should appear in the official records)

School Mailing Address [94 Academy Avenue]{.underline}

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

[Weymouth MA 02189-1311]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(781 ) 335-4717]{.underline} Fax [( 781 ) 340-2514]{.underline}

Website/URL [www.weymouth.ma.us/schools/academy E-mail
alane@weymouthschools.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 [February 6, 2004]{.underline}

(Principal's Signature)

Name of Superintendent\* [Mr. Robert West]{.underline}

(Specify: Ms., Miss, Mrs., Dr., **[Mr]{.underline}**., Other)

District Name [Weymouth]{.underline} Tel. [(781) 335-1460]{.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 [February 6, 2004]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairperson Ms Diana Flemer

(Specify: **[Ms]{.underline}**., 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 [February 6, 2004]{.underline}

(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.)

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_[8]{.underline}\_\_ Elementary
schools

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

\_\_\_\_ Junior high schools

\_[2]{.underline}\_\_ High schools

\_[1]{.underline} \_ Other - Early Childhood Center

\_[12]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: [\$6,389.00]{.underline}

Average State Per Pupil Expenditure: [\$7561.00]{.underline}

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

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

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

4\. [10]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K\***     40        40                     **80**       **7**                             

  **1**       24        30                     **54**       **8**                             

  **2**       27        24                     **51**       **9**                             

  **3**       30        25                     **55**       **10**                            

  **4**       35        24                     **59**       **11**                            

  **5**                                                     **12**                            

  **6**                                                     Other       5         0           5

                                    **TOTAL                                                   304
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

**\*** This number includes 20 students from another school who attend
kindergarten at Academy

Avenue School due to space restrictions at their home school.

6\. Racial/ethnic composition of [91]{.underline} % White

the students in the school: [2]{.underline} % Black or African American

[3]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 9
              ***to*** the school after October  
              1 until the end of the year.       

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

  **(3)**     Subtotal of all transferred        19
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    295
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .06
              total in row (4)                   

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

8\. Limited English Proficient students in the school: [1]{.underline} %

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

Number of languages represented: [2]{.underline}

> Specify languages: Vietnamese, Portuguese

9\. Students eligible for free/reduced-priced meals: [12.5]{.underline}
%

[38]{.underline} Total Number Students Who Qualify

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

10\. Students receiving special education services: [11.2]{.underline} %

[34]{.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.

[4]{.underline} Autism \_\_\_\_Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness [16]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [12]{.underline} Speech or Language
Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

[2]{.underline} Multiple Disabilities \_\_\_\_Visual Impairment
Including Blindness

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

    **Number of Staff**

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

Administrator(s) [1]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [13]{.underline} [6]{.underline}

Special resource teachers/specialists [3]{.underline} [4]{.underline}

Paraprofessionals [4]{.underline} \_\_\_\_\_\_\_\_

> Support staff [2]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [23]{.underline} [10]{.underline}

12\. Average school student-"classroom teacher" ratio:
[18:1]{.underline}

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

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

  Daily student attendance 95.73%      95.98%      95.73%      95.5%       No data

  Daily teacher attendance 95.4%       95.2%       95.5%       No data     No data

  Teacher turnover rate    .05%        .05%        .05%        0%          .11%

  Student dropout rate     NA          NA          NA          NA          NA

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

**[PART III - SUMMARY]{.underline}**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement.**

Academy Avenue Primary School is a K-4 public school in Weymouth, MA, a
community of approximately 55,000, located 12 miles south of Boston. The
Academy Avenue School is one of eight elementary schools in the district
and presently serves 309 students, kindergarten through grade four. At
Academy Avenue School, we view learning as a lifelong commitment. Our
mission, therefore, is to develop knowledgeable, confident, highly
motivated students who will be equipped to face the challenges of a
rapidly changing world. The Academy Avenue community seeks to develop
responsible and culturally aware students who will actively participate
in a democratic society.

Academy Avenue School has a strong community of learners. Teachers work
collaboratively to mobilize the best educational practices to enhance
students\' ability to learn and solve problems. By creating an
environment that focuses on critical thinking, risk taking and
participation, teachers support the students\' educational, emotional
and physical well-being in all phases of school life. Various programs
and instructional practices have been implemented over the years to
ensure academic success for all students. In all curricula areas
teachers set high standards for all, make expectations clear and
implement numerous scaffolding and differentiated learning strategies to
ensure each child\'s success at the highest level attainable.

Parents are also an integral part of the school life at Academy Avenue
School. Their involvement in the educational process has strengthened
and enhanced our school community. Communication between parents and
teachers is strong and teachers provide many opportunities for parents
to become partners in their children\'s educational achievements.

The Academy Avenue School has a reputation for excellence in the
community and the state. For the past three years. Academy Avenue fourth
graders have performed in the top ten percent of the state both in
English Language Arts and Mathematics. As a result of our outstanding
performance and continued improvement, we have been chosen as a
Commonwealth of Massachusetts Compass School for the 2003-2004 academic
year. The Commonwealth Compass School Program is one part of the
Massachusetts School and District Accountability System. The purpose of
the program is to recognize and celebrate improvement in Massachusetts\'
schools, and to disseminate information and encourage networking and
sharing of ideas, effective practices, and models for success.

The staff at Academy Avenue attributes much of its success to an ever
changing and developing curriculum based on Action Research. Working
together, teachers have identified strategies for analyzing and tracking
student progress. By identifying students\' strengths and weaknesses,
teachers have developed instructional strategies to address student
needs. The analysis of student performance has essentially focused on
improving expository writing; however, its impact has been felt across
the curriculum in all content areas, especially math (e.g., math
journals), which has long been a focus at Academy Avenue School.

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

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

The Massachusetts Comprehensive Assessment System (MCAS) is a testing
program designed to meet the requirements of the Massachusetts Reform
Laws of 1993. The program measures performance based on the
Massachusetts Curriculum Frameworks, and provides a measure of
accountability for schools.

In the fall of 2002, the Massachusetts Department of Education began
rating school and district performances using a "Proficiency Index." The
Proficiency Index measures the extent to which students have attained or
are progressing toward proficiency in ELA and mathematics. Schools and
districts are assigned points ranging from 0 to 100, based on student
performance results. Each school is then assigned a performance and
improvement rating

Scaled scores are reported to individual students, schools, and
districts. The scaled scores range include four performance levels from
200 to 280. State performance level definitions are:

  -------------------- --------------------------------------------------
  **Performance        **Description**
  Level**              

  Advanced             260-280 Students at this level demonstrate a
                       comprehensive and in-depth understanding of
                       rigorous subject matter and provide sophisticated
                       solutions to complex problems.

  Proficient           240-259 Students at this level demonstrate a solid
                       understanding of challenging subject matter and
                       solve a wide variety of problems.

  Needs Improvement    220-239 Students at this level demonstrate a
                       partial understanding of subject matter and solve
                       some simple problems.

  Warning              200-219 Students at this level demonstrate a
                       minimal understanding of subject matter and do not
                       solve simple problems.
  -------------------- --------------------------------------------------

During the first cycle (1998-1999), Academy Avenue School decreased and
finally eliminated student scores in the Warning category at the 4th
grade.

In Cycle II (2001-2002), the Academy Avenue School received a
performance rating of Very High for its proficiency index of 98.2 in
ELA. For exceeding its target proficiency index, the school received an
improvement rating of Above Target. In Cycle II, the Academy Avenue
School received a performance rating of Very High, having attained a
proficiency index of 98.0 in mathematics. The school earned a rating of
Above Target for an increase in its proficiency index of 14.5 points.
The Cycle II School Performance and Improvement Rating Report identified
the school\'s steady progress over the five years since the first MCAS
administration in 1998, with a notable improvement in both content areas
in 2001-2002, highlighted by a 10 point increase in mathematics and 17
point jump in ELA between 2000 and 2001. A nine point increase on the
Proficiency Index for ELA and a 14.5 point boost in mathematics far
exceeded the expectations set by the state (1.5 points in ELA and 2.4
points in mathematics).

For the past three years 90% or more of Academy Avenue students have
scored at the advanced and proficient levels in both ELA and
mathematics. No student has failed either test in the past three years.
In 2003, the first year in Cycle III, Academy Avenue School met the No
Child Left Behind goal in English language arts with 100% of its
students performing at the Advanced or Proficient levels.

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

Standards-based assessment is central to teaching and learning at
Academy Avenue and drives curricular decisions. Teachers use a variety
of regular assessment tools in the classroom to gauge their students\'
progress and to guide curricular enhancements. The use of specifically
designed rubrics keeps expectations clear. The writing prompts are
administered monthly at each grade level and both reading and math
programs provide consistent and ongoing assessment of student progress.

An MCAS analysis occurs each fall when the results are released.
Teachers meet in grade level teams to review the item analysis and
develop an action plan for improving student achievement. Goals created
following this analysis address the implementation of a modified
curriculum which is adjusted to the needs of the students. Individual
Student Success Plans are also written for students performing at the
Warning and Needs Improvement levels.

Teachers are also piloting a web based program, *Assess2Learn*, which
delivers locally developed assessments and a comprehensive series of
content specific assessments that are aligned to the Massachusetts
Curriculum Frameworks. It is a diagnostic tool to assist teachers in
monitoring student performance and in developing early intervention
programs.

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

Academy Avenue School regularly communicates student performance,
assessment data, to students, parents and the community. At our Fall
"Back to School" night parents are introduced to the school expectations
for students at each grade level. Levels of performance are then
communicated to students on a daily basis. Classroom rubrics designed
for individual lessons and projects provide clear picture of
expectations for learning and the academic targets students can achieve.
A standards-based progress report is issued three times a year.

Individual parent-teacher conferences are held in the Fall and Spring to
discuss student performance. Teachers use that time to share student
portfolios, offering samples of student work and progress over time.
Additional parent and teacher initiated conferences and phone
conversations occur daily throughout the year.

The Department of Education provides comprehensive information on each
student\'s performance. Individual student results are mailed home
through the school. School and district results are published on the
Department's web site and in local newspapers. The Massachusetts
Department of Education also publishes and distributes school and
district report cards that provide comparison data on student
achievement.

The school shares its MCAS results along with the action plan for
strengthening curriculum and instructional practices to improving
student achievement at School Council and Parent Council meetings and in
its school newsletter, Of Primary Importance.

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

Academy Avenue teachers have had much experience sharing their
successful practices. As part of our district professional development
program, Academy Avenue teachers have conducted math workshops for their
colleagues in town. In 2002 the principal and a team of teachers
presented Academy Avenue's action research work at the International
Reading Association Conference in California. Serving as a Massachusetts
Compass School for the 2003-2004 school year our teachers have presented
at two \"Pathways to Excellence\" conferences. This year Academy Avenue
is hosting a series of visits from teachers and administrators
representing many school districts interested in our approach to high
performance and continuous improvement. Academy Avenue staff would be
pleased to continue hosting such visits. Our school web site could also
be utilized to continue communications with colleagues in other school
districts and facilitate the sharing of ideas.

The staff is prepared to present concrete methods for improving student
writing and will put forth a model for analyzing and tracking student
writing growth. Samples of student work will be shared along with the
specific strategies used to strengthen student writing. The rubrics used
to score monthly writing prompts will be explained and the tools used to
track student progress will be shared. Teachers are also prepared to
share their methods for incorporating writing in all areas of the
curriculum.

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

**1. Describe in one page the school's curriculum.**

The Weymouth Public Schools\' newly revised curriculum meets national
and state standards and is aligned with the Massachusetts Curriculum
Frameworks. To the extent possible, curricula areas are compacted and
integrated to allow for deeper, more challenging study and a thoughtful
investigation of ideas, concepts and facts. Teachers are encouraged to
examine closely the effectiveness of a variety of programs in each
content area and integrate the best features of each into their
instructional plans.

The reading curriculum consists of the Open Court Reading Program, the
Junior Great Books Program and our own novels program as well as
teacher-made content area units. At each grade level instruction is
explicit and teacher directed in a variety of structures, including
whole class, small group and individual. The curriculum encourages
students to become life-long learners who are able to read proficiently,
write fluently, speak assuredly, think independently and view media
critically.

In accordance with the Massachusetts Curriculum Frameworks and the NCTM
standards, teachers select their core mathematics materials from the
Scott Foresman-Addison Wesley Program along with the Chicago Everyday
Mathematics program. The math curriculum is supplemented by extended
investigations from Marilyn Burns materials and the Hands-On Equations
program which introduces students to algebra using manipulatives in
grade three. Throughout the grades there is an emphasis on problem
solving strategies, understanding the steps in problem solving and using
writing to communicate those understandings.

In the Weymouth Public Schools the emphasis in social studies curriculum
is on geography and history. The Social Studies curriculum instruction
begins with the child and the family and expands outward to the town,
state, country and the world. The Massachusetts Curriculum Frameworks
endorses the belief that humane values, devotion to human dignity,
tolerance of diversity and self respect must be taught. For years, the
teachers at Academy Avenue School have shared this belief and have
implemented the Social Competency Program, developed by the Stone Center
at Wellesley College. The program is a positive research-based approach
to creating cooperative class atmospheres and healthy relationships
between students and teachers alike. Teachers promote the development of
children\'s conscience and self control through positive guidance
techniques. These include setting clear limits in a positive manner and
involving children in establishing the rules for living in a democratic
society.

The science curriculum is kit-based and designed to help children gain
broader understanding of their world through hands-on experiences. Four
itinerant specialists rotate throughout the year with a prescribed set
of lessons to target grade level standards and supplement classroom
learning. Factual knowledge is revisited and extended each year in the
four domains of the science curriculum: Physical Science, Life Science,
Earth and Space Science, and Technology/Engineering.

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

The reading curriculum at Academy Avenue School is one that is actively
designed, implemented and assessed by teachers who are open to different
ideas about what works in reading instruction. A strong reading-writing
connection is developed at all levels and, whenever possible, content
information and concepts are integrated.

At the kindergarten level, an emphasis is placed on phonemic awareness,
letter recognition and concepts about print. It is our belief that
phonemic awareness instruction, particularly the ability to segment and
blend words, will contribute to success in beginning reading. At the
first and second grade levels, students are introduced to a synthetic
and systematic approach to phonics instruction. The primary source for
reading and phonics instruction is the Open Court Reading Program. In
grades three and four students are presented with a variety of texts
including anthology selections, trade chapter books, newsletters and
reference books. Instruction includes daily practice in oral reading to
develop accuracy, fluency and expression. The curriculum recognizes the
strong link between vocabulary and comprehension and in all grades
teachers use various methods to increase reading vocabulary. All of
these components lay the foundation for the ultimate goals of reading
instruction - to read with comprehension, monitor one\'s own
comprehension and make connections between self and text.

At the Academy Avenue School teachers communicate regularly about their
reading instruction across grade levels and share their materials and
resources freely. When a student is struggling, or when a student is a
second language learner, teachers work together with specialists to
adapt the curriculum to find approaches that will enable every child to
become a successful and thoughtful reader.

**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.**

Our writing curriculum is part of a balanced approach to literacy
instruction which focuses on reading/writing connections across the
curriculum. To enhance teachers\' instruction in writing process,
strategies outlined in the John Collins Writing Program and the Four
Square Writing Program have been implemented selectively according to
grade level needs. These programs allow students to focus on specific
elements of the writing process while developing new skills and offer
much support in organization, sequencing of thoughts, and elaboration of
ideas.

After a careful analysis of our state MCAS scores, we have been able to
identify the strengths sand weaknesses of our writing program. As a
result of this analysis, teachers and district coordinators have
developed a writing formula which all students can use across the
curriculum. This writing formula is highly organized yet it allows for
creativity and voice. The use of rubrics, word walls, graphic
organizers, proofreading checklists, daily journal writing, cut and
paste, flip and find, and highlighting techniques have all been
successfully employed in our curriculum.

As part of our writing mission, teachers have devoted much attention to
the teaching of poetry and poetry writing. Teachers present regular
poetry lessons throughout the year and poetry is studied in all areas of
the curriculum. Each year, as part of our poetry instruction, our school
enters the Massachusetts Science Poetry Contest sponsored by Boston
College. We are extremely proud of the accomplishments of our students
who have been named winners in various categories over the years.

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

The teachers at the Academy Avenue School believe that the success of
instruction is not dependent solely on a strong and challenging
curriculum, but also on the effectiveness of the teachers who implement
the curriculum. Teachers at Academy Avenue are skilled in aligning
curriculum standards and objectives with instruction and assessment.
When designing instructional units and lessons, teachers identify the
essential ideas, concepts and facts to be understood. Desired outcomes
and expected criteria are stated clearly so that students know what is
expected. Rubrics and performance checklists are posted prior to
instruction to enable students to stay focused on the achievement
expectations. Links are made between previous learning and new
information. Teachers use modeling and guided practice to ensure
understanding before independent practice is assigned. Once engaged in
the independent learning process, students are actively involved and
assume responsibility for their products. By this gradual release of
responsibility teachers are able to gauge student needs and identify
those students in need of differentiation. A value is placed on direct
instruction that is explicit and presented in concrete, developmentally
appropriate ways. The acquisition of new skills is broken down into
small manageable steps. Teachers at the Academy Avenue School recognize
the importance in establishing classroom routines and setting up
procedures for students to solve their own problems. Pride in group and
individual school work is fostered and quality work is encouraged and
expected.

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

Academy Avenue School views quality professional development as a
critical part of the process in increasing students\' achievement, love
of learning, and confidence in themselves. Professional development is
provided on three levels: district, building and individual levels.

At the district level, three days each year are set aside for
professional development in system wide initiatives as well as building
goals and objectives. Additionally, a variety of courses and workshops
are offered after school in all areas of the curriculum.

At the building level, teachers determine needs by examining students\'
classroom performance and by analyzing MCAS results. Teacher surveys and
school improvement plans are used to develop building goals and
initiatives. Over the past several years, our staff has participated in
training to evaluate and implement the best practices of the following
programs: John Collins Writing Program, the Hands-On Equation Program,
Junior Great Books Program, the Chicago Everyday Mathematics Program,
Social Competency, along with conducting action research and the
integrating of technology. These building wide experiences have enabled
teachers to support one another in their efforts to improve their
instruction using the same materials. Over the past several years, our
staff has also worked closely with several on site authors and poets who
participated in residency programs in the building.

As part of the professional development process, each teacher develops a
personal five year plan and each year identifies specific yearly goals
and ways in which the goals will be achieved. At the end of each year,
teachers reflect on their goals and evaluate their successes. The
principal provides support, direction and materials to assist teachers
in meeting their goals.

**MCAS -- MASSACHUSETTS COMPREHENSIVE ASSESSMENT SYSTEM**

**ACADEMY AVENUE PRIMARY SCHOOL**

**GRADE 4 ENGLISH LANGUAGE ARTS**

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

  Testing month                 May      May      May      May      May

  **SCHOOL SCORES**                                                 

  Average scaled score          260      254      254      237      238

  Performance Index Points      100      98.2     97.1     89.6     88.7

  \% At or above Advanced       24%      30%      27%      0%       5%

  \% At or above Proficient     76%      67%      63%      37%      37%

  \% At or above Needs          0%       3%       10%      62%      58%
  Improvement                                                       

  \% At or above Warning        0%       0%       0%       2%       0%

  Number of students tested     54       64       60       66       62

  Percent of students tested    100%     97%      100%     98%      100%

  Number of students excluded   0        2        0        1        0

  Percent of students excluded  0%       3%       0%       2%       0%

  Reason for Exclusion LEP                                          
  students exempt - have not                                        
  been in the country for three                                     
  years                                                             

  **SUBGROUP SCORES**                                               

  **[1. Students with                                               
  Disabilities]{.underline}                                         
  \***                                                              

  \% At or above Advanced       10%      0%       0%       0%       0%

  \% At or above Proficient     90%      90%      44%      0%       0%

  \% At or above Needs          0%       10%      56%      91%      100%
  Improvement                                                       

  \% At or above Warning        0%       0%       0%       9%       0%

  Number of students tested     10       10       9        11       11

                                                                    

  **[2. Free and Reduced                                            
  Lunch]{.underline} \***                                           

  \% At or above Advanced       21%      32%      2%       No Data  No Data

  \% At or above Proficient     79%      65%      66%      No Data  No Data

  \% At or above Needs          0%       4%       2%       No Data  No Data
  Improvement                                                       

  \% At or above Warning        0%       0%       0%       No Data  No Data

  Number of students tested     14       7        6        No Data  No Data

                                                                    

  **STATE SCORES**                                                  

  Average Scaled Scores         No Data  239      239      231      231

  \% At or above Advanced       10%      8%       7%       1%       0%

  \% At or above Proficient     45%      46%      44%      19%      21%

  \% At or above Needs          34%      37%      38%      67%      67%
  Improvement                                                       

  \% At or above Warning        10%      10%      11%      13%      12%

  Number of students tested     74,895   75,094   75,665   76,311   76,114

                                                                    

  \* The state does not report                                      
  scores for groups less than                                       
  10 students.                                                      

  Subgroups scores for less                                         
  than 10 students are not                                          
  official scores.                                                  
  ----------------------------- -------- -------- -------- -------- --------

**MCAS -- MASSACHUSETTS COMPREHENSIVE ASSESSMENT SYSTEM**

**ACADEMY AVENUE PRIMARY SCHOOL**

**GRADE 4 MATHEMATICS**

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

  Testing month                 May      May      May      May      May

  **SCHOOL SCORES**                                                 

  Average scaled score          258      260      257      247      240

  Performance Index Points      97.5     98       97.5     89.2     77.4

  \% At or above Advanced       50%      56%      48%      22%      11%

  \% At or above Proficient     41%      39%      43%      48%      34%

  \% At or above Needs          9%       5%       8%       26%      45%
  Improvement                                                       

  \% At or above Warning        0%       0%       0        5%       10%

  Number of students tested     54       64       60       66       62

  Percent of students tested    100%     97%      100%     98%      100%

  Number of students excluded   0        2        0        1        0

  Percent of students excluded  0%       3%       0%       2%       0%

  Reason for Exclusion LEP                                          
  students exempt - have not                                        
  been in the country for three                                     
  years                                                             

  **SUBGROUP SCORES**                                               

  **[1. Students with                                               
  Disabilities]{.underline}                                         
  \***                                                              

  \% At or above Advanced       30%      70%      33%      9%       0%

  \% At or above Proficient     40%      30%      44%      36%      10%

  \% At or above Needs          30%      0%       22%      45%      50%
  Improvement                                                       

  \% At or above Warning        0%       0%       0%       9%       40%

  Number of students tested     10       10       9        11       10

                                                                    

  **[2. Free and Reduced                                            
  Lunch]{.underline} \***                                           

  \% At or above Advanced       43%      32%      66%      No Data  No Data

  \% At or above Proficient     50%      65%      2%       No Data  No Data

  \% At or above Needs          7%       4%       2%       No Data  No Data
  Improvement                                                       

  \% At or above Warning        0%       0%       0%       No Data  No Data

  Number of students tested     14       7        6        No Data  No Data

                                                                    

  **STATE SCORES**                                                  

  Average Scaled Score          No Data  236      238      235      235

  \% At or above Advanced       12%      12%      10%      12%      12%

  \% At or above Proficient     28%      27%      24%      28%      24%

  \% At or above Needs          43%      42%      46%      42%      44%
  Improvement                                                       

  \% At or above Warning        16%      19%      19%      18%      19%

  Number of students tested     75,229   75,855   76,770   77,592   76,981

                                                                    

  \* The state does not report                                      
  scores for groups less than                                       
  10 students.                                                      

  Subgroups scores for less                                         
  than 10 students are not                                          
  official scores.                                                  
  ----------------------------- -------- -------- -------- -------- --------

**MCAS -- MASSACHUSETTS COMPREHENSIVE ASSESSMENT SYSTEM**

**ACADEMY AVENUE PRIMARY SCHOOL**

**GRADE 3 ENGLISH LANGUAGE ARTS**

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

  Testing month                 April    April    April    April    April

  **SCHOOL SCORES**                                                 

  Proficient                    86%      89%      78%      No Data  No Data

  Needs Improvement             14%      11%      20%               

  Warning                       0%       0%       2%                

  Number of students tested     50       55       64                

  Percent of students tested    100%     100%     96%               

  Number of students excluded   0        0        3                 

  Percent of students excluded  0%       0%       0.04%             

  Average score                 35       33       33                

  Reason for Exclusion LEP                                          
  students exempt - have not                                        
  been in the country for three                                     
  years                                                             

                                                                    

  **[1. Students with                                               
  Disabilities                                                      
  \*]{.underline}**                                                 

  Proficient                    N/A      N/A      45%      No Data  No Data

  Needs Improvement             N/A      N/A      45%               

  Warning                       N/A      N/A      9%                

  Number of Students            9        8        11                

                                                                    

  **[2. Free and Reduced                                            
  Lunch]{.underline} \***                                           

  Proficient                    60%      N/A      N/A      No Data  No Data

  Needs Improvement             40%      N/A      N/A               

  Warning                       0%       N/A      N/A               

  Number of students            10       0        5                 

                                                                    

  **STATE SCORES**                                                  

  Proficient                    63%      67%      62%      No Data  No Data

  Needs Improvement             30%      27%      31%               

  Warning                       7%       6%       7%                

  Number of students tested     73972    73732    75112             

  Average Score                 32       30       30                

                                                                    

  \* The state does not report                                      
  scores for groups less than                                       
  10 students.                                                      
  ----------------------------- -------- -------- -------- -------- --------