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

*U.S. Department of Education*

**REVISED MARCH 21, 2005**

**Cover Sheet Type of School:** Middle

**Name of Principal**: Mr. James Kaishian

**Official School Name:** Briarcliff Manor Middle School

**School Mailing Address:** 444 Pleasantville Road, Briarcliff Manor,
New York 10510-1922

**County:** Westchester **School Code Number:** 661402020004

**Telephone:** (914) 769-6343 **Fax:** (914) 769-6375

**Website/URL**: www.briarcliffschools.org **E-mail:**
jkaishian@briarcliffschools.org

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

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

(Principal's Signature)

**Name of Superintendent:** Dr. Frances Wills

**District Name:** Briarcliff Manor Union Free School District **Tel.:**
(914)941-8880

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

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

**Name of School Board President:** Dr. Arlene Rosen

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: 1 - Elementary schools

1 - Middle schools

0 -Junior high schools

1 - High schools

0 - Other

**3 - TOTAL**

2.  District Per Pupil Expenditure: \$20,283

Average State Per Pupil Expenditure: \$13,505

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

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

  **PreK**                                                  **7**       94        67          161

  **K**                                                     **8**       72        52          124

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**       64        70                     134                                            

                                    **TOTAL                                                   **419**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of 96% White

the students in the school: 1% Black or African American

1% Hispanic or Latino

2% Asian/Pacific Islander

0% American Indian/Alaskan Native

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year: 0%

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

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

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

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

  **(4)**   Total number of students in the school as of 418
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .00478
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          .478
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school: 1%

4 Total Number Limited English Proficient

Number of languages represented: 3

Specify languages: Japanese, Malayalam (India), Hebrew

9\. Students eligible for free/reduced-priced meals: 1%

Total number students who qualify: 2

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

10\. Students receiving special education services: 8%

50 = Total Number of Students Served

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

**1** Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness **11** Other Health Impaired

\_\_\_\_Deaf-Blindness **34** Specific Learning Disability

\_\_\_\_Emotional Disturbance **4** Speech or Language Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness

\_\_\_\_Multiple Disabilities

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

    **Number of Staff**

  ------------------------------ -------------------- --------------------
                                 **Full-time**        **Part-Time**

  Administrator(s)               2                    

  Classroom teachers             29                   3

  Special resource               10                   1
  teachers/specialists                                

  Paraprofessionals              17                   

  Support staff                  4                    

  **Total number**               **62**               **4**
  ------------------------------ -------------------- --------------------

12\. Average school student-"classroom teacher" ratio: 21:1

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

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

  Daily student attendance  96%         97%         97%         97%         97%

  Daily teacher attendance  97%         98%         97%         97%         97%

  Teacher turnover rate     3%          9%          18%         1%          1%

  Student dropout rate      0%          0%          0%          0%          0%
  (middle/high)                                                             

  Student drop-off rate     0%          0%          0%          0%          0%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

#  Part III - Summary

Briarcliff Manor is a suburban affluent community located in Westchester
County with a population of approximately 8,000 people.

At Briarcliff Middle School, our mission is to facilitate the journey
from childhood to adolescence and adulthood that inspires students to
seek challenges in a variety of areas, and that recognizes and
cultivates the strengths of the individual. Incorporating the "essential
elements of standards-focused middle level schools and programs" as
outlined by New York State Education Department, the Briarcliff Middle
School provides a team structure that creates a small, heterogeneous
learning community bridging the self-contained elementary classroom and
the departmentalized high school program. Within the context of a
nurturing environment that builds self-esteem and the confidence to take
risks as learners, students move from mastery of basic academic skills
to higher cognitive thinking, reflection, and inquiry through
independent and self-directed learning projects and by experiencing
productive social interactions through group tasks designed to encourage
leadership and involve community service.

At the heart of the Briarcliff Middle School's effort to meet the
learning needs of each student is the grade-level team of teachers
working together with an emphasis on positive and productive
student-teacher interactions. The team identifies individual student's
strengths and needs, develops appropriate learning expectations for each
student tied to state and local standards, and ensures that all students
experience personal academic success. Data assembled from results on New
York State assessments and local measures are examined by teachers to
shape and align instruction and curriculum where appropriate and to meet
on-going improvement goals. Organized around team planning time, regular
meetings are held, often including parents and students, to inform the
development of individual learning plans and design appropriate
instructional interventions. Academic support and intervention is
available through "learning strategy" classes for students who require
assistance. Wherever possible, students with special needs are included
in the regular core program. Collaborative classes, taught by a subject
area teacher and special education teacher, promote learning for all
students. Alternate classes are available in Math and English. Resource
rooms supplement the mainstream program and one self-contained class
ensures that most students are able to obtain appropriate support within
the District.

Briarcliff's rigorous, standards-based academic program offers all
students the core subjects, English Language Arts, Mathematics, Social
Studies, Science, and World Language (Spanish or French) that meet every
day. In the sixth grade, a "call-back" program has been introduced to
add double periods in each core subject once a week. In the eighth
grade, accelerated math and earth science are offered with an admission
policy as open as possible to support student motivation and interest as
well as ability. The earth science class culminates in the Regents
examination, and becomes part of the student's high school transcript. A
range of diverse exploratory courses provides another educational
opportunity for students to apply knowledge. To further student
exploration of their own strengths and affinities, a varied
extra-curricular modified athletic program supports physical fitness and
team play. Valuing the middle school philosophy that all students should
be included in activities and should strive for their "personal best,"
there are no "cuts" on the modified teams.

Challenged to maintain the distinct identity of Briarcliff Middle School
in a campus shared with the high school, the principal and staff have
utilized the opportunity provided by a new separate facility to maximize
the emotional support that defines a developmentally appropriate program
for pre-teens. The guidance counselor and psychologist work with
administration as integral partners in creating a safe environment for
learning by promoting character education, focusing on tolerance and
appreciation of differences, establishing a clear code of conduct and
consequences, linking students with teachers in small learning groups,
practicing inter-personal and leadership skills. Furthering Briarcliff's
vision of high standards for student academic performance and personal
and social development is a strong parent and community partnership
reflected in a shared decision-making committee, parent volunteers, and
community out-reach.

# Part IV -- Indicator of Academic Success

**[Part IV, #1 -- Explanation of Assessment Results]{.underline}**

Each year, eighth grade students throughout New York State take state
exams in English Language Arts and math to assess the extent to which
they have met the Learning Standards. These tests require students to
demonstrate their ability to read, write, and listen, and to synthesize
and apply information in these content areas. In addition, these tests
also show whether students are receiving the foundation of knowledge
necessary to succeed in later grades. The state requires that students
who are not making appropriate progress toward the standards receive
academic intervention services. The state exams do not reveal the total
body of knowledge a student has acquired in these content areas;
therefore, student achievement in Briarcliff is measured using multiple
types of assessments.

Achievement on the State exams is reported in terms of mean scores and
the percentage of students scoring at four levels of achievement. Level
4 is defined as students who exceed the standards and are moving toward
high performance on the Regents examination. Level 3 is defined as
students who meet the standards and, with continued steady growth,
should pass the Regents examination. Level 2 is defined as students who
need extra help to meet the standards and pass the Regents examination.
Level 1 is defined as students who have serious academic deficiencies.

In English Language Arts, students at Level 4 exceed standards by
consistently showing thorough understanding of written and oral texts.
They can interpret and analyze a variety of essays, using significant
literary elements and synthesize information from related articles to
draw conclusions and form insightful opinions with extensive examples
from text. Writing is consistently well-organized and thoroughly
developed; language is sophisticated and effective, with few or no
errors in spelling, grammar, or punctuation. At Level 3, students meet
the state standard by showing understanding somewhat beyond the literal
range of intermediate level written and oral text. They can infer,
predict, draw some conclusions, categorize ideas and make connections
between texts, using some relevant support. Writing is generally
organized and developed, with some sense of voice; minor errors in
spelling, grammar, or punctuation do not interfere with comprehension.
At Level 2, students do not meet the state standard and need extra help
because the exam shows only partial understanding of written and oral
texts. They can locate information, make basic inferences, use context
clues to understand words, and make a few connections between texts,
using limited support. Students write on a few familiar topics; writing
shows some focus and basic organization, using simple sentence structure
and vocabulary. Students follow some rules for correct spelling,
grammar, and punctuation, but errors sometimes interfere with
comprehension. Students at Level 1 have serious academic deficiencies.
In 2004, 89% of our total population scored at Level 3 or 4, indicating
that they met or exceeded the standards. 56% of the special education
students performed at Level 3 or 4. Since 2000-2001, there has been a
steady increase of students who met the standards within the
disaggregated student group. In 2000-2001, the 27% within the
disaggregated student group met the standard. In 2001-2002, 41% within
the disaggregated student group met the standard and in 2002-2003, 44%
of this group met the standard. The 2003-2004 results show that 56% of
this group met the standards. These results are due to the number of
support classes that have been designed and implemented (i.e.
Organizational Strategies and English Language Arts Strategies).

In math, students at Level 4 exceed the state standards by showing
evidence of superior knowledge of key ideas; consistently demonstrating
proficiency and accuracy in processing and solutions; clearly
communicating and articulating mathematical insights; processing a wide
range of problem-solving strategies and identifying the most efficient
means to a solution. At Level 3, students meet the state standard by
demonstrating consistent use of prime numbers, factors, multiples;
understanding of decimals, rational numbers, roots, order of operations,
congruence, similarity; apply formulas, ratio, proportions; visualize,
represent and transform 3D shapes; evaluate data from graphical
displays; estimate time, distance, capacity, use a protractor;
understand and use Pythagorean theorem, and trigonometric functions. At
Level 2, students do not meet the state standard and need extra help to
go beyond a very basic understanding of essential mathematical concepts
such as mean, median, and mode; percentages, measurement and qualities
of geometric shapes. Students at Level 1 have serious academic
deficiencies. In 2004, 90% of our total population scored at Level 3 or
4, indicating that they met or exceeded the standards. 75% of the
special education students performed at Level 3 or 4. In 2000-2001, the
56% within the disaggregated student group met the standard. In
2001-2002, 0% within the disaggregated student group met the standard
and in 2002-2003, 0% of this group met the standard. 2003-2004 results
show that 56% within this group met the standards. These results are due
to the number of support classes that have been designed and implemented
(i.e. Organizational Strategies and Math Strategies).

Information on the New York State assessment system can be found at
www.emsc.nysed.gov.

# Part IV, #2 -- Using Assessment Data

The middle school uses assessment data to inform instruction and improve
student instruction in a number of ways. Our teachers and building
administrators rely on both formal and informal assessment instruments
and strategies to measure prerequisite knowledge, individual student
progress and achievement. The New York State Education Department
provides all schools with an outstanding framework of standards and
expectations upon which the middle school can build a program that are
responsive to the particular needs of the Briarcliff community. Each
year, teachers from all grades and departments review the State
Assessment and Board of Regents testing results to analyze student
performance and programmatic congruity. A specific item analysis is
conducted and compared with statewide results on similar questions and
with schools in our area that have similar demographics and
expectations. This information is presented to the Board of Education
and to the public via meetings, mailings and newsletters. The
information is then used to target staff development and to make, at
times, even minor adjustments to the curriculum and instructional
practices. As a more informal means of improving student performance,
teachers engage in pre-assessment of students at the beginning of the
school year and before the start of new units of study. This
pre-assessment strategy allows teachers to better differentiate their
practice and respond to individual student needs in a more prescriptive
fashion. Students who are identified as having difficulties are provided
with additional support and interventional strategies outside of the
classroom as well. As an affiliate of the Northern Westchester Board of
Cooperative Educational Services, we also take advantage of power for
student data warehousing. This enables the middle school to mine for
important data, disaggregate students based on longitudinal and current
performance and focus our directed energies on the numerous subgroups of
high, low and average performers.

# Part IV, #3 -- Communicating Student Performance

Briarcliff Middle School goes to great length to communicate student
performance with students, parents and the community at large. In
addition to traditional grade and progress reporting, monthly school
newsletters, district newsletters, individualized mailings, and formal
assessment results are mailed to each student's parents with an
accompanying letter of explanation. Assessment data and results across
the curriculum are collected into a District Report Card and presented
to the community annually at Board of Education meetings, mailed to
parents, and are made available to all interested parties in the
District Office and via a posting on the district's website. All grade
levels utilize comprehensive team conferencing as well as
*Back-To-School Night* and PTA sponsored *Coffee with the Principal* as
means to communicate directly with parents. Individual student meetings
and grade forums are used to set expectations and communicate
effectively with students. There is a Compact for Learning Committee at
the middle school and at the district level that provides an opportunity
for parents to participate in decision making. Electronic surveys are
conducted and all feedback is used to craft informed decisions and
school policy. The middle school has also embraced technology as a
communication tool. Teachers incorporate electronic grade books, e-mail,
teacher-created websites and interactive discussion sites to both share
and deliver information and timely evaluations. Our district website,
created and maintained by Briarcliff students, is vital to the success
of maintaining an open dialog with the members of our school community.
Parents can take comfort in the ability to access information, news and
forms twenty-four hours a day, seven days a week.

**[Part IV, #4 -- Communicating Success]{.underline}**

The middle school uses many avenues to communicate student performance.
The district is a founding member of the Tri-States Consortium. This is
an organization of high performing school districts across the tri-state
area of New York, Connecticut and New Jersey that endeavors to improve
the educational programs and share best practices. The middle school has
participated in a Tri-State assessment process to advance teaching and
learning. Through the use of student performance data, the Tri-State's
visiting team created a comprehensive report for systemic planning,
assessment, accreditation and continuous improvement. There are three
categories of systemic performance: student performance, internal
support, and external support. The building principal has served as a
team co-leader on visits to other school districts and is a member of an
association of Westchester and Putman County middle school principals
whose members make presentations, influence state-wide policy and
discuss issues, trends and practices within their individual districts.
The middle school faculty is active in a wide range of professional
organizations across the county and state. Teachers, too, hold
leadership positions, make presentations and engage in important
conversations on a myriad of educational issues. The English and Social
Studies departments are members of the New York State and Westchester
Council of English Teacher and Social Studies Teachers respectively.
Members of the Foreign Language department serve on the Westchester
Association of Foreign Language Educators. The Music teachers are
involved in the New York State Music Association (NYSSMA) as well as
All-County and All-State Band, Orchestra and Chorus programs. Math
Teachers are active participants in the Association of Math Teachers of
New York State (AMTNYS). In addition to associations, teachers enable
their students to take part in numerous national, state and local
competitions such as The Young Writers Contest, Math Counts Competition,
the Math Olympiad, Destination Imagination, Reader's Digest Word Power,
All-State and All-County music competitions and others. Students
achievement in these various competitions is reported in the school and
district newsletters as well the local newspaper and television
stations.

**[Part V -- Curriculum and Instruction]{.underline}**

**[Part V #1 -- School's Curriculum]{.underline}**

The Briarcliff Middle School educational program is comprehensive,
challenging, purposeful, integrated, aligned with New York State
Learning Standards, and responsive to needs of adolescents. The
curriculum supports the development of young adolescents' intellectual,
personal, physical and emotional well-being. Briarcliff Middle School
provides rigorous curricula in Art, English Language Arts, World
Language (French/Spanish/Latin), Health, Math, Music, Physical
Education, Social Studies, Science, and Technology.

Each department ensures that all students are engaged in meaningful
instruction through coordinated curriculum mapping that promotes
vertical and horizontal articulation. Within each classroom,
instructional methods such as open-ended questions, problem solving,
differentiated activities, independent research, and technology deepen
students' conceptual understanding.

The English Language Arts program consists of reading, writing,
listening, and speaking for information and understanding, literary
response and expression, critical analysis and evaluation, and social
interaction. A wide variety of texts and genres are used to introduce
students to the world of literature. Students are expected to revise
written work in order to improve skills and comprehension. Students are
encouraged to participate in school enrichment activities and local and
regional contests, which further enhance communication skills.

The math curriculum is solidly grounded in the NCTM standards and the
New York State Math Science Technology Standards. Mathematical concepts
are explored through a variety of perspectives. In 6^th^ grade, the
transition begins from concrete to abstract thinking by extending
arithmetic rules to algebraic processes; 7^th^ grade students use
algebra to model and solve real life problems and develop a richer
understanding of the underlying structure of mathematics. By the 8^th^
grade, students are routinely solving complex problems using abstract
mathematics and communicating the results in writing. Classes are
grouped homogenously and honors courses are offered in the 7^th^ and
8^th^ grades.

In science, students understand and apply scientific concepts,
principles, and theories pertaining to the physical setting and living
environment and recognize the historical development of ideas in
science. This is accomplished through mathematical analysis, scientific
inquiry, and engineering designs, as appropriate, to pose questions,
seek answers, and develop solutions. Open enrollment to Earth Science in
8^th^ grade provides an opportunity for all students with a love for
science to accelerate and to earn a high school credit by taking the
Regents.

The social studies program focuses on the essential learning skills
required of successful students and future active participants in a
democratic society. Teachers meet regularly to ensure a value-added
component. The content in sixth grade offers a historical perspective of
the origins of civilization and the development of cultures throughout
the Eastern Hemisphere, followed by an in-depth look at the Middle Ages.
Students study American history and culture, with an emphasis on
diversity and our powerful world presence as a nation in the seventh and
eighth grades.

The art curriculum covers traditional as well as computer art to
implement the visual arts standards. Students create a collection of
artworks, in a variety of mediums that reinforce basic elements and
principles of art. Projects require students to use the elements and
principles of art to communicate specific meaning. Technology is
integrated and allows for an interactive format for reflection and
critique of student work. Cultural aspects of the curriculum include
interdisciplinary assignments that reflect historical periods and allow
students an opportunity to demonstrate understanding of how artworks and
artifacts reflect important aspects of a culture.

The World Language Department's philosophy is that all students can
learn a foreign language. To develop the communication skills of
speaking, listening, reading, and writing, a variety of approaches are
utilized, including language acquisition through Total Physical
Response, storytelling, and differentiated instruction as well as the
use of multiple intelligences. Cultural understanding is interwoven in
daily lessons through the use of Internet and multimedia projects.
Connections are made with other disciplines in the study of social
studies, math, art, music, dance and literature. Comparisons are made
with other languages while developing acceptance of differences among
world communities.

# Part V #2b -- English Curriculum

The English Department reflects the curriculum set for New York State
middle schools. The grade 6 program provides a transition from
elementary school to middle school. Grade 7 is a reinforcement and
development of written and oral communication skills as well as an
increase in depth of understanding on an inferential and critical level.
Grade 8 is a preparatory course for high school and requires extensive
writing and critical interpretation of a variety of texts while
preparing for the New York State English Language Arts Test,
administered in January.

The English Language Arts curriculum consists of reading, writing,
listening, and speaking for information and understanding, literary
response and expression, critical analysis and evaluation, and social
interaction. Each grade level is a literature-based curriculum, studying
a variety of prose and poetry, including essays, short stories, novels,
and dramatic works. Literature involves the classics as well as
contemporary and multicultural works. Appropriate reading material is
based on grade level and skill level of the individual student. The goal
is to individualize instruction as much as possible and take each
student as far as his/her abilities allow.

Students in grades 6-8 experience both creative and formal writing as
they learn the writing process as applied to poems, essays, stories,
journals and research projects. Reading and writing, as well as
isolation exercises, are used to increase and develop skills in
comprehension, grammar, spelling and vocabulary. More sophisticated
reading and writing is expected of students as they progress and prepare
for high school. The emphasis is placed on students growing to a
critical and analytical stage of expression, response, and
self-evaluation.

Students who are identified as reading below grade level are provided
with assistance in decoding and comprehension. Instruction is given
based on the various levels of comprehension including literal and
figurative strategies. This comes in the form of a Reading class. If
more extensive help is required and the student qualifies for an IEP, he
or she can enter Alternative English class which parallels the
mainstream English curriculum and provides the appropriate classroom
support.

**[Part V #3 -- Other Curriculum Area]{.underline}**

Our schools' philosophy statement includes the words, "\[our educational
program\] encourages students to contribute to the betterment of their
world and to be contributing members of society." The Related Arts
program helps us achieve this goal by fostering cognitive, emotional,
and kinesthetic learning and preparing students to think critically and
behave ethically as responsible citizens. Students have an opportunity
to participate in Art, Computer Art, Music, Technology, Public Speaking,
Public Presentation, Human Rights, and Community Service. In Human
Rights and Community Service, students research problems both locally
and globally, and then turn this knowledge into positive action.
Recently, our students' learned that students in El Salvador do not have
books to read. The students used their math skills to estimate how much
money they could raise in various fundraisers, and ultimately were able
to purchase and send nearly two hundred picture books to El Salvador. In
the second marking period, our students learned that there are orphans
with AIDS in Namibia, Africa, who do not have organized activities or
games to play after school and decided to create educational games to
send to these children. In Human Rights, students choose a human rights
topic of interest and research it to thoroughly define the problem and
investigate what people and organizations are doing about the problem.
The project also includes contacting the organization by telephone,
sharing the research with a parent or other adult, and deciding what
action to take to help the cause. Through these and other projects,
students have authentic opportunities to apply knowledge and skills to
enhance and effect positive change in the world.

**[Part V #4 -- Instructional Methods]{.underline}**

Responding to the needs of all learners is an essential tenet in the
mission of Briarcliff Middle School. Teachers differentiate instruction
and use research-based teaching strategies that are developmentally
appropriate to support and build on the premise that learners differ in
important ways. Teachers engage students in instruction through
different learning modalities, appealing to students' interests. They
design a variety of instructional strategies that align with the
variables in students' learning styles, aptitude and readiness.
Flexibility in time as well as student groupings within the classroom
are used to support student needs and interests.

Other hallmarks of Briarcliff Middle School are the Collaborative
Teaching Model, Socratic Seminar and Habits of Mind. In collaborative
classes, two or more teachers deliver instruction to a group of students
with diverse needs in which the teachers have the knowledge and skills
needed to select and adapt curricula and instructional methods.
Collaborative classes provide an opportunity to increase instructional
options and to support students with learning disabilities in the
general education curriculum. In addition, Briarcliff Middle School
designed a program called CASSTLE (Collaborative Academic Social Skills
in a Transitional Learning Environment) to support students who need not
only a resource room but the additional support of a school
psychologist.

Another way the school responds to the needs of all learners is through
Socratic Seminars and the integration of Habits of Mind. Socratic
Seminar is an instructional method used so students seek deeper
understanding of complex ideas in a text. Rigorously thoughtful dialogue
is incorporated, rather than memorizing information and the process
includes questions that are opened ended, having no right or wrong
answer. Habits of Mind are sixteen broad and enduring thinking
dispositions that are employed by students when confronted with a
problem or dilemma, the answer to which is not immediately apparent.
Integrating Habits of Mind in instruction promotes a productive learning
community and requires a discipline of the mind that is practiced so it
becomes a habitual way of working toward more thoughtful, intelligent
action.

**[Part V #5 -- Professional Development Program]{.underline}**

The Briarcliff School District has a comprehensive and effective
professional development plan that includes a district-wide committee
comprised of administrators, teachers and parent volunteers from all
three schools, and a liaison from a local university. The focus of the
Professional Development Committee is to provide meaningful staff
development opportunities to improve the quality of teaching and
learning as well as to ensure that teachers remain current with their
profession and meet the learning needs of their students. In addition,
Superintendent's Conference Days are planned by this committee and are
aligned with district and school initiatives.

Teachers are required to fulfill fifteen professional hours outside of
the school day. The superintendent and/or building principal determine
seven and one half hours, leaving the remaining hours for teacher
discretion, subject to principal's approval. In addition, the District
encourages teachers to enroll in accredited graduate courses as well as
in-service courses directly related to district, school initiatives as
well as individual goals. Courses must be pre-approved by the building
principal and the superintendent. Teachers complete a Course Approval
Form that requires a rationale for taking the course, a description of
how the course will impact student achievement and how the teacher will
assess the impact of taking this course. A course description from the
institution must be attached to the form. Upon successful completion of
the coursework, appropriate credit is received.

Current district and school initiatives include brain research based on
the work of Dr. Mel Levine's *All Kinds of Minds* Institute,
differentiated instruction, curriculum mapping, Socratic Seminar, Smart
Board and Blackboard training, technology integration, and Dr. Arthur
Costa's, *Habits of Mind*.

**APPENDIX**

**Briarcliff Middle School**

**Briarcliff Manor Union Free School District**

**State Criterion Referenced Tests**

**New York State 8^th^ Grade**

**English Language Arts Assessment.**

  ------------------------------------ --------------- --------------- --------------- --------------- ---------------
  **English Language Arts**            **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**   **1999-2000**

  **Testing Month**                    **1/14/2004**   **1/14/2003**   **3/1/2002**    **5/1/2001**    **5/16/2000**

  **SCHOOL SCORES**                                                                                     

  \% At or Above Level 4- Students     26%             30%             40%             31%             43%
  consistently demonstrate                                                                             
  understanding of written and oral                                                                    
  text beyond the literal level.                                                                       

  \% At or Above Level 3- Students     63%             58%             47%             55%             50%
  demonstrate understanding of written                                                                 
  and oral text beyond the literal                                                                     
  level.                                                                                               

  \% At or Above Level 2- Students     12%             11%             13%             12%             7%
  demonstrate partial understanding of                                                                 
  written and oral text.                                                                               

  \% At or Above Level 1- Students     0%              0%              1%              2%              0%
  demonstrate minimal understanding of                                                                 
  written and oral text.                                                                               

                                                                                                        

  Number of students tested            106             104             111             97              96

  Percent of total students tested     97%             99%             99%             98%             97%

  Number of students alternatively     1               0               0               0               0
  assessed                                                                                             

  Percent of students alternatively    .86%            0%              0%              0%              0%
  assessed                                                                                             

                                                                                                        

  **SUBGROUP SCORES**                                                                                   

  **Students with Disabilities**                                                                        

  \% At or Above Level 4- Students     0%              6%              0%              7%              11%
  consistently demonstrate                                                                             
  understanding of written and oral                                                                    
  text beyond the literal level.                                                                       

  \% At or Above Level 3- Students     56%             44%             41%             27%             78%
  demonstrate understanding of written                                                                 
  and oral text beyond the literal                                                                     
  level.                                                                                               

  \% At or Above Level 2- Students     44%             50%             58%             55%             11%
  demonstrate partial understanding of                                                                 
  written and oral text.                                                                               

  \% At or Above Level 1- Students     0%              0%              1%              11%             0%
  demonstrate minimal understanding of                                                                 
  written and oral text.                                                                               

                                                                                                        

  Number of students tested            16              13              17              9               9

                                                                                                        

  **STATE SCORES**                                                                                      

  \% At or Above Level 4- Students      \*See below    8%              10%             11%             10%
  consistently demonstrate                                                                             
  understanding of written and oral                                                                    
  text beyond the literal level.                                                                       

  \% At or Above Level 3- Students                     37%             34%             34%             35%
  demonstrate understanding of written                                                                 
  and oral text beyond the literal                                                                     
  level.                                                                                               

  \% At or Above Level 2- Students                     45%             49%             41%             42%
  demonstrate partial understanding of                                                                 
  written and oral text.                                                                               

  \% At or Above Level 1- Students                     9%              7%              14%             13%
  demonstrate minimal understanding of                                                                 
  written and oral text.                                                                               
  ------------------------------------ --------------- --------------- --------------- --------------- ---------------

\*As of February 4, 2005, the only information available from the State
Education Department is that 47% of eighth graders scored at Level 3 and
4. Middle schools continued to reduce the number of students scoring at
Level 1.

**APPENDIX**

**Briarcliff Middle School**

**Briarcliff Manor Union Free School District**

**State Criterion Referenced Tests**

**New York State 8^th^ Grade**

**Math Assessment.**

  -------------------------------------- --------------- --------------- --------------- --------------- ---------------
  **Math**                               **2003-2204**   **2002-2003**   **2001-2002**   **2000-2001**   **1999-2000**

  **Testing Month**                      **5/12/2004**   **5/4/2003**    **5/1/2002**    **5/15/2001**   **5/18/2000**

  **SCHOOL SCORES**                                                                                       

  \% At or Above Level 4- Students       48%             35%             49%             38%             40%
  provide evidence of superior knowledge                                                                 
  of key mathematical ideas.                                                                             

  \% At or Above Level 3- Students       48%             54%             41%             53%             51%
  consistently use prime numbers,                                                                        
  factors and multiples.                                                                                 

  \% At or Above Level 2- Students for   4%              10%             9%              9%              8%
  the most part use basic reasoning.                                                                     

  \% At or Above Level 1- Students may   0%              1%              2%              0%              1%
  understand and use simple operations.                                                                  

                                                                                                          

  Number of students tested              106             102             112             97              97

  Percent of total students tested       100%            99%             100%            97%             100%

  Number of students alternatively       1               0               0               0               0
  assessed                                                                                               

  Percent of students alternatively      1%              0%              0%              0%              0%
  assessed                                                                                               

                                                                                                          

  **SUBGROUP SCORES**                                                                                     

  **Students with Disabilities**                                                                          

  \% At or Above Level 4- Students       0%              0%              0%              6%              11%
  provide evidence of superior knowledge                                                                 
  of key mathematical ideas.                                                                             

  \% At or Above Level 3- Students       75%             0%              0%              56%             44%
  consistently use prime numbers,                                                                        
  factors and multiples.                                                                                 

  \% At or Above Level 2- Students for   25%             98%             92%             39%             33%
  the most part use basic reasoning.                                                                     

  \% At or Above Level 1- Students may   0%              2%              8%              0%              11%
  understand and use simple operations.                                                                  

                                                                                                          

  Number of students tested              16              13              17              18              9

                                                                                                          

  **STATE SCORES**                                                                                        

  \% At or Above Level 4- Students       \*See below     9%              11%             11%             7%
  provide evidence of superior knowledge                                                                 
  of key mathematical ideas.                                                                             

  \% At or Above Level 3- Students                       42%             37%             37%             33%
  consistently use prime numbers,                                                                        
  factors and multiples.                                                                                 

  \% At or Above Level 2- Students for                   32%             33%             33%             35%
  the most part use basic reasoning.                                                                     

  \% At or Above Level 1- Students may                   17%             20%             26%             25%
  understand and use simple operations.                                                                  
  -------------------------------------- --------------- --------------- --------------- --------------- ---------------

\*As of February 4, 2005, the only information available from the State
Education Department is that 57.7% of eighth graders scored at Level 3
and 4. The percentage of students scoring at Level 1 declined
substantially.