##### *REVISED-May 1, 2006*

##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) [√]{.underline}
Elementary \_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Ms. Renée Crump]{.underline}

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

Official School Name [New Visions Museum School of Exploration and
Discovery]{.underline}

(As it should appear in the official records)

School Mailing Address [80 Raynor Street]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Freeport New York 11520]{.underline}

City State Zip Code+4 (9 digits total)

[County Nassau]{.underline} State School Code
Number\*[28-02-09-03-0009]{.underline}

Telephone [(516) 867-5390]{.underline} Fax [( 516 )
867-0392]{.underline}

Website/URL http://www.freeportschools.org/schools/new_visions.htm

E-mail [rcrump@freeportschools.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. Eric L. Eversley]{.underline}

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

District Name [Freeport Union Free School District]{.underline} Tel. [(
516 ) 867- 5200]{.underline}

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

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

Name of School Board

President/Chairperson [Mr. Michael
Raab]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

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

**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 for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [4]{.underline} Elementary
Schools

[1]{.underline} Middle School

[1]{.underline} Junior High School

[1]{.underline} High School

[1]{.underline} Other (Pre-Kindergarten and Kindergarten Center)

[8]{.underline} TOTAL

2\. District Per Pupil Expenditure: \$13,000.

Average State Per Pupil Expenditure: \$15,000.

**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\. [2.6]{.underline} Number of years the principal has been in her/his
position at this school.

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

5\. Number of students as of Oct 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**

  **Pre K**                                                 **7**                             

  **K**                                                     **8**                             

  **1**       55        40                     **95**       **9**                             

  **2**       61        58                     **119**      **10**                            

  **3**       50        44                     **94**       **11**                            

  **4**       55        49                     **104**      **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   412
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [8]{.underline}% White

the students in the school: [44]{.underline}% Black or African American

[47]{.underline}% Hispanic or Latino

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

[0]{.underline}% 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: [1.2
    %]{.underline}

8\. Limited English Proficient students in the school: [15%]{.underline}

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

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

Specify languages: English and Spanish

9\. Students eligible for free/reduced-priced meals: [30]{.underline}%

Total number students who qualify: [124]{.underline}

10\. Students receiving special education services: [12]{.underline} %

[51]{.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. Do not add additional categories.

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

\_\_\_\_Deafness [3]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [18]{.underline} Specific Learning Disability

\_\_\_\_Emotional Disturbance [20]{.underline} Speech or Language
Impairment

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

> [1]{.underline} Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> [7]{.underline} Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [2]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [24]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [11]{.underline} [2]{.underline}

Paraprofessionals [13]{.underline} [7]{.underline}

> Support staff (secretaries, security) [7]{.underline} [1]{.underline}
>
> Total number [57]{.underline} [10]{.underline}

12\. Average school student-"classroom teacher" ratio, that is, the
number of students in the school divided by the FTE of classroom
teachers: [17:1]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage.

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

  Daily student attendance  93 %        95%         100 %       95 %        96 %

  Daily teacher attendance  95%         94%         94%         92%         88%

  Teacher turnover rate     1 %         0 %         1 %         0 %         0 %

  Student dropout rate      NA          NA          NA          NA          NA
  (middle/high)                                                             

  Student drop-off rate     NA          NA          NA          NA          NA
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**[Part III Summary]{.underline}**- New Visions is Long Island's first
magnet school, and the district's youngest. With a humble beginning, we
opened in a rented facility in 1995. Teachers were specially selected
for their: capacity to "think outside the box" instructionally,
incorporate best practices, view children holistically and tailor
instruction to children's needs; a commitment to teaching in a way that
would enable children to successfully compete in a global society, and
as promising contributors to a true learning community. During the first
eight years, we met every challenge associated with infancy, from an
aged building, to limited resources, and an undersized staff shared
between two schools. Despite these obstacles, our school family grew
closer, ever moving toward excellence. A community bond issue supported
the construction of a new building. School and community stakeholders
met with architects to plan the building's design. The result is a
state-of-the-art learning institution, recently featured for its
outstanding architecture in [House]{.underline} Magazine
(January/February 2006). In December 2003, we moved into our permanent
new home. Moving mid-year was exciting but demanding. Teachers and
parents worked voluntarily during the winter break to prepare classrooms
for the January opening. Following the vacation, we settled into our new
facility while at the same time successfully preparing for the Grade 4
State Assessments in ELA and Mathematics.

*New Visions' mission is **"to create life long leaning through
exploration and discovery"*** and is based upon four critical points of
the theory of Multiple Intelligences: (1) *Each person possesses all
eight intelligences in varying degrees unique to the individual. (2)
Most people are capable of developing each intelligence to an adequate
level of competency; (3) Intelligences work together in complex ways (4)
There are many ways to be intelligent within each category*. Students
*explore, explain, and exhibit* their work to create a Museum School,
investigating the world through the study of various *big ideas,
essential questions,* *interactive learning* and *first hand
experiences*. Across the curriculum, students are challenged to convey
new learning in new ways. Much like an actual museum, school exhibits
include a combination of visual images, scale models and written
descriptions. \"Discovery Days\" enhance the basic core subjects while
encouraging students to further develop their many intelligences. We
believe that *everyone possesses intelligence* *that evolves over time
with appropriate opportunities for exposure, immersion, and application
of what is learned*. Dr. Howard Gardner\'s research on the theory of
Multiple Intelligences serves as a foundation for the school's mission
and a vehicle for informing pedagogy. On-going professional development
provides teachers with knowledge and strategies for *multiple entry
points*.

New Visions is not a school with a museum but rather a school that *is*
a museum, with student displays and exhibits seen throughout. The main
lobby gives the immediate sense of a museum with a grand
"stair-a-torium" for student gatherings. Inviting instructional spaces
are child-centered, with bright, open reflection areas for individual,
small or large group instruction. The state-of- the art library-media
center, equipped with the latest technology, includes a wireless
computer lab and laptop computers for classroom use, making technology
integration natural. Video conferencing engages children in virtual
tours across the nation.

Outstanding programs include: The Dual Language Program empowers
children to acquire proficiency in a second language; Multiple
Intelligence Institute and Discovery Days for exploring the
intelligences via workshops and theme related activities; Partnership
with Long Island Children's Museum ; New York Knicks "Read to Achieve"
Program; Teacher "Summer Literacy Institute" and North Fork Bank
Financial Literacy Program and monthly parent involvement workshops for
supporting children's learning, ESL and family literacy.

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

**1. Assessment Results**

**Over the past four years, New Visions has demonstrated significant
performance gains, in both English Language Arts and Mathematics as
measured by the NY S Testing Program.** NYS ELA test results show an
increase of approximately 30 percentage points from 2001-2004,
*dramatically closing the achievement gap.* In 2001 and 2002,
approximately 66 % of New Visions' students met or exceeded NYS
standard. In 2003, 85 % met or exceeded standard, and in 2004, 95 % of
students met or exceeded standard. **Students demonstrated excellence in
their performance on the NYS Math Assessment as well**. In 2001, 78 % of
students met or exceeded state standard, in 2002, 96% and in 2003 and
2004, 100 % of students met or exceeded state standard. Sub-group
performance was exemplary as well. Students with disabilities (SWDs),
*English Language Learners (ELLs)*, and the economically disadvantaged
performed equal to those without any particular sub-group distinction. 
A school in "good standing", New Visions continues to exceed the
adequate yearly progress targets set forth by the New York State
Education Department and in 2004 received special recognition for
outstanding performance in ELA.

The ***New York State Assessment System* for grades 3 - 8** determine:
(a) whether or not a student is progressing in academics and thereby
meeting New York State Learning Standards (b) if the instructional
program is supporting students in reaching or exceeding standards, and
(c) whether or not the school is making Adequate Yearly Progress.
***[Grades 3 through 8 ELA Assessments]{.underline}*** measure students'
ability to listen, read, and write in response to a variety of
genres***. [Grades 3 - 8 Math Assessments]{.underline}*** are aligned
with process and content standards, and assess conceptual understanding,
procedural fluency, and problem solving abilities. Concepts include
number sense and operations, algebra, geometry, measurement, probability
and statistics.

***[State Performance Levels for Meeting Standards]{.underline}:*** In
reporting students' scores, the state uses a rubric or scoring guide
based on specific criteria for quality work. This rubric or standard of
measure ranges from 1 to 4. A score of 1 or 2 is considered below the
state standard for academic performance; a score of 3 means that a
student is proficient and meets state standard; and a score of 4
indicates that a student is highly proficient and exceeds state
standards. Principals are required to contact parents of students who
score a 1 or 2; these students are entitled to receive extra help
through intensive ***Academic Intervention Services*** during the day,
through extended day (before-or-after-school) sessions, and summer
tutoring, during the school day, and/or at summer school.

All students, regardless of disability or sub-group category participate
in the State Grades 3- 8 Testing Program in ELA and Math. As outlined in
the Individualized Education Plan (IEP), some students with disabilities
(SWDs) are entitled to test modifications to ensure success. For the
***English language learners (ELL***), the annual New York State English
as a Second Language Achievement Test (NYSESLAT) is administered and
measures English language proficiency in listening, speaking, reading,
and writing. Approved New York State Board of Regents' learning
standards for ELLs and NYSESLAT data help New Visions determine which
instructional standards need particular focus to ensure that ELLs fully
acquire language proficiency to prepare for language success.
Performance levels 1 through 4 correspond to levels of English language
proficiency: level 1-beginner; level 2-intermediate; level 3-advanced;
level 4-profeicient. A review of test data over a three year period
shows an increase in the number of ELL students scoring in the advanced
and proficient ranges and a decline in the number of students scoring in
the beginner and intermediate ranges. Test format includes
multiple-choice, short written response, extended written response, and
oral response type questions. ***State assessment information may be
found at:***
[www.emsc.nysed.gov/3-8/intro2.pdf](http://www.emsc.nysed.gov/3-8/intro2.pdf)

**2. [Using Assessment Results ]{.underline}**

Assessment data is used to assess individual and school progress toward
implementing and meeting the New York State Learning Standards. Data is
generated from a variety of sources: state and local assessments,
teacher designed weekly and quarterly exams, reading running records,
writing samples, student portfolios, and observations. This data is used
to inform instruction with the single focus of improving student
achievement. Data collection and analysis serves as the catalyst for
professional conversation, staff development, and supervision and
evaluation of staff as it clearly articulates responsibility for
teaching and assessing standards for student learning. Using data,
instructional guidelines that describe good practice based on
scientifically-based research are implemented.

To a large extent, New Visions relies on support from the BOCES Data
Warehouse. This on-line data service provides information about the NYS
School Report Card and is designed to assist districts with the
collection and analysis of local data, interpretation of state and local
data, and mapping instruction to the NYS Learning Standards. Along with
district and building administrators, teachers receive information on
the NYS Testing Program, with disaggregation of data by building,
gender, ethnicity, poverty, ELL status, LEAP mobility, disability
status, and year. Teachers examine the data of their students in
conjunction with the test questions to determine the skills that need
particular attention and the best instructional practices for achieving
academic outcomes. Gaps and trends in performance over time are studied.
Comparative data is also available so that a school or district might
know how it performed in relation to similar schools or districts.
Administrators and teachers use the data to ensure alignment with
district curriculum maps, texts, and state and local assessments.

Finally, assessment data allows teachers, and district and building
level administrators to begin a root cause analysis for problems
identified in the school report card that become part of the school's
on-going instructional improvement plan (SIIP) that is updated and
revised annually based upon student performance results.

**3. [Communicating Assessment Results ]{.underline}**

New Visions takes advantage of every opportunity to communicate student
performance to students, parents, teachers, board members and the
community at large.

***Parents***: At our annual September "Back-to-School Night", the
principal presents an overview of NY State test results and what those
results indicate about the school's overall performance. At bi-annual
Parent-teacher conferences (fall and spring) individual student progress
is discussed and parents are made aware of strategies and resources to
help their children meet or exceed state standards. In the spring of
each year, at the May Parent Teacher Association Meeting, the principal,
using aggregated and disaggregated data, presents parents with a more
detailed explanation of assessment data from the New York State School
Report Card. Individual student interim reports are issued every six
weeks to alert parents to performance concerns requiring attention.
Student report cards are issued quarterly to inform parents of their
child's performance against the district's learning objectives; parents
are invited to meet with teachers about any concerns. Parents receive
newsletters from both the PTA and school principal that include
information about state and local testing information and performance
results if available. Parents also receive individual performance
results for their children on state tests via mail. All meetings about
assessment are conducted in Spanish and English; all written
communication is presented in both languages as well. Parents are
invited to visit the district and NY State websites for up-to-date
assessment information.

***Students:*** Students have the greatest opportunity for immediate
feedback about their performance from teachers as they are assessed
daily both formally and informally. Rubrics for quality work are
explained and displayed in classrooms so that students have a thorough
understanding of expectations. Children receive grades for classwork and
homework assignments, weekly and quarterly exams, projects, and the like
based on the rubrics and learn how to produce quality work that meets
the learning standards. Teachers conference with students regularly to
discuss work and areas of strength and weakness and to develop a plan to
address students' individual needs, set targets and goals. When
necessary, teachers along with building administrators conference with
students *and* their parents to discuss areas of concern and to make
recommendations for improvement.

***Teachers:*** Beginning in September, teachers meet regularly to
review school-wide and individual performance results on State
Assessments. Using the NYS School Report Card and data gathered from the
Nassau BOCES Data Warehouse, teachers, building and district level
coordinators review sub-group performance, examining trends and
discussing ways to close achievement gaps that may exist. Results for
local assessments are used similarly. In both instances, information
taken from data is used to inform and design instruction appropriate to
student needs.

***Board of Education:*** Annually, the school's site-based team revises
the SIIP (School Instructional Improvement Plan). This plan is submitted
to the Superintendent of Schools and Board of Education members for
review. The plan addresses both local and state assessment results and
strategies for closing any achievement gaps that may exist. In the
spring of each year, the Board of Education and community are given an
overview of the school's performance on state assessments at a public
Board of Education meeting.

**4. [Sharing Success ]{.underline}**

New Visions shares its success with administrators across Long Island
through on site tours and talks, and public speaking at professional
conferences.

*Principal Crump* presented *Strategies for ELA Success* at the 2004
ASCD (Association for Supervision and Curriculum) Fall Conference
(Melville, NY). The conference was attended by district and building
administrators from across Nassau County and the tri-state area.
Principal Crump has also been interviewed about curriculum and programs
and opened the doors of the school for on-site visits from principals
and superintendents of the Hempstead, Uniondale, and Roosevelt School
Districts in Nassau County. *Assistant Principal De Luca* and *Math
Specialist Mr. Brimer* have presented at the New York State Association
for Comprehensive Education (NYSACE) Conference in Saratoga Springs for
the past five years. The conference is held for elementary and middle
school educators across New York State. This year, Ms. De Luca presented
*[Strategic Planning for Identifying At-risk Students, Professional
Development, and Maximizing Staff]{.underline}* and Math Specialist,
Allan Brimer presented *[ELA and Math Integration for
Success]{.underline}.* Mr. Brimer, also along with two other New Visions
teachers, Mr. De Gennaro and Ms. Maia, holds a teaching position at C.W.
Post College, working with gifted elementary-aged students in math.
There they share many of the problem-solving strategies with assistant
teachers and parents that have made our students successful.In addition,
several of New Visions' teachers have presented at *Famil*y *Math Day*
held in March of each year. This event is held for parents and students
across Nassau County and engages them in fun math activities. The day
gives New Visions teachers the opportunity to highlight and showcase
some of the instructional practices used with our students that have
yielded tremendous success over the past four years.

New Visions has also shared program success, school achievement, and
special events through featured articles in local and county newspapers:
*The Leader, New York Newsday and New York Times.* Students were even
featured on *Good Morning America* news program. Citations include:
*United States House of Representatives Award for recognition as one of
New York State's Most Improved Schools*, 2004; named "School of the
Month" for our "unique approach to learning" by Congresswoman Carolyn
McCarthy, 2005; New York State Recognition of Most Improved Schools,
2004.

**PART V -- CURRICULUM AND INSTRUCTION**

> **1. [School Curriculum]{.underline}**

Integrating NYS Learning Standards, English/Language Arts, Math,
Science, and Social Studies comprise

the core subject areas. In addition, children receive instruction in
Library/Media Studies, Art, Music,

Physical and Health Education. Embedded in teaching and learning is the
development of critical

thinking, problem solving, and communication skills. Children learn to
make inferences and predictions,

and draw conclusions across the different content areas. As a museum
school, students engage in project-

based, authentic learning experiences- learning by doing. This "hands
on" approach promotes the

exploration of scientific, historical, and artistic environments.

-   ***Reading*** is an important academic focus. A daily ninety minute
    block of time is devoted to the teaching

of English/Language Arts content skills and concepts. Reading teachers
and other specialists support classroom instruction. The "Skill of the
Week", grade level meetings, and on-going professional development
assure that skills and concepts are consistently and systematically
taught. Extended day programs additionally support students in meeting
New York State Learning Standards.

-   In ***mathematics,*** teachers work closely with the math specialist
    to ensure alignment to district

curriculum maps, NYS and NCTM content and process standards. The result
is the mastery of computational skills, the understanding of simple and
complex concepts, and the ability to problem solve. ***NCTM Standards
for School mathematics recommends that math programs "include numerous
and varied experiences with problem solving as a method of inquiry and
application".** Problem-solving strategies are introduced to students
beginning in grade one: **working backwards**, **making** **organized
lists**, **guess and check**, **making it simpler**, **using objects or
acting out a problem**, **making a picture or diagram**, **using or
making a table**, **using or looking for a pattern**, **logical
reasoning**, and **brainstorming**.* Students are given the opportunity
to gain depth of understanding, fluency in procedure, experiment, test,
and formulate their own problem-solving strategies.

-   In ***science*** students are taught through the constructivist
    approach. During regular classroom instruction

and special school-wide Discovery Days, students use raw data and
primary sources along with manipulatives, and interactive and physical
materials. The language of science is used as students apply the
scientific method - making observations and identifying a problem,
formulating a hypothesis, gathering information, making predictions,
experimenting to test their hypotheses, and documenting research
findings. A variety of website resources supplement student research and
learning.

-   In ***Social Studies*** teachers use the K-W-L method of presenting
    an idea or concept, determining what

students know, want to know, and want to learn about a particular
subject. Students scaffold to recall information or experiences they
already have and pose essential questions for further learning. The use
of photographs, narratives, and writings are incorporated to engage
students in response to document based questions.

-   ***Art, Music and Library Studies*** are integrated across the
    curriculum and support all subject areas.

Students study art theory and history, technique, patterns, color,
proportion, and texture to discover their world and create artistic
pieces that express their individuality and levels of mastery. Students
participate in vocal and instrumental music programs that showcase their
talents several times during the year. Library studies also support
classroom instruction. Children have access to a state-of-the-art
library/media center, with the latest in technology and are exposed to
the very best in children's literature.

-   ***Physical and Health Education*** are taught in a way that help
    students understand the connection between a healthy body and mind.
    Students receive instruction in developing and maintaining healthy
    habits, proper nutrition and diet, and how to protect themselves
    against diseases such as diabetes and childhood obesity.

-   ***Technology*** is used as a vehicle for instruction throughout all
    subject areas. Each classroom is equipped with computers for teacher
    and student use.

**2a**. **[Reading]{.underline}**

At New Visions, a balanced approach to literacy is used. Children learn
to read, write, listen, and speak with competence for a variety of
reasons as outlined in the New York State Learning Standards. To this
end, all students are exposed to the various literary genres and types
of literature from different sources. The use of a balanced approach
allows children to interact with language and text in numerous ways that
are most natural. A balanced literacy approach to reading is used
because of its many advantages for students and staff alike:

-   Teachers give attention to the five essential components of
    effective reading instruction: phonemic awareness, phonics, fluency,
    vocabulary, and comprehension. This is balanced with authentic
    reading opportunities. Read-a-louds, think-a-louds, modeled reading,
    guided reading, shared reading, writing, language experience, and
    spelling and word studies are elements of the program that students
    experience daily as part of ELA instruction.

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-   Students develop higher order thinking skills and experience the
    craft of writing by studying various authors. Children learn to make
    inferences and predictions, formulate opinions, determine author's
    purpose, synthesize, summarize, and analyze stories and story
    elements.

-   Children meet with success by choosing materials on an independent
    level (e.g, leveled libraries) thus validating autonomy while
    freeing the teacher to work with those students on a skill or
    strategy that needs reinforcement. Children choose from fiction and
    non-fiction books, trade books, student magazines, and poetry.

-   Teachers easily recognize the strengths and weaknesses of each child
    and differentiate instruction based on content, process, interest
    and ability level. Children are grouped in a flexible manner with
    frequent movement determined by progress made.

-   All elements and components of ELA are addressed in a "print-rich"
    environment. Classroom and individual "Word Walls", leveled
    libraries, and literacy centers immerse students in language.

-   Students transfer acquired knowledge and skills to other core
    curriculum areas thus facilitating reading across the core
    curriculum areas.

**3.** **[Social Studies]{.underline}**

***To motivate and engage students in meaningful learning, New Visions
has as its mission, "to create life-long learning through exploration
and discovery.\"***

Drawing on history, the social sciences, and the humanities, students
synthesize and connect ideas and information toward mastery of essential
skills and knowledge in Social Studies. According to Barry K. Beyer,
*Developing a Thinking Skills Program,* Boston: Allyn and Bacon, 1988,
Social Studies can be classified into thinking skills and thinking
strategies. Thinking skills include the ability to gather, interpret,
organize, analyze, evaluate, and synthesize information. Thinking
strategies involve processing information as students engage in
problem-solving, decision-making, inquiry, and conceptualization. In
developing thinking skills, students combine the disciplinary methods
and processes of history, geography, economics, government, and civics
with interdisciplinary approaches to examine the past, study the
present, and speculate about the future. At every grade level, children
learn to consult a variety of sources such as original documents,
speeches, cartoons, artifacts, photos, art, music, architecture,
literature, drama, dance, popular culture, biographies and
autobiographies, journals, folklore, historic places, and oral
histories. From a variety of sources, students defend positions on past
and contemporary issues, and controversial events. Children have
opportunities for research by posing essential questions, identifying
problems, collecting evidence, developing generalizations, presenting
interpretations, and defending conclusions. Students use a variety of
intellectual skills to master content, probe ideas and assumptions, ask
and answer analytical questions, acquire and organize information,
evaluate data, draw

conclusions, and view the human condition from a variety of
perspectives.

Providing the perfect opportunity of curriculum integration, essential
skills and knowledge are not learned in isolation but rather in context
as students *gather, use*, and *present information*. Skills are
introduced, applied, reinforced, and remediated within the framework of
the NYS Social Studies Program. These skills serve as standards of
academic excellence for all students and offer a foundation on which
teachers build rich curricular experiences through a "hands-on",
project-based approach to teaching and learning. Instruction and
assessment are tailored so that all students acquire the essential
skills and are well prepared for measurements of achievement. Curriculum
maps, textbooks, trade books, technology, resources, as well as
authentic learning experiences, such as videoconferencing, educational
trips, mock elections, museum tours and studies, are used to ensure that
every student is learning to his or her potential.

**4. [Instructional Methods Used]{.underline}**

Multiple Intelligences Theory is the seed from which instructional
strategies stem to address children's educational needs, embracing the
notion that intelligence has more to do with the capacity for *active
learning* through solving problems and creating products in a
context-rich and naturalistic setting, than performance on isolated
tasks. Teachers use authentic learning and assessment as a vehicle for
learning and for strengthening the eight intelligences: ***Linguistic**
intelligence addresses sensitivity to sound structure, meaning, and
functions of words and language*. At New Visions all activities
incorporate listening, presenting, discussing, and writing to develop
and demonstrate understanding. ***Logical-Mathematical**: Sensitivity
to, and capacity to discern, logical or numerical patterns, and ability
to handle long chains of reasoning*; New Visions strengthens this
intelligence by immersing students in developing hypothesis, predicting,
and problem solving. **Spatial:** *Capacity to perceive the
visual-spatial world accurately and to perform transformations on one\'s
initial perceptions*; Across the curriculum children create projects,
models and structures to demonstrate understanding of concepts and
ideas. ***Bodily-Kinesthetic**: Ability to control one\'s body movements
and to handle objects skillfully*; at New Visions, children manipulate
materials and their bodies as they engage in making physical connections
that support visual and conceptual understanding ***Musical*:** *Ability
to produce and appreciate rhythm, pitch, and timbre, and the forms of
musical expressiveness*; Teachers use music as a genre for communicating
ideas and to set the stage for and stimulate thinking;
***Interpersonal:*** Discerning and responding appropriately to the
moods, temperaments, motivations, and desires of other people; The
school's "high five rules for behavior" daily reinforce the importance
of sensitivity toward others. ***Intrapersonal:*** *Access to one\'s own
feelings and the ability to discriminate among one\'s emotions;
knowledge of one\'s own strengths and weaknesses*; at New Visions,
Students are engaged in activities that help them to understand who they
are, how they think and respond, all of which impact their learning and
contribution to the school community; and ***Naturalist:*** *Comfort
with and attraction to the natural environment; ability to interact
with, enhance, and appreciate the natural world*. New Visions students
participate in nature walks, trips to preserves, the zoo and other
natural environments. In summary, teachers actively engage students in
their learning, teaching responsibility and accountability. Teachers
introduce new concepts through different entry points, selected to match
students' interests or strengths rather than weaknesses.

Additional instructional methods to support the multiple intelligences
used at New Visions are: **Brainstorming**-students produce a torrent of
thoughts that are put on the board or overhead transparency. Thoughts
can be placed randomly on a graphic organizer; **Tape recording**-offers
students a medium through which to learn about their linguistic powers
and helps them employ verbal skills to communicate, solve problems, and
share feelings; **Journal writing**-involves students in making on-going
written records related to a particular topic that can be open-ended or
specific; **Socratic Questioning-**the teacher questions students'
points of view and participates in dialogues with students rather than
talking *at* students; **Visualization**-students create "blackboards"
in their minds. With eyes closed, students translate books and lecture
material into a picture of whatever is being studied; **Mood
music**-Recorded music is played in the classroom to create an
appropriate mood or emotional atmosphere for a particular lesson or unit
of study; **Peer sharing**-students share their thoughts, questions with
a partner to help with processing information; **Cooperative
grouping**-small groups work toward a common instructional goal.
Students are often assigned roles within the group and upon completion
of the assigned task, share with the larger group; **Personal
connections**-children make text-text, text-self, and text-world
connections to discover how a story or learning experience mirrors their
own; **Board games**-particularly effective with students with special
needs, children practice social and academic skills in a fun, informal
setting; **Choice time**-allows students opportunities to make decisions
about their learning experiences. Children become responsible for their
learning and are more likely to be actively engaged; **Nature
walks**-classes take walks in the vicinity of the school as a way of
reinforcing material learned inside of the classroom.

**5. [Professional Development]{.underline}**

The guiding principles that drive the school's professional development
program are:

1\) experiences are driven by a well-defined picture of effective
teaching and learning 2) experiences provide opportunities for teachers
to build personal knowledge and skills 3) the staff developer uses or
models strategies that teachers will use with students 4) experiences
build a learning community that evokes and sustains professional
conversation 5) experiences build capacity 6) the program is continually
assessed and improved.

New Visions employs a mutli-tiered professional development approach
with the single focus of improved student achievement. The first level
involves teacher supervision and evaluation. Individual teachers meet
with building administrators to receive feedback related to performance.
The process involves a pre-conference, observation, written formative
assessment, and post-conference. Teachers receive support, direction,
and feedback about instructional practices and about how he or she is
advancing toward meeting the "Professional Growth Target" for the year.
The second level involves support from the district's coordinators and
directors. Teachers receive intensive training in ELA and Math which are
areas of focus for the district. In addition, teachers receive training
in Science, Technology, Special Education, and Second Languages.
Teachers are observed and meet with district administrators and receive
feedback about performance in much the same way that they do from
building administrators. In addition, before and after school workshops
are conducted to address different curriculum areas and special
programs, i.e., Dual Language and Special Education. The third level of
professional development supports teachers through conference attendance
and university consultants. Teachers receive training from conferences
after which they turn-key train the rest of the staff. In addition,
experts work with teachers on site and support the school's mission and
academic goals, immersing staff in instructional practices that create
different \"windows\" or \"environments\" through which both teachers
and students explore and learn, and develop their multiple
intelligences. Sessions are standards-based and foster the concept of
the \'school-as-a-museum\', based upon Gardner\'s study of children\'s
museums as learning environments. Some areas of are training are:
generational poverty, developmental assets of children, cultural
sensitivity, technology, multiple intelligences, strategies for working
with children with disabilities, strategies for maximizing teacher
assistants, data analysis and the arts. Several teachers have been
selected to participate and train in special summer institutes like the
American Federation of Teachers' (ERD) [Educational Research and
Dissemination Program]{.underline} and [The National Geographic Urban
Leadership Institute.]{.underline} Teachers also have the opportunity to
participate in the school's Summer Literacy Institute offered by
building administration.

Community partners that support on-going professional development
include the *Long Island Children's Museum,* and *Long Island
Traditions*. New Visions has a university affiliation with Hofstra
University.

**PART VI - PRIVATE SCHOOL ADDENDUM (Not applicable)**

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

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

**Subject [English/Language Arts]{.underline} Grade [4]{.underline} Test
[NYSTP-English/Language Arts]{.underline}**

**Edition/Publication Year [2003-2005]{.underline} Publisher
[CTB-McGraw-Hill]{.underline}**

  --------------------------------------- --------------- --------------- ---------------
                                          **2004-2005**   **2003-2004**   **2002-2003**

  Testing month February                                                  

  **SCHOOL SCORES**                                                       

  \% At or Above Meets State              95              89              67
  Standards**\***                                                         

  \% At Exceeds State Standards           42              21              20

  Number of students tested               60              57              56

  Percent of total students tested        100             100             100

  Number of students alternatively        1               0               0
  assessed                                                                

  Percent of students alternatively       .01             0               0
  assessed                                                                

  **Total % Meeting or Exceeding State    **95**          **89**          **67**
  Standards**                                                             

                                                                          

  **SUBGROUP SCORES**                                                     

  **1. Students With Disabilities**                                       

  \% At or Above Meets State Standards    s               s               s

  \% At Exceeds State Standards           s               s               s

  Number of students tested               s               s               s

  **Total % Meeting or Exceeding State    **s**           **s**           **s**
  Standards**                                                             

                                                                          

  **2.Economically Disadvantaged**                                        

  \% At or Above Meets State Standards    97              0               52

  \% At Exceeds State Standards           28              0               8

  Number of students tested               32              0               25

  **Total % Meeting or Exceeding State    **97**          **0**           **52**
  Standards**                                                             

                                                                          

  **3. Black**                                                            

  \% At or Above Meets State Standards    91              91              55

  \% At or Above Exceeds State Standards  34              20              12

  Number of students tested               36              35              34

  **Total % Meeting or Exceeding State    **91**          **91**          **55**
  Standards**                                                             

                                                                          

  **4. Hispanic**                                                         

  \% At or Above Meets State Standards    100             72              67

  \% At Exceeds State Standards           38              17              27

  Number of Students tested               16              18              15

  **Total % Meeting or Exceeding State    **100**         **72**          **67**
  Standards**                                                             

                                                                          

  **5. White**                                                            

  \% At or Above Meets State Standards    s               s               s

  \% At Exceeds State Standards           s               s               s

  Number of Students tested               s               s               s

  **Total % Meeting or Exceeding State    **s**           **s**           **s**
  Standards**                                                             
  --------------------------------------- --------------- --------------- ---------------

\*(s)Suppressed data-To ensure student confidentiality, the Department
of Education does not publish data for groups with fewer than five
students or data that would allow readers to easily determine the
performance of a group with fewer than five students.

NA-Not applicable

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

**Subject [Mathematics]{.underline} Grade [4]{.underline} Test
[NYSTP]{.underline}-[Mathematics]{.underline}**

**Edition/Publication Year [2003-2005]{.underline} Publisher
[CTB-McGraw-Hill]{.underline}**

  --------------------------------------- --------------- --------------- ---------------
                                          **2004-2005**   **2003-2004**   **2002-2003**

  Testing month May                                                       

  **SCHOOL SCORES**                                                       

  \% At or Above Meets State              100             100             97
  Standards**\***                                                         

  \% At Exceeds State Standards           60              52              42

  Number of students tested               62              62              65

  Percent of total students tested        100             100             100

  Number of students alternatively        0               0               0
  assessed                                                                

  Percent of students alternatively       0               0               0
  assessed                                                                

  **Total % Meeting or Exceeding State    **100**         **100**         **97**
  Standards**                                                             

                                                                          

  **SUBGROUP SCORES**                                                     

  **1. Students With Disabilities**                                       

  \% At or Above Meets State Standards    s               s               s

  \% At Exceeds State Standards           s               s               s

  Number of students tested               s               s               s

  **Total % Meeting or Exceeding State    **s**           **s**           **s**
  Standards**                                                             

                                                                          

  **2.Economically Disadvantaged**                                        

  \% At or Above Meets State Standards    100             0               97

  \% At Exceeds State Standards           58              0               20

  Number of students tested               33              0               30

  **Total % Meeting or Exceeding State    **100**         **NA**          **97**
  Standards**                                                             

                                                                          

  **3. Black**                                                            

  \% At or Above Meets State Standards    100             100             94

  \% At or Above Exceeds State Standards  53              45              34

  Number of students tested               34              33              35

  **Total % Meeting or Exceeding State    **100**         **100**         **94**
  Standards**                                                             

                                                                          

  **4. Hispanic**                                                         

  \% At or Above Meets State Standards    100             100             96

  \% At Exceeds State Standards           58              50              71

  Number of Students tested               19              26              24

  **Total % Meeting or Exceeding State    **100**         **100**         **96**
  Standards**                                                             

                                                                          

  **5. White**                                                            

  \% At or Above Meets State Standards    s               s               s

  \% At Exceeds State Standards           s               s               s

  Number of Students tested               s               s               s

  **Total % Meeting or Exceeding State    **s**           **s**           **s**
  Standards**                                                             
  --------------------------------------- --------------- --------------- ---------------

\*(s)Suppressed data-To ensure student confidentiality, the Department
of Education does not publish data for groups with fewer than five
students or data that would allow readers to easily determine the
performance of a group with fewer than five students.

NA-Not applicable

**STATE CRITERION-REFERENCED TESTS**

**Test [New York State English as a Second Language Achievement Test
(NYSESLAT)]{.underline}**

**Edition/Publication Year [2003-2005]{.underline} Publisher [CTB
McGraw-Hill]{.underline}**

**[Test Level: K-1]{.underline}**

  ----------------------------------- --------------- --------------- ---------------
                                      **2004-2005**   **2003-2004**   **2002-2003**

  Testing month **May**                                               

  **Grade 1 SCORES**                                                  

  \% At or Above Meets State          44              60              51
  Standards                                                           

  \% At Exceeds State Standards       19              17              1

  Number of students tested           32              23              20

  Percent of total students tested    100             100             100

  Number of students alternatively    0               0               0
  assessed                                                            

  Percent of students alternatively   0               0               0
  assessed                                                            

  **Total % Meeting or Exceeding      **44**          **60**          **51**
  State Standard**                                                    
  ----------------------------------- --------------- --------------- ---------------

**[Test Level: 2-4]{.underline}**

  ----------------------------------- --------------- --------------- ---------------
                                      **2004-2005**   **2003-2004**   **2002-2003**

  Testing month **May**                                               

  **Grades 2-4 SCORES**                                               

  \% At or Above Meets State          91              42              54
  Standards                                                           

  \% At Exceeds State Standards       27              5               0

  Number of students tested           22              30              28

  Percent of total students tested    100             100             100

  Number of students alternatively    0               0               0
  assessed                                                            

  Percent of students alternatively   0               0               0
  assessed                                                            

  **Total % Meeting or Exceeding      **91**          **42**          **54**
  State Standard**                                                    
  ----------------------------------- --------------- --------------- ---------------

**[Combined Scores- Levels K-1 & 2-4]{.underline}**

  ----------------------------------- --------------- --------------- ---------------
                                      **2004-2005**   **2003-2004**   **2002-2003**

  Testing month **May**                                               

  **SCHOOL SCORES**                                                   

  \% At or Above Meets State          68              51              53
  Standards                                                           

  \% At Exceeds State Standards       22              19              2

  Number of students tested           54              53              48

  Percent of total students tested    100             100             100

  Number of students alternatively    0               0               0
  assessed                                                            

  Percent of students alternatively   0               0               0
  assessed                                                            

  **Total % Meeting or Exceeding      **68**          **51**          **53**
  State Standard**                                                    
  ----------------------------------- --------------- --------------- ---------------