##### *Revised March 17, 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) \_X\_ Elementary
\_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mrs. Renee
Hartling\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [Samuel G. Love
Elementary\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address [50 East 8^th^
Street\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Jamestown\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_NY\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_14701-3502\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County [Chautauqua\_\_\_\_]{.underline} State School Code
Number\*\_\_[06-17-00-01-0009]{.underline}

Telephone [( 716) 483-4405]{.underline} Fax [( 716 )
483-4291]{.underline}

Website/URL
[www.jamestownpublicschools.org](http://www.jamestownpublicschools.org/)
E-mail
[rhartling@jamestown.wnyric.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\* [Mr. Raymond Fashano]{.underline}

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

District Name [Jamestown Public Schools]{.underline} Tel. [(716)
483-4420\_\_\_\_]{.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. Joseph Pawelski

(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: [\_\_6\_\_]{.underline}
Elementary schools

[\_\_3\_\_]{.underline} Middle schools

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

[\_\_1\_\_]{.underline} High schools

\_\_\_\_\_ Other

[\_\_10\_]{.underline} TOTAL

2\. District Per Pupil Expenditure:
[\_\$6,332\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Average State Per Pupil Expenditure:
[\_\$8,500\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

4\. [6]{.underline} Number of years the principal has been in her/his
position at this school.

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

5\. Number of students 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**    9         5                      **14**       **7**                             

  **K**       40        30                     **70**       **8**                             

  **1**       28        32                     **60**       **9**                             

  **2**       35        32                     **67**       **10**                            

  **3**       19        27                     **46**       **11**                            

  **4**       27        28                     **55**       **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **312**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [63]{.underline} % White

the students in the school: [16]{.underline} % Black or African American

[20]{.underline} % Hispanic or Latino

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

[1]{.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:
[\_\_\_\_38\_\_\_\_]{.underline}%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      53
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      65
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    118
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 312
                            the school as of October 1  

  **(5)**                   Total transferred students  .378
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           38%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
[\_\_\_6\_\_\_\_]{.underline}%

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

Number of languages represented: [\_\_\_1\_\_\_\_\_]{.underline}

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals:
[\_\_\_\_89\_\_\_]{.underline}%

Total number students who qualify: [\_\_\_\_277\_\_\_\_]{.underline}

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

10\. Students receiving special education services:
[\_\_\_\_12\_\_\_\_]{.underline}%

[\_\_\_\_36\_\_\_]{.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.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [\_\_7\_\_]{.underline}Other Health Impaired

\_\_\_\_Deaf-Blindness [\_14\_]{.underline}Specific Learning Disability

\_\_\_\_Emotional Disturbance [\_13\_]{.underline}Speech or Language
Impairment

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

> [\_2\_\_]{.underline}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]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [\_\_\_\_1\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [\_\_\_\_20\_\_]{.underline}\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists [\_\_\_\_12\_\_]{.underline}
[\_\_\_\_\_11\_\_\_]{.underline}

Paraprofessionals [\_\_\_\_\_7\_]{.underline}
[\_\_\_\_\_\_2\_]{.underline}

> Support staff [\_\_\_\_\_7\_\_]{.underline} [\_\_\_\_\_\_1
> \_\_\_\_]{.underline}
>
> Total number [\_\_\_\_47\_\_]{.underline}
> [\_\_\_\_\_14\_\_]{.underline}

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
[\_\_\_\_16:1\_\_\_]{.underline}

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

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

  Daily student attendance   94%         94%         93%         94%         95%

  Daily teacher attendance   93%         90%         92%         88%         87%

  Teacher turnover rate      0%          6%          6%          13%         3%

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

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

Part III --
Summary\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

S.G. Love School is located within the city of Jamestown, New York. The
neighborhood from which the school draws its students is racially mixed,
primarily consisting of Caucasian, African-American, and Hispanic. The
school community is situated in a low socio-economic area, with a
poverty rate of 89%. Few of the adult members of the students' families
have pursued higher education. Parental involvement in the school is
minimal.

The mission of S.G. Love School is to develop responsible, caring,
socially and academically prepared students. In collaboration with our
parents and community, we will accomplish this mission by providing
resourceful staff and developmentally appropriate curriculum in a
friendly, safe environment.

The staff is comprised of 32 full-time teachers, 11 part-time teachers,
eight paraprofessionals, a secretary, a health and attendance officer, a
nurse, and five additional support staff members. As S.G. Love was for
many years the lowest achieving elementary school in the district, the
staff members have experienced a variety of changes within the school.
These have included a number of principals, changing staff members,
modifications to meet the New York State assessments, and mandatory
professional development. Throughout all the various changes, there has
been little resistance on the part of the staff, but rather a
willingness to change when the change has been viewed for the good of
the students and where academic growth is envisioned.

One shared belief among the members of the staff is that all children
can learn. Everyone supports this philosophy. The staff works together
as a team with a common goal. Time is set aside each month for grade
levels to meet. Cross grade level meetings occur at various times
throughout the school year. Each grade level works as a unit,
cooperating and sharing materials, ideas, and advice with its members.
This can also be evidenced across grade levels. Teachers develop goals
and action plans using the results of data to meet students' needs.
Special area staff members are assigned to specific grade levels and
attend team meetings so that their instruction coordinates with that of
the classroom teachers.

Bringing the staff together in connection with the school's goals is
essential, but fostering the collegiality outside of the school day is
also seen as important. Building bonds both within and outside of the
school building has helped to unify the staff.

Each classroom has a uniform list of expectations and rules for all
students. These are posted in every room of the school, and are listed
in the school handbook that is sent home to all families. These were
developed by the staff and administration, and are consistent
building-wide. Students know the expectations they have in their
classroom are the same as those in the gymnasium, the cafeteria, etc.
The students' reward for adhering to the expectations and rules are
working in an environment conducive to learning.

Taking the necessary steps to continue the high achievement levels that
have been attained to the present will perpetuate the vision that has
been created with input from all members of the staff.

**[Part IV -- Indicators of Academic
Success\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

**1. Assessment Results**

> All fourth grade students in New York State take assessments in
> English Language Arts and Mathematics. Each assessment is scored based
> on a rubric consisting of four performance levels.
>
> Students are scored on a performance level of 1, 2, 3, or 4 on the
> three-day English Language Arts assessment. Levels 1 and 2 are
> considered non-proficiency levels and indicate students receiving
> these scores are at-risk of not meeting the New York State Standards.
> Students at level 1 demonstrate minimal understanding of written and
> oral text. Students' writing consists of brief, general, or repetitive
> statements. At level 2, students demonstrate partial understanding of
> written and oral text at a literal level. Their writing shows some
> focus and basic organization, using simple sentence structure and
> vocabulary.
>
> Levels 3 and 4 are proficiency levels. For level 3, students
> demonstrate understanding of written and oral text with some attention
> to meaning beyond the literal level. Students' writing is generally
> focused and organized, with minor errors in spelling, grammar, or
> punctuation that do not interfere with readability.
>
> At level 4, students consistently demonstrate understanding of written
> and oral text beyond the literal level. Students' writing is well
> organized, thoroughly developed, and uses sophisticated and effective
> language.
>
> Fourth grade students take the New York State assessments in
> mathematics, as well. This is a three-day assessment on students'
> knowledge in the areas of numbers and numeration, mathematical
> reasoning, operations, modeling and multiple representation,
> measurement, uncertainty, and patterns and functions.
>
> Students scoring in level 1 or level 2 are designated non-proficient.
> Level 1 students may use basic addition and subtraction, and use
> manipulatives to explore patterns. Level 2 students use basic facts
> for all operations, and identify appropriate units of measurement.
> Level 3 students consistently solve multi-step problems, order
> fractions, and justify a reasonable solution. Level 4 students order
> decimals, identify decimal place value, use estimation, explain
> reasoning, draw conclusions, and analyze situations.
>
> Traditionally, the fourth grade students at S.G. Love School had not
> succeeded in achieving adequate yearly progress in English Language
> Arts. The building administrator and staff, working collaboratively,
> scrutinized the tasks students were required to perform on the state
> assessments and completed a gap analysis. A revision and realignment
> of the curriculum throughout the grade levels to better address
> deficits was initiated. Staff members were involved in various
> professional development opportunities designed to specifically target
> the skills students needed to become successful.
>
> The assessment results indicated a disparity between students from
> economically disadvantaged homes and those from more affluent
> environments. It was discerned that these students were deficit in key
> reading skills including inferencing, main idea, and author's purpose.
> Writing skills fell below proficiency levels. Staff created parallel
> tasks as well as new forms of assessment to model those on state
> assessments. A building-wide implementation of a new approach to
> writing was instituted.
>
> The following website can be accessed for additional information on
> the New York State assessments:
> [www.nysed.gov](http://www.nysed.gov/)[.]{.underline}

**2. Using Assessment Results**

Schools in the Jamestown district receive information on the results of
their students' performance on state assessments via the Data Warehouse.
The Data Warehouse program examines each question on the assessments to
determine what percentage of students answered it correctly. Schools are
therefore able to pinpoint which questions students were unable to
answer, and the type of question with which they experienced difficulty,
as well as those that students were able to master.

The staff at S. G. Love School peruses these questions and looks at the
data collected over a period of five years. Both strengths and
weaknesses are identified, and a discussion among the staff members
ensues as to how the strengths can continue to be built upon, and how
best to address the weaknesses.

Staff members later meet in grade levels to discuss how the information
they have received may best be implemented in their particular grade
level. Cross grade level meetings then convene so as to determine how
the strengths and weaknesses are addressed throughout the building.

Students are assessed every eight weeks in reading so their progress can
be monitored. Teachers analyze the results of these assessments and
adjust their instruction to reflect the needs of their students.
Students are then grouped and regrouped following each assessment
period. Students that are not making adequate progress are identified,
and instruction is formulated to meet their needs. Teachers monitor and
adjust their instruction constantly.

**3. Communicating Assessment Results**

S.G. Love School is proud of the achievement levels its students have
reached. Teachers discuss individual results of the assessments with
each child. They emphasize the student's strengths and how the student
can improve in his/her weak areas. Individual student results on the New
York State assessments are sent home to families. Every fourth grader
takes a Student Performance Report, generated by the New York State-wide
Testing Program, home. This details their performance on state
assessments. It explains the student's performance level and shows areas
of strengths and weaknesses. Teachers also discuss student performance
several times during the school year at parent/teacher conferences.
These provide an opportunity for teachers to share student successes and
areas in need of attention with parents and /or guardians, and for the
parents/guardians to have their questions answered or to seek assistance
for their child. Teachers and parents/guardians may schedule a
conference during the designated district conference times, or at any
time they feel a need has arisen.

Student successes are celebrated through assemblies that the entire
student body and the students' families attend. Students achieving at
levels three and four on the state assessments are recognized for their
outstanding achievement.

The community is also apprised of the assessment results through
publication in the district newsletter that is sent to all families in
the district, as well as publication in the local newspaper. Assessment
results are shared with other teachers in the Jamestown district during
the opening day presentation given by the superintendent. This
presentation generates inquires from other teachers throughout the
district as to what has led to the success that S.G. Love School has
experienced. Teachers share their ideas with other teachers in the
district and invite them to spend time in their classrooms.

**4. Sharing Success**

> S.G. Love School has experienced success in raising student
> achievement through

establishment and adherence to specific goals, unifying the staff, and
focusing on the deficits identified through examination of student
performance on previous assessments.

S.G. Love has shared its successes with other schools. Teachers from the
building have provided training during district in-service days to other
elementary schools. Visitors have been hosted from various schools,
among them Olean District Schools, Bradford Schools, Friendship School,
and Dunkirk Central Schools. Time has been provided for teachers and
staff members to meet with these visitors and discuss strategies that
have been implemented to raise student achievement levels. Staff members
are presenting the school's success story at a national conference in
April 2006.

The school has created partnerships with two local universities, SUNY at
Fredonia and St. Bonaventure. Both interns and student teachers are part
of this partnership. The school has provided both facilities and
opportunities for the students from these universities to work with
teachers. This give-and-take partnership allows for enrichment on the
parts of both the college students and the classroom teachers, as the
college students provide classroom teachers with the latest technology
and new ideas, while the classroom teachers can offer a wealth of
knowledge and experience in dealing with a diverse student population
and achieving high expectations from these students. Activities that are
planned in the classrooms actually become part of the college students'
curriculum.

Many former students and their families return to S.G. Love School to
visit teachers and staff members. The S.G. Love staff truly considers
this a success, as they feel that they have made a definite impact on
these students' lives, and on the lives of their families, as well.
Former students attest to this fact, and share their successes or in
some instances, their defeats, with their past teachers.

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

**1. Curriculum**

S. G. Love School incorporates a multi-faceted approach to its
curriculum. Using an integrated approach along with the core curriculum
developed by the New York State Department of Education, teachers
provide students with meaningful learning experiences. Students' needs
and learning styles are met through differentiated instruction. This
instruction, designed to help students reach and maintain high
standards, may be delivered by the homeroom teacher, a teacher on the
grade level team, an English as a Second Language teacher, a special
education teacher, or a reading specialist.

Technology integration is of importance at S.G. Love School. Every
teacher has received a lap top computer, every classroom is equipped
with computers, and, in addition, students have access to a computer
lab. Students from local universities bring mobile carts equipped with a
lap top computer for each student and the latest technology into every
classroom on a weekly basis. Teachers participate in a wide variety of
trainings offered by the district and B.O.C.E.S. on the most up-to-date
programs that are available. The Library Media Center also hosts
numerous computers for both teacher and student use, and offers teachers
access to programs and websites that can be daily utilized in
classrooms.

The English Language Arts core curriculum identifies literacy
competencies for each grade level and provides grade specific
performance indicators that help students meet each of the New York
State standards. The teachers use the core curriculum as a guide when
they plan their lessons and present parallel tasks for the students to
complete that not only meet the standards, but also allow the students
to respond to questions in the same manner as those on the New York
State assessment. The students' work is evaluated using a similar rubric
as that used for the assessment, and students work toward the top
scores.

The mathematical curriculum follows the New York State core curriculum.
The state has identified five content strands, (Number Sense and
Operations Strand, Algebra Strand, Geometry Strand, Measurement Strand,
and Statistics and Probability Strand), and five process strands
(Problem Solving Strand, Reasoning and Proof Strand, Communication
Strand, Connections Strand, and Representation Strand). The core
curriculum then gives grade level specific activities to address each
strand. As a district, the Jamestown City Schools has created a
curriculum map for each grade level that identifies the content to be
taught, when it should be taught, and what skills or strands are being
addressed. These maps are followed for each grade level and the use of
Math Exemplars (solving word problems using pictures, numbers, and
words), manipulatives, and consistent mathematical language are
emphasized in all grade levels.

The Science curriculum allows students to have the opportunity to
develop their skills of mathematical analysis, scientific inquiry, and
engineering design through investigation on a regular basis in grades
kindergarten through four. S. G. Love School uses a variety of resources
to provide hands-on experiences and help students become actively
engaged in the discovery process. Each grade level is responsible to
teach four or five science kits per year.

The learning standards for Social Studies as developed by the New York
State Education Department are used as a guide to plan Social Studies
lessons. Teachers then use a variety of resources, among them public
television access, power point presentations, field trips, guest
speakers, and leveled text to best meet students' needs in making
connections with the concepts presented.

Physical education, music, and art teachers integrate various content
areas into their programs and collaborate with classroom teachers for
enhancement of the curriculum. Art teachers develop activities directly
related to curriculum content standards as well as exposing students to
art theory and art history. The New York State standards are also met
through dance, music, theatre, and visual arts.

S. G. Love School has an English as a Second Language program. The
standards for this program work on developing necessary communication
skills such as reading, writing, listening, and speaking. The students
work on developing these skills as they progress from beginner, to
intermediate, and then advanced.

**2. Reading**

S.G. Love devotes 120 minutes of each day to reading instruction. This
takes the form of 90 minutes in whole group reading instruction and 30
minutes of small group guided reading instruction.

During the 90-minute block, students are grouped homogeneously for
instruction. Groups are based on both assessment and teacher input.
These groups are formed with acceleration in mind; students are placed
at the level above their independent mastery level as demonstrated on
the reading assessment. Group size averages approximately 12 students.
Skills students need to become successful readers are addressed.
Students are reassessed every eight weeks for potential movement among
groups. New reading groups are formed after each assessment.

Each classroom in grades kindergarten through four uses a balanced
literacy approach. Teachers hold small group guided reading lessons.
These groups are capped at a maximum of six students. Students receive
instruction in skills in which they are deficit through word work,
vocabulary, and comprehension. The groups are flexible and change
depending on students' needs.

Throughout all reading activities, skills to address the five essential
components of reading, (phonemic awareness, phonics, vocabulary,
fluency, and comprehension), are taught.

S.G. Love adopted these approaches to reading as the majority of the
students served come from literacy-deprived environments. The 90-minute
reading block incorporates a scientifically-researched reading program
that has been shown to succeed with students from low socio-economic
backgrounds.

**3. Mathematics**

Students receive instruction in mathematics for a minimum of 45 minutes
daily in grades kindergarten through four. This includes instruction in
the basic skill areas and problem solving following the New York State
mathematics curriculum and the district-developed mathematics map. All
teachers in grades kindergarten through four have been trained in and
teach their students mathematic problem solving through Math Exemplars.
Math Exemplars allows students to creatively solve problems through
pictures, numbers, and words. Teachers have also received professional
development in the use of math manipulatives, and incorporate them in
their instruction whenever possible.

Students receive an additional 40 minutes twice a week of small group
instruction in both skill areas and problem solving. These groups are
homogeneously formed to better meet the needs of individual student's
deficits in mathematics.

Teachers in the building host Family Math Nights throughout the school
year. Students and their families are invited into the school to
participate in a variety of math activities involving the use of
manipulatives. Families make math activities that can be taken home and
shared with their children.

**4. Instructional Methods**

S. G. Love School incorporates the strategies that are deemed necessary
to allow all students to succeed. These strategies, which are in
compliance with all local, New York State, and federal guidelines and
mandates, including the No Child Left Behind legislation, vary depending
on the instructional situation, but most importantly, on students'
needs. Data plays a major role in determining instruction. Staff members
assess on a regular basis and modify their instruction to meet the needs
of their students. The staff meets as a whole, examines the data,
identifies deficits, and then breaks down the tasks to make them grade
level specific. Parallel tasks are created so that when students
encounter these tasks, they have some background knowledge and feel
confident to attempt them.

All students with special needs are included in the regular classroom.
The special education teacher works in collaboration with the regular
education teacher throughout the day.

Teachers in grades three and four loop with their students. This allows
for a stronger relationship between the teachers and students, and
instructional time is gained, as students are aware of the teachers'
expectations and teachers know the needs of their students.

Students receive instruction in both whole and small groups. These
groups may be heterogeneous or homogeneous, depending on the skill being
taught, and again, on student need. These groups are not
subject-specific, but occur across all subject areas.

Students also receive Academic Intervention Services before, during, and
after school. These are small, grade level specific groups that receive
instruction from a certified teacher to strengthen the deficits these
students are experiencing in identified areas.

**5. Professional Development**

The staff members at S.G. Love School recognize the importance of
professional development, as it allows all staff to be focused and
unified in their approach to instruction across all grade levels. This
consistency from grade level to grade level, teacher to teacher, must be
in place to impact student achievement. Formal action plans are
consistently used in all grade levels. All staff members have
participated in the New York State Reading Academy, providing training
in the essential components of reading, assessing to determine
weaknesses, and instruction to address these weaknesses. All teachers
have also participated in Step Up to Writing, so that a uniform approach
to the writing process is in place building-wide.

Again, all teachers have completed training in a balanced approach to
literacy instruction, as well as direction in forming and instructing
small groups in guided reading. DIBELS, (Dynamic Indicators of Basic
Early Literacy Skills), another area in which all teachers have been
trained, are administered on a regular basis to assess student progress
and realign groups to address specific skill deficits.

Math Exemplars, a problem solving approach to word problems, is another
area in which all teachers have received professional development.
Students in kindergarten through grade four solve mathematical word
problems using pictures, numbers, and words. Teachers have also received
instruction in incorporating the use of manipulatives in their math
lessons through math manipulatives trainings.

Staff members' professional development hours are tracked through the
use of PDP Timekeeper. Teachers log in and sign up for specific
professional development workshops. The district Staff Development
Department then credits their attendance and hours.

Teachers participate in a three-year professional development cycle. An
administrator observes untenured teachers three times annually until
tenure is bestowed. Year One of a tenured teacher's tract is
observation; Year Two involves an individual growth plan, and Year Three
includes a special project. This cycle is then repeated.

As a result of staff members incorporating the skills, strategies, and
information they have received from professional development and
addressing individual student needs, student scores on state assessments
have risen significantly. S. G. Love School, once the lowest performing
elementary school in the Jamestown district, has now risen to the
highest achieving elementary school.

**[Table 1]{.underline}**

**[No Child Left Behind - Blue Ribbon School]{.underline}**

**[Grade 4 - English Language Arts]{.underline}**

**[New York State Assessments]{.underline}**

**[Publisher - CTB/McGraw-Hill]{.underline}**

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

  Testing Month     February    February    February    February    February

  **School Scores**                                                 

  \% At or Above    90%         72%         38%         40%         29%
  State Standards                                                   

  \% At Exceeds     8%          18%         6%          4%          2%
  State Standards                                                   

  Number of         57          45          57          68          54
  Students Tested                                                   

  \% of Total       100%        100%        100%        100%        100%
  Students Tested                                                   

  **Subgroup                                                        
  Scores**                                                          

  **Economically                                                    
  Disadvantaged**                                                   

  \% At or Above    76%         66%         28%         32%         na
  State Standards                                                   

  \% At Exceeds     8%          11%         4%          2%          na
  State Standards                                                   

  Number of         51          35          50          60          na
  Students Tested                                                   

  **White**                                                         

  \% At or Above    78%         61%         36%         38%         na
  State Standards                                                   

  \% At Exceeds     6%          4%          9%          5%          na
  State Standards                                                   

  Number of         32          28          33          39          na
  Students Tested                                                   

  **Hispanic**                                                      

  \% At or Above    93%         na          31%         na          na
  State Standards                                                   

  \% At Exceeds     0%          na          0%          na          na
  State Standards                                                   

  Number of         15          na          16          12          na
  Students Tested                                                   
  ----------------- ----------- ----------- ----------- ----------- -----------

**[Table 2]{.underline}**

**[No Child Left Behind - Blue Ribbon School]{.underline}**

**[Grade 4 -- Mathematics]{.underline}**

**[New York State Assessments]{.underline}**

**[Publisher - CTB/McGraw-Hill]{.underline}**

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

  Testing Month     May         May         May         May         May

  **School Scores**                                                 

  \% At or Above    93%         83%         79%         42%         44%
  State Standards                                                   

  \% At Exceeds     52%         13%         10%         10%         2%
  State Standards                                                   

  Number of         57          53          58          65          64
  Students Tested                                                   

  \% of Total       100%        100%        100%        100%        100%
  Students Tested                                                   

  **Subgroup                                                        
  Scores**                                                          

  **Economically                                                    
  Disadvantaged**                                                   

  \% At or Above    93%         76%         75%         30%         na
  State Standards                                                   

  \% At Exceeds     42%         12%         10%         5%          na
  State Standards                                                   

  Number of         51          42          52          57          na
  Students Tested                                                   

  **White**                                                         

  \% At or Above    100%        85%         76%         42%         na
  State Standards                                                   

  \% At Exceeds     52%         12%         9%          8%          na
  State Standards                                                   

  Number of         31          26          33          36          na
  Students Tested                                                   

  **Hispanic**                                                      

  \% At or Above    73%         59%         78%         na          na
  State Standards                                                   

  \% At Exceeds     13%         6%          11%         na          na
  State Standards                                                   

  Number of         15          17          18          13          na
  Students Tested                                                   
  ----------------- ----------- ----------- ----------- ----------- -----------