##### *2006-2007 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 [Ms. Susan Rodkin]{.underline}

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

Official School Name [McNear Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_[605 Sunnyslope
Avenue\_\_\_\_\_\_\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_[Petaluma]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[CA]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[94952-4912]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_\_\_[Sonoma]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_\_\_\_[49 70854 6051973]{.underline}\_\_\_

Telephone [( 707 ) 778-4752]{.underline} Fax [( 707 )
778-4859]{.underline}

Web site/URL [www.mcnearelementary.org]{.underline} E-mail
[srodkin@pet.k12.ca.us]{.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. Margaret Viguie]{.underline}

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

District Name [Petaluma City Elementary]{.underline} Tel. [( 707 )
778-4604]{.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 Ms. Mary Schafer

President/Chairperson

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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 on the same campus with one principal, even K-12 schools,
    must apply as an entire school.)

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    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: \_\_[7]{.underline}\_\_
Elementary schools

\_\_[0]{.underline}\_\_ Middle schools

\_\_[3]{.underline}\_\_ Junior high schools (1 is Alternative
7^th^-9^th^ grade)

\_\_[6]{.underline} \_ High schools

\_\_[2]{.underline}\_\_ Other (K-8 Charter schools)

\_\_[18]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: \_\_[8,026]{.underline}\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_[7,939]{.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
>
> \[X \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [4]{.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**                                     **N/A**      **7**                             N/A

  **K**       32        23                     **55**       **8**                             N/A

  **1**       31        32                     **63**       **9**                             N/A

  **2**       31        14                     **45**       **10**                            N/A

  **3**       28        28                     **56**       **11**                            N/A

  **4**       25        23                     **48**       **12**                            N/A

  **5**       31        20                     **51**       **Other**                         N/A

  **6**       27        24                     **51**                                         

                                    **TOTAL                                                   **369**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of [78]{.underline} % White

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

[18]{.underline} % Hispanic or Latino

[2]{.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:
\_\_\_\_[2]{.underline}\_\_\_\_%

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

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

  **(2)**                   Number of students who      0
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    9
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 369
                            the school as of October 1  

  **(5)**                   Total transferred students  0.024
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           2
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_[13]{.underline}\_\_%

\_\_\_[49]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_[4]{.underline}\_\_\_\_\_

Specify languages: Farsi-2; Filipino-1; Dutch-1; Spanish-45

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[18]{.underline}\_\_%

Total number students who qualify: \_\_\_[67]{.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:
\_\_\_[14]{.underline}\_\_\_%

\_\_\_\_[52]{.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.

\_\_[1]{.underline}\_Autism \_\_[0]{.underline}\_Orthopedic Impairment

\_\_[0]{.underline}\_Deafness \_[6]{.underline}\_\_Other Health Impaired

\_\_[0]{.underline}\_Deaf-Blindness \_[16]{.underline}\_Specific
Learning Disability

\_[3]{.underline}\_\_Emotional Disturbance \_[23]{.underline}\_Speech or
Language Impairment

\_[0]{.underline}\_\_Hearing Impairment \_\_[0]{.underline}\_Traumatic
Brain Injury

> \_\_[3]{.underline}\_Mental Retardation \_\_[0]{.underline}\_Visual
> Impairment Including Blindness
>
> \_\_[0]{.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) \_\_[1]{.underline}\_\_\_\_
\_\_[0]{.underline}\_\_\_\_\_

Classroom teachers \_\_[14]{.underline}\_\_\_
\_\_\_[4]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_[2]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_

Paraprofessionals \_\_[0]{.underline}\_\_\_\_
\_\_\_\_[9]{.underline}\_\_\_

> Support staff \_\_[3]{.underline}\_\_\_\_
> \_\_\_\_[4]{.underline}\_\_\_
>
> Total number \_\_[20]{.underline}\_\_\_ \_\_\_[17]{.underline}\_\_\_

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 \_\_[22:1]{.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. Also
explain a high teacher turnover rate.

  -------------------------- ----------- ----------- --------------- ----------- -----------
                             2005-2006   2004-2005   2003-2004       2002-2003   2001-2002

  Daily student attendance   96%         96%         95%             95%         95%

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

  Teacher turnover rate      5%          6%          25%             5%          5%
                                                     (retirements)               
  -------------------------- ----------- ----------- --------------- ----------- -----------

**PART III ‑ SUMMARY**

# McNear Elementary School

*We believe that \"It Takes a Whole Village to Raise a Child\".*

*Members of our school community share a unified dedication to the four
following themes:*

*Inspiring Life-Long Learning \-\-\-\-\-- Nurturing Sense of Self*

## *Developing Healthy Relationships \-\-\-\-\-- Building Social Responsibility*

McNear School, one of six elementary schools in the Petaluma Elementary
School District, is known in our school district and community as \"the
village school\" because of the inclusive structures we have in place to
involve students, parents, teachers, staff, and community members in the
life of our school. Our relationships and open communication are the
heart of our school. This process originated in 1994 with staff concern
about how our children were treating one another. Petaluma was reeling
from the tragic loss of Polly Klaas, the 12-year old kidnapped from her
home and murdered, who was a resident of our neighborhood. Thus, our
village focus was born and thrives today with renewed, in-depth
conversations to examine two essential questions: 1) What are the
qualities and characteristics that we want our children to take with
them into adulthood? 2) What are the strategies and activities that will
nurture these qualities in our family and school lives? As an outgrowth
of past and present village conversations, our full-time Student Advisor
position, a role unique among elementary schools, was created to benefit
our nearly 380 students. The positive school climate and student
achievement data reflect the safe, respectful environment that our
Student Advisor, in partnership with our School Principal, establishes
for our students. This is a process of collaboration and
relationship-building with students, teachers, staff members, and
families. Our village conversations have also resulted in the
development of our mentor program, now seven years in operation and
being exported to other district schools. Our mentor program brings over
forty community adult volunteers to school to mentor individual children
for one hour each week. We see the profound, lasting personal and
academic impact that these adult friendships have on our mentored
students.

McNear School thrives with a collaborative and collegial atmosphere of
shared leadership evident at our school. All collective decisions are
made by asking ourselves, \"What is best for our children?\" Our
teaching and support staff is child-centered, professional, and
enthusiastic about the learning process. Academic learning is highly
valued. Our curriculum is differentiated to bring equitable and engaging
opportunities that inspire all students and help all students
demonstrate proficiency on the California State Academic Standards. Our
Student Leadership group coordinates service projects such as our
walk-a-thon for the American Cancer Society. Parent leadership and
involvement is strong as evidenced by over 120 participants at our
recent parent village evening. Parent education is also important
throughout the year in such areas as homework help and family life
education. Descriptors such as \"collaborative\", \"cohesive\",
\"present\", \"held by deep conversation and a high level of trust\",
\"creative and flexible\", \"open to diverse thinking and opinions\",
\"free to risk\", and \"respectful\" are used by our staff to
characterize itself. All of our staff has lunch together nearly every
day, and this is a time of joy and connection. Our parents report that
McNear School has a warmth that is truly felt when one walks down the
halls, through our gardens, or into a classroom. There is easy access to
teachers, staff members, and the principal \-- and everyone is here for
the students. Our ongoing goals are to honor school traditions that
currently inspire us, to deepen our understanding of how our children
can thrive, and to create new ways to make McNear School a vital place
to learn together each day.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

1.  **Assessment Results:** McNear's assessment results are reported
    using the California state assessment system's results on CSTs
    (Content Standards Tests) designed to measure student proficiency
    levels on challenging grade-level standards in English Language
    Arts, Math, Science, and Social Studies. These tests are given as
    part of the STAR program in California. Annually in May, every
    student at McNear in grades 2 through 6 participates. Testing is
    multiple choice with a writing sample required in 4^th^ grade. Based
    on their responses, students are reported as scoring in one of five
    performance levels: *Advanced*, *Proficient*, *Basic*, *Below*
    *Basic*, or *Far* *Below* *Basic*. Students who score at the
    Proficient level or higher have met or exceeded grade-level
    performance.

McNear's students are performing in the top levels of the state. The
percentage of students scoring at the *Proficient* or *Advanced* level
in both English Language Arts (ELA) and Math in our highest grade tested
(6^th^ grade) places the school in the top 10% of schools in the state.
In English Language Arts, 76% of the 6^th^ grade students placed at or
above the *Proficient* level on California Standards Test, compared to
the statewide result of 41%. This represents a gain of 24% more sixth
graders at that level in 2006 than in 2003. Also in math, 71% of the
6^th^ grade students placed at or above the *Proficient* level on
California Standards Test, compared to the statewide result of 41%. This
represents a gain of 19% more sixth graders at that level in 2006 than
in 2003.

In California, schools are assigned an API (Academic Performance Index)
score based on their schoolwide results from STAR. The maximum API
possible is 1000. The state target is for every school to have an API of
at least 800. McNear's API from 2006 testing is 855. It has been over
800 every year since 2003, and increasing each year. The only
demographic subgroup considered significant statistically in our school
of 379 students is "white (not Hispanic)" students. They represent 78%
of our student body. No other group has more than 50 students tested.

Information on the STAR assessment system can be found at
<http://www.cde.ca.gov/ta/tg/sr/> . More general information about
California's testing and accountability system is at
<http://www.cde.ca.gov/ta/> .

2.  **Using Assessment Results:** Our assessment practices are organized
    into three layers:

1\) [Formative assessments:]{.underline} Students have opportunities to
show what they know and what they have yet to learn through pre-tests
and authentic demonstrations of knowledge that are derived from
standards-based and teacher-created materials. Students use
standards-aligned rubrics to guide and monitor their written and oral
work in ELA and math. Many can share their understanding of their work
as compared to the criteria on the rubric with their parents, teacher,
and peers. Based on formative assessments (for example: Developmental
Reading Assessment (DRA) and Qualitative Reading Inventory (QRI), Basic
Phonics Skills Test (BPST), San Diego Quick, California English Language
Development Test (CELDT) testing and Spelling Inventory), the curriculum
is differentiated and support is offered to allow students to go more
slowly or more rapidly.

2\) [Progress-monitoring assessments:]{.underline} Within the
classrooms, teachers observe students working on a daily basis. Grade
level benchmarks provide added information for teacher observation and
study of student progress. Teachers use this information to provide
feedback to students and parents and plan for re-teaching or extending.
All McNear teachers meet in collaborative grade level groups one
afternoon per week to look at student work, assess progress of students
in mastering standards, and select and pilot the most effective
instructional strategies that are research-based and promote learning
for all students. Each teacher has selected two focal students, students
who are not progressing in achieving grade level standards, as research
shows that our targeted work on two focus students will positively
impact the learning of all students in our classes.

3\) [Summative assessments:]{.underline} Teachers use standards-based
end of unit assessments that are linked to state-adopted materials
(Houghton-Mifflin) several times during each trimester of the school
year. Results from the summative assessments are used by teachers to
provide re-teaching or extending to students and are shared with parents
and students at conference time. All teachers have full access to the
Edusoft program that easily facilitates disaggregation of student data
based on multiple student characteristics. At staff meetings, grade
level meetings, and in individual times for planning and reflection,
teachers use summative Standardized Testing and Reporting (STAR) data to
identify students who are not yet proficient, as well as those who are
achieving at or above proficiency and design appropriate instruction.

Our formative, progress-monitoring, and summative assessment systems
provide information to help students achieve proficiency and bring
equitable learning opportunities to all students.

In addition, the CELDT and primary language (when appropriate)
assessments are given to ELL (English language learner) students within
three weeks of arrival at school every year. We assess in native
language and consult with speech and language specialists and CELDT
assessors. Learning plans for EL (English learner) students to support
them in reaching proficiency are developed with attention to these
additional assessment results.

3.  **Communicating Assessment Results:** Clear and inclusive
    communication with parents/guardians, and community members about
    our vision, instructional program, and student performance is key to
    building understanding and involvement in our school village. In
    addition to our village events, we build and maintain open
    communication with parents and community members through our
    bi-monthly newsletter (with Spanish translation), school website
    ([mcnearelementary.org](http://www.mcnearelementary.org/)) with
    links to our School Accountability Report Card (SARC) which reports
    specific test results annually by gradelevel and for each subject.
    Other strategies used are parent conferences, classroom newsletters,
    school electronic bulletin board (yahoo group, mcnear-el), school
    phone tree for personal contact with each family (in Spanish and
    English), and McNear School Calendar and Handbook.

We pride ourselves on our ongoing communication with parents/guardians
about student achievement of grade-level standards including: weekly
student progress reports; daily/weekly homework logs requiring parent
signature; classroom newsletters; fall, spring and as-needed
parent-student conferences; student report cards where grades that are
based on California academic standards and assessments in all curricular
areas are reported to parents; teacher email (all teachers have district
email addresses); phone calls to parents; notes home to parents; and
strong support for written and oral translations from our bilingual
instructional assistants for parents who are non-English-speaking.

Our Back to School Night in the fall provides an opportunity for all
teachers to distribute and discuss California grade-level Academic
Standards. In addition, links to the standards and School Accountability
Report Card (SARC) are available on our school and district websites.
Our School Site Council (SSC) receives monthly reports about the
different academic programs at our school and uses this information in
the revision of the Single School Plan for Achievement each spring. Our
SSC, PTA and ELAC (English Learners Advisory Committee) hold a joint
meeting every January to deepen understanding of grade-level standards
and programs in the school that help students achieve standards.

4.  **Sharing Success:** McNear Elementary School believes that
    professional collaboration is an important component of student
    learning success. To that end, school staff openly share effective
    practices with other schools. Our district has several structures in
    place to facilitate the sharing of successes. Teachers meet almost
    monthly in District Study Groups. About one-third of the teachers
    participate in two study groups with teachers in other schools,
    sharing best practices in social studies and kindergarten in an
    ongoing and regular environment. The remaining teachers share the
    cumulative work of their study group at the March district-wide
    study group gathering. At the March meeting, our teachers share best
    practices in reading, writing, social science, and science curricula
    and also have the opportunity to learn from other teachers. McNear
    School also has active and full staff participation on all district
    committees such as the K-12 Curriculum Committee, the K-12 Staff
    Development Committee, the K-6 Writing Committee, the English
    Language Learner Support Committee, the K-6 Instructional Materials
    Selection Committee, the K-6 Gifted and Talented Committee, the
    District Trust Agreement Committee, and others. In these venues,
    teachers regularly share practices that are working well toward
    raising the achievement level of all students. McNear School is also
    part of the Sonoma County California Distinguished Elementary School
    group. Part of the charge of that group has been to publish a "best
    practices" booklet that is disseminated to schools in the county.
    The net effect of this publication has been for McNear to share its
    work and also to gain from the best practices of other Distinguished
    Elementary Schools in our county. McNear School has a long history
    of sharing best practices. About ten years ago, our school developed
    a strong student mentoring program. Today, ten years later, McNear
    has played an active role in expanding the mentoring program to
    nearly all fourteen schools in our district. Our performing arts and
    garden programs are additional examples of areas we have developed
    for our children (with help from another school in the case of the
    garden program) and have intentionally disseminated our knowledge to
    other start-up schools. As a Blue Ribbon School, we would welcome
    visitors to our school and would continue to share our knowledge of
    best practices and resources in all ways that are helpful to other
    schools and districts.

    **PART V -- CURRICULUM AND INSTRUCTION**

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1.  **Curriculum:** All students receive core instruction aligned to
    California standards in language arts, math, science, social
    science, music, technology (computer lab), and health education. In
    addition, all students participate in physical education based on
    the California PE Framework for at least 100 minutes each week.
    Students use text materials aligned to State and District standards.

The Houghton Mifflin (HM) Language Arts Program is used by the school to
deliver language arts instruction. The program includes a delivery
system for spelling, writing, grammar and conventions as well as
reading. Universal access to the ELA curriculum for all students
including students with disabilities and English Learners is provided.
Supplemental programs also in use for language arts also under the
guidance of the School Plan include: (1) [English Now]{.underline} for
ELL students; (2) [Read]{.underline} [Naturally]{.underline} and [Words
Their Way]{.underline} for fluency and comprehension, (3) differentiated
instruction including SDAIE; (4) differentiated reading materials
including fiction and non-fiction for gifted students.

The Houghton Mifflin Math Program is used in all classrooms. The
mathematics content standards for kindergarten through grade six are
organized by grade level and presented in five strands: number sense;
algebra and functions; measurement and geometry; statistics, data
analysis, and probability; and mathematical reasoning. This program
provides comprehensive and spiraled instruction for all math strands
across the grade levels. Supplementary strategies in use include Touch
Math, Marcy Cook, and Jeff Simpson. Upper grade teachers also use [Hands
on Algebra]{.underline} to supplement the math series with small group,
individualized classroom instruction, and homework.

The new Scott Foresman Social Studies Program, for grades K-5 as of
fall, 2006, provides a comprehensive and spiraled approach to social
studies instruction using technology as one of the major tools for
acquiring information. The Teachers' Curriculum Institute [History
Alive]{.underline} program is used in 6^th^ grade World History.
Community resources are commonly used to enhance social studies
instruction. Parents and other community members deliver instruction
regarding particular areas of expertise. All students have access to a
collaborative science curriculum that is inquiry-based, project-based,
and focused on the natural world and local region. Our garden
coordinator manages the McNear School Science Garden giving all students
experiences with soil preparation, planting, propagating, maintaining,
harvesting, and studying plants. Health education permeates all grade
levels and incorporates the State Health Framework and the local "Human
Interaction" curriculum. Field trips and assemblies highlight local and
regional flavor within the social studies and science curriculum. (see
#3) Parents and community members share their careers and give students
windows into the working world.

A recent district parcel tax supports the weekly Art Docent program and
a music program, provided by music specialists to all students in grades
1-6. Classroom teachers also incorporate music, art, and technology into
lessons and projects such as patriotic songs in 4^th^ grade and
authentic Greek masks in 6^th^ grade. Performances in music and drama
are also offered in an after school parent funded program.

2a. **(Elementary Schools)** **Reading:** McNear Elementary School
believes that reading proficiency is fundamental to student success in
life and school and understands that the regular delivery of a
standards-based reading program by all teachers has the highest
correlation with increasing student reading proficiency. We also believe
that it is important to expose children to rich literature experiences
that both engage the reader and build reading skills. In achieving this,
McNear School has adopted a reading program that has at its foundation
the [Houghton-Mifflin Reading Curriculum]{.underline}. Delivery of the
reading curriculum consists of at least 90 minutes per day of reading
instruction time. During this segment, students work in both whole class
and small group learning teams as they learn how to decode, gain in
fluency and ability to make meaning of what they are reading. Parent
volunteers and student teachers daily add to the number of adults
involved. Most primary classrooms have three adults present to help with
small groups and literacy centers each morning. In addition to the
adopted text series, all classrooms use either leveled readers (primary
grades) and/or trade literature books to differentiate and extend
learning for students. The reading proficiency of all students is
assessed periodically in the year using the DRA, QRI, or BPST measures,
with results of these assessments used to group students for
instruction. McNear School has a 50% certificated reading specialist who
provides intervention support for students who are below grade level in
reading proficiency. Our three credentialed kindergarten teachers also
provide reading intervention each afternoon for first grade students who
are struggling with reading. Additional site funds are used to hire a
credentialed reading teacher to provide reading instruction to 2nd --
3rd grade students for an additional four hours/week. Students who are
two years below grade level expectation in reading also participate four
days/week in the [Language!]{.underline} intervention program. Each
class has weekly time with the librarian who reads aloud, introduces new
books, and assists students with book selections.

3.  **Additional Curriculum Area:** History-Social Science: The
    history/social-science curriculum at McNear School plays an
    important role in achieving our school's mission of building social
    relationships, nurturing a sense of self, and inspiring life-long
    learning. The Scott Foresman social science program for grades K-5
    and the History Alive (TCI) program for grade 6 are implemented
    school-wide to immerse students in learning about history in the
    local community, the State of California, the USA, and the world.
    Technology is part of both text adoptions. Through showing of
    archival documents, historic images, video clips and documentaries,
    students gain a real sense of events, actions, and people that have
    formed our present time. Regular incorporation of hands-on projects
    such as maps, travel brochures, and Egyptian masks apply academic
    learning to performance-based outcomes. At all grade levels,
    literature books are integrated into social studies instruction to
    enrich the curriculum and deepen the sense of historical
    perspective. McNear School maximizes extended-learning field trip
    experiences as much as possible for all students to enhance the
    social studies curriculum. Sites such as the Petaluma Historical
    Museum, Pt. Reyes National Seashore Kule Loklo Miwok Indian Village,
    Sutter's Fort in Sacramento, and Gold Country provide rich learning
    experiences that augment classroom instruction. We use site funds to
    hire a credentialed teacher to teach 4^th^ grade social science
    curriculum. This enables each upper grade teacher to teach in-depth
    either social science or science to his/her grade level, a practice
    that we have found to be most efficient use of teacher time and
    expertise with maximum benefit to student learning. Our
    history/social science curriculum has the overarching goal of
    helping our students understand their place in history and their
    role as emerging citizens in their communities and in the world.
    School-wide practices such as recycling, cross-age tutoring,
    on-going student maintenance of the garden, and student leadership
    activities complement the social studies curriculum and teach our
    students that active citizenship begins in our classes and at school
    where we all live and work each day.

4.  **Instructional Methods:** McNear School is grounded in the belief
    that all students want to learn, can learn, and come to school with
    varied levels of learning readiness and background interests. Our
    foundational kindergarten program reflects a Reggio-Emilia
    philosophy that the curriculum will unfold from the natural
    curiosity of the children. Our strong developmental, constructivist
    beliefs put us in constant conversation about which instructional
    strategies to use to help students achieve California academic
    standards and still maintain the developmentally-appropriate pacing,
    readiness level, and individual respect that each of our primary and
    upper grade students deserve. Instructional methods used to improve
    student learning are intended to offer differentiation, acceleration
    and compacting the curriculum for individual learners based on
    assessment results. Examples include collaborative literature
    circles, Marcy Cook independent math activities that allow students
    to stay longer or move more quickly through different math concepts,
    historical figure internet inquiry-based research with
    teacher-directed writing activities (grades 2 -- 6). Homework
    extends classroom learning by involving parents in nightly reading
    with students, having students maintain reading logs, long-term
    research projects, and providing math exercises to reinforce,
    remediate, and/or extend classroom instruction as appropriate for
    different students.

In English Language Arts, we incorporate explicit teacher modeling and
direct instruction in the use of research-based reading strategies such
as independent or small group rereading at the point of difficulty to
confirm meaning and using visual analysis (beginning letter, letter
clusters, embedded little words in big word). In math, our program for
K-3 students is manipulative-based and allows students to achieve
proficiency in number sense concepts; for 4 -- 6 students, the math
program incorporates use of *intentional* *time* allowing students to
explain the processes used to solve problems, using graphic organizers
to clarify and deepen thinking and comprehension. Social science
curriculum is differentiated to support inquiry-based learning as
evidenced in primary study of local architecture and history (in
collaboration with Petaluma Historical Museum), and our upper grade
community-service requirement for 10 hours of service each year,
culminating in a presentation to peers in the spring. McNear School
extends science learning for all students through learning experiences
such as Science Discovery van (kindergarten), visits to local farms (1-2
grades), Star Lab (3^rd^ grade), Fort Ross and Gold Country (4^th^
grade), a fish hatchery (5^th^ grade), the school science fair, and the
outdoor education program at Pt. Bonita (6^th^ grade).

5.  **Professional Development:** Teachers are scheduled for three full
    professional development days and monthly district study group
    afternoons per year. McNear study groups topics for last year
    included classroom cycle of inquiry, differentiating writing and
    reading strategies. Current district focus areas are
    [literacy]{.underline} and [differentiation,]{.underline} supported
    by 1) "Power Standards/Unwrapping the Standards", a sequential
    training with Larry Ainsworth from the Center for Performance
    Assessment. 2) "Cycle of Inquiry" training sponsored by Springboard
    Schools to develop the collaborative teacher cycle of conversation,
    analysis of student work, and selection of research-based
    instructional strategies most effective in meeting the varied
    learning needs of assessed students. 3) Differentiation training: A
    series trainings to assist teachers in building a repertoire of
    research-based strategies such as compacting the curriculum and
    reteaching to meet the varied learning needs of our students in
    regular and summer school. Also, results from district student
    writing assessments three times per year for K-6 students guide the
    differentiated process of teaching writing through the year.

All teachers must annually revise a professional development plan based
on the California Standards for the Teaching Profession (CSTP). Our
weekly, hour-long Wednesday collaborative grade level and cluster
meetings are our most potent professional development activities. Our
positive overall 36 point growth in our API score to 855 in 2006
reflects the impact of focused, ongoing teacher collaborative
professional development at our school. All McNear teachers have
participated in Houghton-Mifflin language arts training; many have
completed 40 hours of state-level training, and four teachers have
participated in 40 hours of Math training..

The McNear principal creates a personal professional development plan
each year based on the California Professional Standards for Educational
Leaders (CPSELS). She meets regularly with classified and certificated
management team members to reflect on her goals, share research-based
best practices, and improve her support of McNear teachers and students.
Our principal participates in the WestEd/ACSA CPSELS seminars, has
completed English Language Learner Observation model (SIOP) training and
is currently participating in certificated evaluation and observation
training in a six-month series with district colleagues, using the CSTP.

Our school librarian, computer coordinator, school cafeteria personnel,
garden coordinator, and physical education staff, office staff and
custodial staff regularly participate in job-appropriate learning.
Together all teacher and staff professional development activities focus
on improving conditions to bring equitable learning opportunities to all
students.

**PART VII - ASSESSMENT RESULTS**

Subject \_\_\_[English-Language Arts\_\_]{.underline} Grade
\_\_[2\_\_]{.underline} Test [California Standards Test
(STAR)]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        May         May         May         May         

  **SCHOOL SCORES\***                                                                  

  \% "Proficient" plus "Advanced"      44          61          35          44          
  State Standards                                                                      

  \% "Advanced" State Standards        11          15          10          14          

  Number of students tested            54          48          52          58          

  Percent of total students tested     100         98          100         98          

  Number of students alternatively     0           0           0           0           
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           
  assessed                                                                             

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject \_\_\_[Mathematics \_\_]{.underline} Grade
\_\_[2\_\_]{.underline} Test [California Standards Test
(STAR)]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        May         May         May         May         

  **SCHOOL SCORES\***                                                                  

  \% "Proficient" plus "Advanced"      69          73          57          63          
  State Standards                                                                      

  \% "Advanced" State Standards        28          51          19          34          

  Number of students tested            54          49          52          58          

  Percent of total students tested     100         100         100         98          

  Number of students alternatively     0           0           0           0           
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           
  assessed                                                                             

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject \_\_\_[English-Language Arts\_\_]{.underline} Grade
\_\_[3\_\_]{.underline} Test [California Standards Test
(STAR)]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        May         May         May         May         

  **SCHOOL SCORES\***                                                                  

  \% "Proficient" plus "Advanced"      64          47          51          46          
  State Standards                                                                      

  \% "Advanced" State Standards        40          16          15          15          

  Number of students tested            45          49          53          53          

  Percent of total students tested     100         100         100         98          

  Number of students alternatively     0           0           0           0           
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           
  assessed                                                                             

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject \_\_\_[Mathematics \_\_]{.underline} Grade
\_\_[3\_\_]{.underline} Test [California Standards Test
(STAR)]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        May         May         May         May         

  **SCHOOL SCORES\***                                                                  

  \% "Proficient" plus "Advanced"      69          61          55          53          
  State Standards                                                                      

  \% "Advanced" State Standards        33          24          25          15          

  Number of students tested            45          49          53          53          

  Percent of total students tested     100         100         100         98          

  Number of students alternatively     0           0           0           0           
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           
  assessed                                                                             

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject \_\_\_[English-Language Arts\_\_]{.underline} Grade
\_\_[4\_\_]{.underline} Test [California Standards Test
(STAR)]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        May         May         May         May         

  **SCHOOL SCORES\***                                                                  

  \% "Proficient" plus "Advanced"      72          79          60          63          
  State Standards                                                                      

  \% "Advanced" State Standards        38          50          33          51          

  Number of students tested            50          48          48          41          

  Percent of total students tested     98          98          98          98          

  Number of students alternatively     0           0           0           0           
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           
  assessed                                                                             

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject \_\_\_[Mathematics \_\_]{.underline} Grade
\_\_[4\_\_]{.underline} Test [California Standards Test
(STAR)]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        May         May         May         May         

  **SCHOOL SCORES\***                                                                  

  \% "Proficient" plus "Advanced"      56          78          62          66          
  State Standards                                                                      

  \% "Advanced" State Standards        26          51          33          40          

  Number of students tested            50          49          48          42          

  Percent of total students tested     98          100         98          100         

  Number of students alternatively     0           0           0           0           
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           
  assessed                                                                             

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject \_\_\_[English-Language Arts\_\_]{.underline} Grade
\_\_[5\_\_]{.underline} Test [California Standards Test
(STAR)]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        May         May         May         May         

  **SCHOOL SCORES\***                                                                  

  \% "Proficient" plus "Advanced"      80          78          87          70          
  State Standards                                                                      

  \% "Advanced" State Standards        52          37          61          26          

  Number of students tested            46          48          38          54          

  Percent of total students tested     98          100         100         93          

  Number of students alternatively     0           0           0           0           
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           
  assessed                                                                             

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject \_\_\_[Mathematics \_\_]{.underline} Grade
\_\_[5\_\_]{.underline} Test [California Standards Test
(STAR)]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        May         May         May         May         

  **SCHOOL SCORES\***                                                                  

  \% "Proficient" plus "Advanced"      63          61          58          45          
  State Standards                                                                      

  \% "Advanced" State Standards        28          17          26          7           

  Number of students tested            46          48          38          55          

  Percent of total students tested     98          100         100         95          

  Number of students alternatively     0           0           0           0           
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           
  assessed                                                                             

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject \_\_\_[English-Language Arts\_\_]{.underline} Grade
\_\_[6\_\_]{.underline} Test [California Standards Test
(STAR)]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        May         May         May         May         

  **SCHOOL SCORES\***                                                                  

  \% "Proficient" plus "Advanced"      76          74          59          52          
  State Standards                                                                      

  \% "Advanced" State Standards        29          43          23          24          

  Number of students tested            49          42          56          58          

  Percent of total students tested     100         100         95          98          

  Number of students alternatively     0           0           0           0           
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           
  assessed                                                                             

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject \_\_\_[Mathematics \_\_]{.underline} Grade
\_\_[6\_\_]{.underline} Test [California Standards Test
(STAR)]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        May         May         May         May         

  **SCHOOL SCORES\***                                                                  

  \% "Proficient" plus "Advanced"      71          83          45          52          
  State Standards                                                                      

  \% "Advanced" State Standards        20          33          16          16          

  Number of students tested            49          42          56          58          

  Percent of total students tested     100         100         95          98          

  Number of students alternatively     0           0           0           0           
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           
  assessed                                                                             

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------