##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mrs. Diane Richmond]{.underline}

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

Official School Name [Summit Park Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [6920 Diana Road]{.underline}

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

[Baltimore Maryland 21209-1598]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(410) 887 - 1210]{.underline} Fax [(410) 887 - 1256]{.underline}

Website/URL [www.bcps.org]{.underline} Email
[drichmond@bcps.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)

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

Name of Superintendent [Dr. Joe A. Hairston]{.underline}

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

District Name [Baltimore County Public Schools]{.underline} Tel. [(410)
887 - 4281]{.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. Donald L. Arnold]{.underline}

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

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

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

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

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

1\. Number of schools in the district: [108]{.underline} Elementary
schools

[29]{.underline} Middle schools

[0]{.underline} Junior high schools

[27]{.underline} High schools

[164]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7, 521.00]{.underline}

Average State Per Pupil Expenditure: [\$7, 971.00]{.underline}

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

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

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

4\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

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

5\. Number of students enrolled at each grade level or its equivalent in
applying school: (2001-02)

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

  **K**       32        16                     **38**       **7**                             

  **1**       25        28                     **53**       **8**                             

  **2**       29        25                     **54**       **9**                             

  **3**       24        30                     **54**       **10**                            

  **4**       31        21                     **52**       **11**                            

  **5**       24        26                     **50**       **12**                            

  **6**                                                     **PreK**    6         2           8

                                    **TOTAL                                                   319
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [82.7]{.underline} % White

the students in the school: [12.2]{.underline} % Black or African
American

[1]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[8.5%]{.underline}

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 18
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 8
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        26
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    306
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .085
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    8.5
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
[2.5%]{.underline}

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

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

Specify languages:

Russian (7)

Romanian (1)

9\. Students eligible for free/reduced-priced meals: [5.3%]{.underline}

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

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

10\. Students receiving special education services: [22%]{.underline}

[69]{.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.

Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness 2 Other Health Impaired

\_\_\_\_Deaf-Blindness 5 Specific Learning Disability

\_\_\_\_Hearing Impairment 38 Speech or Language Impairment

8 Mental Retardation \_\_\_\_Traumatic Brain Injury

1 Multiple Disabilities \_\_\_\_Visual Impairment Including Blindness

1 Emotional Disturbance [14]{.underline} Developmentally Delayed

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

    **Number of Staff**

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

Administrator(s) 2 \_\_\_\_\_\_\_\_

Classroom teachers 13 \_\_\_\_\_\_\_\_

Special resource teachers/specialists 4 5

Paraprofessionals 3 1

> Support staff 2 1
>
> Total number 31 7

12\. Student-"classroom teacher" ratio: 23.9

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 95.9        96.4        96.4        96.1        95.9

  Daily teacher attendance 96.0        97.0        96.8        96.7        97.5

  Teacher turnover rate    0.9%        1.4%        1%          2.4%        2%

  Student dropout rate     N/A         N/A         N/A         N/A         N/A

  Student drop-off rate    N/A         N/A         N/A         N/A         N/A
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[PART III ‑ SUMMARY]{.underline}**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words).**

Summit Park Elementary School resides in Pikesville, located in
Baltimore County, Maryland. Summit Park currently services 319 students
in grades pre-kindergarten through five. One distinguishing feature of
Summit Park's population is that approximately 25% of its students come
from homes where English is not the primary language. The school's
mission is as follows: We at Summit Park believe that all students can
learn and be successful. We promise to work together to provide a
quality student-based program and treat people with respect. We provide
students with a supportive, caring environment that develops
self-esteem, self-motivation, and a sense of responsibility. We strive
to provide every opportunity for maximum student achievement and to
recognize and stimulate special talents in all students. Our major goal
is to prepare students to become responsible citizens and take their
places as productive members of the community. We believe that education
is a cooperative effort among home, school and community.

Summit Park has approached its mission with unrivaled commitment. The
school's success is in part due to the school community, which accepts
and values others. Children at Summit Park understand and practice work
habits that help them become active and responsible participants in
their own learning. Students and staff begin each day by discussing the
"Value of the Month" and reciting the school wide "Code of Conduct."
Students also participate in various activities that develop basic human
values. The school has been honored on several occasions for its
community outreach programs. Summit Park is an accepting and comfortable
place where independent learning is the primary focus.

With the lessons learned at Summit Park, it is the desire that students
will leave elementary school with enduring knowledge that is necessary
to be successful and independent learners. In addition, teachers want
*all* students to improve achievement. They are not satisfied to simply
maintain satisfactory achievement in class and on tests, but are always
conscious about improving even those students who are already performing
at high levels. Summit Park always achieves among the top ten percent of
schools on the state assessment.

Teachers and administrators have recognized the tremendous importance of
reading; therefore, this has been the overriding goal for five years*.*
All teachers, even those who do not teach reading as their content,
consider themselves teachers of reading and therefore join in this
endeavor. With reading as a focus, teachers have to examine skills such
as decoding, strategic reading, comprehension monitoring, analyzing,
interpreting, comparing, and evaluating in depth. Each year the
specifics of the goal evolve and become more sophisticated as Summit
Park's understanding of the reading process becomes refined*.* District
data indicate that 100% of Summit Park's students are reading at or
above grade level by the end of grade two.

The expertise of the teachers is often called upon to identify needs,
develop strategies, and lead training sessions that will help improve
the school. For example, when it was recognized that consistency was
needed in the understanding of the Maryland Content Standard for
reading, a team was formed, consisting of a member from each grade
level. The team wrote grade level expectations for each outcome so that
each grade's instruction built upon the previous year's instruction. In
this way, Summit Park began to create systematic change to increase the
purposefulness of every lesson taught at Summit Park.

Summit Park includes the whole school community in its goals and
successes. Parents are invited to become part of the school improvement
process. Some parents sit on school improvement committees, while others
train and work with students to help reach the reading goals. Teachers
involve students in their improvement by making them aware of
expectations and including them in the evaluation of their own progress.
Parent survey data indicate that 100% of parents are satisfied with the
quality of education their children are receiving at Summit Park
Elementary School.

Summit Park has always performed well on assessments and the school
takes pride in its success at moving *all* levels of students forward in
achievement. Summit Park's success can be attributed to its continuous
staff development, a clear and focused goal, constant evaluation of
student progress, the direct involvement of the entire school community,
and the aim of improving the achievement of all students.

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

1.  **The school must show assessment results in reading (language arts
    or English) and mathematics for at least the last three years using
    the criteria determined by the CSSO for the state accountability
    system.**

In May 1990, the Maryland State Board of Education approved
student-learning goals for the year 2000. The Maryland School
Performance Assessment Program (MSPAP) was developed as the
accountability system to assess progress toward achievement of
Maryland's Learning Outcomes. Development of the MSPAP was a
collaborative effort involving teachers and administrators throughout
Maryland, curriculum and testing experts at the State Department of
Education, and consultants whose specialty is test development. MSPAP is
an assessment program whose primary purpose is to provide information
that can be used to improve instruction in schools. MSPAP measures the
performance of Maryland schools by illustrating: how well students solve
problems cooperatively and individually; how well students apply what
they have learned to real world problems; and how well students can
relate and use knowledge from different subject areas. MSPAP was
intended to measure school improvement, not individual student
performance. MSPAP tasks include a series of related steps that draw on
knowledge across content areas. The tasks are related to "real-life"
situations. MSPAP tasks typically require students to write extensively.
The assessment does not include multiple-choice questions that can be
answered by simple rote learning and memorization of facts. The MSPAP
was administered from 1993 through 2002 to 3^rd^, 5^th^, and 8^th^ grade
students each year in May.

The MSPAP measures the high quality application of knowledge that
involves problem-solving, decision-making, and reasoning skills. It is a
rigorous assessment related to the learning outcomes established by the
State Board of Education. In each content area, MSPAP results are
reported through five proficiency levels, with level 1 being the
highest. Satisfactory level responses include proficiency levels 3 and
above. Excellent level responses include proficiency levels 2 and
higher. Established performance standards for schools and local school
systems are as follows: Satisfactory -- 70% of students scoring at the
satisfactory level or above; Excellent -- 70% of students scoring at the
satisfactory level, with at least 25% of students scoring at the
excellent level.

Since the inception of the MSPAP, Summit Park Elementary has been one of
the highest performing schools in the state, consistently achieving in
the top 10%. Summit Park has far exceeded the state average number of
students meeting standards for the past five years. Due to the rigor of
the assessment, the state has not achieved standards in reading or math
during the past five years; however, Summit Park has repeatedly
surpassed standards -- often at the excellent level. Summit Park has
achieved satisfactory status for third grade reading since 1999 and
excellent status since 2000. Summit Park surpassed state standards for
satisfactory status in third grade math in 1999 and 2001 and achieved
excellent status in 2000 and 2002. Similarly, we have surpassed
standards in fifth grade reading and math. Summit Park achieved
satisfactory status in fifth grade reading and math in 1998 and 1999 and
achieved excellent status for the past three years. Again, these
achievements are substantial considering the high standards and rigor of
the tests. Summit Park's exceptional level of achievement has far
exceeded the state's for the past five years.

Disaggregated data of statistical significance is not reported because
fewer than five students in any subgroup took the test. For a small
percentage of students with disabilities, the MSPAP is not appropriate
because students are learning different outcomes. These students
participate in an alternate assessment, the Independence Mastery
Assessment Program (IMAP). The IMAP is a portfolio assessment comprised
of three sections: Section One -- student description; Section Two --
artifacts which demonstrate student achievement and progress in outcome
areas; and Section Three -- contains input from the student's parent or
guardian. Another very small percentage of students receiving ESOL
services who have been in English speaking schools for less than 180
days were excluded from testing as decided on a case-by-case basis.
These students were assessed through classroom performance and district
developed reading and math milestone assessments.

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

Summit Park consistently analyzes MSPAP and CTBS assessment data in
order to improve achievement of *all* students. Teachers use the second
grade Fall CTBS scores to improve student achievement throughout the
year. After analyzing the sub-scores, teachers are able to individualize
instruction by delivering lessons that target specific, deficient
sub-skills. Due to targeted student instruction, not only do the below
level students move towards on level, but a significant percentage of on
level move above level. In order to extend and challenge the students
that are already performing above level, teachers analyze the sub-skills
and find ways to meet their academic needs as well. Last year's fall
data indicated that 26% of students entering second grade were
performing above grade level. Significant increases were made and by the
spring, 66% of these students were reading above grade level - a 40%
increase. In fact, 100% of students were reading at or above grade level
by the spring of grade two. This same concept is applied to analysis of
the MSPAP data. When the school began the process of analyzing the MSPAP
data, teachers concluded that students were not responding appropriately
to questions because they did not understand what was actually being
asked. Therefore, this became one of the school's instructional focuses.
When later scores did not reflect significant growth, teaching children
how to develop written responses that reflected a deep, rich
understanding of texts became an additional focus. As data began to show
some growth, Summit Park continued focusing upon responses, yet also
began to reflect on teachers' implementation of Maryland's Content
Standards. Teachers concluded that there was not a common interpretation
of the Maryland Standards, causing them to be taught differently in each
classroom. As a result, Maryland Standards were analyzed and a reading
supplement was developed which clearly defined each outcome. Finally,
the staff used the reading, science, and social studies MSPAP data to
determine a need for more effective expository reading instruction.
Currently, data reveal that students at all levels have significantly
improved performance by becoming actively involved in their texts. In
addition to standardized tests, teacher observation and assessments are
components of increased student achievement. Teachers systematically
monitor students' guided reading levels, sight word acquisition, and
graph progress toward mastery of essential math facts. Instruction is
highly focused because teachers are data driven decision makers.

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

Summit Park's efforts were met with success, in part, due to the
involvement of all stakeholders in the education process. Summit Park
purposefully disseminated student progress and assessment data to
parents, community members, and students. Assessment data were shared
with parents several times throughout the year. At the first PTA meeting
of the year, the principal shares the actual data, but more importantly
she explains the data and how it impacts the school's goals for the
upcoming year. Parents also review data during Gifted and Talented
placement meetings; analyzing data to establish student progress is one
factor in determining instructional placement. Parents and community
members are also members of the school improvement teams, one devoted to
improving student achievement and one to developing positive values.
Parents, community members, and students alike read about assessment
results in the monthly school newsletter. Parent conferences are also
encouraged several times per year to review student progress;
conferences are specifically designed to celebrate student successes and
plan ways to increase student achievement. Students, being the main
stakeholder in the education process, are exposed to assessment data in
appropriate ways. On a daily basis, students are made aware of their
instructional progress through teacher led self-evaluation and
connection of the classwork to the current day's lesson. Students
understand the specific goal of each lesson to help improve a particular
skill. Because of this, students are able to evaluate and track their
own progress as each classwork assignment is completed. When milestone
assessments are completed, students evaluate their responses so they can
clearly see where improvements need to be made. Teachers also regroup
students based upon specific needs ranging from developing a deeper
understanding of the standard to conveying answers more clearly in
writing, to more accurately using textual support.

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

A unique strength of Summit Park's faculty is its willingness to spend
hours of personal time mentoring other teachers, discussing instruction,
and sharing its knowledge with the educational community. Throughout the
last four years, Summit Park has repeatedly opened its doors to other
elementary as well as middle schools within its county and state. Upon
learning of our high achievement on Maryland assessments, county
educational department leaders, principals, mentors, and teachers
requested and were invited to visit Summit Park on numerous occasions.
During these visitations, Summit Park teachers from all grade levels
welcomed patrons to observe lessons. Afterwards, time was allotted for a
forum involving all parties. This was an invaluable opportunity for
Summit Park teachers to discuss the instructional methods implemented in
the lessons and for fellow educators to ask questions. Additionally,
visitors met with faculty and administrators to discuss our effective
scheduling plans and how we group and differentiate for students to meet
all needs at the highest levels. As a result, Summit Park has received
extremely positive feedback from administrators, mentors, and teachers
concerning the professional importance of the experience. In the event
that the school wins the national award, it plans to continue
communicating its successes with the community and other schools. Summit
Park is willing to broaden its audience of visitors, by sending letters
to other schools and districts, as well as posting instructional
information in the county newsletter, union bulletin, county website,
and Maryland State Department of Education website. Test results are
always published and displayed on the State website. Moreover, the State
Department of Education has invited representative Summit Park teachers
to serve on a task force examining successful practices. With all future
school visitations, pre and post observation forums will be offered. The
Summit Park team highly values educational growth, not just of its
students, but also of itself and the educational community as a whole.

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

1.  **Describe in one page the school's curriculum, including foreign
    languages and show how all students are engaged with significant
    content, based on high standards.**

Summit Park implements curriculum provided by Baltimore County. This
curriculum emphasizes the core academic subjects of reading, writing,
mathematics, science, and social studies. Technology education is
meaningfully integrated into all of the core subjects to support
students' learning. The curriculum also includes physical education,
vocal and instrumental music, art, and library/media to provide a
balanced and culturally enriching program.

Summit Park teachers implement and extend the curriculum by basing all
daily lessons upon the state's standards and indicators of progress.
Evidence of the school's philosophy, *all* students are capable of
increasing their level of achievement, is in its effective and engaging
approach to daily instruction. To teach effectively, faculty members
maximize instructional time in several ways. Every lesson at Summit Park
is clearly focused on the desired outcome. Teachers are always aware of
the enduring knowledge and purpose for learning. Summit Park's faculty
works hard to provide instruction that has substance and challenging
content. Teachers also incorporate ways to actively involve students in
each lesson. Creating an active learning atmosphere is accomplished by
including hands on activities, group work, and having students
demonstrate thinking through taking notes while reading. Careful teacher
observation of students' thinking and informal daily assessment allows
teachers to intercede and address misconceptions immediately. This is
better than waiting until the end of the lesson or a formal assessment
to identify students who are missing the concept. Another curriculum
goal is to develop lessons that go deeper into the content when
enriching learning rather than developing lessons that do not directly
develop Maryland Content Standards. In this way, teachers and students
remain focused on the outcome rather than developing concepts that will
not support Maryland Standards.

To meet the needs of all students, Summit Park implements several
programs for highly able students, average students, and students
performing at lower levels. Summit Park is one of two schools to pilot a
compressed math program, allowing gifted students to learn math
curriculum at their present grade level and the level above within the
same year. For students who need an extra challenge, schedules were
developed to allow for a school wide math period. This enables some
students to attend math in a class one to two grade levels above their
present grade. The common scheduling also allows for a selected few
reading students to advance or move back a grade to meet reading needs.
In order to target students that are not performing at high nor average
levels, the school has put into practice various programs. More than
half of the students that scored at low levels on the CTBS tests were
from non-English speaking homes. Since Summit Park has a high population
of students who come from bilingual homes, the school has applied for
grants that have funded the school's Language Enrichment Program. This
program was designed to meet the needs of any student who would benefit
from meaningful vocabulary development and contextual strategies.
Students were targeted based on their classroom performance and tests
data. In addition, a grant was used to provide training and
implementation of Project Read, a program that approaches reading
through direct concept instruction using multisensory strategies and
materials. Along with grants, resource teachers and reduction teachers
are used for individual and small group intensive instruction of
students. For classroom instruction, students are grouped according to
their individual needs; however, groupings are flexible so that children
can easily move from one group to another as appropriate. Baltimore
County's curriculum is written with a spiral approach so that concepts
are gradually developed each succeeding year with more depth. This works
particularly well at Summit Park due to the cooperative efforts of
teachers from grade to grade. Each teacher is aware of the preceding and
following grade level expectations for concepts because the teachers
work together on multi-grade level teams. In this way, the students are
assured of receiving a balanced program that is not too repetitive, but
builds successfully on the knowledge with which students come to each
grade level knowing. Students are made aware of this connection and as a
result, become responsible and active participants in their learning as
well. An important asset of the school's curriculum is the high standard
by which students are held. It is Summit Park's goal to educate the
whole child by teaching and expecting good work habits, developing
strong values, and providing a sound curriculum.

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

Summit Park has developed and implemented a rigorous, balanced reading
program that incorporates phonics instruction and reading comprehension
strategies. The uniqueness of the school's program is its focus on the
*process* of reading. The overriding philosophy of this reading program
is that students will learn to interact with a variety of texts by
employing strategic behaviors throughout the reading process in order to
accurately and independently construct meaning and extend their textual
understanding. Students do answer questions after reading, but these
questions are purposefully used as tools to do one of three things: 1)
ensure that students accurately comprehend the text while reading; 2)
force students to extend their understanding by drawing conclusions,
analyzing literary techniques, and making personal connections to the
text; 3) create opportunities to examine and evaluate the author's
craft. Most of the emphasis in this reading program is placed on what is
happening *while* the actual reading is taking place. Teachers have been
trained over a five-year period to develop their own deep understanding
of what happens when students read. This enables teachers to teach
students strategies to attack difficult texts and ensure accurate
comprehension. More importantly, this allows teachers to monitor student
progress and intercede to address reading difficulties *during* the
reading process. When teachers intercede *during* reading, they
determine why the student is having trouble and aid them in accurately
comprehending the text. Summit Park uses parent volunteers and resource
staff to work closely with struggling readers to raise reading levels by
focusing on vocabulary, fluency, and comprehension monitoring. Teacher
expertise and total staff involvement insures that all students are
learning to interact with texts. To ensure the success of this
idealistic reading program, Summit Park examined skills crucial to its
reading program in depth. Teachers then set standards and expectations
for each of these skills in each grade level; this makes it easy to
effectively monitor and capitalize on student progress throughout the
students' elementary career, rather than throughout a single year.
Summit Park has also enforced a comprehensive reading program where
skills learned in reading class are applied in content areas while
reading textbooks and informational materials. Students are held
accountable for their reading ability across the curriculum. Summit Park
chose to approach reading this way because it is the best way to produce
independent, proficient, life-long readers armed with the knowledge to
attack any text on their reading level.

3.  **Describe in one-half page one other curriculum area of the
    school's choice and show how it relates to essential skills and
    knowledge based on the school's mission.**

The core concepts of the science program at Summit Park are based on the
Maryland Science Content Standards. Teachers use the Content Standards
to plan science lessons that integrate the science processes with the
science content. In addition to learning science content, a major goal
of Summit Park science lessons is to develop scientific thinkers*.*
Lessons are devoted to teaching the processes of science in order to
instill higher level thinking skills. For this reason, students need to
be masterful in applying the scientific method. At the beginning of each
year, teachers engage students in investigations while focusing on the
scientific method to develop higher-level, life-long thinking skills
such as analyzing, drawing conclusions, questioning, and informed
decision-making. Once students are able to understand and apply the
processes of science, they are ready to approach the content standards
required by the state. Through the indicators, science teachers plan
engaging lessons where students interact with materials and learn
science content through the eyes of a scientist. Through the curriculum
area of science, teachers at Summit Park continue to implement the
school-wide focus on reading. Science teachers teach students to apply
their strong foundation of reading strategies in the content area when
reading for information and reading to perform a task. Students use
reading strategies to interact with informational texts in order to
develop background knowledge about science content. Students then read
and perform scientific investigations. These investigations give
students an opportunity to apply their scientific thinking skills. More
importantly, these investigations support the school-wide goal of
reading by generating opportunities to apply new understanding of
informational science content to an authentic situation. Since students
at Summit Park have been reading strategically for all purposes, scores
measured by the MSPAP have increased dramatically.

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

When choosing instructional methods, the faculty's primary focus is to
make sure that all children are actively engaged and are developing the
skills necessary to be life-long learners. One way teachers have
accomplished this is by developing their own skills in questioning.
Teachers have worked on increasing student attention through the use of
the shared inquiry method. Here the students are required to listen to
their peers, respond to them, and further question their own classmates
for clarity or to challenge ideas. This has promoted more student
involvement during lesson discussions. An important instructional method
comes in designing lessons that are focused on the desired outcome. The
faculty has worked on developing lessons and using questions that are
clear and elicit the responses desired from the students. To do this,
the teachers first determine the concept they hope to develop for the
students, then they work backwards to develop clear lessons and
questions that will help the students reach the desired outcome. When
appropriate, teachers provide demonstrations that have clear,
step-by-step, modeling of the expectations. Students are also provided
with scoring tools, or specifically listed requirements, that help them
understand the expectations. In some cases, students examine exemplars
of excellent responses and analyze the effectiveness of the response.
Additionally, teachers incorporate the instructional method of hands on
inquiry for the areas of math and science in particular. This allows
students the time to investigate and discover ideas through their own
trial and error methods. Then, teachers follow up with discussions and
explanations that lead students to the correct conclusions. Finally,
teachers provide ample time for students to practice new skills. Skills
that are taught are frequently revisited and applied as new concepts are
developed. For example, once children are taught the note taking
strategy of stopping to summarize the main point of each paragraph in a
selection, students are then given frequent opportunities to use this
skill when reading informational texts. Later, students are expected to
apply the skill when learning a new concept while reading because the
strategy will provide an opportunity for students to locate particular
pieces of information or summarize without difficulty.

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

Summit Park employs an ongoing, systematic, effective staff development
program with the goal of improving the expertise of teachers, the
quality of instruction, and consequently the achievement of students.
The administration begins each year with a needs assessment. This,
combined with the previous year's progress, determines the goals for the
new school year. The first staff meeting of each year gives a general,
theoretical introduction to the current year's goal. Each grade level is
charged with personalizing the goal for their grade's curriculum and
students' needs. Teachers are responsible for addressing this school
goal throughout the year. In addition, teachers, depending upon their
own professional growth and needs, address some aspect of the school
wide goal during the formal observation process. Post-conferences,
especially, offer an opportunity to analyze student responses. This is a
means to evaluate and measure student progress and thereby determine the
lesson's effectiveness. From here, teachers use administrative feedback
to refine their instruction and improve student achievement. Teachers
are taught to treat their classroom as a laboratory; while in the
classroom, teachers are expected to observe students at work to gauge
the effectiveness and rigor of their instructional program. Finally, at
another staff meeting, discussion centers on the school goal. This
session is mostly teacher led; it is a time for teachers to combine
efforts and explore what works well and how to build on those successes
and what does not work and how to curtail those shortcomings. This basic
framework for staff development holds all teachers responsible for
moving the school forward, but more importantly it gives all students
the means to improve student achievement. Summit Park also combines
additional components to its staff development program to make it both
motivating and effective. Some teachers participate in lesson studies
during the observation process where teachers plan a lesson together,
and the primary goal of the observation is to observe, refine, and
reteach the lesson. Differentiation also plays a key role in developing
the whole staff; sessions are often offered to specific groups of
teachers or new teachers who may need to refine or extend their
understanding of a particular school goal. Finally, teachers participate
in focused intervisitations to observe and reflect on each other's
lessons. Prior to each lesson visit, teachers meet to establish goals.
After the lesson visit, teachers meet again to dissect the lesson and
determine factors that influenced its success.

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

Grade [3]{.underline} Test [Maryland School Performance Assessment
Program (MSPAP)]{.underline}

Edition/publication year [1997-2002\*]{.underline} Publisher [Maryland
State Department of Education]{.underline}

\*The Edition is this year tested. A new test was published each year.

Groups excluded from testing: Some special education students learning
different outcomes -- assessed through the Independence Mastery
Assessment Program (IMAP), which is described in Part IV #1; A small
percentage of ESL students who have been in an English speaking school
for less than 180 days are also excluded -- assessed through classroom
performance. Over the past five years, a total of 8 (3 ESL/5 Special
Education) students (3%) have been exempt from testing.

**Excellent Standard: 25% Satisfactory Standard: 70%**

**Status: E = Excellent S=Satisfactory N = Not Met**

Reading Testing Month -- May Percent of Students Scoring at Each Level

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  **SCHOOL SCORES -- Gd. 3 Reading**                                                 

  Not Satisfactory                   16          11.1        25          27.1        36.1

  At or Above Satisfactory           **84**      **88.9**    **75**      **72.9**    **63.9**

  Excellent                          26          33.3        32.8        16.9        12.5

  Status                             E           E           E           S           N

  Number of students tested          50          45          64          59          72

  Percent of total students tested   100         96          97          94          100

  Number of students excluded        0           2           2           4           0

  Percent of students excluded       0           4           3           6           0

  **STATE SCORES**                                                                   

  Not Satisfactory                   69.3        63.5        60.8        58.8        58.4

  At or Above Satisfactory           **30.7**    **36.5**    **39.2**    **41.2**    **41.6**

  Excellent                          3.7         5.5         6.6         6.7         6.9

  Status                             N           N           N           N           N
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Math Testing Month -- May Percent of Students Scoring at Each Level

  ----------------------------------- ----------- ----------- ----------- ----------- -----------
                                      2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  **SCHOOL SCORES -- Gd. 3 Math**                                                     

  Not Satisfactory                    18          12.8        9.1         13.6        31.9

  At or Above Satisfactory            **82**      **87.2**    **90.9**    **86.4**    **68.1**

  Excellent                           26          19.1        42.4        22          15.3

  Status                              E           S           E           S           N

  Number of students tested           50          47          64          59          72

  Percent of total students tested    100         100         97          94          100

  Number of students excluded         0           0           2           4           0

  Percent of students excluded        0           0           3           6           0

  **STATE SCORES**                                                                    

  Not Satisfactory                    71.3        62.2        59.9        61.1        58.4

  At or Above Satisfactory            **28.7**    **37.8**    **40.1**    **38.9**    **41.6**

  Excellent                           2.1         4.6         5.8         6.4         7.0

                                      N           N           N           N           N
  ----------------------------------- ----------- ----------- ----------- ----------- -----------

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

Grade [5]{.underline} Test [Maryland School Performance Assessment
Program (MSPAP)]{.underline}

Edition/publication year [1997-2002\*]{.underline} Publisher [Maryland
State Department of Education]{.underline}

\*The Edition is this year tested. A new test was published each year.

Groups excluded from testing: Some special education students learning
different outcomes -- assessed through the Independence Mastery
Assessment Program (IMAP), which is described in Part IV #1; A small
percentage of ESL students who have been in an English speaking school
for less than 180 days are also excluded -- assessed through classroom
performance. Over the past five years, a total of 5 (2 ESL/3 Special
Education) students (1%) have been exempt from testing.

**Excellent Standard: 25% Satisfactory Standard: 70%**

**Status: E = Excellent S = Satisfactory N = Not Met**

[Reading Testing Month -- May Percent of Students Scoring at Each
Level]{.underline}

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  **SCHOOL SCORES -- Gd. 5 Reading**                                                 

  Not Satisfactory                   20          16.9        17.1        32.5        30.2

  At or Above Satisfactory           **80**      **83.1**    **82.9**    **67.5**    **69.8**

  Excellent                          38.5        41.5        31.4        21.3        30.2

  Status                             E           E           E           N           N

  Number of students tested          65          65          70          80          63

  Percent of total students tested   100         97          99          99          98

  Number of students excluded        0           2           1           1           1

  Percent of students excluded       0           3           1           1           2

  **STATE SCORES**                                                                   

  Not Satisfactory                   57.9        55.4        55.4        58.6        59.6

  At or Above Satisfactory           **42.1**    **44.6**    **44.6**    **41.4**    **40.4**

  Excellent                          11.2        12.3        10.8        9.2         8.5

  Status                             N           N           N           N           N
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Math Testing Month -- May Percent of Students Scoring at Each Level

+----------------------------------+------+------+------+------+------+
|                                  | 2    | 2    | 1    | 1    | 1    |
|                                  | 001- | 000- | 999- | 998- | 997- |
|                                  | 2002 | 2001 | 2000 | 1999 | 1998 |
+----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES -- Gd. 5 Math**  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Not Satisfactory                 | 20   | 21.2 | 9.9  | 25   | 20.6 |
+----------------------------------+------+------+------+------+------+
| At or Above Satisfactory         | **   | **78 | **90 | **   | **79 |
|                                  | 80** | .8** | .1** | 75** | .4** |
+----------------------------------+------+------+------+------+------+
| Excellent                        | 53.8 | 34.8 | 45.1 | 23.8 | 38.1 |
+----------------------------------+------+------+------+------+------+
| Status                           | E    | E    | E    | S    | S    |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 65   | 66   | 71   | 80   | 62   |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 100  | 99   | 100  | 99   | 98   |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 0    | 1    | 0    | 1    | 1    |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 0    | 1    | 0    | 1    | 2    |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Not Satisfactory                 | 60.2 | 57.4 | 53.3 | 53.8 | 52.1 |
+----------------------------------+------+------+------+------+------+
| At or Above Satisfactory         | **39 | **42 | **46 | **46 | **47 |
|                                  | .8** | .6** | .7** | .2** | .9** |
+----------------------------------+------+------+------+------+------+
| Excellent                        | 9.6  | 11.7 | 14.2 | 12.6 | 13.2 |
+----------------------------------+------+------+------+------+------+
| > Status                         | N    | N    | N    | N    | N    |
+----------------------------------+------+------+------+------+------+