##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal: [Mrs. Catherine T. Biagetti]{.underline}

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

Official School Name: [Edith E. Mackrille Magnet School]{.underline}

(As it should appear in the official records)

School Mailing Address: [806 Jones Hill Road]{.underline}\_\_\_\_\_\_\_

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

[West Haven]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Connecticut
06516-5699]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(203) 931-6820 Fax (203)
931-6823\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/URL
[www.whschools.org\_\_\_\_\_\_\_Email](http://www.whschools.org_______Email/)[:
cbiagetti@whschool.org\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\*: [Mr. Paul
Tortora\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [West Haven School District Telephone (203)
937-4300\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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 Mr. John Carrano

President/Chairperson

(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)

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

Page 1

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 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 1998.

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

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

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

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

Page 2

**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: [8 Elementary
schools]{.underline}

[2 Middle schools]{.underline}

[0 Junior high schools]{.underline}

[1 High schools]{.underline}

[1 Other (Briefly explain: Alternate Learning Center-]{.underline}

[Grades 9-12)]{.underline}

[12 TOTAL]{.underline}

2\. District Per Pupil Expenditure: \$ [8,982]{.underline}

Average State Per Pupil Expenditure: \$[9,806]{.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
>
> \[ X) Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [7]{.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 enrolled at each grade level or its equivalent in
applying school:

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

  **K**       25        42                     **67**       **7**                             

  **1**       26        31                     **57**       **8**                             

  **2**       30        31                     **61**       **9**                             

  **3**       28        36                     **64**       **10**                            

  **4**       32        44                     **76**       **11**                            

  **5**       39        40                     **79**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   404
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

Page 3

6\. Racial/ethnic composition of [63.12% White]{.underline}

the students in the school: [20.05% African American]{.underline}

[13.36% Hispanic/Latino]{.underline}

[2.97% Asian/Pacific Islander]{.underline}

[.50%]{.underline} [American Indian/Alaskan Native]{.underline}

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[19.09%.]{.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 71
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 9
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        80
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    404
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .1980
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    19.80
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
[4.95%]{.underline}

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

Number of languages represented: [5]{.underline}

Specify languages: [Indonesian, Polish, Russian, Spanish,
Thai]{.underline}

9\. Students eligible for free/reduced-priced meals:
[30.94%]{.underline}

[125]{.underline} - Total Number Students Who Qualify

> If this method does not produce 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: [7.9%]{.underline}

[32]{.underline} - Total Number of Students Served

> Page 4

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

[0]{.underline} -- Austism [0]{.underline} -- Orthopedic Impairment

[0]{.underline} -- Deafness [0]{.underline} -- Other Health Impaired

[0]{.underline} -- Deaf-Blindness [10]{.underline} -- Specific Learning
Disability

[0]{.underline} -- Hearing Impairment [18]{.underline} -- Speech or
Language

[0]{.underline} -- Mental Retardation [0]{.underline} -- Traumatic Brain
Injury

[1]{.underline} -- Multiple Disabilities [1]{.underline} -- Visual
Impairment Including Blindness

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 [17]{.underline} [0]{.underline}

Special resource teachers/specialists [1]{.underline} [1]{.underline}

Paraprofessionals [4]{.underline} [3]{.underline}

> Support staff [4]{.underline} [6]{.underline}
>
> Total number [27]{.underline} [10]{.underline}

12\. Average school student-"classroom teacher" ratio:
[24:1]{.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.)

  ------------------------ --------------------- --------------------- --------------------- --------------------- ---------------------
                           2002-2003             2001-2002             2000-2001             1999-2000             1998-1999

  Daily student attendance [94.9%]{.underline}   [94.6%]{.underline}   [95.5%]{.underline}   [95.2%]{.underline}   [94.8%]{.underline}

  Daily teacher attendance [95.9%]{.underline}   [95.6%]{.underline}   [96.9%]{.underline}   [94.3%]{.underline}   [93.3%]{.underline}

  Teacher turnover rate    [5.5%]{.underline}    [5.5%]{.underline}    [5.5%]{.underline}    [5.5%]{.underline}    [0%]{.underline}

  Student dropout rate     [0%]{.underline}      [0%]{.underline}      [0%]{.underline}      [0%]{.underline}      [0%]{.underline}

  Student drop-off rate    0%                    0%                    0%                    0%                    0%
  ------------------------ --------------------- --------------------- --------------------- --------------------- ---------------------

Page 5

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_\_\_\_\_   |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

Page 6

**[PART III ‑ SUMMARY]{.underline}**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement.

Edith E. Mackrille Elementary School is located in West Haven,
Connecticut. West Haven is a transitional city situated southeast of New
Haven, the home of Yale University.

Mackrille School is 2 miles from Long Island Sound and sits in the midst
of middle income homes. The population of children that attend Mackrille
is diverse, as its' minority students comprised of Asians, Hispanics,
Blacks and Eastern Europeans make up 36% of the student body. The
majority of children come from educated parents whom are actively
involved in our school community.

The mission of Edith E. Mackrille School of West Haven, Connecticut is
to provide all students the opportunities to succeed academically,
socially and emotionally, as well as to become productive members of
society who appreciate the value of lifelong learning in a diverse
changing world.

Our school community promotes the understanding and appreciation of
different cultures, social diversity and the acceptance of all people.
This objective is accomplished through a variety of activities for
elementary children and their families, one of which is our annual
International Night. This popular event celebrates diversity through
dance, song, native dress and cultural cuisine.

The focus of the administrator and the staff at Mackrille is on
maintaining a caring and supportive environment that recognizes high
achievement, and respectful young children. This environment allows
children to work to their potential in a risk free setting. Our full
time social worker is involved with the families, staff and children in
order to ensure success both academically and socially.

Mackrille Elementary School has a strong tradition of excellence that
has emerged over the last decade. We take great pride in celebrating our
children's successes. In an effort to bring the children of working
parents to a safe haven after school, we have partnered with the West
Haven Community House in an after school program entitled "Kids in the
Neighborhood." This program enables children to receive help with
homework, and interact with each other in the safety of our school.

Students at Edith E. Mackrille School have been recognized for their
achievements throughout the district. Four black students from Mackrille
have received awards for scholarship and leadership from The Black
Heritage Association. The West Haven Board of Education has honored a
fifth grade student from Mackrille in the last four years with a
Superintendent's Award which acknowledges leadership, scholarship and
community involvement.

The children of Mackrille are very aware of others less fortunate and
have contributed generously to Toys for Tots, The Community Food Basket,
The Heart Association, Pennies for Patients sponsored by the Leukemia
Society, and The Ronald McDonald House's Lights of Love.

The staff of Mackrille School is dedicated to leading all learners to
achieving to their potential while realizing they are an integral part
of a school community that respects them. We are able to achieve our
goals through active and supportive parents, an intensive and vigilant
Early Intervention Team, strong leadership and a very professional and
dedicated staff.

Page 7

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

1.  Describe in one page the meaning of the school's assessment results
    in reading (language arts or English) and mathematics in such a way
    that someone not intimately familiar with the tests can easily
    understand them.

The Connecticut Mastery Test (CMT) was designed to measure student
performance in the areas of mathematics and language arts, which
includes reading and writing skills. The assessments focus on content
that is reasonable to expect students at each grade level to have
mastered. Although the legislation specifically prohibits the use of
test results as the sole criterion for promotion or graduation, the CMT
provides information about achievement that is used for several other
purposes. The purpose of the mastery testing program are:

-   to set high expectations and standards for student achievement

-   To test a comprehensive range of academic skills

-   To disseminate useful test achievement information about students,
    schools and districts

-   To identify students in need of remedial education

-   To assess equitable educational opportunities; and

-   To continually monitor student progress in Grades 4,6 and 8

The curriculum of the West Haven School System is directly aligned with
Connecticut State standards and the state standards are aligned with
Connecticut Mastery Test. This alignment enables us to assess our
instructional program at Mackrille and allows us to adjust the
instruction to address student needs.

Looking at analysis of the student scores at Mackrille on the CMT in
reading and math over the last five years

In Reading the following is evident:

-   92% of the students at Mackrille scored in the proficient range as
    compared to 64% of the students tested state wide.

-   46% of students at Mackrille scored at the advanced range as
    compared to 39% of the students tested state wide.

In analyzing the Mathematics CMT scores of Mackrille students the
following is evident:

-   97% of students at Mackrille scored in the proficient range as
    compared to 73% of students state wide.

-   49% of Mackrille students scored in the advance level as compared to
    37% of students tested state wide.

Mackrille faculty is dedicated to student learning and continues to
learn and adjust instruction from the data we collect on an on-going
basis.

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

Assessment must be used to drive instruction. Instruction begins with
assessment, continues with assessment, and ends with assessment, by
determining a student's areas of strengths and weaknesses along with
their instructional level, the most effective instruction may be
planned. Our district's Language Art's Assessment Plan details which
assessments are to be given at each grade level and the frequency of
each. Assessments include use of the following: Marie Clay Observation
Survey, Concepts about Print Test, phonological awareness screenings,
the Developmental Reading Assessment (DRA), bi-monthly writing

Page 8

prompts, and the Degrees of Reading Power (DRP) Assessment, benchmark
and unit skills tests. In the

area of math, oral assessments along with written assessments are
administered every tenth and fifth lesson, respectively. Results are
reviewed and appropriate intervention for students who are not
succeeding is planned. Interventions may include the following:
one-on-one tutoring by interns, literacy aide, or all school aides,
small group work with classroom teacher, and/or small group work with
literacy teacher. In the event that a student continues to have
difficulty, a referral is made to the Early Intervention Team to discuss
modifications which may be made to support the student. If it is
determined that a number of students are having difficulty in a specific
area, the principal conducts grade level meetings to discuss with
teachers ways in which to change instruction to make it more effective.

3.  Describe in one-half page how the school communicates student
    performance, including assessment

> data, to parents, students, and the community.

Assessment of how children learn is a very important part of instruction
at Mackrille. On an ongoing basis, teachers review grades with children,
correct errors, and re-teach and retest students. Parents are informed
of their children's daily progress through tests, notes, phone calls,
emails and student achievement awards. Congratulatory letters are sent
home for children that make the honor roll and a list of their names is
submitted to the local newspapers. The Early Intervention Team meets
once every ten days and assigns a case manager to assist the teacher
with students struggling in on-level instruction. The team recommends
strategies and interventions for students who are not meeting success.
The team monitors students' progress through measurable goals and they
continue to oversee the students' progress until success is evident. The
Connecticut Mastery Test scores of students in grade 4 are reported to
the parents of children in The Mackrille Community through individual
students' profiles provided to the district by the Harcourt Education
Services. Along with this information, parents are invited to a Parent
Academy scheduled at school in the evening. This academy entitled C.M.T.
and What They mean is conducted by the principal and is set up to
explain the school's overall scores as well as to answer parents'
particular questions.

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

At Mackrille School we are committed to our goal of creating life long
learners. That commitment is not centered on students alone but the
community as a whole -- students, teacher, parents and administrator.
The administrators in the district are called on to share their success
by the Superintendent at monthly principal academies. The staff at
Mackrille also has opened their doors to schools in the district and
invited them to observe their successful Early Intervention Team.
Mackrille staff continues to grow and learn about the process of
connecting our instructional practice to student achievement results. We
are eager and willing to share our knowledge through professional
development in our district, through guest on-site visits as well as
virtual visits through the Internet.

Page 9

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

1.  Describe in one page the school's curriculum. Outline in several
    sentences the core of each curriculum area and show how all students
    are engaged with significant content based on high standards.
    Include art and foreign languages in the descriptions (foreign
    language instruction as a part of the regular curriculum is an
    eligibility requirement for middle, junior high, high schools, and
    elementary schools in grades seven and higher).

The curriculum at Mackrille Magnet School is representative of the
curriculum offered to all K-5 students in the West Haven School System.
We offer instruction in the content areas: Language Arts, Mathematics,
Science, Social Studies, Art, Music, Physical Education and Library
Media. Our curriculum is comprehensive and diverse**. (Language Arts)**
Language Arts is the foundation on which we build life long learners. It
is a balanced basal program that stimulates the learner's curiosity
through fiction and non-fiction genres as well as phonics and a whole
language approach. It offers the students the opportunity to engage in
reading and responding to trade book, newspaper, big books and computer
software. The writing portfolios of the language arts block of time in
all grades is based on the Empowering Writers Program. The staff is well
versed in the requirements of each developmental stage of writing and is
committed to writing, revising and editing on a daily basis.
**(Mathematics)** Mathematics is a strong program. Our mathematics
program is designed to help each child become familiar with the use of
mathematics in everyday life. It is built on prior learning. New
learning is presented in increments with time provided for practice.
There are 5 instructional components of the math program. The math
meeting, the lesson, guided class practice and homework, number fact
practice and assessments. The students are actively engaged in hands on
activities that clarify their thinking and develop confidence as
mathematicians. **(Science)** As we move further into the informational
age of the twenty-first century, science and technology become a more
integral part of our society. Science is recognized as an adventure
which all children from diverse culture can participate in and
contribute to. The curriculum offers students the opportunity to explore
living things. The earth within the universe, the physical world of
matter and energy and the human body. Through our science curriculum,
our students become scientifically literate through hands-on experience,
they develop critical thinking and problem solving skills by observing
collecting, organizing information interpreting and reporting
information. **(Social Studies)** Social Studies

instruction at Mackrille Magnet School begins with the child and family.
It expands outward to the community workers, the city of West Haven, to
the State of Connecticut, and the history of the United States. At
Mackrille, we celebrate our cultural diversity through our annual
International Night, where families share food, song, costume and dance.
The social studies curriculum stresses an appreciation of the efforts
and contributions of others and the ethic that stresses giving back to
the community**. (Art)** Our art programs major emphasis of visual and
performing arts is to develop creative thinkers and to develop problem
solving skills through a variety of media techniques, movement and vocal
music. Our 3^rd^ grade students begin recorders to prepare them for
instrumental music instruction in grades 4 and 5. The arts program also
offers choral opportunities for all grade 4 and 5 students, as well as
an opportunity to perform in an annual theater production.

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.

In the 2000-2001 school year, the West Haven Public School System
implemented the Scott Foreman Reading Program in grades K-2 followed by
implementation in grades 3-5 the following year. This

Page 10

approach was selected as it was determined that through its use, all
students could receive explicit, systematic, ongoing instruction that
aligns with state guidelines, national assessments, and research-based
criteria in the following areas: Phonemic and phonological awareness
(which includes phonics and spelling), vocabulary, fluency, and
comprehension strategies. Through the use of basal, we can be certain
that all students are receiving the same high quality instruction. Use
of the basal also facilitates coordination with support staff so that
students are receiving multiple exposures to the skills and vocabulary
that they will need to be successful. Components of the program
includes: systematically sequenced literature encompassing a variety of
genres including a balance of fiction and non-fiction text, daily
phonics lessons, guided reading texts in which vocabulary and phonics
elements coordinate with the main selections to provide children with
reading at their instructional level, phonics readers, and special
intervention materials for ESL students and remedial students.

> **(Secondary Schools)** Describe in one-half page the school's English
> language curriculum, including efforts the school makes to improve the
> reading skills of students who read below grade 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 mathematics curriculum is a hands-on, success oriented program that
emphasizes manipulative and mental math. The curriculum uses a
multisensory approach to teaching and is designed for heterogeneously
grouped children. It is our goal to enable all children to develop a
solid foundation in the language and basic concepts of mathematics.
Students are encouraged to become good problem solvers, thinkers who
question, investigate and explore solutions to problems. The curriculum
integrates all areas of mathematics so that children see the
interrelationships. The essential skills and knowledge in mathematics is
core to the school's mission of preparing life long learners to be
participants in our technological global society.

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

In order to improve student learning, the teachers at Mackrille School
provide differentiated instruction. This involves providing instruction
that meets the differing needs of our students. Having high expectations
for all students who have varying abilities and needs is the goal. In
all areas, teachers provide direct (explicit) instruction which includes
modeling, guided practice and opportunities for students to apply what
they've learned. At Mackrille, you can observe whole group instruction,
flexible small group instruction based on the needs of the students, and
one on one instruction. Students are expected to take responsibility for
their learning as individuals, as well as to participate in group
discussions, cooperative learning groups and as a partner with one other
student. Tolerance and respect are cultivated by varying the types of
interaction as well as the opportunity for students to learn from each
other. Our math, reading, and process writing programs are developmental
(and spiral) building on basic to more complex skills day to day, week
to week, and year to year. In reading, whole group on grade instruction
is done primarily through the use of the basal with leveled readers and
paperbacks to meet the varying individual needs of our students. We have
a comprehensive, integrated literacy, remedial reading, special
education and tutoring program which provides struggling students
support with classroom lessons. These teachers have daily or weekly
contact with classroom teachers to monitor and assess student progress.
Another

important component of improving and maintaining student learning at
Mackrille School is the communication with students' families about
students' strengths and weaknesses. It is expected that students'
families take an interest, monitor homework and play a partnership role
with the school in the education of their student.

Page 11

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

The professional development program at Mackrille School has been
extensive for all of our grade K-5 classroom teachers as well as our
support staff. Guided reading, phonemic awareness, and flexible grouping
workshops have been provided. A workshop explaining strategies for
improving reading comprehension has been very helpful for teachers in
their classroom. After adopting a new reading series, a Scott Foresman
representative met with all grade level teachers to explain the reading
series, answer questions and offer suggestions to improve instruction.
Follow up visits were also scheduled during the first year of
implementation. Teachers have been trained in running records used for
our Developmental Reading Assessment in grades 1-3. Our writing program
has been strengthened through teacher workshops in the teaching of
narrative and expository writing. These professional development
workshops have allowed our teachers to provide all students, including
our at-risk students, with the tools they need to be successful. Due to
our on-going professional development, our teachers are extremely
knowledgeable about the material they teach. As a result, the need of
our diverse population have been met as evidence by our high performance
on assessments.

Page 12

**ASSESSMENT DATA FOR EDITH E. MACKRILLE SCHOOL\
**

**GRADE 4 READING**

  ----------------------- ------ -------- ------------- ------- ------ ------ -------------- -------- ------- ------ --------- ---- ------
  **Test Information for                                                                                                            
  the Connecticut Mastery                                                                                                           
  Test Third and Second                                                                                                             
  Generation**                                                                                                                      

  Grade Assessed                 Fourth                                                                                             

  Test Years Publication                  2002                         2001                  2000     1999           1998           
  Year                                                                                                                              

  Edition                                 Form M                       Form M                Form L   Form I         Form I         

  Publisher                               Harcourt                                                                                  
                                          Educational                                                                               
                                          Measurement                                                                               

  What groups were exempt                 ESL                          ESL                   ESL                     Special        
  from testing?                                                                                                      Ed.            

  \# of students "out of                  None                         None                  None     None           None           
  level" assessment.                                                                                                                

  \% of students "out of                  None                         None                  None     None           None           
  level" assessment.                                                                                                                

  Third Generation                                                            Second                                                
                                                                              Generation                                            

  Testing Month           9/02                          10/01   9/00          Testing Month                   9/99                  9/98

  **School Scores**                                                                                                                 

  Total Fourth Grade      80                            71      83            Total Fourth                    66               48   
  Population                                                                  Grade                                                 
                                                                              Population                                            

  \% Below Basic (Level   6                             N/A     N/A                                                                 
  1)                                                                                                                                

  \% At or Above Basic    5                             3       6                                                                   
  (Level 2)                                                                                                                         

  \% At or Above          10                            7       14                                            98               92   
  Proficient (Level 3)                                                                                                              

  %.At Advanced/Goal      78                            88      72            At or Above                     76               72   
  (Level 4-5)                                                                 Goal                                                  

  \# Of students tested   79                            70      83                                            66               47   

  \% Of students tested   99                            99      100                                           100              99   

  \# Of students exempt   1                             1       0                                             0                1    

  \% Of students exempt   1                             1       0                                             0                1    

  **Subgroup Scores**:                                                                                                              
  State results available                                                                                                           
  for more than 20                                                                                                                  
  students                                                                                                                          

  **1. White**                                                                **1. White**                                          

  \% Below Basic (Level   4                             0       6                                                                   
  1)                                                                                                                                

  \% At or Above Basic    2                             2       8                                                                   
  (Level 2)                                                                                                                         

  \% At or Above          9                             5       14                                                                  
  Proficient (Level 3)                                                                                                              

  \% At or Above          84                            93      72            \% At or Above                                        
  Advanced/Goal (L 4-5)                                                       Goal                                                  

  Number of Students      45                            44      66                                                                  
  Tested                                                                                                                            

  **2. Black**                                                                **2. Black**                                          

  \% Below Basic (Level   13                            N.A.    N.A.                                                                
  1)                                                                                                                                

  \% At or Above Basic    13                            N.A.    N.A.                                                                
  (Level 2)                                                                                                                         

  \% At or Above          13                            N.A.    N.A.                                                                
  Proficient (Level 3)                                                                                                              

  \% At or Above          63                            N.A.    N.A.          \% At or Above                                        
  Advanced/Goal (L 4-5)                                                       Goal                                                  

  Number of Students      24                            15      7                                                                   
  Tested                                                                                                                            

  **3. Free/Reduced                                                           **3.                                                  
  Lunch**                                                                     Free/Reduced                                          
                                                                              Lunch**                                               

  \% Below Basic (Level   16                            0       17                                                                  
  1)                                                                                                                                

  \% At or Above Basic    8                             5       3                                                                   
  (Level 2)                                                                                                                         

  \% At or Above          16                            5       3                                                                   
  Proficient (Level 3)                                                                                                              

  \% At or Above          60                            91      65            \% At or Above                                        
  Advanced/Goal (L 4-5)                                                       Goal                                                  

  Number of Students      25                            22      29                                                                  
  Tested                                                                                                                            

  **4. Full Price Lunch**                                                     **4. Full                                             
                                                                              Price Lunch**                                         

  \% Below Basic (Level   2                             2       4                                                                   
  1)                                                                                                                                

  \% At or Above Basic    4                             2       7                                                                   
  (Level 2)                                                                                                                         

  \% At or Above          7                             8       15                                                                  
  Proficient (Level 3)                                                                                                              

  \% At or Above          87                            87      74            \% At or Above                                        
  Advanced/Goal (L 4-5)                                                       Goal                                                  

  Number of Students      54                            48      54                                                                  
  Tested                                                                                                                            
  ----------------------- ------ -------- ------------- ------- ------ ------ -------------- -------- ------- ------ --------- ---- ------

  ----------------------- ------ ------- ------ ---------------------- ------ ------
  **STATE SCORES**        9/02   10/01   9/00   **STATE SCORES**       9/99   9/98

  \% Below Basic (Level   21     19      19                                   
  1)                                                                          

  \% At or Above Basic    10     9       9                                    
  (Level 2)                                                                   

  \% At or Above          12     13      13                                   
  Proficient (Level 3)                                                        

  \% At Advanced/Goal     55     57      56     \% At or Above Goal    56     54
  (Level 4-5)                                                                 
  ----------------------- ------ ------- ------ ---------------------- ------ ------

Page 13

> **ASSESSMENT DATA FOR EDITH E. MACKRILLE SCHOOL\
> GRADE 4 MATHEMATICS**

  ----------------------- ---- ------ -------- ------------- ------- ----- ------ ----- ------ ------------ -------------- -------- ------- -- ------ ------ ----- ------
  **Test Information for                                                                                                                                           
  the Connecticut Mastery                                                                                                                                          
  Test Third and Second                                                                                                                                            
  Generation**                                                                                                                                                     

  Grade Assessed                      Fourth                                                                                                                       

  Test Years Publication                       2002                                     2001                               2000     1999              1998         
  Year                                                                                                                                                             

  Edition                                      Form M                                   Form M                             Form L   Form I            Form I       

  Publisher                                    Harcourt                                                                                                            
                                               Educational                                                                                                         
                                               Measurement                                                                                                         

  What groups were exempt                      ESL                                      ESL                                ESL                                     
  from testing?                                                                                                                                                    

  \# of students "out of                       None                                     None                               None     None              None         
  level" assessment.                                                                                                                                               

  \% of students "out of                       None                                     None                               None     None              None         
  level" assessment.                                                                                                                                               

  Third Generation CMT                                                                         Second                                                              
                                                                                               Generation                                                          
                                                                                               CMT                                                                 

  Testing Month                9/02                          10/01         9/00                Testing                                         9/99                
                                                                                               Month                                           9/98                

  **School Scores**                                                                                                                                                

  Total Fourth Grade      80                                         71           83                        Total Fourth                       66            48    
  Population                                                                                                Grade                                                  
                                                                                                            Population                                             

  \% Below Basic (Level   0                                          0            2                                                                                
  1)                                                                                                                                                               

  \% At or Above Basic    5                                          1            1                                                                                
  (Level 2)                                                                                                                                                        

  \% At or Above          18                                         11           16                                                           97            100   
  Proficient (Level 3)                                                                                                                                             

  %.At Advanced (Level    77                                         87           80                        At or Above                        89            79    
  4-5)                                                                                                      Goal                                                   

  \# Of students tested   79                                         70           83                                                           66            48    

  \% Of students tested   99                                         99           100                                                          100           100   

  \# Of students exempt   1                                          1            0                                                            0             0     

  \% Of students exempt   1                                          1            0                                                            0             0     

  **Subgroup Scores**:                                                                                                                                             
  State results available                                                                                                                                          
  for more than 20                                                                                                                                                 
  students                                                                                                                                                         

  **1. White**                                                                                              **1. White**                                           

  \% Below Basic (Level   0                                          0            2                                                                                
  1)                                                                                                                                                               

  \% At or Above Basic    0                                          0            2                                                                                
  (Level 2)                                                                                                                                                        

  \% At or Above          16                                         7            14                                                                               
  Proficient (Level 3)                                                                                                                                             

  \% At or Above Advanced 85                                         93           84                        \% At or Above                                         
  (Level 4-5)                                                                                               Goal                                                   

  Number of Students      45                                         44           66                                                                               
  Tested                                                                                                                                                           

  **2. Black**                                                       N.A          N.A                       **2. Black**                                           

  \% Below Basic (Level   0                                                                                                                                        
  1)                                                                                                                                                               

  \% At or Above Basic    13                                                                                                                                       
  (Level 2)                                                                                                                                                        

  \% At or Above          29                                                                                                                                       
  Proficient (Level 3)                                                                                                                                             

  \% At or Above Advanced 58                                                                                \% At or Above                                         
  (Level 4-5)                                                                                               Goal                                                   

  Number of Students      24                                         15           7                                                                                
  Tested                                                                                                                                                           

  **3. Free/Reduced                                                                                         **3.                                                   
  Lunch**                                                                                                   Free/Reduced                                           
                                                                                                            Lunch**                                                

  \% Below Basic (Level   0                                          0            7                                                                                
  1)                                                                                                                                                               

  \% At or Above Basic    8                                          5            0                                                                                
  (Level 2)                                                                                                                                                        

  \% At or Above          20                                         9            24                                                                               
  Proficient (Level 3)                                                                                                                                             

  \% At or Above Advanced 72                                         87           69                        \% At or Above                                         
  (Level 4-5)                                                                                               Goal                                                   

  Number of Students      25                                         22           29                                                                               
  Tested                                                                                                                                                           

  **4. Full Price Lunch**                                                                                   **4. Full                                              
                                                                                                            Price Lunch**                                          

  \% Below Basic (Level   0                                          0            0                                                                                
  1)                                                                                                                                                               

  \% At or Above Basic    4                                          0            1                                                                                
  (Level 2)                                                                                                                                                        

  \% At or Above          17                                         13           15                                                                               
  Proficient (Level 3)                                                                                                                                             

  \% At or Above Advanced 80                                         87           83                        \% At or Above                                         
  (Level 4-5)                                                                                               Goal                                                   

  Number of Students      54                                         48           54                                                                               
  Tested                                                                                                                                                           

  **STATE SCORES**                                                                                          **STATE                            9/99                9/98
                                                                                                            SCORES**                                               

  \% Below Basic (Level   9                                          9            8                                                                                
  1)                                                                                                                                                               

  \% At or Above Basic    9                                          9            10                                                                               
  (Level 2)                                                                                                                                                        

  \% At or Above          20                                         20           21                                                                               
  Proficient (Level 3)                                                                                                                                             

  \% At Advanced/Goal     60                                         61           60                        \% At or Above                     64                  61
  (Level 4-5)                                                                                               Goal                                                   
  ----------------------- ---- ------ -------- ------------- ------- ----- ------ ----- ------ ------------ -------------- -------- ------- -- ------ ------ ----- ------

Page 14