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

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

**Cover Sheet -- REVISED APRIL 1^st^, 2005**

Name of Principal [Ms. Marilyn F. Walder]{.underline}

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

Official School Name [Yonkers Public School Twenty-nine *School Code:
66-23-00-01-0029*]{.underline}

(As it should appear in the official records)

School Mailing Address [47 Croydon Road]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Yonkers (Westchester
County)\_\_\_\_\_\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_[New York
10710-1027]{.underline}\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 914 ) 376-8585]{.underline} Fax [( 914 ) 961-1287]{.underline}

Website/URL [yonkerspublicschools.org]{.underline} E-mail
[mwalder@yonkerspublicschools.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. Angelo Petrone]{.underline}

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

District Name [Yonkers Public Schools]{.underline} Tel. [( 914 )
376-8000]{.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. Robert
Ferrito]{.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)

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

**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.

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

[5]{.underline} Middle schools

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

[5]{.underline} High schools

[1]{.underline} Other (Briefly explain) -- *Alternative School*

[40]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$10 - \$11,000 per regular
education student]{.underline}

Average State Per Pupil Expenditure: [\$8,000]{.underline}

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

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

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

4\. [14]{.underline} Number of years the principal has been in her/his
position at this school.

*(+5 years as Assistant Principal)*

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:

<table>
<colgroup>
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 12%" />
<col style="width: 3%" />
<col style="width: 15%" />
<col style="width: 11%" />
<col style="width: 12%" />
<col style="width: 12%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Grade</strong></td>
<td><strong># of Males</strong></td>
<td colspan="2"><strong># of Females</strong></td>
<td><strong>Grade Total</strong></td>
<td></td>
<td><strong>Grade</strong></td>
<td><strong># of Males</strong></td>
<td><strong># of Females</strong></td>
<td><strong>Grade Total</strong></td>
</tr>
<tr class="even">
<td><strong>Pre-K</strong></td>
<td>23</td>
<td colspan="2">14</td>
<td><strong>37</strong></td>
<td></td>
<td><p><strong>7</strong></p>
<p><strong>Spec. Ed. Only</strong></p></td>
<td>3</td>
<td>1</td>
<td><strong>4</strong></td>
</tr>
<tr class="odd">
<td><strong>K</strong></td>
<td>43</td>
<td colspan="2">23</td>
<td><strong>66</strong></td>
<td></td>
<td><strong>8</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>1</strong></td>
<td>40</td>
<td colspan="2">24</td>
<td><strong>64</strong></td>
<td></td>
<td><strong>9</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>2</strong></td>
<td>30</td>
<td colspan="2">31</td>
<td><strong>61</strong></td>
<td></td>
<td><strong>10</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>3</strong></td>
<td>23</td>
<td colspan="2">35</td>
<td><strong>58</strong></td>
<td></td>
<td><strong>11</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>4</strong></td>
<td>33</td>
<td colspan="2">24</td>
<td><strong>57</strong></td>
<td></td>
<td><strong>12</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>5</strong></td>
<td>32</td>
<td colspan="2">25</td>
<td><strong>57</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>6</strong></td>
<td>33</td>
<td colspan="2">33</td>
<td><strong>66</strong></td>
<td></td>
<td>Other</td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td colspan="6"><strong>TOTAL STUDENTS IN THE APPLYING SCHOOL
→</strong></td>
<td><strong>470</strong></td>
</tr>
</tbody>
</table>

6\. Racial/ethnic composition of [22 \_]{.underline} % White

the students in the school: [35\_\_]{.underline} % Black or African
American

[34]{.underline} % Hispanic or Latino

[8\_]{.underline} % Asian/Pacific Islander

[1\_]{.underline} % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[13]{.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 17
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 45
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        62
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    470
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .13
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    13
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [9]{.underline} %

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

Number of languages represented: [11]{.underline}

Specify languages: *Fanti, Spanish, Pashto, Albanian, Tegalog,
Malayalam, Thai, Portuguese, Twi, Arabic, Hindi*

9\. Students eligible for free/reduced-priced meals: [51]{.underline} %

[242]{.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: [29]{.underline} %

[134]{.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.

[51]{.underline} Autism [9]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [4]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [4]{.underline} Specific Learning
Disability

[0]{.underline} Hearing Impairment [21]{.underline} Speech or Language
Impairment

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

[32]{.underline} Multiple Disabilities [0]{.underline} Visual Impairment
Including Blindness

*\* 3 Pre-schoolers with disability.*

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

    **Number of Staff**

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

Administrator(s) [2]{.underline} [0]{.underline}­­­\_\_\_\_

Classroom teachers [33]{.underline} [3]{.underline}

Special resource teachers/specialists [13]{.underline} [16]{.underline}

Paraprofessionals [0]{.underline} [0]{.underline}

> Support staff [57]{.underline} [1]{.underline}
>
> Total number **[105]{.underline} [20]{.underline}**

12\. Average school student-"classroom teacher" ratio: [24:1 -- Regular
Education]{.underline}

[12:1:1+2 -- Special Education]{.underline}

[12:1:1+3 -- Autistic & Self-Care]{.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.)

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

  Daily student attendance     90 %        90 %        91 %        91 %

  Daily teacher attendance     99 %        95 %        95 %        95 %

  Teacher turnover rate        \<1 %       1 %         1 %         1 %

  Student dropout rate         N/A %       0 %         0 %         0 %

  Student drop-off rate        N/A %       0 %         0 %         0 %
  ---------------------------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Yonkers Public School Twenty-nine, also known as the Westchester Hills
Elementary School within the community, which serves approximately 470
Pre K- 7^th^ grade students is located on a 9.5 acre on the North East
quadrant of the city of Yonkers. It is a large, one story facility, set
in a suburban, multiculturally populated area of one family houses and
apartments. The architectural addition to the present structure has
increased to accommodate an additional Special Education population. The
Specially Challenged population is now 29%. This includes a specialized
program for students identified as Autistic by the committee on special
education. Presently, there are 35% students identified on the ethnicity
report to be of African descent origin, 34% to be of Hispanic origin and
31% identified as Non-Minority with the Department of Research
Evaluation / Testing.

In April of 1993, out of over 6,000 schools, Red Book Magazine
internationally recognized School Twenty-nine as one of America's 177
best schools nationwide. This recognition is accomplished and maintained
through a dedicated commitment to excellence in education for all
students, both regular and special populations. All students within
School Twenty-nine are challenged to become 'life long learners' who
achieve their personal best through sheer determination, hard work and
much practice. It is simply a 'Paradigm for Success' in action with all
stakeholders working collaboratively in a partnership to ensure that our
students are successfully prepared to meet the challenges of an
economically competitive, technology advanced, culturally diverse,
knowledge based, Twenty First Century society. The collective synergy of
School Twenty-nine is reflected within its community through a
cooperative, enthusiastic attitude, which conveys 'great expectations'
for each child. We prepare our students to thrive within the 21^st^
Century, by recognizing the wonderful limitless possibilities for their
lives through their successful achievement within school.

Nearly 100% of School Twenty-nine's professional teaching staff hold
Master's degrees, with 36% having taught 15 or more years, 25% having
taught 10 or more years, and 39% having taught 5-0 years. This increase
in new teaching staff can be attributed to retirement incentives and the
new program designed to serve the CSE identified "Autistic" population.
The current student/teacher ratios for regular education classes are
18:2-Pre-K, 21:2-K, 21:1-1^st^ Grade, 22:1-2^nd^ Grade, 23:1-3^rd^
Grade, 22:1-4^th^ Grade, 23:1-5^th^ Grade, 30:1-6^th^ Grade.

The School Twenty-nine professional staff of teachers and clinicians
continue to inspire student learning through excellent instruction,
commitment, and especially by maintaining high expectations for all
children. Consequently, School Twenty-nine offers an eclectic curriculum
designed to incorporate the initiatives of Multiculturalism, Ecology
Magnet focus, high teacher expectations, and varied multi-modality
strategies, all in a more integrated fashion. With enthusiasm,
professionals and school support staff collaborate on staff development
teams, School Wide Committee, Ecology Magnet teams, Grade Level
Standards Committees, Multicultural Committees, Technology Teams,
Academic Intervention Services (AIS) Teams, and Shared Decision Making
Committee (SDMC).

School Twenty-nine's Shared Decision Making Committee is integrally
involved in the educational process with a twelve member mandated team
representing constituency of staff, parents, administrators, teachers,
civil services and students. As a lead team, the Shared Decision Making
Committee of School Twenty-nine is dedicated to the actualization of
life long learning as well as the promotion of excellence and equity for
all learners. The School Twenty-nine S.D.M C. design format is modeled
in accordance with the Yonkers Public Schools District Plan as approved
by New York State Education Department.

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

1\.

School Twenty-nine faces the typical difficulties that any large, urban
school districts with an ethnically diverse student body encounters.
Presently, many of our students are from single parent homes and at
least 40% reside in substandard housing. School 29 serves free or
reduced breakfast and lunch to more than half of its population.
Furthermore, over one fifth of our population qualifies for 12 month
program. Adding to our school's uniqueness is the fact that over 29% of
our student body consists of students who have been identified by CSE as
in need of special services and/or programs. Despite their difficulties,
a majority of these students are required to participate in the
standardized testing process and are given minimum or no modifications.
We have worked hard to insure that all students, regardless of race,
economic stature or disability, are given the tools they need to excel.
The degree to which we have succeeded in this endeavor is readily
evident in our test scores.

To begin the process of schooling our students, we placed significant
emphasis on alleviating the performance discrepancy between minority and
majority students from differing ends of the economic spectrum. In
1989/90, standardized test scores demonstrated a 55% discrepancy between
minority and majority students.

To address these needs and ameliorate these serious academic deficits /
performance, School Twenty-nine's staff began a progressive staff
development program, with expectations for high performance focused on
staff development, high expectations for all students, Multicultural
inclusivity magnet development, and parent involvement. Our staff begun
by attending programs such as Efficacy, Dimension of Learning, Positive
Action, Targeted Instruction Training, Technology Training, TEACCH
Training, Format Training, Curriculum Development, Congruence Team
Trainings, etc., all combined to enhance student performance and to
decrease behavioral management concerns. Staff attended university
studies, in/out of district staff development and in house peer coaching
and collegial support trainings. Presently, all of the professional
staff possess Masters Degrees and some are involved in doctoral studies.
The staff is committed to providing the vital tools necessary to
facilitate life long learning.

In addition, staff focused on further student development through the
implementation of AIS (Academic Instructional Services), providing each
student with an individualized program of instruction in order to meet
the unique needs of each student. The teachers, administrators and
support staff continued working diligently to dispel the myth regarding
students and learning and to actualize the belief that "All Students Can
Succeed". We expanded existing services, providing Math and Reading
laboratories, implementing the Compass Learning, and continuously
provide assessments utilizing Progressive Children's Progress (GEEL),
DRA, Terra Nova and New York State ELA / Math / Science examinations. We
utilized results to write and implement prescriptives for all students.
We provided invigorating curriculum such as, Process Writing, especially
using the Great Source Writing Program and the Whole Language Approach.
We also utilized the Houghton Mifflin Science Program and Scott Foresman
Program, which included the Investigations -- Hands-on Process.

Other instructional techniques and modalities include Blooms Taxonomy,
Thematic Teaching, Literacy Circles, Book Talks, Authors' Studies,
Peer/Buddy Tutoring, Team Teaching, Cooperative Grouping, Targeted
Instruction (small groups), Cognitive Operations and Experiential /
Investigative / Systematic Teaching.

In the area of Parenting, we undergirded the PTA and hosted continuous
parent trainings in areas of Clinical Supports, ELA instruction, trips,
book fairs, autism training, Annual Review Process training, Open House,
Test Interpretation training, teacher / parent conferences, etc.

In areas where improvement goals have not been met, various strategies
are considered and implemented to enhance the success of our students.
One such method has been the implementation of a multi-sensory approach
in all subject areas. School 29 also offers a variety of services such
as Occupational Therapy, Physical Therapy, Speech, Vision, Hearing, and
Clinical assistance. This ensures that all students, including our
special population, are given the opportunity to achieve academic
success.

School 29 acts as a safe haven, in which students thrive and excel in a
friendly, non-threatening and supportive environment. Facilities such as
playgrounds, gymnasiums and programs such as Chess Club, Trout Club,
Scrabble and Social Skills Club, and Boys and Girls Basketball, help to
facilitate the overall positive setting of our school.

Our student body continues to reflect diversity of cultures,
ethnicities, and special education populations. However, today we are
very pleased with our overall progress in student achievement. Recently
in 2005, our students scored 100% mastery on the New York State
examinations. We credit our success to the hard work of a most
outstanding faculty, the support of administration, parent involvement,
student self-enhancement and development in the areas of accountability.

2\.

School Twenty-nine continues to eliminate the vestiges of segregation
and the inequities of poverty, while simultaneously maintaining high
expectations, providing varied teaching strategies, including
multicultural learning, and an inviting school climate for all students.
School Twenty-nine's SDMC addresses six specific targeted goals which
would inspire our students to excel optimally, while integrally
involving parents in the education of their children.

To begin the initial process of a Needs Assessment, the SDMC analyzed
student data of the Terra Nova Achievement Test and the New York State
Pupil Evaluation Performance tests. Other standardized tests, including
the New York State English Language Arts (ELA), Mathematics, New York
State Science and New York State Social Studies results for students
within School Twenty-nine over the past three years were reviewed and
analyzed to gain further insights. A course was chartered based upon the
results of an analysis of standardized test scores, demographics, and
the EIP II (Education Improvement Plan) District Wide plan as well as
School Twenty-Nine's community observation of needs.

The results of these tests are used to identify students' specific
weaknesses so that Targeted Instruction can assist correcting these
student deficits. Professionals / Teams utilize individual and classroom
assessment profiles to construct congruence plans as related to grade
level and district / state standards.

3\.

Assessment data is communicated to the community, parents, and students
in various ways. Parent workshops are held throughout the year to
educate and inform parents as to the types of assessments their children
will be exposed to. This is one method in which classroom and special
teachers / administrators interact with parents. Scores are published in
the local newspaper as well as The New York Times. There are open school
nights where the parents are invited and the scores are presented and
explained to them. Scores are also announced on the PA and explained to
the children.

State and district reports are mailed to parents explaining assessment
results. A district-wide School Fair is held and all parents are
invited. Students review their results with clinical teams and work on
goals for the following year.

4\.

School 29 shares its successes with other district schools by holding
workshops and inviting other teachers to attend. Teachers also go into
other schools and address the teachers and help them in areas of
concerns. Assessments are discussed and explained. Administrators share
successes and information with district leadership and colleagues.

School 29 incorporates various instructional methods to improve student
learning. The Open Court Reading Program utilizes guided reading in
conjunction with shared reading. Technology and overhead projectors are
used to teach and reinforce concepts in various subjects. The Scott
Foresman Math Program and Compass Learning are also utilized. Two other
strategies being used are cooperative learning and peer grouping.
Experiential learning is ongoing with students gaining invaluable
insights and knowledge through community experiences / trips.

The teachers of Special Education employ Edmark Reading and The
Multi-Sensory Approach to Reading. Touch Math is also utilized for its
effective hands-on kinesthetic / tactile effectiveness. Trips are also
an important teaching tool.

Other schools can look at School Twenty-nine's web site where the scores
are listed. District Superintendent reports results which are
distributed at principal's meetings to be shared with others who are
interested in gaining insights.

**PART V -- CURRICULUM AND INSTRUCTION**

1\.

Our student body continues to reflect diversity of culture and ethnicity
in population. Our great expectation with such an opportunity is to
reach students from all walks of life (11 languages spoken within our
school) and maximize their achievement, regardless of the life obstacles
and economic challenges experienced daily. Therefore, as we set about
the task of demystifying education for our students, insuring our
students' continued optimum success, and meeting the New York State
Standards and goals, we established school wide goals.

In the area of Language Arts, we noted demonstrated needs as related to
skill development, in the areas of Reading Comprehension, Orthographic
Awareness, Analyzing of Text, Editing, and Evaluation Meaning. After a
considerable one year study of three programs, 100% of the staff voted
to utilize the Open Court Reading Series.

Our challenging Language Arts curriculum is undergirded through the use
of this multicultural / ecological enrichment series. We also offer a
strong Basic Skills Approach, emphasizing Differentiated Instruction,
Multimodality Approaches (Graphic Organizers, Peer/Buddy Tutoring,
Literature Circles, Book/Accountable Talk, Blooms Taxonomy, Author
Studies, Experiential/ Systematic / Investigative Learning).
Simultaneously, the reading program promotes the New York State
Standards, enabling students to not only achieve, but to exceed mastery
and beyond. We also use EdMark and the Multisensory Reading Program,
involving our students in an invigorating academic process. We have had
tremendous success through our use of "A Balance Approach to Reading",
especially through our integration of such in interrelational
instruction in all subject areas.

A Balanced Approach to Reading, which supports the learning of the New
York State Standards and the Yonkers Public School District Wide
Curriculum is also implemented in every classroom, to every student. It
is our mission to integrate all programs so that our students will
connect reading, writing, math science and social studies.

After further study of our students' portfolios, our goal in mathematics
is that students improve in the following skills areas: problem solving,
reasonable information, critical thinking, understanding mathematical
language and computation. To accomplish this goal, further integration
of Mathematics, Science and Technology is offered so that students gain
the knowledge and skills necessary for real life, consequently expanding
their confidence and ability in living, learning, working, enjoying and
problem solving in the real world.

The Scott Foresman Mathematics Series is utilized presently throughout
the school with the hands-on experiential Investigations Learning Skills
and (the problem of the day) utilized within classes as well. A hands-on
experiential approach to Mathematics, the Move It Math Program,
(hands-on manipulatives, cooperative learning and collaborative
learning) and Touch Math, with some components of the McGraw Hill /
Heath Programs are also utilized in the areas of drill and practice to
insure improvement in these areas. For the first time ever, a long
awaited Mathematics Laboratory and the Compass Learning Program are
offered within the school building. Students are challenged on an
individualized basis, from assessment to prescriptions, instruction, and
then assessment again.

The academic program of our school also integrates all subject areas
including music and art. Students are taught to look for and make
connections in their learning with the myriad aspects of life. As a
magnet school of Ecology, we teach students to gain understandings as
related to the balance of nature and environment as related to every day
life experiences. Our multi-faceted creative Arts Program is connected
to our academic program through a thematic focus on the biosphere (the
living earth and the biomes, the geographical regions of the earth,
mountains, oceans, deserts, etc.). The art / music teachers support the
classroom teacher in interrelating these themes to "Art and Music as
Life". All students are involved in a specialized art program, which
emphasizes the classic works of renowned artists such as Picasso and
Cezanne.

In addition to mainstream art classes, the school implements an Art
Therapy Program. This hands-on approach addresses the varied needs of
Autistic students in an attempt to allow these students to move outside
of the physical and psychological barriers hindering their educational
growth and experiences. For several years, students have been involved
in Living Art Programs, studying art as related to continents, cultures
and people. These studies culminated with visits to the museums
throughout New York State including The Museum of Natural History, The
Native American Museum, The Jewish Museum, The Asian Museum, etc.

Yonkers Public School Twenty-nine also offers weekly vocal music
classes, music therapy and choir, to every student within the school.
This, in conjunction with our other programs, facilitates our goal or
educating the whole child. Our students' involvement in this rigorous,
yet invigorating academic process, continues to inspire them to become
life-long learners, well prepared for the 21^st^ Century.

2\.

School 29 uses Open Court Reading Program. It incorporates a balanced
approach to reading by implementing shared reading, vocabulary
development, phonetic awareness, print awareness, alphabetic awareness,
orthographic awareness, reading practice and comprehension. A major
awareness is placed on drill and practice, whole language integrated to
phonics and experiential hands-on learning. Open Court also employs use
of overhead projector and computer assisted learning. Cooperative
learning and peer tutoring are two other strategies employed. The
approach has recognized that if children are to learn to read with
fluency and comprehension, they need explicit, systematic skills
instruction and rich experiences with authentic literature. From
Kindergarten through level 7, the program emphasizes fluency,
comprehension, writing, research, and inquiry with the goal of
developing students who are truly life long learners and readers.

3\.

The instructional program of School Twenty-nine is designed to provide
students with unlimited opportunities to investigate human kind through
an excellent interdisciplinary core curriculum, which features ecology
as a magnet focus. Students are challenged to investigate human kind
through a study of their biosphere-The Living Earth- and the BIOMES
which exist within it. Our hope is that as students acquire knowledge
and examine current realities confronting human kind, they will develop
the commitment and skills essential to its rescue and ultimately their
survival. School Twenty-nine students are encouraged through instruction
to apply varied methods of inquiry and knowledge learned in a creative
logical manner. Through such an instructional program, our students are
inspired to become life long learners who achieve their personal best.

Ecology curriculum integrates science, reading, math, and social studies
based on New York State standards. At School Twenty-nine we use Houghton
Mifflin Discovery Works Science Program which offers our students a
structured thematic unit approach allowing them to experience the
scientific method as they explore for meaning as related to real life
experiences. This scientific approach is consistently interrelated to
the Ecology and Technology areas. Ecology also incorporates Social
Studies as students gain invaluable life experiences exploring
geographical regions of the earth, cultures, communities and people.
McGraw Hill Social Studies Series supports our Ecology / Social Studies
components, while fostering gainful Technology experiences through
Internet Field trips and the likes. Children are encouraged to excel in
these areas by incorporating various methodologies such as outside
ecological programs like BOCES Outdoor Education Program, including
Global Works which come into the school. We hope to create life-long
learners with a mature understanding of the environment.

4\.

Children learn using a variety of modalities, approaches and programs.
School 29 strives to address all learning styles by using different
instructional methods such as visual, auditory, tactile, and
kinesthetic.

This systematic approach to instruction empowers our students to develop
the necessary inquiry skills to explore and research. Some programs,
which are used, are:

-   Overhead Projectors, Laser Disc Technology, Computers, Move It Math
    Manipulatives

-   SMART \--Student and Mature Adults Read Together

-   Compass Learning---Computer based program covering reading, math and
    writing. Designed to prepare all students in achieving optimum
    results on the New York State tests.

-   Cooperative Learning and Peer Tutoring

-   Multicultural Studies---which foster an interest in and respect for
    all cultures and histories of people. A feast culminates the year's
    activities.

-   EPIC Program -- which encourages parent involvement.

-   Accelerated Reading Program---This program encourages increased
    student reading and increased student reading comprehension.

-   Efficacy and Positive Action Programs---concentrate on enhancing
    self- esteem and self-respect.

-   Juvenile Law---is presented to fourth grade students.

-   DARE (Drug Awareness Resistance Education)---is presented to fifth
    grade students by a local law enforcement official.

-   BOCES Outdoor Education Program and the Trout in the Classroom
    Program -- enhance the students understanding of nature and ecology.

-   Special Education After School Program---This program serves the
    autistic and multiply challenged students. It fosters social skills
    and emotional development.

-   Special Education Family Picnic- strengthens the relationship
    between families, students and staff.

-   Special Education Scouting Program-In school scouting program which
    services both the autistic and multiply challenged students.

-   Girl Scout Program- In school scouting program, which services
    elementary education students.

-   Annual Ecology Presentation--- Participation in the N.Y. State "I'm
    a Green Nation" contest.

-   Targeted Instruction---At-risk 3^rd^, 4^th^ and 5^th^ grade students
    are identified and provided with after school instruction tailored
    to improve their academic weaknesses.

-   Open Court Reading Program- incorporates a balanced approach to
    reading instruction, focusing on reading, writing, listening, and
    speaking.

-   Edmark Reading Program, Touch Math, Multi-sensory Approach to
    Learning

This multifaceted instructional program is integrated into our
curriculum, linking students, teachers, staff and parents, thus ensuring
our student's success in the classroom and life.

5\.

The faculty of School 29 receives ongoing training to keep current with
new pedagogical methods and practices. Included is the use of the
Accelerated Reading Program and participation in an American History
Grant. Staff are being thoroughly involved in training, especially
enhanced by district wide staff developers. Areas of Staff Development
include A Balanced Approach to Reading, Scott Foresman Math Program,
Houghton Mifflin Science Program, McIntosh Technology Systems, The Open
Court Reading Series, Ecology as Magnet Trainings, Compass Learning
Math, Data Analysis Trainings, Academic Intervention Strategies, Title I
Meetings, OSHA Stress Management, Peak Performance, Low Back Injury
Workshops, meetings and conferences are offered both externally and
internally within the district and school. In accordance with Goal VI,
we will continue to promote the development and education of all members
of School 29 to support professional accountability and commitment.

The School Twenty-nine professional staff of teachers and clinicians
continue to inspire student learning through excellent instruction,
commitment, accountability, assessments, prescriptions and especially by
maintaining high expectations for all children. With enthusiasm, we
collaborate on staff development teams, Ecology Magnet teams, Grade
Level Standards, School-wide Committees, Open Court Congruence Meetings,
Positive Action, AIS Teams, Multicultural Committees, and Technology
teams. School Twenty-nine continues to offer an eclectic curriculum
designed to incorporate the initiatives of Multiculturalism, Ecology
Magnet focus, high teacher expectations and cooperative education, all
in a more integrated fashion. Also our staff consistently educates our
parent body in support of these children's achievements.

**PART VII - ASSESSMENT RESULTS**

***Yonkers Public School #29***

*47 Croydon Road*

*Yonkers, NY 10710*

# State Criterion- Referenced Tests

## Grade: [4]{.underline}

Test: [New York State Testing Program / Mathematics]{.underline}

Edition/Publication Year: [2004]{.underline}

Publisher: [CTB - McGraw Hill]{.underline}

Number of students in the grade in which the test was administered :
[57]{.underline}

Number of students who took the test: [41]{.underline}

Groups excluded from testing:

1.EnglishLanguageLearners (ELL)

2\. Special education students (lower functioning)

Why, and how were they assessed:

1.  ELL students were assessed by using the NYSELAT to determine English
    Language proficiency.

2\. Special education youngsters were assessed via the NYS Alternate
Assessment coinciding with their abilities.

Number excluded: [16]{.underline} Percent excluded: [28]{.underline}

Explain the standards for basic, proficient, and advanced (or the
relevant state categories), and make clear what the test results mean in
a way that someone unfamiliar with the test can interpret the results:

+------+---------------------------------------------------------------+
| ##   |                                                               |
| #### |                                                               |
|  Ele |                                                               |
| ment |                                                               |
| ary- |                                                               |
| Leve |                                                               |
| l Ma |                                                               |
| them |                                                               |
| atic |                                                               |
| s Le |                                                               |
| vels |                                                               |
|  --- |                                                               |
|      |                                                               |
| ##   |                                                               |
| #### |                                                               |
|  Kno |                                                               |
| wled |                                                               |
| ge,  |                                                               |
| Reas |                                                               |
| onin |                                                               |
| g, a |                                                               |
| nd P |                                                               |
| robl |                                                               |
| em-S |                                                               |
| olvi |                                                               |
| ng S |                                                               |
| tand |                                                               |
| ards |                                                               |
+------+---------------------------------------------------------------+
| **L  | These students **exceed the standards** and are moving toward |
| evel | high performance on the Regents examination.                  |
| 4**  |                                                               |
+------+---------------------------------------------------------------+
| **L  | These students **meet the standards** and, with continued     |
| evel | steady growth, should pass the Regents examination.           |
| 3**  |                                                               |
+------+---------------------------------------------------------------+
| **L  | These students **need extra help** to meet the standards and  |
| evel | pass the Regents examination.                                 |
| 2**  |                                                               |
+------+---------------------------------------------------------------+
| **L  | These students have **serious academic deficiencies**.        |
| evel |                                                               |
| 1**  |                                                               |
+------+---------------------------------------------------------------+

**State Criterion-Referenced Tests**

***Data Display Table***

**Yonkers PS#29**

**47 Croydon Road**

**Yonkers, NY 10710**

**Subject: Mathematics**

**Test : NYS Testing Program**

**Grade: 4**

+-----------------------------+---------+--------+----------+--------+
|                             | **2003  | *      | **200    | *      |
|                             | -2004** | *2002- | 1-2002** | *2000- |
|                             |         | 2003** |          | 2001** |
+-----------------------------+---------+--------+----------+--------+
| Testing Month               | **May** | *      | **May**  | *      |
|                             |         | *May** |          | *May** |
+-----------------------------+---------+--------+----------+--------+
| School Scores               |         |        |          |        |
+-----------------------------+---------+--------+----------+--------+
| Level 1                     | 100     | 100    | 100      | 100    |
+-----------------------------+---------+--------+----------+--------+
| Level 2                     | 98      | 100    | 100      | 100    |
+-----------------------------+---------+--------+----------+--------+
| Level 3                     | 98      | 98     | 87       | 80     |
+-----------------------------+---------+--------+----------+--------+
| Level 4                     | 61      | 55     | 19       | 39     |
+-----------------------------+---------+--------+----------+--------+
| Number of students tested   | 41      | 44     | 47       | 49     |
+-----------------------------+---------+--------+----------+--------+
| \% of total students tested | 72      | 83     | \--      | \--    |
+-----------------------------+---------+--------+----------+--------+
| Number of students excluded | 16      | 0      | \--      | \--    |
+-----------------------------+---------+--------+----------+--------+
| \% of students excluded     | 28      | 17     | \--      | \--    |
+-----------------------------+---------+--------+----------+--------+
| #### SUBGROUP SCORES        |         |        |          |        |
+-----------------------------+---------+--------+----------+--------+
| 1\. Economically            |         |        |          |        |
| Disadvantaged               |         |        |          |        |
+-----------------------------+---------+--------+----------+--------+
| Level 1                     | 100     | 100    | 100      | 100    |
+-----------------------------+---------+--------+----------+--------+
| Level 2                     | 100     | 100    | 100      | 96     |
+-----------------------------+---------+--------+----------+--------+
| Level 3                     | 96      | 97     | 83       | 70     |
+-----------------------------+---------+--------+----------+--------+
| Level 4                     | 61      | 53     | 4        | 22     |
+-----------------------------+---------+--------+----------+--------+
| Number of students tested   | 23      | 30     | 23       | 27     |
+-----------------------------+---------+--------+----------+--------+
| 2\. Not Low Income          |         |        |          |        |
+-----------------------------+---------+--------+----------+--------+
| Level 1                     | 100     | 100    | 100      | 100    |
+-----------------------------+---------+--------+----------+--------+
| Level 2                     | 100     | 100    | 100      | 100    |
+-----------------------------+---------+--------+----------+--------+
| Level 3                     | 100     | 100    | 92       | 91     |
+-----------------------------+---------+--------+----------+--------+
| Level 4                     | 61      | 57     | 33       | 59     |
+-----------------------------+---------+--------+----------+--------+
| Number of students tested   | 18      | 14     | 24       | 22     |
+-----------------------------+---------+--------+----------+--------+
|                             |         |        |          |        |
+-----------------------------+---------+--------+----------+--------+
| #### NY STATE SCORES        |         |        |          |        |
+-----------------------------+---------+--------+----------+--------+
| Level 1                     | 100     | 100    | 100      | 100    |
+-----------------------------+---------+--------+----------+--------+
| Level 2                     | 97      | 95     | 93       | 91     |
+-----------------------------+---------+--------+----------+--------+
| Level 3                     | 81      | 79     | 68       | 69     |
+-----------------------------+---------+--------+----------+--------+
| Level 4                     | 26      | 31     | 23       | 26     |
+-----------------------------+---------+--------+----------+--------+
|                             |         |        |          |        |
+-----------------------------+---------+--------+----------+--------+
|                             |         |        |          |        |
+-----------------------------+---------+--------+----------+--------+

Assessments Referenced Against State Norms

Data Display Table

**Yonkers PS#29**

**47 Croydon Road**

## Yonkers, NY 10710

> **Subject:\_Mathematics Test: NYS Testing Program / Mathematics**
>
> **Edition/Publication year: 2003**

**Publisher: CTB / McGraw Hill**

**Grade: 4**

Number of students in the grade in which the test was administered:
[57]{.underline}

Number of students who took the test: [41]{.underline}

What groups were excluded from testing? :

1.  English Language Learners (ELL)

2.  Special Education youngsters who met criteria for alternate testing

Why, and how were they assessed? :

1.  ELL students were assessed using the NYSELAT

2.  Special education students were assessed using the NYS Alternate
    Assessment

Scores are reported here as (check one): NCEs\_\_\_\_\_\_ Scaled
Scores\_\_\_\_\_\_ Percentiles [X]{.underline}

+---------------------------------+--------+--------+--------+--------+
| **%'s Represent Students        | *      | *      | *      | *      |
| Meeting/Exceeding State         | *2003- | *2002- | *2001- | *2000- |
| Scores**                        | 2004** | 2003** | 2002** | 2001** |
+---------------------------------+--------+--------+--------+--------+
| Testing Month                   | *      | *      | *      | *      |
|                                 | *May** | *May** | *May** | *May** |
+---------------------------------+--------+--------+--------+--------+
| # SCHOOL SCORES                 |        |        |        |        |
+---------------------------------+--------+--------+--------+--------+
| Total Score                     | 98     | 978    | 87     | 80     |
+---------------------------------+--------+--------+--------+--------+
| Number of students tested       | 41     | 43     | 47     | 49     |
+---------------------------------+--------+--------+--------+--------+
| Percent of total students       | 72     | 83     |        |        |
| tested                          |        |        |        |        |
+---------------------------------+--------+--------+--------+--------+
| Number of students excluded     | 16     | 9      | \--    | \--    |
+---------------------------------+--------+--------+--------+--------+
| Percent of students excluded    | 28     | 17     | \--    | \--    |
+---------------------------------+--------+--------+--------+--------+
| # SUBGROUP SCORES               |        |        |        |        |
+---------------------------------+--------+--------+--------+--------+
| #                               | 96     | 97     | 86     | 70     |
|  1. Economically Disadvantaged  |        |        |        |        |
+---------------------------------+--------+--------+--------+--------+
| Number of students tested       | 23     | 29     | 21     | 27     |
+---------------------------------+--------+--------+--------+--------+
| 2\. Not Low Income              | 100    | 100    | 88     | 91     |
+---------------------------------+--------+--------+--------+--------+
| Number of students tested       | 18     | 14     | 26     | 22     |
+---------------------------------+--------+--------+--------+--------+
| 3\. Black (Not Hispanic)        | 100    | 100    | 82     | 63     |
+---------------------------------+--------+--------+--------+--------+
| Number of students tested       | 19     | 19     | 22     | 19     |
+---------------------------------+--------+--------+--------+--------+
| 4\. Hispanic                    | 90     | 93     | 87     | 86     |
+---------------------------------+--------+--------+--------+--------+
| Number of students tested       | 10     | 15     | 15     | 14     |
+---------------------------------+--------+--------+--------+--------+

+---------------------------------+--------+--------+--------+--------+
|                                 | *      | *      | *      | *      |
|                                 | *2003- | *2002- | *2001- | *2000- |
|                                 | 2004** | 2003** | 2002** | 2001** |
+---------------------------------+--------+--------+--------+--------+
| # STATE MEAN SCORE              | 658    | 659    | 644    | 655    |
+---------------------------------+--------+--------+--------+--------+
| #                               |        |        |        |        |
+---------------------------------+--------+--------+--------+--------+
|                                 |        |        |        |        |
+---------------------------------+--------+--------+--------+--------+

***Yonkers Public School #29***

*47 Croydon Road*

*Yonkers, NY 10710*

# State Criterion- Referenced Tests

## Grade: [4]{.underline}

Test: [New York State Testing Program / English Language
Arts]{.underline}

Edition/Publication Year: [2004]{.underline}

Publisher: [CTB - McGraw Hill]{.underline}

Number of students in the grade in which the test was administered :
[57]{.underline}

Number of students who took the test: [42]{.underline}

Groups excluded from testing:

1.EnglishLanguageLearners (ELL)

2\. Special education students (lower functioning)

Why, and how were they assessed:

2.  ELL students were assessed by using the NYSELAT to determine English
    Language proficiency.

2\. Special education youngsters were assessed via the NYS Alternate
Assessment coinciding with their abilities.

Number excluded: [13]{.underline} Percent excluded: [26]{.underline}

Explain the standards for basic, proficient, and advanced (or the
relevant state categories), and make clear what the test results mean in
a way that someone unfamiliar with the test can interpret the results:

+------+---------------------------------------------------------------+
| #### |                                                               |
| ## E |                                                               |
| leme |                                                               |
| ntar |                                                               |
| y-Le |                                                               |
| vel  |                                                               |
| Engl |                                                               |
| ish  |                                                               |
| Lang |                                                               |
| uage |                                                               |
|  Art |                                                               |
| s Le |                                                               |
| vels |                                                               |
|  --- |                                                               |
|  Lis |                                                               |
| teni |                                                               |
| ng,  |                                                               |
| Read |                                                               |
| ing, |                                                               |
|  and |                                                               |
|      |                                                               |
| *    |                                                               |
| *Wri |                                                               |
| ting |                                                               |
| Sta  |                                                               |
| ndar |                                                               |
| ds** |                                                               |
+------+---------------------------------------------------------------+
| **L  | These students **exceed the standards** and are moving toward |
| evel | high performance on the Regents examination.                  |
| 4**  |                                                               |
+------+---------------------------------------------------------------+
| **L  | These students **meet the standards** and, with continued     |
| evel | steady growth, should pass the Regents examination.           |
| 3**  |                                                               |
+------+---------------------------------------------------------------+
| **L  | These students **need extra help** to meet the standards and  |
| evel | pass the Regents examination.                                 |
| 2**  |                                                               |
+------+---------------------------------------------------------------+
| **L  | These students have **serious academic deficiencies**.        |
| evel |                                                               |
| 1**  |                                                               |
+------+---------------------------------------------------------------+

**State Criterion-Referenced Tests**

***Data Display Table***

**Yonkers PS#29**

**47 Croydon Road**

**Yonkers, NY 10710**

**Subject: English Language Arts**

**Test : NY State Testing Program**

**Grade: 4**

+-----------------------------+--------+---------+---------+---------+
|                             | *      | **2002  | **2001  | **2000  |
|                             | *2003- | -2003** | -2002** | -2001** |
|                             | 2004** |         |         |         |
+-----------------------------+--------+---------+---------+---------+
| Testing Month               | **Febr | **Feb   | **Feb   | **Feb   |
|                             | uary** | ruary** | ruary** | ruary** |
+-----------------------------+--------+---------+---------+---------+
| School Scores               |        |         |         |         |
+-----------------------------+--------+---------+---------+---------+
| Level 1                     | 100    | 100     | 100     | 100     |
+-----------------------------+--------+---------+---------+---------+
| Level 2                     | 978    | 100     | 100     | 100     |
+-----------------------------+--------+---------+---------+---------+
| Level 3                     | 98     | 97      | 83      | 73      |
+-----------------------------+--------+---------+---------+---------+
| Level 4                     | 69     | 56      | 24      | 20      |
+-----------------------------+--------+---------+---------+---------+
| Number of students tested   | 42     | 39      | 42      | 45      |
+-----------------------------+--------+---------+---------+---------+
| \% of total students tested | 74     | 75      | \--     | \--     |
+-----------------------------+--------+---------+---------+---------+
| Number of students excluded | 13     | 13      | \--     | \--     |
+-----------------------------+--------+---------+---------+---------+
| \% of students excluded     | 26     | 25      | \--     | \--     |
+-----------------------------+--------+---------+---------+---------+
| #### SUBGROUP SCORES        |        |         |         |         |
+-----------------------------+--------+---------+---------+---------+
| 1\. Economically            |        |         |         |         |
| Disadvantaged               |        |         |         |         |
+-----------------------------+--------+---------+---------+---------+
| Level 1                     | 100    | 100     | 100     | 100     |
+-----------------------------+--------+---------+---------+---------+
| Level 2                     | 95     | 100     | 100     | 100     |
+-----------------------------+--------+---------+---------+---------+
| Level 3                     | 95     | 96      | 76      | 71      |
+-----------------------------+--------+---------+---------+---------+
| Level 4                     | 68     | 50      | 14      | 13      |
+-----------------------------+--------+---------+---------+---------+
| Number of students tested   | 19     | 24      | 21      | 24      |
+-----------------------------+--------+---------+---------+---------+
| 2\. Not Low Income          |        |         |         |         |
+-----------------------------+--------+---------+---------+---------+
| Level 1                     | 100    | 100     | 100     | 100     |
+-----------------------------+--------+---------+---------+---------+
| Level 2                     | 100    | 100     | 100     | 100     |
+-----------------------------+--------+---------+---------+---------+
| Level 3                     | 100    | 100     | 90      | 76      |
+-----------------------------+--------+---------+---------+---------+
| Level 4                     | 65     | 63      | 33      | 29      |
+-----------------------------+--------+---------+---------+---------+
| Number of students tested   | 23     | 15      | 21      | 21      |
+-----------------------------+--------+---------+---------+---------+
|                             |        |         |         |         |
+-----------------------------+--------+---------+---------+---------+
| #### NY STATE SCORES        |        |         |         |         |
+-----------------------------+--------+---------+---------+---------+
| Level 1                     | 100    | 100     | 100     | 100     |
+-----------------------------+--------+---------+---------+---------+
| Level 2                     | 94     | 94      | 92      | 94      |
+-----------------------------+--------+---------+---------+---------+
| Level 3                     | 62     | 66      | 62      | 60      |
+-----------------------------+--------+---------+---------+---------+
| Level 4                     | 13     | 22      | 21      | 17      |
+-----------------------------+--------+---------+---------+---------+
|                             |        |         |         |         |
+-----------------------------+--------+---------+---------+---------+

Assessments Referenced Against State Norms

Data Display Table

**Yonkers PS#29**

**47 Croydon Road**

## Yonkers, NY 10710

> **Subject: English Language Arts**
>
> **Test: NYS Testing Program / English Language Arts**

**Edition/Publication year: 2003**

**Publisher: CTB / McGraw Hill**

**Grade: 4**

Number of students in the grade in which the test was administered:
[57]{.underline}

Number of students who took the test: [42]{.underline}

What groups were excluded from testing? :

3.  English Language Learners (ELL)

4.  Special Education youngsters who met criteria for alternate testing

Why, and how were they assessed? :

3.  ELL students were assessed using the NYSELAT

4.  Special education students were assessed using the NYS Alternate
    Assessment

Scores are reported here as (check one): NCEs\_\_\_\_\_\_ Scaled
Scores\_\_\_\_\_\_ Percentiles [X]{.underline}

+--------------------------------+---------+--------+--------+--------+
| **%'s Represent Students       | **2003  | *      | *      | *      |
| Meeting/Exceeding State        | -2004** | *2002- | *2001- | *2000- |
| Scores**                       |         | 2003** | 2002** | 2001** |
+--------------------------------+---------+--------+--------+--------+
| Testing Month                  | **Feb   | **Febr | **Febr | **Febr |
|                                | ruary** | uary** | uary** | uary** |
+--------------------------------+---------+--------+--------+--------+
| # SCHOOL SCORES                |         |        |        |        |
+--------------------------------+---------+--------+--------+--------+
| Total Score                    | 98      | 97     | 83     | 73     |
+--------------------------------+---------+--------+--------+--------+
| Number of students tested      | 42      | 39     | 42     | 45     |
+--------------------------------+---------+--------+--------+--------+
| Percent of total students      | 74      | 75     |        |        |
| tested                         |         |        |        |        |
+--------------------------------+---------+--------+--------+--------+
| Number of students excluded    | 13      | 13     |        |        |
+--------------------------------+---------+--------+--------+--------+
| Percent of students excluded   | 26      | 25     |        |        |
+--------------------------------+---------+--------+--------+--------+
| # SUBGROUP SCORES              |         |        |        |        |
+--------------------------------+---------+--------+--------+--------+
| 1\. Economically Disadvantaged | 95      | 96     | 76     | 71     |
+--------------------------------+---------+--------+--------+--------+
| Number of students tested      | 19      | 27     | 21     | 24     |
+--------------------------------+---------+--------+--------+--------+
| 2\. Not Low Income             | 100     | 100    | 90     | 76     |
+--------------------------------+---------+--------+--------+--------+
| Number of students tested      | 23      | 12     | 21     | 21     |
+--------------------------------+---------+--------+--------+--------+
| 3\. Black (Not Hispanic)       | 100     | 100    | 79     | 58     |
+--------------------------------+---------+--------+--------+--------+
| Number of students tested      | 19      | 18     | 19     | 19     |
+--------------------------------+---------+--------+--------+--------+
| 4\. Hispanic                   | 91      | 93     | 85     | N/A    |
+--------------------------------+---------+--------+--------+--------+
| Number of students tested      | 11      | 12     | 13     | 11     |
+--------------------------------+---------+--------+--------+--------+

+--------------------------------+---------+--------+--------+--------+
|                                | **2003  | *      | *      | *      |
|                                | -2004** | *2002- | *2001- | *2000- |
|                                |         | 2003** | 2002** | 2001** |
+--------------------------------+---------+--------+--------+--------+
| # STATE MEAN SCORE             | 659     | 661    | 656    | 653    |
+--------------------------------+---------+--------+--------+--------+
| #                              |         |        |        |        |
+--------------------------------+---------+--------+--------+--------+
|                                |         |        |        |        |
+--------------------------------+---------+--------+--------+--------+