##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[ X \]
Elementary \[ \] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal [Mrs. Sherry Wells]{.underline}

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

Official School Name [The McAuliffe Heights Program at Irving
Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [110 Cherry
Avenue\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Altoona PA. 16601-4555]{.underline}\_\_\_\_\_\_

City State Zip Code

County [Blair]{.underline} State School Code Number\*
[0908\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [( 814) 946-8392]{.underline} Fax [(814) 946-8581
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Web site/URL[http://irving.aasdcat.com E-mail
swells@aasdcat.com\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Dennis E. Murray]{.underline}

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

District Name [Altoona Area School District]{.underline} Tel. [( 814 )
946-8375]{.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. David Ellis .]{.underline}

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

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

1\. Number of schools in the district: [10]{.underline} Elementary
schools

\_\_\_\_\_ Middle schools

[2]{.underline} Junior high schools

[1]{.underline} High schools

[1]{.underline} Other \*Alternative School for grades 7-12

[14]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$5,170.00]{.underline}

Average State Per Pupil Expenditure: [\$6,300.00]{.underline}

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

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

> \[ X \] 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\. [2 ½]{.underline} Number of years the principal has been in her/his
position at this school.

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

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**                                                  **7**                             

  **K**       24        29                     **53**       **8**                             

  **1**       18        32                     **50**       **9**                             

  **2**       26        24                     **50**       **10**                            

  **3**       21        18                     **39**       **11**                            

  **4**       13        22                     **35**       **12**                            

  **5**       22        22                     **44**       **Other**                         

  **6**       22        23                     45                                             

                                    **TOTAL                                                   316
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [93]{.underline} % White

the school: [4]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

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

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

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

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

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      8
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      7
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    15
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 305
                            the school as of October 1  

  **(5)**                   Total transferred students  .05
                            in row (3) divided by total 
                            students in row (4)         

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

8\. Limited English Proficient students in the school: [1]{.underline} %

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

Number of languages represented [2]{.underline}

Specify languages: English/Chinese

9\. Students eligible for free/reduced-priced meals: [40]{.underline} %

Total number students who qualify: [125 (89 free/ 36 reduced --priced
meals)]{.underline}

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

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

[33]{.underline} Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

[2]{.underline} Autism [1]{.underline} Orthopedic Impairment

\_\_\_\_Deafness [3]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [10]{.underline} Specific Learning Disability

[2]{.underline} Emotional Disturbance [13]{.underline} Speech or
Language Impairment

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

> [1]{.underline} Mental Retardation [1]{.underline} Visual Impairment
> Including Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [1]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [15]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [2]{.underline} [12]{.underline}

Paraprofessionals [5]{.underline}

> Support staff [1]{.underline} [3]{.underline}
>
> Total number [24]{.underline} [15]{.underline}

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [21:1]{.underline}

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

+-------------------------+--------+--------+--------+-------+-------+
|                         | 200    | 200    | 200    | 2002  | 2001  |
|                         | 5-2006 | 4-2005 | 3-2004 | -2003 | -2002 |
+-------------------------+--------+--------+--------+-------+-------+
| Daily student           | 97%    | 97%    | 96%    | 97%   | 97%   |
| attendance              |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Daily teacher           | \*97%  | 96%    | \*99%  | \*97% | \*99% |
| attendance              |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Teacher turnover rate   | 0%     | 0%     | 1%     | 0%    | 0%    |
+-------------------------+--------+--------+--------+-------+-------+
| Student dropout rate    | \%     | \%     | \%     | \%    | \%    |
| (middle/high)           |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Student drop-off rate   | \%     | \%     | \%     | \%    | \%    |
| (high school)           |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| \*Teachers received the |        |        |        |       |       |
| attendance              |        |        |        |       |       |
|                         |        |        |        |       |       |
| award 4 out of 5 years. |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+

**PART III ‑ SUMMARY**

The Altoona Area School District has established a reputation for
innovation and excellence. With a student population of 8,400, Altoona
Area is one of Pennsylvania\'s largest school districts. It encompasses
60 square miles and includes the city of Altoona, Logan Township and a
small portion of Tyrone Township. Standard and Poor's Evaluation
Services recognized the AASD as one of 55 Pennsylvania school districts
that are academic "outperformers" as a result of meeting annual yearly
progress for two consecutive years. This is the fourth consecutive year
Altoona Area has gained such a distinction. Only 29 of Pennsylvania's
501 school districts can make such a claim.

The McAuliffe Heights Program at Irving Elementary School (MHI) has been
established as the "school of choice" for the Altoona Area School
District. McAuliffe Heights is an inner-city school located in a low
socio-economic area of the city of Altoona, Pa. MHI is no longer a
neighborhood school but draws its enrollment from all parts of the city.
The student population is over 300 and 40% of the students receive free
and reduced lunch. The creation of the program began during the summer
of the 1997-98 school year with the distribution of an extensive survey
of over 5,000 parents, community members, businesses, and educators. The
purpose for developing the program was to give parents a choice based on
innovation and research and development. Research into best practices
and strategies, and professional development were conducted to create
the program.

The McAuliffe Heights Program at Irving Elementary prides itself on
several key components that have remained strong during its ten years of
existence. Our program's effectiveness is a result of a commitment to
parent involvement, grade level looping, small class size, instruction
based on the multiple intelligence theory, a uniform dress code, and
technology integration. Parents have volunteered over 2500 hours so far
this year. Teachers and parents working side by side in the classroom is
a common occurrence at our school. A written contract is signed by the
parents, teachers, and students stating that all of us have a
responsibility in the teaching/learning process. As a result of looping,
students stay with the same teacher for two consecutive years, which
fosters the relationship among teachers and parents, and allows the
students to excel further academically. Our teachers are committed to
planning instruction based on the multiple intelligence theory, as a
result, students are able to learn in the way they learn best, whether
it is music, body, word, self, number, people, nature, or picture smart.
The integration of technology has advanced to the highest level with our
trained staff of teachers, and a laptop computer for every student. In
our 1:1 digital initiative, children have become motivated, and
captivated learners who are eager to display not only their technology
skills, but also the concepts learned in specific content areas.

Contributing to the success of the program is the morning assembly. The
entire school gathers together in the gymnasium three days a week in
order to say the pledge, announce birthdays, and sing the school song.
Our school was named in honor of the first teacher astronaut, Sharon
Christa McAuliffe so the school pledge and song commemorate the memory
of the Challenger disaster. The school pledge is "We touch the future we
teach, we are the future we learn."

The mission of the McAuliffe Heights Program is to have a partnership
with parents, students, citizens, and staff to create a safe, and
innovative educational alternative. As a learning community we emphasize
academic excellence, community responsibility, basic skills, individual
strengths, and integrated technologies to encourage a life-long love of
learning.

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

1.  **Assessment Results** Pennsylvania's school accountability system,
    as part of the No Child Left Behind (NCLB) Legislation, is based on
    the assessment known as the PSSA or the "Pennsylvania System of
    School Assessment." The PSSA is a standards-based assessment that
    provides valuable data to measure a students' progress towards
    proficiency of the Pennsylvania Content Standards in reading and
    mathematics, and measure the effectiveness of the school in helping
    its students achieve proficiency. Students in Pennsylvania are
    assessed annually in reading and mathematics in Grades 3 through 8
    and 11.

PSSA scores in reading and mathematics are reported according to the
following Proficiency Levels- [Advanced]{.underline}: superior academic
performance demonstrating in-depth understanding and exemplary display
of reading and mathematics skills. [Proficient]{.underline}:
satisfactory academic performance demonstrating a solid understanding
and adequate display of reading and mathematics skills.
[Basic:]{.underline} marginal academic performance demonstrating a
partial understanding and limited display of reading and mathematic
skills. [Below Basic]{.underline}: inadequate academic performance
demonstrating little understanding and minimal display of reading and
mathematics skills. For more information access the Assessment section
of the Pennsylvania Department of Education at the website
http://www.pde.state.pa.us.

Adequate Yearly Progress (AYP) is achieved when a school meets the
target percentages for proficiency. The AYP targets need to be met in
three areas: (1) maintain 90% attendance rate (2) 45% of students
achieving proficient in reading and 54% of students achieving proficient
in math, including all subgroups, and (3) reach a 95% or better
participation rate. In 2005-06, scores for grades 3 and 5 were combined
to attain proficiency scores and AYP status for a school.

Our school demonstrated 100% participation rate in reading and math with
82/82 students in Grades 3 and 5 taking the test. In 2005-06 the
attendance rate of all students was 97%, a 3% increase over the state
attendance rate of 94%. The economically disadvantaged students and
students with disabilities displayed 96% and 97% attendance rates
respectively.

Our achievement scores in reading and math exceed the state benchmarks
of 54% proficient in reading and 45% proficient in math. The school's
overall performance in reading indicates that of 82 students assessed in
grades 3 and 5, 80% of students scored Proficient and Advanced (43%
Proficient and 38% Advanced). Only 13% scored Basic and 6% scored Below
Basic. Out of 12 students with disabilities 58% scored proficient and
advanced (33% Proficient and 25% Advanced 25% Basic and 17% Below
Basic). Out of 35 economically disadvantaged students 83% scored
Proficient and Advanced (51% Proficient and 31% Advanced, 14% Basic and
3% Below Basic). Reading scores increased 12% since the 2004-05 school
year with 68% of students tested scoring proficient and above.

The school's overall performance in mathematics indicates that of 82
students assessed in grades 3 and 5, 89% of students scored Proficient
and Advanced. (33% Proficient and 56% Advanced 9% Basic and 2% Below
Basic) Out of 12 students with disabilities 75% scored Proficient and
Advanced. (33% Proficient and 42% Advanced, 17% Basic and 8% Below
Basic) Out of 35 economically disadvantaged students 89% scored
Proficient and Advanced. (43% Proficient and 46% Advanced, 11% Basic and
0% Below Basic) Mathematics scores increased 15% since the 2004-05
school year with 74% of students scoring proficient and above.

2.  **Using Assessment Results**

A comprehensive range of assessments determines students' needs. Three
times a year students are given our Altoona Literacy Assessments in
grades K-1-2. In reading and math the 4-sight assessments are given in
grades 3, 4, 5, and 6, three times a year. The 4-sight assessments
mirror the PSSA reading and mathematics tests and provide the teacher
with student data to guide classroom instruction. These tests serve as a
teaching tool for teachers to track the learning needs of groups of
students throughout the year. 4-Sight Assessments provide individual and
class reports and allow the teacher to differentiate instruction and
plan for flexible grouping for specific reading and mathematics skills.
Results of the PSSA assessments are given to the teachers at the
beginning of the school year. Grade level teams from kindergarten to
sixth grade review the scores and outline the reading and mathematics
standards, and eligible content that need to be taught. Recently the
entire staff analyzed PSSA results from the 2003-04 school year to the
present school year via The Golden Package of data analysis reports for
the PSSA purchased by the district for each school. Curriculum
alignment, trends in data, and subgroup proficiency results were
discussed. Teacher use of a web-based program, Compass Odyssey, allows
for differentiation of reading and math instruction via individual
learning paths. SRA Reading and Math Assessments are given to the
special needs population. This SRA data is collected and analyzed
periodically throughout the four marking periods. Kindergarten teachers
assess students using DIBELS Reading assessments to determine student
knowledge of letter recognition, phoneme awareness, and reading fluency.
Students are grouped according to assessment results and those who do
not show proficiency are targeted for intensive remediation. The
assessment data drives our instruction and the analysis of the data
assists in finding any gaps in the curriculum that will have a negative
affect on the proficiency levels of our students.

3.  **Communicating Assessment Results**

The success of our school is a direct result of the commitment of our
parents to the teaching/learning process. Each day one can observe many
of our parents volunteering in our classrooms. Because of the parent
involvement, teachers can communicate assessment results to our parents
often and on a routine basis. Parents readily access student grades via
Lettergrade, an online communication tool, where assignments and tests
are posted daily. As a result, the home-school connection is
facilitated. Teachers send student work and assessments home to parents
on a weekly basis. Communication of the PSSA Reading and Mathematics
scores occurs at the start of the new school year. To recognize the
tremendous efforts of students, and teachers, and to applaud the support
of parents, a PSSA celebration occurs each year. In addition, students
and parents get individualized student reports that explain the reading
and math scores. The student report encourages the parents to use
http://www.growparents.com for additional reading and mathematics
strategies. Specific school results are reported in the school
newsletter as well as the P.T.O. newsletter. Our school continues to
foster close ties to the community and assessment results are reported
via the school website and the district website. The local newspaper
reports our school scores to the local community. The Pennsylvania
Secretary of Education has awarded our school with the Keystone
Achievement Award for reaching the annual yearly progress targets in
reading and math achievement for two consecutive years. The Keystone
Achievement Award is a plaque displayed in the school for the entire
community to admire. In addition, our school report card is available to
parents and the community at http://www.paayp.com.

4.  **Sharing Success**

Since McAuliffe Heights has the distinction of being a "school of
choice", the parents, teachers, and administrators take pride in the
fact that we are a school devoted to research and development. The
McAuliffe Heights Program at Irving has the reputation of being an
innovator of technology integration for many districts in Pennsylvania.
During the past four years, our school has served as host to several
school districts that are interested in learning how we successfully
implement 1:1 laptop computing. One of our kindergarten teachers was
given the distinction of Apple Distinguished Educator of the Year in
2005. This individual was also chosen as the Technology Integrator for
our district. As a result, this teacher attended a summer conference at
Saint Francis University to share her technology skills and to learn new
ways of integrating technology. Our school was involved with the EETT
(Enhancing Education Through Technology) grant for the past three years.
The goal of this grant was to increase the use of the integration of
technology into classroom practice in our poorer elementary schools and
junior high school. To enhance the success of the program, a variation
of "train-the-trainer" model provided immediate help to the teachers who
needed assistance. Teachers in our building, who were proficient in
using technology and the Compass Learning software, were paired as
mentors for teachers in the other elementary schools. Furthermore, this
school year we are pleased to announce another new challenge for our
staff of teachers. Our fourth grades students will work on science
related content with other fourth grade students in three other
buildings. The students will be using Moodle, and online course
management system, to discuss and explore various science concepts with
one another. The students will learn about a specific science concept in
class and then complete activities posted by their teachers in the
online course system. In order to complete these tasks students must
communicate not only with the students in their classrooms, but online
with students from other buildings as well.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum**

    Our Language Arts program focuses on the integration of Reading,
    Writing, Listening and Speaking. Standards and data driven, our
    Language Arts program fosters independent readers and writers by
    teaching students strategic reading skills and writing skills.
    Reading and writing skills begin in kindergarten and our
    kindergarten and first grade teachers have been trained in the Kid
    Writing Process, an instructional and assessment process in one. The
    Houghton-Mifflin Basal Reading series combined with guided reading
    in the primary grades provides an eclectic approach to reading
    instruction. Students in grades one and two are taught the craft of
    writing and in grades 3-6 the writing process in emphasized.
    Teachers use the Domain Scoring Guide as an assessment for student
    writing.

Hands-on instruction and a focus on Pennsylvania State Standards related
to numbers/number operations, geometry, data analysis, algebra, and
measurement contribute to the effectiveness of our mathematics program.
The Harcourt-Brace Mathematics series is utilized in kindergarten and
provides Big Books and the integration of literacy and mathematics
skills. Teachers in grades 3-6 plan lessons that involve using math
manipulatives and work mats so that each student can learn math using
concrete objects before they move to abstract thinking. Problem solving
is emphasized with the "problem of the day" each and every day. Daily
checks are provided for the teacher to monitor student progress.
Teachers, parents and students are able to access the student book on CD
or online for additional practice and to enhance the home-school
connection. Activities are provided to differentiate instruction for the
various ability levels of students. Challenge activities and enrichment
resources are provided for students who require extra challenge.
Teachers routinely go to the website
http://[www.eduplace.com](http://www.eduplace.com/) for additional
review and reinforcement of math skills for students. An assessment
system allows teachers to customize tests for their students.

The district has adopted technology standards and a technology scope and
sequence for each grade level K-6 . Technology is not taught as a stand
alone component, rather it is integrated into the curriculum to help
enhance all academic areas such as reading, writing, mathematics,
science, and social studies.

Science and Social Studies are integrated into our core curriculum
areas. The Houghton-Mifflin Reading series addresses several social
studies and science themes that are integrated during the year. Students
routinely research science and social studies concepts aligned with the
district planned courses. Science, Environment and Ecology Standards are
addressed by providing professional development related to the FOSS
learning modules. A committee of teachers has been formed for the
2006-07 school year to work on a plan of how to further address the
Pennsylvania Science, Ecology, and Environmental Standards. Pennsylvania
History is taught in grade 4 and students visit Harrisburg our state
capital each year. Blair County is taught in grade 3.

The love of the Arts takes center stage at McAuliffe Heights. Students
in grades 4-6 can participate in Drama Club. Vocal Music and
Instrumental Music classes follow the district-planned courses and are
taught weekly. Vocal Music lessons are taught following the National
Standards of Music. Art and Art Education Classes are taught every two
weeks and follow the district-planned courses. Art and Music are a vital
part of the daily instruction in each classroom as a result of the use
of the multiple intelligence theory. Teachers plan lessons addressing
the multiple intelligences on a routine basis and students are able to
practice their music and art talents.

Health, Safety and Physical education planned courses have been written
aligned to the Pennsylvania State Standards. A district policy has been
adopted for Health and Wellness, and implementation of the policy will
begin during the 2006-07 school year.

**2. Reading**

Success for all students relies on a good foundation in reading.
Students who excel academically throughout the content areas have strong
reading and writing skills. Our goal at MHI is to integrate our
instruction in reading and writing so the students become more aware of
the strategies required to do both skills effectively. The
Houghton-Mifflin Reading series emphasizes the five areas of reading
instruction: phonemic awareness, phonics, fluency, vocabulary, and text
comprehension. Our reading program is standards, as well as data driven.

The Reading Recovery program is another research-based intervention
provided to our lowest achieving students. This one on one program
provides the student with the necessary skills to become a strategic
reader. The strategies taught in the Houghton-Mifflin Reading series and
Reading Recovery compliment one another. Supplemental activities are
provided for all students to challenge the fluent reader, instruct the
independent reader, and provide support for the emergent reader. In
addition, after school tutoring and a summer school program provides for
additional instruction for our students. A PTO sponsored Book Fair,
yearly participation in the "Read Across America" program, Book-it, and
parents volunteering to read with students on a daily basis are part of
a collaborative effort of enriching our curriculum and encouraging a
positive attitude toward literacy for all. McAuliffe Heights is one of
two elementary schools that participate in a Reading Competition Team
Contest each year. Beginning in the 2006-07 school year the students
will be participating in the National Spelling Bee. Both of these
initiatives promote an enthusiasm for language arts. In addition,
teachers schedule sustained silent reading and writing (SSR and SSW) as
part of the daily schedule. Accommodations and adaptations in our
reading curriculum and the SRA Reading Mastery Program provide support
for our special needs students.

3.  **Technology**

Four years ago, our district created technology standards in order to
monitor student progress in technology. The standards were set expecting
that all students would be exposed to each standard, but each standard
would not be mastered by sixth grade. However, after the first year as a
1:1 digital school, we quickly realized that the students were
surpassing the standards that we had set for them and at a faster pace
than expected. The increased motivation, enthusiasm, and interest that
technology sparked in the students has been astonishing. Students from
grades kindergarten to sixth grade jumped right in and began taking
risks not only in technology but also in the content areas in which it
was integrated. Not only did the students surpass our technology
expectations, but student performance in other academic areas also
increased. With the integration of technology into reading, writing,
mathematics, science, and social studies, McAuliffe Heights at Irving
Elementary has enriched the curriculum, increased student motivation,
and enhanced student achievement. Students in grades kindergarten
through sixth have used technology to create slideshows and iMovies
about the solar system and various states, and create talking storybooks
in which they are the authors and illustrators, and create spreadsheets
to graph results of a survey, and many other projects. This year our
fifth grade students will have the opportunity to participate in an
online e-mission course in which the students will communicate with
members from NASA to an online videoconference flight simulation. The
students will need to use various mathematical skills in order to find
the location of a lost space shuttle as well as complete calculations to
plan for its safe return to Earth. A supplement to our core curriculum
is found in the web-based Compass Odyssey program. Daily reinforcement
of language arts and mathematics, Compass Odyssey provides practice
strongly connected to concepts taught in the classroom. Teachers can
create learning paths so that the pacing of the reading and math
instruction can meet individual student needs.

**4. Instructional Methods**

The two instructional methods that have had a major impact on student
achievement at McAuliffe Heights are the use of Howard Gardner's
Multiple Intelligence Theory of Learning and the integration of
technology. Teachers plan and instruct reading and mathematics and
subjects such as science and social studies by using a variety of
strategies that meet the criteria for the multiple intelligences.
Teachers employ a variety of hands-on learning methods so that the
students can work with the intelligence that suits them best. For
example: strategies that address music smart include learning chants and
songs to learn reading or math concepts, strategies for body smart
address movement and using the body to demonstrate math or reading
skills, strategies for nature smart would involve the students using the
environment to set up problem-solving situations such as a science
experiment. Picture smart students would be instructed to draw a picture
to describe a reading or math concept. At McAuliffe Heights, technology
is not taught as a stand- alone component. Teachers have been trained
how to integrate technology with the core subjects. In addition students
have learned how to access the Internet since our school is wireless. In
addition, problem solving is emphasized with the "problem of the day"
each and every day. Strategies are taught to students such as QUIPS
(questions, underline important information, plan and solve) so students
can learn the steps to solving mathematics word problems. In grades 2-6
PSSA vocabulary and math "Magic Words" are taught to help students
explain how they solved open-ended math questions. Students write in
math journals each day to explain how they arrived at math answers.
Teachers utilize flexible grouping and adhoc grouping to review and
remediate grade level concepts for students who need additional
instruction. Grade level looping facilitates cooperative grouping
strategies.

5.  **Professional Development**

The professional development for the teachers at McAuliffe Heights is
specific to the needs of the students, but in addition the teachers and
paraprofessionals are involved in the Altoona Area School District Act
80 days throughout the year. Teachers at McAuliffe Heights have had
specific training in technology skills to assist them with the
integration of technology. Apple computers provided four years of
professional development to train teachers in specific software to
facilitate the integration of technology into the curriculum. During
this process teachers were trained as mentors. In this "train the
trainer" model, technology integration has been sustained. During the
initial phases of the school's program, a core set of teachers were
involved in professional development for the multiple intelligence
theory of learning and instruction. In addition, two literacy coaches
are available to assist the teachers in analyzing reading and math data
to drive instruction. The coaches have trained the teachers in the
Pennsylvania Academic Standards in Reading, Mathematics, Writing and
Science. Our teachers have learned how to infuse the Reading, Math and
Science Assessment Anchors, and the Eligible Content into the
curriculum. The kindergarten teachers are being trained in DIBELS
Reading Assessments to determine student understanding of letter
recognition, phonemic awareness and reading fluency. Our kindergarten
teachers are participating in LETRS (Literacy Essentials for Teachers of
Reading and Spelling) so they can remediate students struggling with
word attack skills, reading fluency, and comprehension. Most recently
McAuliffe Heights has been awarded a mini-watershed grant to assist
teachers in planning hands-on science lessons. The Mobile Agriculture
Lab sponsored by the Pennsylvania Farm Bureau and the Carnegie Science
Center, Pittsburgh, PA. has trained students and teachers. The teachers
and staff at our school continue to grow and move forward as a result of
monthly meetings dedicated to professional development called
Construction Zone Meetings. At Construction Zone Meetings, teachers
share and present ideas that will strengthen and revitalize our goals
for MHI.

**PART VII - ASSESSMENT RESULTS**

+--------------------------+-------+-------+-------+-------+-------+
| **McAuliffe Heights at   | 2005  | 2004  | 2003  | 2002  | 2001  |
| Irving**                 | -2006 | -2005 | -2004 | -2003 | -2002 |
|                          |       |       |       |       |       |
| **Elementary School**    |       |       |       |       |       |
|                          |       |       |       |       |       |
| **PSSA Reading Test      |       |       |       |       |       |
| Results GRADE 5**        |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Testing Month            | April | March | April | April | April |
+--------------------------+-------+-------+-------+-------+-------+
| **SCHOOL SCORES**        |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| \% at or above           | 80%   | 68%   | 73%   | 62%   | 69%   |
| Proficient               |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| \% at Advanced           | 28%   | 21%   | 48%   | 19%   | 23%   |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 45    | 34    | 33    | 26    | 35    |
| tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of students      | 100%  | 100%  | 100%  | 100%  | 100%  |
| tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 0     | 0     | 0     | 0     | 0     |
| alternatively            |       |       |       |       |       |
|                          |       |       |       |       |       |
| assessed                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of students      | 0%    | 0%    | 0%    | 0%    | 0%    |
| alternatively assessed   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| **SUBGROUP SCORES**      |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| 2\. Economically         |       |       |       |       |       |
| Disadvantaged            |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| \% at or above           | 79%   | 53%   | 75%   | 50%   | 55%   |
| Proficient               |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| \% at Advanced           | 16%   | 20%   | 25%   | 0%    | 11%   |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 19    | 15    | 20    | 10    | 18    |
| tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+

+---------------------------+-------+-------+-------+-------+-------+
| **McAuliffe Heights at    | 2005  | 2004  | 2003  | 2002  | 2001  |
| Irving**                  | -2006 | -2005 | -2004 | -2003 | -2002 |
|                           |       |       |       |       |       |
| **Elementary School**     |       |       |       |       |       |
|                           |       |       |       |       |       |
| **PSSA Mathematics        |       |       |       |       |       |
| Results GRADE 5**         |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Testing Month             | April | March | April | April | April |
+---------------------------+-------+-------+-------+-------+-------+
| **SCHOOL SCORES**         |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% at or above Proficient | 85%   | 74%   | 82%   | 77%   | 71%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% at Advanced            | 59%   | 50%   | 58%   | 46%   | 29%   |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students tested | 45    | 34    | 33    | 26    | 35    |
+---------------------------+-------+-------+-------+-------+-------+
| Percent of students       | 100%  | 100%  | 100%  | 100%  | 100%  |
| tested                    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students        | 0     | 0     | 0     | 0     | 0     |
| alternatively             |       |       |       |       |       |
|                           |       |       |       |       |       |
| assessed                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Percent of students       | 0%    | 0%    | 0%    | 0%    | 0%    |
| alternatively assessed    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| **SUBGROUP SCORES**       |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| 2\. Economically          |       |       |       |       |       |
| Disadvantaged             |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% at or above Proficient | 79%   | 67%   | 80%   | 60%   | 50%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% at Advanced            | 47%   | 33%   | 55%   | 30%   | 22%   |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students tested | 19    | 15    | 20    | 10    | 18    |
+---------------------------+-------+-------+-------+-------+-------+

+------------------+------+------+------+----------+------------------+
| **McAuliffe      | 2    | 2    | 2    | 2        | 2001-2002        |
| Heights at       | 005- | 004- | 003- | 002-2003 |                  |
| Irving**         | 2006 | 2005 | 2004 |          |                  |
|                  |      |      |      |          |                  |
| **Elementary     |      |      |      |          |                  |
| School**         |      |      |      |          |                  |
|                  |      |      |      |          |                  |
| **PSSA Reading   |      |      |      |          |                  |
| Results GRADE    |      |      |      |          |                  |
| 3**              |      |      |      |          |                  |
+------------------+------+------+------+----------+------------------+
| Testing month    | A    | M    | A    | April    | April            |
|                  | pril | arch | pril |          |                  |
+------------------+------+------+------+----------+------------------+
| **SCHOOL         |      |      |      |          |                  |
| SCORES**         |      |      |      |          |                  |
+------------------+------+------+------+----------+------------------+
|                  |      |      |      | **       | **\*\*NO**       |
|                  |      |      |      | \*ONLY** |                  |
+------------------+------+------+------+----------+------------------+
| \% at or above   | 81%  | 83%  | 60%  | **       | **PERFORMANCE**  |
| Proficient       |      |      |      | SCALED** |                  |
+------------------+------+------+------+----------+------------------+
| \% at Advanced   | 49%  | 36%  | 29%  | **       | **LEVELS**       |
|                  |      |      |      | SCORES** |                  |
+------------------+------+------+------+----------+------------------+
| Number of        | 37   | 42   | 42   | **RE     | **REPORTED**     |
| students tested  |      |      |      | PORTED** |                  |
+------------------+------+------+------+----------+------------------+
| Percent of total | 100% | 100% | 100% |          |                  |
| students tested  |      |      |      |          |                  |
+------------------+------+------+------+----------+------------------+
| Number of        | 0    | 0    | 0    |          |                  |
| students         |      |      |      |          |                  |
| alternatively    |      |      |      |          |                  |
| assessed         |      |      |      |          |                  |
+------------------+------+------+------+----------+------------------+
| Percent of       | 0%   | 0%   | 0%   |          |                  |
| students         |      |      |      |          |                  |
| alternatively    |      |      |      |          |                  |
| assessed         |      |      |      |          |                  |
+------------------+------+------+------+----------+------------------+
| **SUBGROUP       |      |      |      |          |                  |
| SCORES**         |      |      |      |          |                  |
+------------------+------+------+------+----------+------------------+
| 2\. Economically |      |      |      |          |                  |
| Disadvantaged    |      |      |      |          |                  |
+------------------+------+------+------+----------+------------------+
| \% at or above   | 88%  | 76%  | 35%  |          |                  |
| Proficient       |      |      |      |          |                  |
+------------------+------+------+------+----------+------------------+
| \% at Advanced   | 47%  | 24%  | 14%  |          |                  |
+------------------+------+------+------+----------+------------------+
| Number of        | 17   | 17   | 15   |          |                  |
| students tested  |      |      |      |          |                  |
+------------------+------+------+------+----------+------------------+

\*The Commonwealth of Pennsylvania did not report performance levels in
third grade until

2003-04. PSSA third grade scores were not calculated for AYP purposes
until 2005-06.

\*\*Performance levels were reported established for the April 2001
reading and math PSSA for grade five only.

+--------------------+------+------+------+----------+--------------+
| **McAuliffe        | 2    | 2    | 2    | 2        | 2001-2002    |
| Heights at         | 005- | 004- | 003- | 002-2003 |              |
| Irving**           | 2006 | 2005 | 2004 |          |              |
|                    |      |      |      |          |              |
| **Elementary       |      |      |      |          |              |
| School**           |      |      |      |          |              |
|                    |      |      |      |          |              |
| **PSSA Mathematics |      |      |      |          |              |
| Results GRADE 3**  |      |      |      |          |              |
+--------------------+------+------+------+----------+--------------+
| Testing month      | A    | M    | A    | April    | April        |
|                    | pril | arch | pril |          |              |
+--------------------+------+------+------+----------+--------------+
| **SCHOOL SCORES**  |      |      |      |          |              |
+--------------------+------+------+------+----------+--------------+
|                    |      |      |      |          |              |
+--------------------+------+------+------+----------+--------------+
| \% at or above     | 92%  | 98%  | 71%  | **       | **\*\*NO**   |
| Proficient         |      |      |      | \*ONLY** |              |
+--------------------+------+------+------+----------+--------------+
| \% at Advanced     | 51%  | 67%  | 45%  | **       | **P          |
|                    |      |      |      | SCALED** | ERFORMANCE** |
+--------------------+------+------+------+----------+--------------+
| Number of students | 37   | 42   | 42   | **       | **LEVELS**   |
| tested             |      |      |      | SCORES** |              |
+--------------------+------+------+------+----------+--------------+
| Percent of total   | 100% | 100% | 100% | **RE     | **REPORTED** |
| students tested    |      |      |      | PORTED** |              |
+--------------------+------+------+------+----------+--------------+
| Number of students | 0    | 0    | 0    |          |              |
| alternatively      |      |      |      |          |              |
| assessed           |      |      |      |          |              |
+--------------------+------+------+------+----------+--------------+
| Percent of         | 0%   | 0%   | 0%   |          |              |
| students           |      |      |      |          |              |
| alternatively      |      |      |      |          |              |
| assessed           |      |      |      |          |              |
+--------------------+------+------+------+----------+--------------+
| **SUBGROUP         |      |      |      |          |              |
| SCORES**           |      |      |      |          |              |
+--------------------+------+------+------+----------+--------------+
| 2\. Economically   |      |      |      |          |              |
| Disadvantaged      |      |      |      |          |              |
+--------------------+------+------+------+----------+--------------+
| \% at or above     | 94%  | 100% | 50%  |          |              |
| Proficient         |      |      |      |          |              |
+--------------------+------+------+------+----------+--------------+
| \% at Advanced     | 41%  | 47%  | 29%  |          |              |
+--------------------+------+------+------+----------+--------------+
| Number of students | 17   | 17   | 15   |          |              |
| tested             |      |      |      |          |              |
+--------------------+------+------+------+----------+--------------+

\*The Commonwealth of Pennsylvania did not report performance levels in
third grade until

2003-04. PSSA third grade scores were not calculated for AYP purposes
until 2005-06.

\*\*Performance levels were reported established for the April 2001
reading and math PSSA for grade five only.

+--------------------------------+---------+----------+--------------+
| **McAuliffe Heights at         | 20      | 2        | 2003-2004    |
| Irving**                       | 05-2006 | 004-2005 |              |
|                                |         |          |              |
| **Elementary School**          |         |          |              |
|                                |         |          |              |
| **PSSA Reading Test Results    |         |          |              |
| GRADE 4**                      |         |          |              |
+--------------------------------+---------+----------+--------------+
| Testing Month                  | April   | March    | April        |
+--------------------------------+---------+----------+--------------+
| **SCHOOL SCORES**              |         |          |              |
+--------------------------------+---------+----------+--------------+
| \% at or above Proficient      | 82%     | **\*NO** | **SCORES**   |
+--------------------------------+---------+----------+--------------+
| \% at Advanced                 | 36%     |          | **REPORTED** |
+--------------------------------+---------+----------+--------------+
| Number of students tested      | 39      |          |              |
+--------------------------------+---------+----------+--------------+
| Percent of students tested     | 100%    |          |              |
+--------------------------------+---------+----------+--------------+
| Number of students             | 0       |          |              |
| alternatively                  |         |          |              |
|                                |         |          |              |
| assessed                       |         |          |              |
+--------------------------------+---------+----------+--------------+
| Percent of students            | 0%      |          |              |
| alternatively assessed         |         |          |              |
+--------------------------------+---------+----------+--------------+
| **SUBGROUP SCORES**            |         |          |              |
+--------------------------------+---------+----------+--------------+
| 2\. Economically Disadvantaged |         |          |              |
+--------------------------------+---------+----------+--------------+
| \% at or above Proficient      | 75%     |          |              |
+--------------------------------+---------+----------+--------------+
| \% at Advanced                 | 19%     |          |              |
+--------------------------------+---------+----------+--------------+
| Number of students tested      | 16      |          |              |
+--------------------------------+---------+----------+--------------+

\* The Commonwealth of Pennsylvania did not report performance levels in
fourth grade until

2005-06. PSSA fourth grade scores will not be calculated for AYP
purposes until 2006-07.

No other standardized data is available.

+---------------------------------+---------+---------+--------------+
| **McAuliffe Heights at Irving** | 20      | 20      | 2003-2004    |
|                                 | 05-2006 | 04-2005 |              |
| **Elementary School**           |         |         |              |
|                                 |         |         |              |
| **PSSA Mathematics Test Results |         |         |              |
| GRADE 4**                       |         |         |              |
+---------------------------------+---------+---------+--------------+
| Testing Month                   | April   | March   | April        |
+---------------------------------+---------+---------+--------------+
| **SCHOOL SCORES**               |         |         |              |
+---------------------------------+---------+---------+--------------+
| \% at or above Proficient       | 97%     | *       | **SCORES**   |
|                                 |         | *\*NO** |              |
+---------------------------------+---------+---------+--------------+
| \% at Advanced                  | 64%     |         | **REPORTED** |
+---------------------------------+---------+---------+--------------+
| Number of students tested       | 39      |         |              |
+---------------------------------+---------+---------+--------------+
| Percent of students tested      | 100%    |         |              |
+---------------------------------+---------+---------+--------------+
| Number of students              | 0       |         |              |
| alternatively                   |         |         |              |
|                                 |         |         |              |
| assessed                        |         |         |              |
+---------------------------------+---------+---------+--------------+
| Percent of students             | 0%      |         |              |
| alternatively assessed          |         |         |              |
+---------------------------------+---------+---------+--------------+
| **SUBGROUP SCORES**             |         |         |              |
+---------------------------------+---------+---------+--------------+
| 2\. Economically Disadvantaged  |         |         |              |
+---------------------------------+---------+---------+--------------+
| \% at or above Proficient       | 94%     |         |              |
+---------------------------------+---------+---------+--------------+
| \% at Advanced                  | 63%     |         |              |
+---------------------------------+---------+---------+--------------+
| Number of students tested       | 16      |         |              |
+---------------------------------+---------+---------+--------------+

\* The Commonwealth of Pennsylvania did not report performance levels in
fourth grade until

2005-06. PSSA fourth grade scores will not be calculated for AYP
purposes until 2006-07.

No other standardized data is available.

+---------------------------------+---------+----------+--------------+
| **McAuliffe Heights at Irving** | 20      | 2        | 2003-2004    |
|                                 | 05-2006 | 004-2005 |              |
| **Elementary School**           |         |          |              |
|                                 |         |          |              |
| **PSSA Reading Test Results     |         |          |              |
| GRADE 6**                       |         |          |              |
+---------------------------------+---------+----------+--------------+
| Testing Month                   | April   | March    | April        |
+---------------------------------+---------+----------+--------------+
| **SCHOOL SCORES**               |         |          |              |
+---------------------------------+---------+----------+--------------+
| \% at or above Proficient       | 91%     | \***NO** | **SCORES**   |
+---------------------------------+---------+----------+--------------+
| \% at Advanced                  | 53%     |          | **REPORTED** |
+---------------------------------+---------+----------+--------------+
| Number of students tested       | 34      |          |              |
+---------------------------------+---------+----------+--------------+
| Percent of students tested      | 100%    |          |              |
+---------------------------------+---------+----------+--------------+
| Number of students              | 0       |          |              |
| alternatively                   |         |          |              |
|                                 |         |          |              |
| assessed                        |         |          |              |
+---------------------------------+---------+----------+--------------+
| Percent of students             | 0%      |          |              |
| alternatively assessed          |         |          |              |
+---------------------------------+---------+----------+--------------+
| **SUBGROUP SCORES**             |         |          |              |
+---------------------------------+---------+----------+--------------+
| 2\. Economically Disadvantaged  |         |          |              |
+---------------------------------+---------+----------+--------------+
| \% at or above Proficient       | 93%     |          |              |
+---------------------------------+---------+----------+--------------+
| \% at Advanced                  | 40%     |          |              |
+---------------------------------+---------+----------+--------------+
| Number of students tested       | 15      |          |              |
+---------------------------------+---------+----------+--------------+

\* The Commonwealth of Pennsylvania did not report performance levels in
sixth grade until

2005-06. PSSA sixth grade scores will not be calculated for AYP purposes
until 2006-07.

No other standardized data is available.

+---------------------------------+---------+---------+---------------+
| **McAuliffe Heights at Irving** | 20      | 20      | 2003-2004     |
|                                 | 05-2006 | 04-2005 |               |
| **Elementary School**           |         |         |               |
|                                 |         |         |               |
| **PSSA Mathematics Test Results |         |         |               |
| GRADE 6**                       |         |         |               |
+---------------------------------+---------+---------+---------------+
| Testing Month                   | April   | March   | April         |
+---------------------------------+---------+---------+---------------+
| **SCHOOL SCORES**               |         |         |               |
+---------------------------------+---------+---------+---------------+
| \% at or above Proficient       | 82%     | *       | **SCORES**    |
|                                 |         | *\*NO** |               |
+---------------------------------+---------+---------+---------------+
| \% at Advanced                  | 62%     |         | **REPORTED**  |
+---------------------------------+---------+---------+---------------+
| Number of students tested       | 34      |         |               |
+---------------------------------+---------+---------+---------------+
| Percent of students tested      | 100%    |         |               |
+---------------------------------+---------+---------+---------------+
| Number of students              | 0       |         |               |
| alternatively                   |         |         |               |
|                                 |         |         |               |
| assessed                        |         |         |               |
+---------------------------------+---------+---------+---------------+
| Percent of students             | 0%      |         |               |
| alternatively assessed          |         |         |               |
+---------------------------------+---------+---------+---------------+
| **SUBGROUP SCORES**             |         |         |               |
+---------------------------------+---------+---------+---------------+
| 2\. Economically Disadvantaged  |         |         |               |
+---------------------------------+---------+---------+---------------+
| \% at or above Proficient       | 80%     |         |               |
+---------------------------------+---------+---------+---------------+
| \% at Advanced                  | 53%     |         |               |
+---------------------------------+---------+---------+---------------+
| Number of students tested       | 15      |         |               |
+---------------------------------+---------+---------+---------------+

\* The Commonwealth of Pennsylvania did not report performance levels in
sixth grade until

2005-06. PSSA sixth grade scores will not be calculated for AYP purposes
until 2006-07.

No other standardized data is available.