##### *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. JoAnn Scott]{.underline}

Official School Name [South Bay Elementary School]{.underline}

School Mailing Address [160 Great East Neck Road]{.underline}

[West Babylon NY 11704-8027]{.underline}

City State Zip Code

County [Suffolk]{.underline} State School Code Number\*
[58-01-02-03-0005]{.underline}

Telephone [(631) 321-3145]{.underline} Fax [(631) 321-3111]{.underline}

Web site/URL [www.wbschools.org](http://www.wbschools.org/) E-mail
[jscott@wbschools.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. Melvin S. Noble]{.underline}

District Name [West Babylon School District]{.underline} Tel. [( 631)
321-3142]{.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. Carmine Galletta]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Page 1 of 15

**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.

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

[0]{.underline} Middle schools

[1]{.underline} Junior high school

[1]{.underline} High school

[0]{.underline} Other

[7]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7,968]{.underline}

Average State Per Pupil Expenditure: [\$8,177]{.underline}

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

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

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

4\. [5\_\_]{.underline} Number of years the principal has been in
her/his position at this school.

If fewer than three years, how long was the previous principal at this
school?

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

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

  **PreK**    N/A       N/A                    **N/A**      **7**                             

  **K**       27        35                     **62**       **8**                             

  **1**       33        29                     **62**       **9**                             

  **2**       29        34                     **63**       **10**                            

  **3**       34        34                     **68**       **11**                            

  **4**       24        29                     **53**       **12**                            

  **5**       34        36                     **70**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **378**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [89]{.underline} % White

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

[3]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_[15]{.underline}\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      42
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      15
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    57
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 378
                            the school as of October 1  

  **(5)**                   Total transferred students  **.**15
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           15
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_[2]{.underline} %

\_ [7]{.underline} Total Number Limited English Proficient

Number of languages represented: \_\_[3\_\_\_]{.underline}

Specify languages: Spanish, Polish, Arabic

9\. Students eligible for free/reduced-priced meals:
\_\_[22\_\_]{.underline}%

Total number students who qualify: \_\_[83\_\_]{.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.

Students receiving special education services:
\_\_[8\_\_\_]{.underline}%

\_\_[31\_\_]{.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.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[7\_]{.underline}Other Health Impaired

\_\_\_\_Deaf-Blindness \_[12\_]{.underline}Specific Learning Disability

\_\_\_\_Emotional Disturbance \_[11\_]{.underline}Speech or Language
Impairment

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

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_[1­\_]{.underline}Multiple Disabilities

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

    **Number of Staff**

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

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

Classroom teachers \_\_[19\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_[10\_\_\_]{.underline}
\_\_\_[8\_\_\_\_]{.underline}

Paraprofessionals \_\_[27\_\_\_]{.underline} \_\_\_\_\_\_\_\_

> Support staff \_\_\_[4\_\_\_]{.underline} \_\_\_\_\_\_\_\_
>
> Total number \_\_[61\_\_\_]{.underline} \_\_\_[8\_\_\_\_]{.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 \_\_[20:1]{.underline}\_\_

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

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

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

  Daily teacher attendance  94%         96%         94%         96%         97%

  Teacher turnover rate     6%          6%          9%          3%          9%
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

The mission of South Bay Elementary School reflects that of the entire
West Babylon School District: ...to provide educational experiences of
quality which enable all students to learn, share, lead and compete in
the global community. Students who attend South Bay School are
beneficiaries of the commitment to develop youngsters into lifelong
learners who take pride in their work and in their service to others. An
effective cooperative effort on the part of the Board of Education,
administrators, faculty, staff, parents and students enables us to
fulfill the promises of our collective vision to: 1. Promote high
academic achievement for all students; 2. ...enable students to
understand and appreciate the Constitution of the United States, the
Bill of Rights and the civic virtues necessary to sustain a democracy;
3. ...promote among students respect for oneself and for others, a sense
of personal integrity and commitment to community service, as well as a
sense of fairness and honesty; and 4. ...provide protective care for our
students in response to their needs for security, support, and
encouragement.

South Bay School, opened in 1953, is one of five elementary schools in
the West Babylon school district. Its spacious, green campus is set back
from the roadway, providing a safe and pleasant environment for our
current enrollment of 378 students in grades K-5. Moderate class sizes
combined with a highly talented and enthusiastic faculty and staff
result in a superior educational experience for South Bay students,
emphasizing the pursuit of excellence and driven by the goal of high
individual achievement for every child. Our comprehensive curriculum
fully supports the New York State Learning Standards, and is enhanced by
numerous academic intervention services including before- and
after-school tutorials. In an effort to prepare our youngsters to become
model citizens as well as lifelong learners, participation in student
government, extracurricular activities, and community service is
strongly encouraged. The core academic program is enhanced for all
students by classes in music, art, and physical education, taught by
certified educators in each of these disciplines. A full-time certified
library media specialist facilitates students' automated access to our
expanding collection of print and electronic media at weekly classes.
Integration of twenty-first century technology provides South Bay
students with the tools to engage in extensive research and global
communication. Beginning in kindergarten, South Bay students routinely
experience the use of classroom PCs, a mobile bank of laptop computers
with wireless Internet access, and SMART Board technology as part of
their daily lessons.

Three elements fundamental to South Bay School's attainment of our
objectives are teachers' reflective practice, collaboration, and
targeted professional development. Our unique district-wide listserv
collegial circle allows teachers, administrators, and professional
developers the opportunity to share ideas, questions, and best
practices, along with their responses to a variety of professional texts
read by all participants. In addition to individual workshops attended
by teachers to enhance instruction, we have adopted a focused
professional development model whereby carefully selected experts visit
our school numerous times over the course of the year to provide
coaching and modeling of best practices for all teachers in the areas of
balanced literacy and mathematics instruction. Nationally known experts
and authors are also brou ght into the district each year to offer
motivating and informative sessions and informal literacy chats.
Meanwhile, regularly scheduled grade level and articulation meetings
provide additional opportunities for staff members to collaborate on
topics such as planning, data analysis, and assessments. In addition,
our instructional support team meets weekly to address teachers' ongoing
concerns about individual students by providing and monitoring
systematic interventions in an attempt to maximize the achievement of
every child -- the primary focus of the South Bay School professional
team. Guided by the growing economic and cultural diversity of our
school community, South Bay School continues to espouse the district's
continuous improvement model to discover, implement, and assess the best
possible strategies to address the changing needs of our students and
their families.

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

**1. [Assessment Results]{.underline}**

New York State assessments in English language arts (ELA) and
mathematics were designed to measure student progress as defined by the
New York State Learning Standards. Currently, these assessments are
administered annually to students in grades 3-8, however prior to the
2005-2006 school year, the assessments were administered as benchmarks
in grades 4 and 8, only. The assessments are used to hold schools
accountable for student performance and to provide information for
teachers and school administrators to use in planning instructional
programs for students.

To evaluate each student's performance on these assessments, a scale
score is derived using every multiple choice and open-ended item on the
assessment. This scale score shows the level of proficiency the student
has in ELA or mathematics using a numerical scale that runs continuously
from beginning skills to advanced skills, and enables comparison of
school performance from year to year. The range of scale scores is
divided into four performance levels, which indicate each student's
performance in relation to the New York State Learning Standards. Level
1 = not meeting the Learning Standards; Level 2 = partially meeting the
learning standards; Level 3 = meeting the Learning Standards; Level 4 =
meeting the Learning Standards with distinction. Students whose scores
fall in performance level 1 on the ELA or mathematics assessment are
provided with academic intervention services in the corresponding
subject area to assist them to achieve proficiency. Students whose
scores fall in performance level 2 are also provided academic
intervention, to enable them to achieve a higher degree of proficiency
in meeting the learning standards.

A review of South Bay School's scores on the grade 4 ELA assessment over
the past three years illustrates the fact that no less than 99% of
tested students partially or fully met the learning standards, and for
two of the three years, 100% of students accomplished this goal. For the
same three year period, 96%, 88%, and 93% of students, respectively,
achieved performance levels 3 or 4. For the subgroup of economically
disadvantaged students, over the same three year period, no less than
90% of students in the subgroup partially or fully met the learning
standards, with 100% reaching this goal for at least one of those years.

A review of South Bay School's scores on the grade 4 mathematics
assessment over the past three years illustrates that for all three
years, 100% of students partially or fully met the learning standards,
and no less than 96% of students achieved performance level 3 or 4. In
the 2004-2005 testing year, 100% of students achieved performance level
3 or 4 on this assessment. For the subgroup of economically
disadvantaged students, the data illustrates that 100% of the students
in the subgroup partially or fully met the learning standards each year,
and in the 2004-2005 testing year, 100% of the students in the subgroup
achieved performance level 3 or 4.

For the 2005-2006 school year, the first year of ELA and mathematics
assessment administration in grades 3 and 5, the results illustrate that
100% of grade 3 students partially or fully met the ELA and mathematics
learning standards, with 95% of students achieving performance level 3
or 4 in ELA and 98% achieving level 3 or 4 in mathematics. For the
subgroup of economically disadvantaged students, 100% achieved full
proficiency at performance level 3 or 4. In grade 5, 100% of tested
students, including all subgroups, achieved full proficiency at
performance level 3 or 4 on both the ELA and mathematics assessments.

Additional information regarding the NY State Learning Standards and the
NY State ELA and mathematics assessments can be found at
[www.nysed.gov](http://www.nysed.gov/).

**2. [Using Assessment Results]{.underline}**

Following each ELA and mathematics assessment administration, various
score and student performance data are supplied to assist in the
planning of instructional programs. Data are provided at a variety of
levels: district, individual school, grade level, classroom, and
individual student, as well as by test item and learning standard,
enabling many types of analyses. Student participation in the ELA and
mathematics academic intervention service programs (AIS) is determined
by the performance level achieved on the corresponding NY State
assessment. Students performing at levels 2 and 1 qualify for and
receive AIS during the school day and/or at before- and after-school
tutorials. Students are also targeted for academic support or enrichment
if their scores closely approach the cut point for the next highest
performance level. For example, if a student achieves at performance
level 3, but is within a couple of points of the level 4 cut score, that
student is targeted for additional support or enrichment to enable him
to move toward the level of proficiency with distinction. Analysis of
the test results using the learning standards and item analysis data
provides valuable information to teachers and administrators regarding
necessary adjustments in curriculum and instruction. At grade level
meetings, teachers meet with the principal and ELA director or K-8 math
coordinator to discuss ways to improve the delivery of the curriculum;
sometimes resulting in additions or changes to instructional materials
and implementation of professional development. Individual student data
are also closely analyzed to assess the progress of students in the
subgroups for which accountability measures apply, i.e., gender,
ethnicity, socio-economic status, students with disabilities, and
English language learners, in an effort to further identify at-risk
students and provide appropriate academic support toward the goal of
100% proficiency for every child.

**3. [Communicating Assessment Results]{.underline}**

At South Bay School, the home-school connection is carefully nurtured as
another means to maximize students' performance on assessments, as well
as on day-to-day assignments. Monthly PTA meetings and a monthly
principal's newsletter provide useful information for parents to support
their children's school experiences. The district website and individual
teachers' eBoards provide parents a variety of resources, including a
link to the "For Parents" area of the NY State Department of Education
website, which contains complete, clear language descriptions of the
learning standards and assessments, along with sample questions and
ideas parents can use to assist their children. In addition, the
district-wide Parent Academy provides a workshop series, incorporating a
wide range of important topics.

Individual student performance is officially communicated quarterly by
way of a fall parent-teacher conference and three additional report
cards, containing grades and descriptions of students' progress in
academic subjects, special areas, study skills, and social growth.
Parents of students participating in academic intervention services also
receive a separate quarterly report from the service provider. Official
ELA and mathematics assessment data is provided, as soon as it is made
available, in the form of a comprehensive Parent Report, which,
graphically and in narrative form, offers detailed information about the
child's score and performance level, along with suggestions for
improvement that parents may implement.

The community-at-large gains access to our school's assessment results
when they are published in newspapers such as *Newsday* and *The New
York Times*. A review of the school report card is undertaken annually
at a meeting of the board of education. Also, the NY State Department of
Education website provides open access to all school accountability
data. Communication among school personnel, parents, and the community
is welcomed as a means to provide everyone with a clear understanding of
the data and to maintain the important dialog that is essential to our
students' success.

**4. [Sharing Success]{.underline}**

The success of South Bay's students has been proudly shared with others
by a variety of means. The principal, district ELA director, and
selected teachers have presented several aspects of our successful
instructional programs at a variety of conferences around NY State,
including the Suffolk County Reading Association (SCRA), Long Island
Association for Supervision and Curriculum Development (LIASCD), New
York State English Council (NYSEC), New York State Reading Association
(NYSRA), and BOCES and SCOPE technology conferences. In May 2007, the
South Bay principal and district ELA director will be presenting with
author, Debbie Diller at the International Reading Association (IRA)
annual conference in Toronto, Canada. Topics that have been presented
include: balanced literacy instruction, literacy work stations, and the
listserv collegial circle professional development model. The
research-based nature of our instructional programs helps to lend
credence to our presentations and was instrumental in earning us a NYSEC
Program of Excellence Award this year; and the documented success of our
students, as evidenced by their assessment results, provides the impetus
for other districts wishing to replicate our instructional models.

As an outgrowth of the conference presentations, South Bay School has
hosted visitations by individuals from other NY State school districts.
In the past year, teachers from the Port Chester School District in
Westchester County and the Westbury and Herricks School Districts in
Nassau County have sent teams of teachers and administrators to South
Bay School to gain first-hand knowledge about our balanced literacy
instruction and literacy work stations model. South Bay teachers are
more than willing to collaborate with colleagues from other districts
and enthusiastically open their classrooms to visitors. A first grade
teacher is also in the process of creating an instructional video, which
will be incorporated into the principal's presentation at the IRA
conference in Toronto, to motivate other teachers by demonstrating her
implementation of Debbie Diller's literacy work stations model.

It is fully our intention to continue presenting our programs and
opening our classrooms in order to inform the instruction of colleagues
in other districts. In addition, our teachers and administrators seek to
affect our own continuous improvement through collaboration with others;
in support of our belief that the sharing of best practices results in
growth for educators and yields positive outcomes for students.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum.** The South Bay School curriculum is directly
reflective of the New York State Core Curriculum requirements and
includes, for all students, the academic areas of English language arts,
mathematics, science, and social studies along with instruction in
music, art, and physical education. Technology, ESL, media studies,
character education, and a school to work component round out the
students' comprehensive elementary school experience. Teachers and
parents are provided with a district curriculum guide that outlines the
high competency expectations for students at each grade level.
Curriculum guides are periodically updated to reflect current State
standards and best instructional practices. Expectations and
accountability are at the highest levels in all curriculum areas.

**English language arts** focuses on teaching children the use of the
English language and literature as means for making sense of their
lives. The language is presented as a symbolic way of understanding and
communicating experiences. Because reading, writing, listening and
speaking are inextricably linked to thinking, these acts often generate
possibilities and mental connections that otherwise might never exist.
It is these connections that are identified and developed in our
students as they make strides toward meeting the four ELA learning
standards: 1. Students will read, write, listen, and speak for
information and understanding; 2. Students will read, write, listen, and
speak for literary response and expression; 3. Students will read,
write, listen, and speak for critical analysis and evaluation; 4.
Students will read, write, listen, and speak for social interaction. At
grades K, 1, and 2, the Early Literacy Profile is used to assess
students' progress in English language arts. At grades 3, 4, and 5, the
NY State ELA assessment evaluates students' ability to meet and exceed
the learning standards.

The **mathematics** curriculum is driven by the five content and five
process strands of the NY State mathematics standards. It is predicated
on a gradual progression from basic skills to more complex operations
and on the development of students' math reasoning and problem-solving
abilities. An awareness of mathematics in real-world situations is
stressed using teaching methods that include technology and parent
involvement. To this end, a family math night is held annually to
provide parents direct exposure to their children's grade level math
expectations. A teacher assistant dedicated to math instruction is a
member of the South Bay faculty to provide support for students, parents
and colleagues. At grades K and 1, the Early Numeracy Assessment is used
to measure students' progress in mathematics. In grade 2, the Harcourt
Online Assessment is administered and provides valuable data on
individual student achievement. In grades 3, 4, and 5, the NY State
mathematics assessment measures students' success in meeting or
exceeding the State math standards.

The **social studies** curriculum at South Bay School incorporates the
components of the NY State Social Studies Learning Standards and
addresses the content strands of U.S. and NY history, world history,
geography, economics, and civics, citizenship and government. In
addition, the curriculum supports our mission to develop students into
responsible citizens of our country who are well-informed about the
Constitution and able to contribute positively to the global community.
Throughout the grade levels, the social studies curriculum is
systematically integrated with ELA through the use of content area
literature. Fifth grade students at South Bay School participate in the
NY State social studies assessment each year, with 100% of students
regularly meeting or exceeding the State standards.

Students experience **science** at South Bay School by participating in
projects and experiments driven by the scientific method and
incorporating both the physical and life science strands represented in
the NY State standards. The science curriculum is also systematically
integrated with ELA through the use of content area literature at all
grade levels. Fourth grade students participate in the NY State
Elementary Level Science assessment each year, achieving consistently
high levels of proficiency. In addition, all 4^th^ and 5^th^ grade
students develop and present an entry for the annual science fair.

Students at all grade levels receive weekly instruction from certified
teachers in **music** and **art**, including participation in
instrumental and vocal performing groups. Concerts and an annual art
show provide opportunities to showcase students' accomplishments in the
arts.

**2a. [Reading]{.underline}**

Several years ago, in response to a need to improve student outcomes in
English language arts, the district designed and began implementation of
a K-5 balanced literacy initiative to provide teachers the tools to
cultivate West Babylon elementary students as lifelong learners and
independent, strategic readers. The instructional model, focused on
guided reading, is entirely research-based and has been supported by
regional and national literacy experts. The rationale for the selection
of a balanced literacy approach was to maximize opportunities for
differentiation of reading instruction by identifying each child's
instructional reading level and then targeting guided reading
instruction at that level, rather than opting for a whole-class
instructional model. Secondly, literacy work stations, a key component
of the model, foster the development of independent learners via the
gradual release of responsibility and allow for the integration of
content area literature. Finally, the balanced literacy approach
addresses all of the NY State ELA learning standards and provides the
type of rich instruction that translates into successful outcomes on
assessments.

The implementation of the balanced literacy model has progressed over
the past several years, moving from teacher-directed instruction to
student-centered learning. Since the inception of the program, teachers
at South Bay School have embraced a uniform system of large group
mini-lessons and small-group guided reading instruction. Children at
literacy work stations have been involved in meaningful, purposeful
literacy practices while developing independent learning skills.
Implementation of word study skills, enhancement of writing practices,
and integration of content area literature have been emphasized during
the balanced literacy period. Learning is evident in the early literacy
classrooms at South Bay, where children can be seen partnering with
peers in a shared learning environment. Upper elementary students
regularly engage in small group activities focusing on strategic reading
and writing. The balanced literacy model has enhanced learning and
improved student outcomes at South Bay School.

**3. [Science]{.underline}**

The basis of our school's mission is to enable all students to learn,
share, lead, and compete in the global community. The ability to
conjecture, hypothesize, research and problem-solve are key components
of this mission that are fundamental to our science curriculum. Driven
by the New York State science standards, beginning in the primary grades
students are offered opportunities to explore the physical world by
discovering how balances, magnets and magnifiers work; and experience
the wonders of the living environment by growing plants and outdoor
gardens, and observing the life cycles of butterflies, ladybugs, and
meal worms. Global habitats are studied and replicated on wall-size
murals and field trips are organized to examine local marine life or
visit the nearby planetarium. Components of the weather are studied,
predicted, and measured and the water cycle is explained and recreated.
The New York State Elementary Science Assessment, administered in fourth
grade, measures students' K-4 science content knowledge on a multiple
choice test, and assesses their ability to implement the scientific
method in a series of performance tasks and written responses. At least
95% of South Bay fourth graders regularly meet or exceed the standards
on this assessment.

All fourth and fifth grade students at South Bay School participate in
the annual science fair by applying the scientific method to the design
and presentation of an original experiment. Science fair projects are
judged by district teachers and awards are presented to the students who
best meet the scientific criteria set forth and are most conversant
about the results and implications of their findings. The top winner at
each grade level then goes on to represent our school at a regional
science fair, at which we have had winners and honorable mentions in
past years.

Finally, as leaders in the global community, it will be crucial for our
students to have gained early experience in the comprehension of content
area text. The systematic integration of a wide range of leveled science
texts into the balanced literacy program allows students at all grade
levels to develop the types of strategies needed to read and understand
the literary elements of non-fiction books, including subject headings,
boldface type, charts and graphs, footnotes, a glossary, and an index.

**[4. Instructional Methods]{.underline}**

In order to meet the needs of an academically diverse student body, a
variety of instructional methods are employed by the teachers at South
Bay School. The common thread among these methods, however, is the
development of independent learners. Teachers are encouraged to move
away from whole class instruction in favor of serving more as a
facilitator in the classroom; guiding students to construct and take
ownership of their own knowledge. As a result, at all grade levels
students experience working independently, in pairs and in cooperative
groups. The balanced literacy program lends itself perfectly to this
methodology; as it incorporates whole class mini-lessons, followed by
small group instruction and pair/share practice at literacy work
stations. The integration of content area literature with this model,
allows it to be applicable across the curriculum.

Based upon the needs of the students in a given class, instruction may
be delivered by one teacher or by a team of teachers. It is not uncommon
for a resource room teacher, a speech/language teacher, and a reading
teacher to push into a grade level classroom to assist with the
differentiation of a lesson for small groups of students. In other
cases, individual students or small groups of students are pulled-out of
their grade level class for instruction in reading, mathematics,
speech/language, ESL, or for resource room support. An alternate
instructional configuration is for two "buddy classes" (generally one at
the primary level and one at the intermediate level) to work together on
a single project, with the teachers of both classes guiding the learning
activities. An example of this model is a first grade class and a fourth
grade class working together to create animal books. The students are
placed in pairs (one student from each grade level) to choose an animal
and conduct research using books and/or the Internet. Each pair then
collaborates on which information to include in the book. The first
grader dictates the sentences for the book, which is edited and written
by the fourth grader. Both students may participate in illustrating,
publishing and sharing the finished product.

Teamwork and collaboration result in the teachers at South Bay School
employing instructional methods that best address the needs our
students.

**5. [Professional Development]{.underline}**

South Bay School's commitment to excellence has been evidenced by the
involvement of the entire faculty in ongoing professional development
offerings, both during and after school hours, consisting of large and
small group training sessions with national experts, in-school coaching
by local staff developers, and reading and reflecting on a variety of
professional texts via the listserv collegial circle. Ongoing
building-level professional development in literacy, mathematics, and
differentiated instruction has supported teachers in their efforts to
impact achievement by modeling best practices and providing feedback and
resources. A result of training in research-based instructional
practices has been the transformation of many South Bay classrooms into
student-centered environments where the emphasis is placed on the
development of independent learners.

The opportunity to work closely with national experts, authors and
selected local staff developers has inspired teachers and positively
impacted student learning. Recent Early Literacy Profile results
illustrate the fact that South Bay primary students have made progress
in literacy. Sixty-three percent of first grade students met the
established benchmark at the end of first grade. This cohort progressed
to 76% meeting the benchmark at the end of second grade. When these
students entered third grade, teachers were able to create flexible
leveled instructional groups based upon the ELP data and start guided
reading and small group instruction at the beginning of the year. The
consistency, continuity, and follow-up inherent in this model have been
highly beneficial to students and have led to increased teacher
confidence in the implementation of best practices.

**PART VII - ASSESSMENT RESULTS**

+----------------------------------+----------+-----------+-----------+
| **SOUTH BAY SCHOOL**             |          |           |           |
|                                  |          |           |           |
| **NY STATE ENGLISH LANGUAGE ARTS |          |           |           |
| (ELA)**                          |          |           |           |
|                                  |          |           |           |
| **GRADE 4 ASSESSMENT**           |          |           |           |
+----------------------------------+----------+-----------+-----------+
| **Year of Administration**       | *        | **04-05** | **03-04** |
|                                  | *05-06** |           |           |
+----------------------------------+----------+-----------+-----------+
| **Testing Month**                | **J      | **F       | **F       |
|                                  | anuary** | ebruary** | ebruary** |
+----------------------------------+----------+-----------+-----------+
| **School Scores**                |          |           |           |
+----------------------------------+----------+-----------+-----------+
| **% at Levels 3 + 4**            | 93       | 88        | 96        |
+----------------------------------+----------+-----------+-----------+
| **% at Level 4**                 | 14       | 25        | 21        |
+----------------------------------+----------+-----------+-----------+
| **\# of students tested**        | 71       | 48        | 67        |
+----------------------------------+----------+-----------+-----------+
| **% of students tested**         | 100      | 100       | 100       |
+----------------------------------+----------+-----------+-----------+
|                                  |          |           |           |
+----------------------------------+----------+-----------+-----------+
| **SUBGROUP SCORES**              |          |           |           |
+----------------------------------+----------+-----------+-----------+
| **1. Economically                |          |           |           |
| Disadvantaged**                  |          |           |           |
+----------------------------------+----------+-----------+-----------+
| **% at Levels 3 + 4**            | 60       | N/A       | 83        |
+----------------------------------+----------+-----------+-----------+
| **% at Level 4**                 | 0        | N/A       | 25        |
+----------------------------------+----------+-----------+-----------+
| **Number of students tested**    | 10       | under 10  | 12        |
+----------------------------------+----------+-----------+-----------+

+----------------------------------------+----------+--------+--------+
| **SOUTH BAY SCHOOL**                   |          |        |        |
|                                        |          |        |        |
| **NY STATE MATHEMATICS**               |          |        |        |
|                                        |          |        |        |
| **GRADE 4 ASSESSMENT**                 |          |        |        |
+----------------------------------------+----------+--------+--------+
| **Year of Administration**             | *        | **0    | **0    |
|                                        | *05-06** | 4-05** | 3-04** |
+----------------------------------------+----------+--------+--------+
| **Testing Month**                      | *        | *      | *      |
|                                        | *March** | *May** | *May** |
+----------------------------------------+----------+--------+--------+
| **School Scores**                      |          |        |        |
+----------------------------------------+----------+--------+--------+
| **% at Levels 3 + 4**                  | 96       | 100    | 96     |
+----------------------------------------+----------+--------+--------+
| **% at Level 4**                       | 27       | 50     | 34     |
+----------------------------------------+----------+--------+--------+
| **\# of students tested**              | 74       | 50     | 68     |
+----------------------------------------+----------+--------+--------+
| **% of students tested**               | 99       | 100    | 100    |
+----------------------------------------+----------+--------+--------+
|                                        |          |        |        |
+----------------------------------------+----------+--------+--------+
| **SUBGROUP SCORES**                    |          |        |        |
+----------------------------------------+----------+--------+--------+
| **1. Economically Disadvantaged**      |          |        |        |
+----------------------------------------+----------+--------+--------+
| **% at Levels 3 + 4**                  | 79       | 100    | 93     |
+----------------------------------------+----------+--------+--------+
| **% at Level 4**                       | 29       | 20     | 43     |
+----------------------------------------+----------+--------+--------+
| **Number of students tested**          | 14       | 10     | 14     |
+----------------------------------------+----------+--------+--------+

+-----------------------------------------------------+----------------+
| **SOUTH BAY SCHOOL**                                |                |
|                                                     |                |
| **NY STATE ENGLISH LANGUAGE ARTS (ELA)**            |                |
|                                                     |                |
| **GRADE 3 ASSESSMENT**                              |                |
+-----------------------------------------------------+----------------+
| **Year of Administration\***                        | **05-06**      |
+-----------------------------------------------------+----------------+
| **Testing Month**                                   | **January**    |
+-----------------------------------------------------+----------------+
| **School Scores**                                   |                |
+-----------------------------------------------------+----------------+
| **% at Levels 3 + 4**                               | 95             |
+-----------------------------------------------------+----------------+
| **% at Level 4**                                    | 14             |
+-----------------------------------------------------+----------------+
| **\# of students tested**                           | 56             |
+-----------------------------------------------------+----------------+
| **% of students tested**                            | 100            |
+-----------------------------------------------------+----------------+
|                                                     |                |
+-----------------------------------------------------+----------------+
| **SUBGROUP SCORES**                                 |                |
+-----------------------------------------------------+----------------+
| **1. Economically Disadvantaged**                   |                |
+-----------------------------------------------------+----------------+
| **% at Levels 3 + 4**                               | 100            |
+-----------------------------------------------------+----------------+
| **% at Level 4**                                    | 29             |
+-----------------------------------------------------+----------------+
| **Number of students tested**                       | 14             |
+-----------------------------------------------------+----------------+

+-------------------------------------------------------+--------------+
| **SOUTH BAY SCHOOL**                                  |              |
|                                                       |              |
| **NY STATE MATHEMATICS**                              |              |
|                                                       |              |
| **GRADE 3 ASSESSMENT**                                |              |
+-------------------------------------------------------+--------------+
| **Year of Administration\***                          | **05-06**    |
+-------------------------------------------------------+--------------+
| **Testing Month**                                     | **March**    |
+-------------------------------------------------------+--------------+
| **School Scores**                                     |              |
+-------------------------------------------------------+--------------+
| **% at Levels 3 + 4**                                 | 98           |
+-------------------------------------------------------+--------------+
| **% at Level 4**                                      | 39           |
+-------------------------------------------------------+--------------+
| **\# of students tested**                             | 56           |
+-------------------------------------------------------+--------------+
| **% of students tested**                              | 100          |
+-------------------------------------------------------+--------------+
|                                                       |              |
+-------------------------------------------------------+--------------+
| **SUBGROUP SCORES**                                   |              |
+-------------------------------------------------------+--------------+
| **1. Economically Disadvantaged**                     |              |
+-------------------------------------------------------+--------------+
| **% at Levels 3 + 4**                                 | 100          |
+-------------------------------------------------------+--------------+
| **% at Level 4**                                      | 50           |
+-------------------------------------------------------+--------------+
| **Number of students tested**                         | 14           |
+-------------------------------------------------------+--------------+

**\*2005-2006 was the first year this assessment was administered in
grade 3**

+-----------------------------------------------------+----------------+
| **SOUTH BAY SCHOOL**                                |                |
|                                                     |                |
| **NY STATE ENGLISH LANGUAGE ARTS (ELA)**            |                |
|                                                     |                |
| **GRADE 5 ASSESSMENT**                              |                |
+-----------------------------------------------------+----------------+
| **Year of Administration\***                        | **05-06**      |
+-----------------------------------------------------+----------------+
| **Testing Month**                                   | **January**    |
+-----------------------------------------------------+----------------+
| **School Scores**                                   |                |
+-----------------------------------------------------+----------------+
| **% at Levels 3 + 4**                               | 100            |
+-----------------------------------------------------+----------------+
| **% at Level 4**                                    | 28             |
+-----------------------------------------------------+----------------+
| **\# of students tested**                           | 47             |
+-----------------------------------------------------+----------------+
| **% of students tested**                            | 100            |
+-----------------------------------------------------+----------------+
|                                                     |                |
+-----------------------------------------------------+----------------+
| **SUBGROUP SCORES**                                 |                |
+-----------------------------------------------------+----------------+
| **1. Economically Disadvantaged**                   |                |
+-----------------------------------------------------+----------------+
| **% at Levels 3 + 4**                               | N/A            |
+-----------------------------------------------------+----------------+
| **% at Level 4**                                    | N/A            |
+-----------------------------------------------------+----------------+
| **Number of students tested**                       | under 10       |
+-----------------------------------------------------+----------------+

+-------------------------------------------------------+--------------+
| **SOUTH BAY SCHOOL**                                  |              |
|                                                       |              |
| **NY STATE MATHEMATICS**                              |              |
|                                                       |              |
| **GRADE 5 ASSESSMENT**                                |              |
+-------------------------------------------------------+--------------+
| **Year of Administration\***                          | **05-06**    |
+-------------------------------------------------------+--------------+
| **Testing Month**                                     | **March**    |
+-------------------------------------------------------+--------------+
| **School Scores**                                     |              |
+-------------------------------------------------------+--------------+
| **% at Levels 3 + 4**                                 | 100          |
+-------------------------------------------------------+--------------+
| **% at Level 4**                                      | 40           |
+-------------------------------------------------------+--------------+
| **\# of students tested**                             | 46           |
+-------------------------------------------------------+--------------+
| **% of students tested**                              | 100          |
+-------------------------------------------------------+--------------+
|                                                       |              |
+-------------------------------------------------------+--------------+
| **SUBGROUP SCORES**                                   |              |
+-------------------------------------------------------+--------------+
| **1. Economically Disadvantaged**                     |              |
+-------------------------------------------------------+--------------+
| **% at Levels 3 + 4**                                 | 100          |
+-------------------------------------------------------+--------------+
| **% at Level 4**                                      | 20           |
+-------------------------------------------------------+--------------+
| **Number of students tested**                         | 10           |
+-------------------------------------------------------+--------------+

**\*2005-2006 was the first year this assessment was administered in
grade 5**