##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: **[X]{.underline}** Elementary \_\_
Middle \_\_ High \_\_ K-12

Name of Principal **Mrs. Carol Lentine**

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

Official School Name **Parkway Elementary School**

(As it should appear in the official records)

School Mailing Address **142 Ramblewood Parkway**

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

**Mount Laurel, New Jersey 08054-2367**

City State Zip Code+4 (9 digits total)

County **Burlington** School Code Number\* **05-3440-065**

Telephone **(856) 235-3364** Fax **(856) 222-9758**

Website/URL **http://parkway.mountlaurel.k12.nj.us** E-mail
**clentine@mountlaurel.k12.nj.us**

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 **February 7, 2005**

(Principal's Signature)

Name of Superintendent\* **Dr. Antoinette Rath**

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

District Name **Mount Laurel Township Schools** Tel. **(856) 235-3387**

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\_ **February 7, 2005**

(Superintendent's Signature)

Name of School Board

President/Chairperson **Mrs. Helen Siegel**

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

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

Date **February 7, 2005**

(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 of Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 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 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

**[DISTRICT:]{.underline}**

1\. Number of schools in the district: **[7]{.underline}** Elementary
schools

**[1]{.underline}** Middle schools

**[0]{.underline}** Junior high schools

**[0]{.underline}** High schools

**0** Other

**[8]{.underline}** TOTAL

2\. District Per Pupil Expenditure: **[\$9,243]{.underline}**

Average State Per Pupil Expenditure: **[\$8,983]{.underline}**

**[SCHOOL:]{.underline}**

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\. **[6]{.underline}** Number of years the principal has been in her
position at this school.

[**n/a**]{.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**       **28**    **32**                 **60**       **8**                             

  **1**       **31**    **41**                 **72**       **9**                             

  **2**       **51**    **38**                 **89**       **10**                            

  **3**       **43**    **40**                 **83**       **11**                            

  **4**       **40**    **37**                 **77**       **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **381**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [**84**]{.underline} % White

the students in the school: [**11**]{.underline} % Black or African
American

**[2]{.underline}** % Hispanic or Latino

**[3]{.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:
**[9.2%]{.underline}**

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      **7**
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      **27**
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred **34**
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in **371**
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided **.092**
                            by total in row (4)         

  **(6)**                   Amount in row (5)           **9.2**
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: **[0
%]{.underline}**

**[0]{.underline}** Total Number Limited English Proficient

Number of languages represented: **[n/a]{.underline}**

Specify languages: **[n/a]{.underline}**

9\. Students eligible for free/reduced-priced meals:
**[6%]{.underline}**

Total number students who qualify: **[22]{.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}**

**[37]{.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.

**[1]{.underline}** Autism **[0]{.underline}** Orthopedic Impairment

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

**[0]{.underline}** Deaf-Blindness **[11]{.underline}** Specific
Learning Disability

**[1]{.underline}** Hearing Impairment **[7]{.underline}** Speech or
Language Impairment

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

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

[**3** \_\_\_\_]{.underline} Emotionally Disturbed

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 **[27]{.underline}** **[2]{.underline}**

Special resource teachers/specialists **[7]{.underline}**

Paraprofessionals

> Support staff **[18]{.underline}**
>
> Total number **[43]{.underline}** **[2]{.underline}**

12\. Average school student-"classroom teacher" ratio: **[13.1 :
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.)

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance  **96.4%**   **96.2%**   **96.9%**   **95.9%**   **96.5%**

  Daily teacher attendance  **97.4%**   **96.9%**   **97.4%**   **97.0%**   **96.9%**

  Teacher turnover rate     **2.9**%    **1.8%**    **8.8%**    **5.5%**    **2.9%**

  Student dropout rate      n/a%        n/a%        n/a%        n/a%        n/a%
  (middle/high)                                                             

  Student drop-off rate     n/a %       n/a %       n/a %       n/a %       n/a %
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

As the beacon illuminating direction for the future, the Mount Laurel
School District declares that its mission is to

prepare its students to responsibly succeed in a global society by
providing an exemplary educational foundation.

**- Mission Statement of the Mount Laurel Township Schools**

The Parkway Elementary School in Mount Laurel, New Jersey welcomes you
with a visible message. Before you even enter the building, you are
apprised that in this elementary school, **Every Child Is A Promise**.
Our 45 staff members, fortified by the support of the entire Mount
Laurel community, involved parents, and a progressive board of education
and administration, are currently nurturing the promise of 381 children
in Grades K-4.

Allow us to share some of that synergy through this brief tour.

A walk down our hallway in either direction will demonstrate Parkway's
commitment to all styles of learners as we implement our
well-articulated curriculum. Differentiated instruction and
student-centered learning may be seen as the foundation of every
classroom, while the latest learning tools serve as a backdrop. Here, a
mobile laptop computer lab has energized students involved in a
collaborative research project online. Across the hall, an interactive
whiteboard serves as an invisible modification for inclusion students
requiring a multi-sensory cue.

In our all-purpose room, students on stage are rehearsing for the
production of "Oliver" while others below are acquiring the physical
agility necessary to qualify for the Presidential Fitness Award, won by
some 75-percent of the Parkway population each year. Natural light
shines through the next set of windows, where budding artists are
developing their own portfolios. In the library, youngsters have
completed studies of their family ancestry and are proudly presenting
their findings in a multi-media format to classmates.

Today is a special day -- one of many throughout the year when all of
Parkway gathers for the culmination of a **Circle of Giving** activity.
Funds have been raised, cards designed, letters of encouragement penned
and food collected for delivery to Ronald McDonald House in Camden.
Student Council members will take a leadership role in representing our
school during delivery tomorrow in this continuing school-wide
charitable effort.

In the faculty room, several teachers have gathered for an **\@My
School** lunchtime discussion of advanced instructional practices or are
engrossed in the latest book on increasing student learning through the
district's **Study Group** program of professional development. As we
enter the principal's office, we find staff and administration hard at
work on building-level goals that will be interwoven with those of our
eight-school district and the board of education to assure that our work
each day honors the covenant made with all Mount Laurel students.

Alas, the bell has sounded, signaling an end to our tour. We step aside
to make way for the day's end exodus. Our fourth-grade bus buddies are
escorting their kindergarten partners to the waiting yellow fleet. The
Homework Club gathers for some quiet time and individual tutoring. A new
teacher and her mentor close the classroom door for a private
conversation in the spirit of collegial support. Our parent volunteers
are arriving to set-up for tonight's Ice Cream Social, and the school
counselor is welcoming a concerned father for a discussion of additional
support we might provide ... to help fulfill his child's promise.

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

> **1. Parkway Elementary School's Assessment Results**
>
> Assessment of student progress is an important part of the educational
> process at Parkway Elementary School. All students in Grades 3 and 4
> are tested each spring through New Jersey's Assessment of Skills and
> Knowledge (NJ ASK3 and NJ ASK4). These state instruments measure
> knowledge and critical thinking skills as defined in New Jersey's Core
> Curriculum Content Standards for Language Arts Literacy, Mathematics
> and Science. For information on New Jersey's assessment program, go to
> http://www.nj.gov/njded/assessment.
>
> Parkway's students, as demonstrated in the attached charts, have far
> surpassed the state average over the past five years in proficient and
> advanced proficient scores on the ASK4 test. An average of
> fourth-grade scores from 1999 through 2003 shows that 91-percent of
> all Parkway students met or exceeded the proficiency level in Language
> Arts Literacy and 85-percent of the same students were proficient or
> above in Mathematics.
>
> The 2003 Field Test of the NJ ASK3 test at Parkway demonstrates
> similar success at the third-grade level, with more than 90-percent of
> all third-graders achieving proficient or advanced proficient scores
> in both Language Arts and Mathematics.
>
> Most notable is Parkway's achievement on the state standardized
> testing at all levels in identified subgroups. More than 90-percent of
> special education students scored proficient or above in Language Arts
> over the five-year period shown, while more than 80-percent of special
> education students scored proficient or above in Mathematics.
>
> These standardized measures are but one means to determine whether
> Parkway School students possess the knowledge and skills necessary to
> succeed at higher grade levels, or if remedial help is needed.
>
> In addition, Mount Laurel utilizes the Measures of Academic Progress
> (MAP) test in Grades 2-4 at the Parkway Elementary School twice each
> year. The first school district in New Jersey to participate in the
> MAP program developed by Northwest Evaluation Association (NWEA),
> Mount Laurel piloted the program district-wide in 2003.
>
> MAP testing is delivered by computer and the level of difficulty
> adjusts to a student's performance as questions are answered. Aligned
> with New Jersey's Core Curriculum Content Standards, the MAP program
> focuses on internal accountability and measurement of student growth.
> Test anxiety has been greatly diminished through the use of this
> computer-administered assessment, which is not timed. Teacher reports
> are available within 24 hours, and full reports are provided by NWEA
> within 72 hours, allowing staff to identify special needs, group
> appropriately, differentiate instruction, monitor progress and
> evaluate curriculum in real-time.
>
> Parkway's MAP scores for the Fall of 2004 indicate that 50-percent of
> all second, third and fourth-graders achieved at the highest level of
> achievement in Language Usage, Mathematics and Reading.

**2. How Parkway School's Assessment Data Is Used**

In years past, receipt of scores for standardized tests administered
each spring were of little value to the students who actually took those
tests. Results coming back each fall were clearly dated and not
indicative of the current proficiency level of each student, now at a
new grade level. A single year-end standardized test produced only
general data that was analyzed and employed in developing new curricula
or building future class configurations.

Today, teachers at the Parkway School are able to assess each individual
student's knowledge at the beginning of each year and again each spring.
Through the Measures of Academic Progress (MAP) test, administrators and
staff receive a full report of results within 72 hours of test
administration. This essential report allows for immediate classroom
modification or differentiation. The Northwest Evaluation Association
(NWEA) provides comprehensive test data along with additional resources
clearly delineating the learning continuum of each child.

This longitudinal data, coupled with New Jersey's disaggregation of NJ
ASK3 and NJ ASK4 test scores has assisted greatly in the Parkway School
staff's ability to distinguish those students or student groups in need
of additional support for a successful year of educational growth. Tests
results are analyzed and shared by all administrators at the district
level. Parkway's principal reviews this information with staff and
assures that all teachers have a clear understanding of the results and
their implications, methods of improvement and availability of support
resources.

Parkway's individual staff and school-wide annual goals are predicated
upon this data-driven method of continual improvement.

**3. How Parkway School's Student Performance Is Communicated**

The Parkway School is particularly proud of the method by which it
shares student progress with its public. Public engagement has long been
a tradition at Parkway, with new technology significantly improving our
continuous communication efforts. On the first day of the school year,
each student receives a Calendar and Family Handbook with critical
information on all aspects of our school and district. Our monthly
newsletter to all families, [Parkway Prints]{.underline}, provides
continuous updates of ongoing activities. Our school and district
websites feature up-to-the-minute news of achievements, accomplishments,
programs and events. On average, our website is viewed by 3,000 visitors
per month.

Parkway's 100-percent connectivity to all classrooms allows our staff
members to communicate with parents via e-mail, and a new telephone
system installed last year has placed phones in each classroom for
accessibility improvement. Daily student progress is noted in student
assignment books and classroom tests and projects go home weekly in the
Tuesday Folder.

Parkway School's Parent-Teacher Organization (PTO) is an extremely
supportive and involved partner in the educational process. Through the
PTO, parent volunteers witness student and staff achievements first-hand
and provide endorsement throughout the entire community. Many of
Parkway\'s parents, staff members and its administrator also serve on
Mount Laurel School District Focus Groups. Six groups meet monthly,
include central administrators and board of education members, and serve
in an advisory capacity to discuss, research, review and recommend
changes and improvements across the district.

Our assessment data is presented publicly at a board of education
meeting annually, and individual student results of MAP tests are shared
by teachers in easy to understand reports at all parent conferences.

4.  **How Parkway's Successes Are Shared With Other Schools**

> Throughout the Mount Laurel School District, there are many
> opportunities for staff members to share successful methodology,
> pedagogy and programs. Parkway staff members serve on the Curriculum
> and Instruction and Information and Analysis Focus Groups of the
> district, the District Chairperson Committee, and the Local
> Professional Development Committee. Additionally, our educators
> participate in district-wide professional development initiatives such
> as lunchtime book discussion groups and @ My School teacher-led study
> groups.
>
> Mount Laurel's web-based Curriculum Corner
> (http://www.curriculumcorner.net/home.html) has become another
> integral means of sharing teacher resources, programs, lesson plans
> and links. Teachers from throughout the region routinely access this
> popular local website.
>
> As a sending district to the Lenape Regional High School District, our
> staff members meet with staff from eight surrounding school systems to
> coordinate programs and curriculum assuring each student's successful
> progression through the educational system. Parkway School is
> represented on the West Jersey Reading Council, the New Jersey
> Principal and Supervisors Association and numerous other professional
> associations where educational successes are routinely hailed.
>
> Parkway's student artwork, musical performances and cultural projects
> are shared with the community-at-large on numerous occasions
> throughout the school year. Our Circle of Giving projects extend the
> school's humanity to those in need within the region on a consistent
> basis through community service work by students and staff.
>
> Parkway School's activities are provided on a monthly basis to the
> local media through the district's Office of Communication Services.
> That office facilitates regional newspaper and television coverage of
> worthy student and staff achievements on an ongoing basis.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Parkway School's Curriculum**

Aligned with the Core Curriculum Content Standards adopted by the New
Jersey Department of Education, Parkway School's curriculum is revised
on a five-year cycle.

**Language Arts/Literacy**

The goal of the Language Arts Program is to develop effective
communicators of the language. Although there are specific skills and
strategies identified for instruction, these are not developed in
isolation, since a natural interdependence exists among the
communication skills. As in the core standards, our curriculum applies
the integration of reading, writing, listening, speaking and viewing to
support comprehension and effective communication.

**Mathematics**

Parkway School's Mathematics Program was developed with the foundation
of the latest research from the National Council of Teachers of
Mathematics. In an effort to develop independent mathematical thinkers,
the program is organized by grouping related content for instruction
into clusters. We use student-centered, hands-on, constructivist
approaches to Mathematics and Science.

**Social Studies**

Our Social Studies Program was developed to align with the eleven
content standards mandated by the New Jersey Department of Education.
These standards outline what all students must know and be able to do as
effective "citizens of a culturally diverse, democratic society in an
interdependent world". Our social studies curriculum includes the impact
of economic, political and social programs on local, state, national and
international communities.

**Science**

The Science curriculum is anchored in experiencing, observing, measuring
and inferring in the Parkway School. A variety of instructional
techniques utilizing models, experimentation, simulation and interactive
technology are employed to accommodate students' numerous cognitive
levels and learning styles. Students are encouraged to use higher level
thinking skills as well as scientific process skills.

**Health/Physical Education**

The ten outcomes that comprise our district's Comprehensive Health and
Physical Education Guide are designed to provide students with the
knowledge and ability needed to maintain an active, healthy lifestyle.
Fourteen core course proficiencies for Comprehensive Health and Physical
Education identified by the New Jersey Department of Education are
accomplished within the outcomes. Our curriculum addresses the physical,
mental, emotional and social dimensions of health.

**Visual and Performing Arts**

The visual and performing arts at Parkway School offer unique
possibilities for the development of the whole child. The ultimate goal
is to cultivate and exercise the individual student's aesthetic
awareness, creative thinking and critical thinking skills, of
observation, analysis, interpretation and evaluation of artistic content
and form.

**Technology**

Technology is integrated throughout the standard curriculum. The learner
must acquire user skills and an understanding of the role of technology
in their lives today in order to build competencies for the workplace of
the future.

**World Languages**

Parkway School's World Languages curriculum is predicated upon precepts
adopted by state framework and enables the belief that language learning
is an innate human capacity. Delivered in a student-centered curriculum
based on inquiry, problem solving and application of concepts, our
curriculum explores themes and issues across content areas and makes
connections to the greater multicultural world of the future, thereby
fostering greater understanding of an appreciation for different
cultures.

2a. **Parkway School's Reading Program**

Parkway School utilizes the guided reading program, employing small
group and differentiated instructional methods. Students are grouped
based upon individual testing through the Diagnostic Reading Assessment
(DRA) and taught at levels that match their particular needs.

Our program features literature-based instruction using tradebooks, with
corrective reading available for all at-risk students. As is our entire
Language Arts curriculum, reading at Parkway School is integrated with
writing, speaking, listening and viewing to encourage an effective grasp
of language use. The curriculum is supported by technology through DRA
Online.

This reading curriculum was selected in Mount Laurel because it is
research-based and meets the needs of the individual learner. It
provides a balanced literacy program and abundant opportunity for
integration of content from other subject areas. It provides teachers
with the flexibility to create guided reading groups and introduce all
genres of material. This multi-faceted approach to reading instruction
encourages students to develop inferential and critical thinking skills
that cross content lines.

3.  **Parkway School's Character Education Program**

The purpose of Parkway School's Character Education Curriculum is to
help students develop good lifelong character traits. Our program
consists of understanding, caring about and acting upon core ethical
values.

First and foremost, developing good character is a parental
responsibility. However, as the challenge to raise moral and ethical
children increases, teaching good character and values as a shared
effort between home and school is advantageous. Universal core values
such as respect, responsibility, fairness, caring, trustworthiness and
citizenship affirm the dignity of all, promote the good of the
individual and the group, and protect our human rights.

We utilize the six pillars to character education in the Parkway School
in meaningful ways, through modeling and good works. Our Circle of
Giving Program engenders a sense of responsibility and citizenship in
students who build personal self-esteem through the many projects they
undertake and accomplish.

Through Parkway's Circle of Giving, students not only raise funds or
collect needed goods for Ronald McDonald House. They present their
donations in a school-wide assembly where a representative from the
charity explains the House's mission and details how the contribution
will assist in that mission. Student Council members personally travel
to Ronald McDonald House to deliver holiday food baskets and view
first-hand the appreciation of the recipients.

All of our students participate in the school-wide celebration of
milestones reached in our aluminum tab collection, our printer
cartridge-recycling program, or the filling of the final branch on our
mitten tree for needy children in a nearby urban area.

These precepts of kindness, generosity, caring and respect extend into
our hallways, our classrooms and our community, thus improving the
quality of education our successful and self-confident students are able
to achieve.

4.  **Instructional Methods Employed at Parkway School to Improve
    Student Learning**

Small group instruction based on diagnostic feedback from several areas,
including Diagnostic Reading Assessment (DRA) and Measures of Academic
Progress (MAP) testing, is one of the instructional methods employed at
the Parkway School to improve student learning. Wherever possible,
learning is student-centered, such as in our Guided Reading, Math
Investigations and Science inquiry programs.

Parkway School's ability to maintain small class sizes and offer
remedial support programs in both reading and mathematics is crucial to
student success. Our staff's training and implementation of subject
skills integration makes learning meaningful across content lines, and
the integration of technology in all subject areas provides greater
student motivation and interest.

In many of our classrooms, use of the interactive whiteboard with mobile
laptop computer labs has helped the student become the teacher. The
incorporation of visual materials that can easily be manipulated by
students from their desk has given rise to a new level of class
participation as students compete to demonstrate the numerous ways
information can be presented via chart, graph and illustration.

At Parkway School, we routinely assess the success of our research-based
instructional methods, and search for the latest information on best
practices for improvement.

5.  **Parkway School's Professional Development Program**

Recognizing that the profession of teaching can very often be isolating,
we are committed to maintaining a community of learners at the Parkway
School. We maintain an emphasis on using a common vocabulary for
teaching and learning that we employ throughout numerous teaching and
learning initiatives.

Our staff members participate in in-house workshops on a wide variety of
topics ranging from use of the interactive whiteboard and digital
photography to content reading strategies and tools for differentiation
and enrichment. A complete course list is offered to all staff three
times each year, and summer institutes in more extensive teaching
methods are also well attended. Two full in-service days each year are
dedicated to training in new district initiatives.

Throughout the Mount Laurel School District, **@ My School** sessions
have become a popular form of teacher-initiated and teacher-led
professional development. Staff members organize and hold lunchtime or
after-school sessions with colleagues to review the latest educational
research or study best practice data.

Parkway School staff members continue to train alongside district peers
on using test data to inform instruction, and are well represented in
district professional training institutes offered in numerous subject
areas throughout the school year. A curriculum supervisor housed at the
Parkway School provides job-embedded, just-in-time staff development,
responding to the immediate and specific needs of the individual student
or staff member.

Parkway School's commitment to ongoing and extensive professional
development guides the teacher as a decision-maker and informs their
choices in the classroom each day. Our goal is to involve the
educational practitioner as a major stakeholder in our school's success
while reinforcing Parkway's theme of every child as a promise.

Subject- **[Language Arts Literacy]{.underline}** Grade -- **4**

Test -- **New Jersey Elementary School Proficiency Assessment (ESPA)
1999-2003**

**New Jersey Assessment of Skills & Knowledge (NJASK4) 2003-2004**

  ----------------------------------- ----------- ----------- ----------- ----------- -----------
                                      2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                       **May**     **May**     **May**     **May**     **May**

  **SCHOOL SCORES**                                                                   

  \% Partially Proficient             **3.8**     **3.4**     **3.5**     **14.0**    **18.6**

  \% Proficient                       **87.3**    **82.8**    **82.3**    **70.2**    **72.6**

  \% Advanced Proficient              **8.9**     **13.8**    **14.2**    **15.8**    **8.8**

                                                                                      

  Number of students tested           **79**      **87**      **113**     **114**     **102**

  Percent of total students tested    **100**     **100**     **100**     **100**     **100**

  Number of students alternatively    **0**       **0**       **0**       **0**       **0**
  assessed                                                                            

  Percent of students alternatively   **0**       **0**       **0**       **0**       **0**
  assessed                                                                            

  SUBGROUP SCORES                                                                     

  1\. **General Education Students**                                                  

  \% Partially Proficient             **0.0**     **0.0**     **1.0**     **9.3**     **15.1**

  \% Proficient                       **89.9**    **84.5**    **82.3**    **73.2**    **75.3**

  \% Advanced Proficient              **10.1**    **15.5**    **16.7**    **17.5**    **9.7**

  Number of Students Tested           **69**      **71**      **96**      **97**      **93**

  2\. **Special Education Students**                                                  

  \% Partially Proficient             **30.0**    **18.8**    **29.4**    **37.5**    **57.1**

  \% Proficient                       **70.0**    **75.0**    **70.6**    **56.3**    **42.9**

  \% Advanced Proficient              **0**       **6.3**     **0.0**     **6.3**     **0.0**

  Number of Students Tested           **10**      **16**      **17**      **16**      **7**

  3\. **Limited English Proficient**                                                  

  \% Partially Proficient             **0.0**     **0.0**     **0.0**     **100.0**   **50.0**

  \% Proficient                       **0.0**     **0.0**     **0.0**     **0.0**     **50.0**

  \% Advanced Proficient              **0.0**     **0.0**     **0.0**     **0.0**     **0.0**

  Number of Students Tested           **0**       **0**                   **1**       **2**

  **STATE SCORES**                                                                    

  \% Partially Proficient             **17.9**    **22.4**    **20.9**    **21.0**    **38.9**

  \% Proficient                       **77.5**    **73.8**    **73.1**    **69.9**    **57.2**

  \% Advanced Proficient              **4.7**     **3.8**     **6.0**     **9.1**     **3.9**

                                                                                      
  ----------------------------------- ----------- ----------- ----------- ----------- -----------

Subject-**[Mathematics]{.underline}** Grade -- **4**

Test -- **New Jersey Elementary School Proficiency Assessment (ESPA)
1999-2003**

**New Jersey Assessment of Skills & Knowledge (NJASK4) 2003-2004**

  ----------------------------------- ----------- ----------- ----------- ----------- -----------
                                      2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                       **May**     **May**     **May**     **May**     **May**

  **SCHOOL SCORES**                                                                   

  \% Partially Proficient             **19.0**    **11.5**    **20.5**    **10.5**    **12.7**

  \% Proficient                       **53.2**    **37.9**    **50.0**    **48.3**    **55.0**

  \% Advanced Proficient              **27.8**    **50.6**    **30.1**    **41.2**    **32.3**

                                                                                      

  Number of students tested           **79**      **87**      **113**     **114**     **102**

  Percent of total students tested    **100**     **100**     **100**     **100**     **100**

  Number of students alternatively    **0**       **0**       **0**       **0**       **0**
  assessed                                                                            

  Percent of students alternatively   **0**       **0**       **0**       **0**       **0**
  assessed                                                                            

  SUBGROUP SCORES                                                                     

  1\. **General Education Students**                                                  

  \% Partially Proficient             **13.0**    **7.0**     **13.5**    **6.2**     **9.7**

  \% Proficient                       **55.1**    **35.2**    **51.0**    **48.5**    **54.8**

  \% Advanced Proficient              **31.9**    **57.7**    **35.4**    **45.4**    **35.5**

  Number of Students Tested           **69**      **71**      **96**      **97**      **93**

  2\. **Special Education Students**                                                  

  \% Partially Proficient             **60.0**    **31.3**    **58.8**    **31.3**    **57.1**

  \% Proficient                       **40.0**    **50.0**    **41.2**    **50.0**    **42.9**

  \% Advanced Proficient              **0**       **18.8**    **0.0**     **18.8**    **0.0**

  Number of Students Tested           **10**      **16**      **17**      **16**      **7**

  3\. **Limited English Proficient**                                                  

  \% Partially Proficient             **0.0**     **0.0**     **0.0**     **100.0**   **0.0**

  \% Proficient                       **0.0**     **0.0**     **0.0**     **0.0**     **100.0**

  \% Advanced Proficient              **0.0**     **0.0**     **0.0**     **0.0**     **0.0**

  Number of Students Tested           **0**       **0**       **0**       **1**       **2**

  **STATE SCORES**                                                                    

  \% Partially Proficient             **32.0**    **31.5**    **34.1**    **34.2**    **39.6**

  \% Proficient                       **42.8**    **41.3**    **44.2**    **46.5**    **44.2**

  \% Advanced Proficient              **25.7**    **27.2**    **21.7**    **19.3**    **16.2**
  ----------------------------------- ----------- ----------- ----------- ----------- -----------

Subject- **Language Arts Literacy & Mathematics** Grade -- **3**

Test - **New Jersey Assessment of Skills & Knowledge (NJASK3)
2003-2004**

  -------------------------------- ---------------------- -----------------
                                   **Language Arts        **Mathematics**
                                   Literacy**             

  Testing month                    **May**                **May**

  **SCHOOL SCORES**                                       

  \% Partially Proficient          **5.3**                **6.6**

  \% Proficient                    **84.2**               **56.6**

  \% Advanced Proficient           **10.5**               **36.8**

                                                          

  Number of students tested        **76**                 **76**

  Percent of total students tested **100**                **100**

  Number of students alternatively **0**                  **0**
  assessed                                                

  Percent of students              **0**                  **0**
  alternatively assessed                                  

  SUBGROUP SCORES                                         

  1\. Economically Disadvantaged                          

  \% Partially Proficient          **0.0**                **50.0**

  \% Proficient                    **100.0**              **50.0**

  \% Advanced Proficient           **0.0**                **0.0**

  Number of Students Tested        **4**                  **4**

  2\. Black                                               

  \% Partially Proficient          **12.5**               **12.5**

  \% Proficient                    **87.5**               **75.0**

  \% Advanced Proficient           **0.0**                **12.5**

  Number of Students Tested        **8**                  **8**

  3\. White                                               

  \% Partially Proficient          **4.7**                **4.8**

  \% Proficient                    **84.4**               **54**

  \% Advanced Proficient           **10.9**               **41.3**

  Number of Students Tested        **64**                 **63**

  4\. Hispanic                                            

  \% Partially Proficient          **0.0**                **33.3**

  \% Proficient                    **100.0**              **66.7**

  \% Advanced Proficient           **0.0**                **0.0**

  Number of Students Tested        **3**                  **3**

  **STATE SCORES**                                        

  \% Partially Proficient          **20.7**               **23.4**

  \% Proficient                    **75.6**               **53.8**

  \% Advanced Proficient           **3.8**                **22.8**
  -------------------------------- ---------------------- -----------------